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Researchers often use sex-typed names (e.g., John vs. Joan) to identify stimulus persons' sex, assuming that such names communicate sex only. In fact, however, such names also create impressions that have little or nothing to do with sex. Study 1 analyzed the age connotations, intellectual-competence connotations, and attractiveness of sex-typed names used in 230 published studies on sexism and fear of success. On each of these variables, the literature was pervasively confounded in a manner favoring male stimulus persons. Study 2 found that the name biases reported in Study 1 were positively correlated with outcome measures in a sample of sexism studies, but only when names were presented with limited other information. Possible causes of the bias are discussed, and recommendations for naming stimulus persons are presented, including a list of male names and female names matched on several key variables.

Does extrinsic motivation inhibit or foster creativity? Whereas previous researchers examined the effects of externally controlled extrinsic motivation on creativity, we focus on the effects of self-determined extrinsic motivation arising from one's personally held core values. In this study, we present a theoretical argument which predicts that (a) creative behavior is fostered by certain value types, inhibited by other value types, and holistically related to the total integrative-dynamic pattern of value types identified by Schwartz (1994), and (b) creative performance is synergistically promoted by the interaction between the Self-Direction value type and intrinsic motivational orientation. These hypotheses were tested in a study of 248 undergraduates whose value priorities and intrinsic motivational orientation were measured by self-report and whose creative performance was assessed across multiple tasks in the verbal, artistic, and mathematical domains. All predictions were supported.

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To explore whether the facilitation effects of an explicit instruction to “be creative” vary across cultures and types of tasks, 248 U.S. and 278 Chinese college students were administered a battery of tests of verbal, artistic, and mathematical creativity. Half of the participants were tested under the standard condition, and the other half under the explicit instruction condition. Results showed that the facilitation effects of the explicit instruction varied by domains of the creativity tasks (greater for artistic and mathematical creativity than for verbal creativity), but not across cultural and ethnic groups. The explicit instruction had a small “detrimental” effect on the clarity and grammar of story writing, but not on any other aspects of the technical quality of creative products. Methodological and theoretical implications of these findings are discussed.