A keleti kultúrák és ázsiai emberek mitől kevésbé kreatívabbak a nyugati fehérembernél? Extenzív nagyszámú kreativitás tesztek alapján.

Furthermore, Karwowski et al. (2016) adopted a recently developed methodology, the Necessary Condition Analysis (NCA) (Dul, 2016), corroborating the necessary-but-not-sufficient relationship between intelligence and creativity in eight studies. Based on these analyses, the current study performed these two empirical methods to explore the relationship between creativity and intelligence. Considering that previous studies explored the threshold effect of participants in Western culture (e.g., Runco and Albert, 1986; Preckel et al., 2006; Jauk et al., 2013; Welter et al., 2016), this effect should be examined using Chinese subjects in Eastern culture. As many previous studies indicated, compared with their counterparts in Western developed countries, Chinese adolescents and children demonstrated significantly lower performance in creativity (e.g., Ye et al., 1988; Hu et al., 2004). However, numerous other studies revealed that Chinese subjects were not inferior in intelligence to Western subjects (Lynn et al., 1988, 1991; Jensen and Whang, 1993). To explain this inconsistent phenomenon, intelligence likely contributes less to creativity among Chinese children, and the threshold of intelligence (if it does exist) will be lower than the threshold of intelligence among Western children (which is typically hypothesized as 120 points). The variation in the threshold effect of intelligence for Chinese children should be examined considering the cultural differences between Chinese children and Western children.

Studies of the association between personality traits and DT have been conducted using different samples in recent years (Gelade, 2002). Of these personality factors, openness to experience is viewed as the most important factor for creativity (Furnham, 1999; Chamorro-Premuzic and Furnham, 2004) because it is consistently linked with all criteria of creativity (Kerr and McKay, 2013). Some recent studies investigated the role of openness to experience in the intelligence–creativity relationship. In a questionnaire study with high school students, Ivcevic and Brackett (2015) identified a significant interaction between emotional regulation ability and openness to experience.