Age Differences in Creativity: Task Structure and Knowledge Base

By C. Wu, Y. Cheng, Hoi Man Ip, C. McBride-Chang. 2005

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Differential Effects of Divergent Thinking, Domain Knowledge, and Interest on Creative Performance in Art and Math (2011, background): “For example, it has been found that the impact of knowledge on creative performances on a given task can be quite different depending on whether the task at hand is knowledge-rich or knowledge-lean (Wu, Cheng, Ip, & McBride-Chang, 2005 ).”
Predicting Creative Problem-Solving in Math From a Dynamic System Model of Creative Problem Solving Ability (2011, background): “Insight for the necessity of sufficient domain knowledge for anyone to exercise creativity in specific domains (Amabile, 1983b; Baer, 1991, 1993; Runco, 1994; Wu et al., 2005) in addition to DT.”
Developmental Trends of Creativity: What Twists of Turn Do Boys and Girls Take at Different Grades? (2010, background): “…of small sample size in most studies: e.g., 211 students of grade 1 to 5 (Besançon & Lubart, 2008), 117 students of grade 3 to 5 (Charles & Runco, 2000–2001), 25 students of grade 4 to 9 (Claxton et al., 2005), 22 students of grade 6 and 22 students of university levels (Wu et al., 2005).”