THE EXAMINATION WAS CONDUCTED TO DETERMINE IF A CHILD'S ABILITY TO CREATE (COGNITIVE ORIGINALITY) IS INDEPENDENTLY ASSOCIATED WITH HIS GENERAL LEVEL OF INTELLIGENCE. ONCE THIS PROVED TO BE THE CASE THE INVESTIGATORS THEN PURSUED THE STUDY OF PSYCHOLOGICAL CORRELATES THAT DISTINGUISH INDIVIDUAL DIFFERENCES ON THE CREATIVITY AND INTELLIGENCE DIMENSIONS WHEN CONSIDERED JOINTLY. INSTRUMENTS, COVERING BOTH VERBAL AND VISUAL FORMATS, WERE DEVELOPED AND ADMINISTERED TO OVER 150 FIFTH-GRADE CHILDREN IN A GAME-LIKE CONTEXT WITHOUT TIME PRESSURE. THESE REQUIRED THE CHILDREN TO GENERATE VARIOUS KINDS OF ASSOCIATES WITH GIVEN TASK REQUIREMENTS. EACH CHILD DETERMINED USES FOR PARTICULAR OBJECTS, WAYS IN WHICH PARTICULAR OBJECTS WERE SIMILAR, AND THINGS THAT PARTICULAR PATTERNS REPRESENTED TO THEM. INTELLIGENCE INFORMATION WAS OBTAINED THROUGH THE USE OF A STANDARD TEST BATTERY. CORRELATIONS BETWEEN THE CREATIVITY AND INTELLIGENCE MEASURES WERE FOUND TO BE EXTREMELY LOW. THE SUBJECTS WERE THEN ISOLATED BY SEX INTO ONE OF FOUR GROUPS--(1) HIGH CREATIVITY-HIGH INTELLIGENCE, (2) HIGH CREATIVITY - LOW INTELLIGENCE, (3) LOW CREATIVITY - HIGH INTELLIGENCE, AND (4) LOW CREATIVITY - LOW INTELLIGENCE. DIFFERENCES AMONG THESE GROUPS WERE STUDIED IN FOUR AREAS OF COGNITIVE FUNCTIONING--(1) BEHAVIOR AS OBSERVED IN SCHOOL AND PLAY SETTINGS, (2) ACTIVITIES IN CATEGORIZING AND CONCEPTUALIZING, (3) SENSITIVITY TO PSYSIOGNOMIC PROPERTIES OF ENVIRONMENT, AND (4) PERSONALITY DISPOSITIONS, INDICATED THROUGH SELF-DESCRIPTION AND THROUGH FANTASY. ABUNDANT AND UNIQUE ASSOCIATIONS WERE FOUND TO EXIST. THE RESEARCH INDICATED THE IMPORTANCE OF STUDYING JOINTLY VARIATIONS IN CREATIVITY AND GENERAL INTELLIGENCE, IF UNDERSTANDING OF CREATIVITY IS TO BE FURTHERED. (JH)