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]

In this research, we normed the Wallach-Kogan Creativity Tests (Wallach & Kogan, 1965) for the school children in Hong Kong. A representative sample of 1418 students (148 1st graders, 155 2nd graders, 159 3rd graders, 163 4th graders, 162 5th graders, 160 6th graders, 162 7th graders, 159 8th graders, and 150 9th graders) was administered a Chinese version of the Wallach-Kogan Creativity Tests (WKCT), developed in a large-scale pilot study. There was some preliminary evidence of reliability and validity of the Chinese version of the WKCT. Results of the forming study showed that there was generally an increase with grade level in the mean of various indexes (Fluency, Flexibility, Uniqueness, and Unusualness) of creativity from Grade 1 to Grade 3 (individual administration mode) and from Grade 4 to Grade 9 (group administration mode) for both verbal tests and figural tests, besides a significant drop in the mean of the various indexes of creativity for figural tests in Grade 7. No gender differences in the indexes of creativity were found. The norms of this first norming study of the WKCT not only provide information about the creative potential of the school children in Hong Kong, but also facilitate future cross-cultural comparison of the scores of the WKCT in different cultures and societies.
[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/s15326934crj1601_7 ]