Concepts of Creativity: Similarities and Differences among Mainland, Hong Kong and Taiwanese Chinese

Rudowicz, Elisabeth; Yue, Xiaodong

doi:10.1002/j.2162-6057.2000.tb01210.x

Cited by 125 publications

(108 citation statements)

References 9 publications

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“…Most cross-cultural work that contrasts perceptions of creativity emphasizes which concepts are most associated with creativity. For example, Westem conceptions tend to emphasize unconventionality, inquisitiveness, imagination, humor, and freedom (Murdock & Ganim, 1993;Stemberg, 1985), Eastern conceptions are more likely to encompass moral goodness, societal contributions, and connections between old and new knowledge (Niu & Stemberg, 2002;Rudowicz & Hui, 1997;Rudowicz & Yue, 2000), It would be interesting to see how these different cultures view creativity by domain, Cheung and Yue (2007) found that Chinese students viewed scientists as more creative than other professions. Such comparable preferences and beliefs may result in different pattems for different cultures.…”

Section: Discussionmentioning

confidence: 97%

Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS).

Kaufman

2012

Psychology of Aesthetics, Creativity, and the Arts

341

321

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If one takes a domain-specific approach to studying creativity, 1 key question is to determine the most important domains to measure. One approach is to look at common perceptions of creativity. Building on past studies that used self-report questionnaires, this study presents a new instrument, the Kaufman Domains of Creativity Scale. A factor analysis of 2,318 college student responses led to 50 items and 5 broad domains: Self/Everyday, Scholarly, Performance (encompassing writing and music). Mechanical/ Scientific, and Artistic. Coefficient alphas and coefficients of congruence were generally strong. Correlations between the 5 creativity domains and the Big Five personality factors were consistent with past research, lending evidence of convergent validity.

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Section: Discussionmentioning

confidence: 97%

Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS).

Kaufman

2012

Psychology of Aesthetics, Creativity, and the Arts

341

321

View full text Add to dashboard Cite

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“…Another related and unanticipated finding is that academic and leadership have higher correlations than creativity does with music and art final exam scores. Some researchers indicate that the Chinese concept of creativity is different from the Western concept (Rudowicz & Hui, 1998;Rudowicz & Yue, 2000). Creativity may not be regarded as a highly desirable characteristic for a Chinese student to possess and it may not be considered a type of giftedness in China (Rudowitz & Yue, 2000).…”

Section: Discussionmentioning

confidence: 99%

Validation of the Gifted Rating Scales–School Form in China

Pfeiffer

Petscher

et al. 2008

Gifted Child Quarterly

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The Gifted Rating Scales-School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students (N = 499). The Chinese GRSS was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the GRS-S scores and measures of academic performance provide preliminary support for the criterion validity of the Chinese-translated GRS-S. Significant age and gender differences on the Chinese GRS-S were found. Results provide preliminary support for the Chinese version of the GRS-S as a reliable and valid measure of giftedness for Chinese students. Keywordsgifted rating scales; Chinese children; reliability; validity Hundreds of thousands of school-age children in the United States and worldwide are considered annually for programs for the gifted and talented (Pfeiffer & Jarosewich, 2003). Exceptional general intelligence was once thought to be the hallmark of giftedness but now is regarded as only one manifestation of giftedness. Recent theories emphasize the multidimensionality of outstanding abilities (e.g., Gardner, 1983;Sternberg, 1997; Tannenbaum, 2000). Although most people think only of intellectual giftedness, children display artistic, musical, athletic, dramatic, interpersonal, aesthetic, leadership, creative, and other gifts. Screening and identifying different types of gifted students have been regarded as challenging and important tasks to ensure that gifted students receive the special resources and services that they need to reach their full potential (Gallagher, 2003;Pfeiffer, 2002). One problem with the current identification process is that most instruments are designed to measure only intellectual factors. There are few reliable screening tools available to complement intelligence tests in providing assessment of multiple dimensions of giftedness (Jarosewich, Pfeiffer, & Morris, 2002). Several standardized achievement tests, such as Iowa Tests of Basic Skills (Hoover, Hieronymus, Dunbar, & Frisbie, 2001) and California Basic Educational Skills Test (National Evaluation Systems, 2005), have been used in the identification process. One disadvantage in using standardized achievement tests is that they are not sufficiently difficult to measure students' high ability, knowledge, and (Davis & Rimm, 2004). Another problem regarding the current identification process is that some instruments do not include representative norms, although they may consist of multiple types of giftedness (Richert, Alvino, & McDonnel, 1982). HHS Public AccessA number of teacher rating scales have been developed to assess intellectual and academic giftedness. However, many of the rating scales suffer from limitations that compromise their diagnostic value (Jarosewich et al., 2002). For example, some popular scales consist of...

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“…For example, Torrance (1962) found that developmental patterns of creativity differed across cultures; Arab students score consistently higher on creativity in figural tests than American participants (Mar'i & Karayanni, 1983); there are differences and similarities in the importance of novelty and appropriateness to creativity between Chinese, Japanese, and Americans that run counter to stereotypes (although not between Asian Americans and Caucasian Americans; Paletz & Peng, 2008); and although not compared directly with American samples, several studies suggest that lay theories of creativity and personality are different between Westerners and various Chinese groups (e.g., Rudowicz & Hui, 1997;Rudowicz & Yue, 2000). Only future research can answer these questions.…”

mentioning

confidence: 96%

Problem Finding and Contradiction: Examining the Relationship Between Naive Dialectical Thinking, Ethnicity, and Creativity

Paletz

Peng

2009

Creativity Research Journal

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This research examined the association between naive dialectical thinking and creativity, measured as originality in problem construction and reframing (types of problem finding). Ethnic identity (Caucasian vs. Asian=Asian American) was examined as a moderator. Two correlational studies and one experimental study revealed a complex pattern of results: For problems with low inherent contradiction, naive dialectical thinking decreased originality on problem finding tasks, whereas for tasks with higher contradiction, there was no or even a slight positive effect. Furthermore, these relationships were found for Caucasian participants but not for Asian or Asian American participants. This research built upon the long-standing notion that dialectical thinking is positively associated with creativity, but suggests the relationship might be culture-, task-, and process-specific. The nature of dialectical thinking as involving the acceptance of contradiction or necessitating the resolution of tension should be explored.

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Concepts of Creativity: Similarities and Differences among Mainland, Hong Kong and Taiwanese Chinese

Cited by 125 publications

References 9 publications

Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS).

Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS).

Validation of the Gifted Rating Scales–School Form in China

Problem Finding and Contradiction: Examining the Relationship Between Naive Dialectical Thinking, Ethnicity, and Creativity

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