Characteristics and attributes associated with giftedness varies across cultures. While intelligence is extremely important in Western and some other cultures, such an emphasis is not consistent throughout the world. For example, in Japan, there is more of a value placed on an individual's motivation and diligence. When Japanese students are given a task, they attribute success to factors like effort, whereas American students tend to attribute success to ability. Similarly, when Japanese students fail, they refer the failure to lack of effort. On the other hand, American students believe failure is due to a lack of ability. There are conceptions in Rural Kenya that identify four types of intelligence: initiative (paro), knowledge and skills (rieko), respect (luoro), and comprehension of how to handle real life problems (winjo). Chan cites the Chinese belief that aspects of giftedness are innate, but that people can become gifted through industriousness, perseverance, and learning. Not all who are intellectually gifted display every characteristic that is seen.