Bicultural Effects on the Creative Potential of Chinese and French Children

Autor/inn/en	Lau, Sing; Cheung, Ping Chung; Lubart, Todd; Tong, Toby M. Y.; Chu, Dennis H. W.
Titel	Bicultural Effects on the Creative Potential of Chinese and French Children
Quelle	In: Creativity Research Journal, 25 (2013) 1, S.109-118 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-0419
DOI	10.1080/10400419.2013.752281
Schlagwörter	Biculturalism; Creativity; Asians; Comparative Analysis; Scores; Foreign Countries; Creative Thinking; Test Reliability; Correlation; French; Verbal Communication; Chinese; Elementary School Students; Statistical Analysis; Multivariate Analysis; France (Paris); Hong Kong; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Bikulturalität; Kreativität; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Kreatives Denken; Testreliabilität; Korrelation; Französisch; China; Chinesen; Statistische Analyse; Multivariate Analyse; Hongkong
Abstract	This study examined possible bicultural effects on creative potential of children in four groups of Chinese and French children in Hong Kong and Paris. An international battery of widely used divergent measures (Wallach-Kogan Creativity Tests; WKCT) and newly constructed divergent-plus-integrative measures (Evaluation of Potential Creativity; EPoC) was established for assessment. Study 1 showed that most measures of WKCT and EPoC were reasonably high in reliability and they had expected correlations with the fluency scores of some subtests of Torrance Tests of Creative Thinking. Study 2 found some interestingly mixed bicultural effects favoring verbal divergent responses for French children and graphic integrative responses for Chinese children. Compared with Paris-French children, the bicultural Hong Kong-French children had significantly higher scores in figural fluency, figural flexibility, and figural uniqueness of WKCT (requiring only verbal divergent responses) but significantly lower scores in the graphic divergent-exploratory measure of EPoC. Compared with Hong Kong-Chinese children, the bicultural Paris-Chinese children had significantly higher scores in the graphic convergent-integrative measure of EPoC, but significantly lower scores in verbal fluency, verbal flexibility, figural fluency, figural flexibility, figural uniqueness, and figural unusualness of WKCT. Implications of the mixed bicultural effects in relation to the diverse creativity measures and children groups are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01