Creative thinking and creative performance in adolescents as predictors of creative attainments in adults: A follow‐up study after 18 years

Abstract

In this article we present a theoretical formulation and empirical evidence to support our position that the exclusive use of formal, school‐oriented predictors of intelligence and school grades forfeits a great deal of talent. Moreover, we suggest that examining out‐of‐school activities in children helps find hidden abilities and reduce talent loss. The Milgram 4 X 4 Model of the structure of giftedness provides the rationale for expecting that measures of creative thinking and creative leisure activities may be more valid predictors of remarkable life accomplishments than intelligence and school grades. We present here the results of an 18‐year longitudinal study in which this prediction was investigated. Implications of the findings for the identification and enhancement of giftedness are discussed as well.

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