The present paper reviews creativity research within the cognitive and personological investigative orientations on five parameters of creativity as they affect the individual: (a) intellectual factors and cognitive styles associated with creativity, (b) creativity as related/unrelated to intelligence, (c) personality aspects of creativity, (d) the potential creative, and (e) motivational characteristics associated with creativity. Despite differences in age, cultural background, area of operation or eminence, a particular consistent constellation of psychological traits emerges. These persons also appear distinguished more by interests, attitudes, and drives, rather than by intellectual abilities. The assessment of creative potential should include not only singular intellectual characteristics but also cognitive styles and personality variables. Creativity research pursued on the basis of compound criteria from disparate psychological levels holds promise for more valid findings which may, in addition, contribute toward the resolution of conceptual dilemmas.

This study compared possible causal attributions for college success and failure in American and Asian students via a sample of 358 undergraduate students who were administered the Multidimensional-Multi-Attribution Causality Scale. American, Chinese, Japanese, Korean, and Southeast Asian subjects reported a pattern of "effort ability-task-luck" forboth success and failure. The "self-serving bias" in attribution was supported only for the factor of ability. Compared with Asian students, American students attributed academic achievement significantly more often to ability than did Asian subjects. American students also appeared to believe effort was more important for success than lack of effort for failure. By contrast, Asian students attributed effort as equally important for both success and failure. Students in the four Asian subgroups also appeared more similar than different in causal attributions.

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