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Review ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Psychol. | doi: 10.3389/fpsyg.2019.01219

How does culture shape creativity? A mini-review

  • 1Guangxi Normal University, China
  • 2Nanjing University, China
  • 3Changzhou Art Vocational College of Jiangsu Province, China
  • 4The City Vocational College of Jiangsu, China
  • 5School of Teacher Education, Nanjing Normal University, China

The purpose of this study was to examine how culture shapes creativity by reviewing empirical findings across diverse studies. The impact of culture on creativity is typically manifested in three ways: (a) people from different cultures or settings have distinct implicit and/or explicit conceptions of creativity; (b) individuals from different cultures, particularly those from individualist and collectivist cultures, show differences in preferred creative processes and creative processing modes (e.g., usefulness seems more important than novelty in the East, whereas novelty seems equally important as usefulness, if not more so, in the West) when they are engaged in creative endeavors; (c) creativity may be assessed using different measures based on culture-related contents or materials, and findings are accurate only when culturally appropriate or culturally fair measures are used. Potential implications and future directions are also proposed.

Keywords: culture, creativity, Conceptualization, thinking pattern, Creative Process

Received: 31 Oct 2018; Accepted: 08 May 2019.

Edited by:

Haiying Long, Florida International University, United States

Reviewed by:

Dan Zhang, Department of Psychology, Tsinghua University, China
Caroline D. Luft, Queen Mary University of London, United Kingdom  

Copyright: © 2019 Shao, Zhang, Zhou, Gu and Yuan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: PhD. Y Yuan, School of Teacher Education, Nanjing Normal University, Nanjing, China, appsyche@163.com