Instructions Moderate the Relationship between Creative Performance in Figural Divergent Thinking and Reasoning Capacity

In this study with within‐subject design, the “be‐creative effect” was investigated using three instructions in figural divergent‐thinking tasks: Besides a be‐fluent instruction, a be‐creative instruction, and a be‐creative instruction combined with strategies were applied. In addition, reasoning ability as part of fluid intelligence, self‐reported creative ideation, current motivation after reading the instructions, and task‐related interest...