Deductive Reasoning and Creativity: A Cross-Cultural Study

A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed that participants from both China and the United States believed that Americans have better creativity abilities than Chinese and that Chinese have better deductive reasoning skills than Americans. Significant cultural difference in the performances on the measures of creativity was found. The cultural difference in deductive reasoning was found between Chinese participants in China and the Caucasian (not the Asian) participants in the United States, which were somewhat congruent to the stereotypical perceptions. However, the study did not find that stereotypic perceptions directly influenced participants' performance on deductive reasoning and creativity.

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“…Niu et al. () found in their cross‐cultural study that Chinese and Americans displayed no differences in verbal deductive reasoning.…”

Section: Influences Of Culture On Cognitive Abilitiesmentioning

confidence: 96%

“…Gardner () contended this emphasis in acquiring knowledge and skills in such environments discourages creativity development. Indeed, numerous studies (Niu, Zhang & Yang, ; Niu & Sternberg, , ) found Americans to be more creative than Chinese counterparts.…”

Section: Influences Of Culture On Cognitive Abilitiesmentioning

confidence: 99%

Cultural Difference in Stereotype Perceptions and Performances in Nonverbal Deductive Reasoning and Creativity

Wong

Niu

2013

Journal of Creative Behavior

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“…In deductive reasoning, concepts do not need to be synthesized or rearranged. Interestingly, Niu, Zhang and Yang (2007), found no correlation between deductive thinking and creativity. In contrast, Vartanian, Martindale, and Kwiatkowski (2003) show a correlation between creativity and inductive thinking.…”

Section: Scientific Creativity and Social Factorsmentioning

confidence: 99%

Scientific Creativity: Divergent and Convergent Thinking and the Impact of Culture

Vries

Lubart

2017

Journal of Creative Behavior

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This paper examines the contrast and distinction between divergent and convergent scientific creativity, and the paradoxical relationship of scientific creativity with cultural factors in elementary students. With a newly developed measure of potential for scientific creativity, EPoC Science (Lubart et al., in press), students produce ideas in response to scientific problems, and both divergent‐exploratory as well as convergent‐integrative processes involved in scientific creativity are analyzed. An empirical study (n = 118) was conducted in France with elementary school children (ages 7–10). The divergent‐exploratory task was scored for fluency and statistical uniqueness. For the convergent‐integrative task, the number of concepts that a student integrated and synthesized, and the originality of the synthesis were scored. Results showed that divergent and convergent task performances were weakly related to each other. This suggests that divergence and convergence are two relatively distinct processes for scientific creativity, and that the relation is more complex than commonly assumed. In terms of culture‐related variables, immigrant cultural background (number of family members born outside of France) was significantly and negatively correlated with the originality of divergent and convergent scientific creativity. Findings are discussed and educational implications are proposed.

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“…Though it takes different forms in the creativity realm and does not explain the process, reasoning, plays a role in creativity development (Runco, ). Fasko () points out that studies explicitly connecting the concepts of reasoning and creativity are scarce, but some do exist in the literature (e.g., Niu, Zhang & Yang, ). A clear link exists between creativity and learning (Beghetto & Plucker, ).…”

Section: Metacognition and Creativitymentioning

confidence: 99%

Inside the Creative Sifter: Recognizing Metacognition in Creativity Development

Puryear

2014

Journal of Creative Behavior

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The parallels between cognitive development and creativity are neglected in the literature. Piaget's information transformations are personalized, meaning individual constructions can involve creativity. Vygotsky's work considers the implications and interactions of social influences, conventions, and personal implications for creative development. The Cognitive-Creative Sifting Model is proposed to focus attention on these and other connections between cognitive development and creativity. Other common methods of assessing creativity are compared to the proposed model. It is argued that the model provides a foundation to evaluate individual creative potentials more holistically. Specifically, the conceptual elements of metacognition are described and their role in the development of creativity is suggested. It is argued that future researchers should pay particular attention to the interaction effects metacognition has with traditional measures of creativity focused on ideation and product evaluation.

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Deductive Reasoning and Creativity: A Cross-Cultural Study

Cited by 52 publications

References 23 publications

Cultural Difference in Stereotype Perceptions and Performances in Nonverbal Deductive Reasoning and Creativity

Cultural Difference in Stereotype Perceptions and Performances in Nonverbal Deductive Reasoning and Creativity

Scientific Creativity: Divergent and Convergent Thinking and the Impact of Culture

Inside the Creative Sifter: Recognizing Metacognition in Creativity Development

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