The dimensionality of original thinking in gifted children was investigated using measures designed to control for the ideational fluency/originality confounding and for task ambiguity in 315 gifted fourth to sixth graders. Ss were instructed to give only one response on each originality task rather than to give as many as possible and were encouraged, as part of the instructions to the task, to be original. Results indicated that original thinking was conceptually distinct from intelligence. However, evidence for a general originality factor was mixed. Alternative procedures for controlling the fluency/originality confounding are suggested and theoretical and methodological implications are discussed. (Author/CL)