Memory, Learning, Creativity and Intelligence Interrelation - Essay Sample

Introduction

When exploring the connections between various components of our cognitive abilities, major empirical research areas have to be considered. Over time, a considerable number of researchers have tried their lack in explaining the various relationships that exist between different elements of the cognitive system giving varied answers and opinions to these kinds of connections. The main question that the majority of human beings do not comprehend is why this relationship happens, and it's essential to their coordination capacity. Following the same line, this paper will be examining the connection between memory, intelligence, creativity, and knowledge and how their exploitation can enhance student learning outcomes.

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For many decades, researchers have been in the lookout on the interrelation between these variables. The connection between the previous cognitive systems remains debatable. The possible reasons for the constant debate are assumed to be a lack of clarity on how the stated concepts are connected. Most researches that have been done usually delve deep on creativity as well as intelligence. More extensive investigations seek to publish how the idea of creativity relates to information. According to many researchers (Benedek et al. 2014), many studies tend to build their contents along the framework that analyses on possible five connections between creativity and intelligence. These frameworks formed by many researchers propose that the elements under review are approached as independent and overlapping variables which can be said as coincident sets, can create each other's subset as well as viewed as disjoint sets.Creativity can be viewed as the person's differences that explain why some personnel is capable of providing solutions to those problems considered old and recurrent in a better way than others can. In layman's language, creativity is what gives us the ability to have a different approach to problems from a unique, though better perspective (Fugat, Zentall, & Gentry, 2013). On the other hand, intelligence entails the ability to partake in intellectual aptitudes and capabilities in solving practical challenges. Focusing on the two definitions, it becomes possible to identify a relationship between creativity and intelligence. When an individual is faced with problems, among the steps he/she takes is the one of brainstorming creative options. The brainstorming process needs creativity, which portrays an individual's decision-making function. Creativity forms a vital part of solving challenges since it aids in generating long-lasting answers. Intelligence finds its way in to assist in the formulation of fresh ideas. It goes without a bar then that knowledge and creativity form part of the most crucial components. They can be said to be essential given that they aid our realization of our complete cognitive power.

Memory forms another cognitive component that is connected with creativity and intelligence. A strange connection prevails amid creativity and memory. One of the core functions of the mind that need creativity is information retrieval. The information stored in the human being's memory can be approached as a similar process that a computer uses to store information fed on it (Lee, & Therriault, 2013). Scholars have recognized that an individual's functioning memory possesses the capacity that can be used to trigger creativity. An individual's working memory has been identified to have a limited volume and can be able to hold information which is within its limit. However, the working memory's size tends to differ from one person to another. Thus, there exist individuals with larger functioning memory capacity.

Individuals with larger working reminiscence have been known to produce original philosophies that prove to be more novel when compared to those individuals who have low capacities of working memory. High functioning memory capacity aids an individual's capability to produce numerous creative philosophies. Scholars elucidate that possessing larger working memory limits enables a person to come up with ideas that they have probably encountered in their past (Lee, & Therriault, 2013). Individuals in such as state are thus able to construct new ideas from the old philosophies. Therefore, a significant relationship between an individual's memory and their creativity exists that enable the creation of original as well as novel ideas by human beings.

Additionally, memory and intelligence are highly interconnected. For example, working memory has the capability of helping an individual in coordinating those elements that portray intelligence - functioning memory aids in storing and retrieving of information that relates to challenging solving as well as abstract reasoning. The two are components of intelligence (Fugat, Zentall, & Gentry, 2013). Thus, both memory and intelligence can determine a person's success when it comes to school-based responsibilities.

When exploring at the interconnection exploitation and its enhancement of knowledge results of the learners, the connection amid the three elements can aid in improving the knowledge outcomes, hence, refining the study experience within learning institutions. For example, the link between intelligence and creativity can assist in enhancing one's intellectual reserve. As stated earlier, intelligence aids in problems solving and boosts our ability in reasoning within an abstract way. Nevertheless, creativity assists individuals in generating original ideas that are novel at the same time. Thus, education systems ought to emphasize the application of the two components to improve the study outcomes in the colleges. For instance, creativity can aid in developing problem-solving as well as the reasoning abilities of the students.

Consequently, this results in the enhancement of the executive functioning making the students to pay attention in class work quickly. Additionally, the interconnection between intelligence and creativity can aid in enhancing a person's ability in filtering solutions efficiently. Such a scenario is applicable in the examinations room and in circumstances where the individual requires applying skills to get answers to immediate problems. For instance, through intelligence, students can gather knowledge from reading or lectures. Intelligence also helps them put the acquired knowledge into a practical application during the exams time.

Unfortunately, a good number of the learners may not be in a position to use their ability in the application of the skills and knowledge earned within the classroom settings, regardless of them possessing the potential of doing so. Thus, instructors ought to ensure that special techniques are applied to help the students put creativity into practice when handling problems. This in return enhances understanding even above the horizons of classroom settings. Furthermore, tutors should use methods deemed capable of improving high levels of intelligence of the students. As a result, students will manage to generate ideas quickly and efficiently.

According to some researchers, the interconnection amid memory and intelligence can too promote knowledge (Benedek et al. 2014). First, the two elements are linked with essential outcomes within the school settings. Memory, individually functioning mind is connected with success in learning related chores such as reading comprehension, mental calculations, and mathematics. Likewise, intelligence is considerably related to academic achievement such as in assessment performance. Intelligence is as well vital in the development of a child since it aids in the processing of information by children in a more and efficient manner. Often, memory and intelligence assist in enhancing cognitive expansion, which culminates into advanced knowledge. For example, intelligence provides aid to children in developing their speed, a factor that makes them be able to rehearse given information in a faster way. As a result, their working memory limit is thus improved, and they can participate in learning efficiently, given that they can quickly grasp the information and be able to retain a massive amount of it within their working memories. Creativity and memory grouping also tends to improve the learning process. As outlined earlier, creativity relates to mind in numerous ways. The relationship between these two enhances a person's knowledge and skills. For example, high functioning memory makes a person be able to tackle problems creatively.

The reason behind this is because human beings can produce original as well as different philosophies. Often, individuals retrieve ideas delivered via past experiences from their working memory. Thus, exposure has been assessed as a vital factor in creativity. In simpler words, mind promotes knowledge through creativity application. The interconnection between memory and creativity supports learning by lifting a person's ability in adapting to changes. The process mainly takes place when a person takes part in tasks that tend to raise their functioning memory limit.

Finally, memory and creativity promote knowledge by giving personnel the chance to involve in newly discovered experiments. The anticipated exercises usually take place when an individual applies creativity to come up with new ideas or opinions. When that happens, it becomes possible for people to explore new things via these discovered experiences. Additionally, new ideas aid in improving the individual's ability in solving old problems thus providing insight towards the problem-solving process. Memory and creativity concepts make a person be able to explore new aspects every day. Also, the connection amid all the thoughts described above is vital in knowledge enhancement. Thus, tutors should embark on using those techniques that will be able to incorporate all the stated components of cognitive working. The long-term effect of this is improved knowledge experience that in return enhances the education quality.

References

Benedek, M., Jauk, E., Sommer, M., Arendasy, M., & Neubauer, A. C. (2014). Intelligence, creativity, and cognitive control: The common and differential involvement of executive functions in intelligence and creativity. Intelligence, 46, 73-83.

Fugate, C. M., Zentall, S. S., & Gentry, M. (2013). Creativity and working memory in gifted students with and without characteristics of attention deficit hyperactive disorder: Lifting the mask. Gifted Child Quarterly, 57(4), 234-246.

Lee, C. S., & Therriault, D. J. (2013). The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes. Intelligence, 41(5), 306-320.