Does receiving knowledge necessarily catalyze the recipient's creativity? Drawing upon the literature on knowledge management, we propose a dyadic-level contingency model in which the type of received knowledge (i.e., explicit vs. tacit) from the partner and the recipient's psychological closeness to the partner jointly determine the recipient's knowledge elaboration and consequent creativity as catalyzed by the partner's knowledge (i.e., catalytic creativity). Results based on three samples from various settings show that receiving tacit knowledge from a partner leads a recipient to elaborate the received knowledge, and this relationship is stronger when the recipient's psychological closeness to the partner is higher. This dyadic-level knowledge elaboration in turn boosts the recipient's catalytic creativity. In contrast, receiving explicit knowledge from a partner generally has a much weaker effect on the recipient's elaboration of the knowledge, regardless of whether the recipient's psychological closeness to the partner is high or low. We extend research on dyadic-level creativity by illustrating (a) the differential effects of explicit versus tacit knowledge receiving and (b) the recipient's knowledge elaboration as a mechanism and dyadic psychological closeness as a boundary condition for such differential effects.

中文翻译：

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接受知识会促进创造力吗？知识类型与知识阐述心理贴近度二元级权变模型

接受知识是否一定会激发接受者的创造力？借鉴知识管理方面的文献，我们提出了一个二元级别的应急模型，其中从合作伙伴那里接收到的知识类型（即显性知识还是隐性知识）以及接受者与合作伙伴的心理亲近程度共同决定了接受者的知识阐述和后果。由合作伙伴的知识催化的创造力（即催化创造力）。基于来自不同环境的三个样本的结果表明，从伴侣那里接收隐性知识会导致接收者详细阐述所接收的知识，并且当接收者与伴侣的心理亲密程度越高时，这种关系就越强。这种二元层面的知识阐述反过来又增强了接受者的催化创造力。相比之下，从伴侣那里接收显性知识通常对接收者对知识的阐述的影响要弱得多，无论接受者与伴侣的心理亲密程度是高还是低。我们通过说明（a）显性知识与隐性知识接收的差异效应以及（b）接收者的知识阐述作为一种机制以及作为这种差异效应的边界条件的二元心理亲密性来扩展对二元层面创造力的研究。