Gifted Education International 1993 Vol. 9, pp. 68-77
© 1993 A B Academic Publishers

C. June Maker, The University of Arizona, USA

creativity, intelligence, and problem solving: a defmition and design for cross-cultural research and measurement related to giftedness Abstract
A new definition of giftedness is proposed based on a review of the constructs of intelligence, creativity, and problem solving. A research design employed in a series of studi~s of giftedness in children and adults is presented, along w1th a summary of important results. Finally, implications of the design for both research and practice are outlined.

Intelligence
A central concept in many theories and definitions of intelligence is solving problems or adaptation to one's environment. Although the phrase "problem solving" is not always found, the concept of "adaptation" or "ability to adapt", a central concept in many definitions (Binet &
Simon, 1909 (cited in Terman, 1916); Boynton, 1933;
Colvin, 1921; French, 1962; Piaget, 1981; Pintner, 1921;
Stern, 1914; Wechsler, 1941 ), implies that individuals encounter situations (problems) to which they must devise ways of reacting. Thus, they are solving problems.
Later theorists and researchers revised these general concepts of "adaptation" by adding the idea of adapting to the cultural as well as the biological environment (Laboratory of Comparative Human Cognition, 1982_; Goodnow,
1976; Charlesworth, 1976; Olson, 1976; Ne1sser, 1976;
Gardner, 1983). In an introduction to an edited book on conceptions of intelligences, Sternberg & Salter (1982) suggest "goal-directed adaptive behavior" (p. 3) as a definition that fits the body of ideas and research included in their book. Others (Spearman, 1927; Terman, 1921;
Dehn & Schank, 1982) refer to the capacity to integrate information and experience or to do "abstract