Article

Gender Differences in the Creativity of Hong Kong School Children: Comparison by Using the New Electronic Wallach–Kogan Creativity Tests

Creativity Research Journal (Impact Factor: 0.75). 04/2010; 22(2):194-199. DOI: 10.1080/10400419.2010.481522

ABSTRACT 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.

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    • "In cases where answers could not be recognized or did not fit into a category because of their novelty, the system sent them to a webpage where the researcher had to categorize them manually. Cheung and Lau (2010) developed an online assessment tool for the Wallach–Kogan Creativity Test named the e-WKCT, which is based on the standardized paper-and-pencil test of the Chinese version of the WKCT (Cheung, Lau, Chan, & Wu, 2004). They also used an automatic scoring system and conducted a large-scale study with 2476 primary and secondary school students. "
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    • "For better understanding of development in children and adolescents, social and personal factors should be taken into consideration. Two distinct development patterns were seen for primary graders and the secondary graders (Lau & Cheung, 2010). The creativity (as measured by verbal and figural fluency, flexibility, uniqueness and unusualness) of primary school students increased from grade 4 to grade 5 and later decreased from grade 5 to 6. "
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    ABSTRACT: 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.
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