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.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10400419.2013.752281]

The Wallach-Kogan Creativity Tests were translated into Chinese and later fully computerized for research in Hong Kong. The normative data of two cohorts (1994 and 2002) of school children were employed to test the hypothesis that growth in creative thinking occurs in a society or culture during a period of education and curriculum reforms that emphasize creative thinking. Results of multivariate analysis of variance and subsequent univariate analysis of variance supported the hypothesis. Moreover, some interesting gender differences in creativity growth were observed, underlining the fact that boys and girls should be treated differentially to obtain a desirable creativity growth for them.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Medical Teacher. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10400419.2013.843916]

研究競爭時，被拒者的感受及自我評估在競爭夥伴態度相同或相異下之分別；受試者為65位大學本科生。

研究在內控和外控下的中學生，面對過高及過低薪酬時，在工作效率和感受上所作出的反應。

A sample of 2,476 Grade 4 to 9 Chinese school children was tested with the new electronic Wallach-Kogan Creativity Tests. Among primary students, creativity scores rose from Grade 4 to 5 and then dropped from 5 to 6; and among secondary students, creativity scores rose from Grade 7 to 9. A drop from Grade 6 to 7 was also observed. Apart from these overall trends, different patterns of gender differences were found in primary and secondary grades. In Grade 4 to 6, boys scored higher than girls marginally on most creativity indexes. In Grade 7 and 8, girls excelled boys significantly on figural fluency, flexibility, uniqueness, and unusualness. In Grade 8, girls also scored higher on verbal flexibility. The gender differences were narrowed down again marginally in Grade 9.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10400419.2010.503543]

Gender differences in creativity scores of the Wallach-Kogan Creativity Tests were found for a sample of 2476 4th- to 9th-graders from 8 primary schools and 4 secondary schools in Hong Kong. Specifically, girls in the junior high grades excelled boys in verbal flexibility, figural fluency, figural flexibility, figural uniqueness, and figural unusualness. These findings contrasted with previous findings of no gender differences in a norming study of the same instrument carried out eight years before this study. The gender differences were explained in terms of environmental effect and cultural effect.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10400419.2010.481522]

We tested 462 primary students (244 boys and 218 girls) in Grades 1, 2, and 3 from 20 primary schools in Hong Kong. Their ideational fluency was assessed by using 2 items each on 3 types of verbal tasks (instances, uses, and similarities) and 2 types of figural tasks (pattern meanings and line meanings) from the Wallach-Kogan tests. On the average, students generated about 20 instances, gave 9 alternative uses of a common object, listed 11 possible similarities between a pair of named objects, and gave 13 and 15 possible meanings for visual patterns and lines, respectively. Although boys scored consistently higher in ideational fluency than girls on verbal tasks, significant gender differences did not emerge for figural tasks. Significantly higher scores on ideational fluency were evident for students in higher grades especially for verbal tasks. The use of the Wallach-Kogan tests in the assessment of divergent thinking ability and creativity for Chinese children is discussed.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1207/S15326934CRJ1334_13]