Many educationists have claimed that there is a relationship between 'intelligence' and 'creativity'. In 1904, Spearman (see Wiseman, 1973) had suggested that there was a universal intellectual ability 'g' which he claimed played a part in any person's intellectual activity, whilst, later, Thurstone (see Wiseman, 1973) presented a multi-factor view. Eventually, Spearman himself came to agree that there are general intellectual abilities more limited than his 'g'

For many years most intelligence tests required single, correct responses, but Piaget's approach to the development of intelligence testing with children was different. He wanted to discover the kind of thought processes used by a child in responding to a question. He was interested in what actual answer a child gave, not whether it was right or wrong, and also he was concerned about the ways in which children's answers to the same question varied as they became older. During the past twenty-five years or so, research workers looking at the development of creativity have also been concerned with the actual way in which children think rather than with the precision of such thinking, and some of these workers have encouraged a relaxed atmosphere when questions were given.