Effects of Explicit Instruction to “Be Creative” Across Domains and Cultures

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Ready, Set, Create: What Instructing People to "Be Creative" Reveals About the Meaning and Mechanisms of Divergent Thinking (2014, background): “But the early demonstration that people have some deliberate control over creative thought (Christensen et al., 1957) didn’t appreciably influence early models of creative cognition, which emphasized associative processes, such as spreading activation from common to increasingly remote ideas (Wallac”
Self-Reported Differences in Creativity by Ethnicity and Gender (2006, background): “Chen et al. (2005) studied Asian Americans and nonAsian Americans and found no differences in measures of verbal, mathematical and artistic creativity.”
Enhancing creativity: A comparison between effects of an indicative instruction “to be creative” and a more elaborate heuristic instruction on Chinese student creativity. (2009, background): “They further examined this effect in another study in which they used several product-oriented tasks in three different domains—art, literature, and mathematics (Chen et al., 2005).”
Values and Creativity (2007, background): “(For more details about the instructional conditions and their effects, see Chen et al., 2005.)”