William W. Maddux

Multicultural Experience Enhances Creativity The When and How

Many practices aimed at cultivating multicultural competence in educational and organizational settings (e.g., exchange programs, diversity education in college, diversity management at work) assume that multicultural experience fosters creativity. In line with this assumption, the research reported in this article is the first to empirically demonstrate that exposure to multiple cultures in and of itself can enhance creativity. Overall, the authors found that extensiveness of multicultural experiences was positively related to both creative performance (insight learning, remote association, and idea generation) and creativity-supporting cognitive processes (retrieval of unconventional knowledge, recruitment of ideas from unfamiliar cultures for creative idea expansion). Furthermore, their studies showed that the serendipitous creative benefits resulting from multicultural experiences may depend on the extent to which individuals open themselves to foreign cultures, and that creativity is facilitated in contexts that deemphasize the need for firm answers or existential concerns. The authors discuss the implications of their findings for promoting creativity in increasingly global learning and work environments.

Cultural Borders and Mental Barriers: The Relationship Between Living Abroad and Creativity

Despite abundant anecdotal evidence that creativity is associated with living in foreign countries, there is currently little empirical evidence for this relationship. Five studies employing a multimethod approach systematically explored the link between living abroad and creativity. Using both individual and dyadic creativity tasks, Studies 1 and 2 provided initial demonstrations that time spent living abroad (but not time spent traveling abroad) showed a positive relationship with creativity. Study 3 demonstrated that priming foreign living experiences temporarily enhanced creative tendencies for participants who had previously lived abroad. In Study 4, the degree to which individuals had adapted to different cultures while living abroad mediated the link between foreign living experience and creativity. Study 5 found that priming the experience of adapting to a foreign culture temporarily enhanced creativity for participants who had previously lived abroad. The relationship between living abroad and creativity was consistent across a number of creativity measures (including those measuring insight, association, and generation), as well as with masters of business administration and undergraduate samples, both in the United States and Europe, demonstrating the robustness of this phenomenon.

It Takes Two to Mimic: Behavioral Consequences of Self-Construals

The present studies demonstrated the moderation of self-construal orientation on mimicry. Recent research has indicated that an interdependent self-construal is associated with assimilation of the other to the self whereas an independent self-construal is associated with minimizing the influence of others on the self (H. R. Markus & S. Kitayama, 1991; D. Stapel & W. Koomen, 2001). Therefore, the authors hypothesized that an interdependent self-construal would be associated with more mimicry than an independent self-construal. When self-construal orientations were experimentally primed, as in Studies 1 and 2, independent self-construals produced less nonconscious mimicry than interdependent self-construals. When self-construals were examined as cultural differences with either a chronically dominant independent (Americans) or interdependent (Japanese) construal of the self, these results were replicated.

Cross-Cultural Differences in Relationship- and Group-Based Trust

Two experiments explored differences in depersonalized trust (trust toward a relatively unknown target person) across cultures. Based on a recent theoretical framework that postulates predominantly different bases for group behaviors in Western cultures versus Eastern cultures, it was predicted that Americans would tend to trust people primarily based on whether they shared category memberships; however, trust for Japanese was expected to be based on the likelihood of sharing direct or indirect interpersonal links. Results supported these predictions. In both Study 1 (questionnaire study) and Study 2 (online money allocation game), Americans trusted ingroup members more than outgroup members; however, the existence of a potential indirect relationship link increased trust for outgroup members more for Japanese than for Americans. Implications for understanding group processes across cultures are discussed.

Contextual Moderation of Racial Bias: The Impact of Social Roles on Controlled and Automatically Activated Attitudes

Three experiments tested the hypothesis that the social roles implied by specific contexts can attenuate or reverse the typical pattern of racial bias obtained on both controlled and automatic evaluation measures. Study 1 assessed evaluations of Black and Asian faces in contexts related to athlete or student roles. Study 2 compared evaluations of Black and White faces in 3 role-related contexts (prisoner, churchgoer, and factory worker). Study 3 manipulated role cues (lawyer or prisoner) within the same prison context. All 3 studies produced significant reversals of racial bias as a function of implied role on measures of both controlled and automatic evaluation. These results support the interpretation that differential evaluations based on Race x Role interactions provide one way that context can moderate both controlled and automatic racial bias.

When in Rome ... Learn Why the Romans Do What They Do: How Multicultural Learning Experiences Facilitate Creativity

Research suggests that living in and adapting to foreign cultures facilitates creativity. The current research investigated whether one aspect of the adaptation process—multicultural learning—is a critical component of increased creativity. Experiments 1-3 found that recalling a multicultural learning experience: (a) facilitates idea flexibility (e.g., the ability to solve problems in multiple ways), (b) increases awareness of underlying connections and associations, and (c) helps overcome functional fixedness. Importantly, Experiments 2 and 3 specifically demonstrated that functional learning in a multicultural context (i.e., learning about the underlying meaning or function of behaviors in that context) is particularly important for facilitating creativity. Results showed that creativity was enhanced only when participants recalled a functional multicultural learning experience and only when participants had previously lived abroad. Overall, multicultural learning appears to be an important mechanism by which foreign living experiences lead to creative enhancement.

Relational Mobility Explains Between- and Within-Culture Differences in Self-Disclosure to Close Friends

In the current research, we tested a novel explanation for previously demonstrated findings that East Asians disclose less personal information to other people than do Westerners. We propose that both between- and within-culture differences in self-disclosure to close friends may be explained by the construct of relational mobility, the general degree to which individuals in a society have opportunities to form new relationships and terminate old ones. In Study 1, we found that cross-cultural differences (Japan vs. United States) in self-disclosure to a close friend were mediated by individuals’ perceptions of relational mobility. In Study 2, two separate measures of relational mobility predicted self-disclosure within a single culture (Japan), and this relationship was mediated by the motivation to engage in self-disclosure to strengthen personal relationships. We conclude that societies and social contexts higher in relational mobility (in which relationships can be formed and dissolved relatively easily) produce stronger incentives for self-disclosure as a social-commitment device.

When Being a Model Minority Is Good . . . and Bad: Realistic Threat Explains Negativity Toward Asian Americans

The current research explores the hypothesis that realistic threat is one psychological mechanism that can explain how individuals can hold positive stereotypical beliefs toward Asian Americans yet also express negative attitudes and emotions toward them. Study 1 demonstrates that in a realistic threat context, attitudes and emotions toward an anonymous group described by only positive, “model minority” attributes are significantly more negative than when the group was described using other positive attributes. Study 2 demonstrates that realistic threat significantly mediates the relationship between (a) the endorsement of the both the positive and negative stereotypes of Asian Americans and (b) subsequent negative attitudes and emotions toward them. Studies 3 and 4 conceptually replicate this effect in experimental situations involving interactions with Asian Americans in realistic threat contexts. Implications for understanding the nature of stereotyping and prejudice toward Asian Americans and other minority groups are discussed.

The “Ripple Effect”: Cultural Differences in Perceptions of the Consequences of Events

Previous research has demonstrated that people from East Asian cultural backgrounds make broader, more complex causal attributions than do people from Western cultural backgrounds. In the current research, the authors hypothesized that East Asians also would be aware of a broader, more complex distribution of consequences of events. Four studies assessed cultural differences in perceptions of the consequences of (a) a shot in a game of pool, (b) an area being converted into a national park, (c) a chief executive officer firing employees, and (d) a car accident. Across all four studies, compared to participants from Western cultural backgrounds, participants from East Asian cultural backgrounds were more aware of the indirect, distal consequences of events. This pattern occurred on a variety of measures, including spontaneously generated consequences, estimations of an events impact on subsequent events, perceived responsibility, and predicted affective reactions. Implications for our understanding of cross-cultural psychology and social perception are discussed.

Gender Differences in the Relational and Collective Bases for Trust

A variety of research suggests that men and women differ in their interdependent orientation: whereas women tend to be more relationally interdependent, men tend to be more collectively interdependent (e.g. Gabriel & Gardner, 1999). The current study sought to investigate differences in interdependence within the domain of trust. In particular, the authors predicted that men would tend to trust individuals based on whether or not they shared group memberships. On the other hand, women were predicted to trust those who shared direct or indirect relationship connections. Results from an online trust-dilemma game supported these predictions. Implications for our understanding of the impact of gender on social identity and self-representation are discussed.