Creative activity and accomplishment as indicators of polymathy among gifted and nongifted students

Abstract

This study examined domain specificity among 306 high-school students using the Creative Activity and Accomplishment Checklist (CAAC). The CAAC provides both the quantity of activity and quality of accomplishment scores, allowing an empirical test of possible polymathy among students, some of whom were gifted. Polymathy occurs when an individual performs creatively in more than one domain. This investigation's two objectives were to replicate domain specificity studies with the newest version of the CAAC, which included new domains (i.e., technological and everyday creativity) and quality and quantity scores, and to use it to test for polymathy among students. Previous work with adults suggested that polymaths are creative in multiple domains. They often invest in creative avocations that support their professional creativity. Some evidence of polymathy was uncovered; however, it was not common in this sample. Support for domain specificity was reasonably clear in the present results, yet it was not all-or-nothing but rather a matter of degree. Domains overlapped to varying amount. The amount of overlap varied with the level of talent and from domain to domain. The clearest support for polymathy came from regression analyses which revealed a significant relationship between the quantity of activity in some domains and the quality of creative accomplishment in others. Limitations and future directions are discussed.

Keywords: creative activity and accomplishments; domain specificity; gifted students; hierarchical regression analysis; polymathy.