Interrelationships of intellectual ability, task commitment, and creativity were examined for gifted fifth through seventh graders. Ss were administered the Crockett Role Category Inventory, the Iowa Tests of Basic Skills and the Torrance Tests of Creative Thinking. As expected, no significant correlations among test results were noted. However, when grade and gifted category were used as factors, the developmental trend expected--cognitive complexity increasing with grade level--was not found, nor did the category of giftedness differentiate cognitive complexity scores. Creative Ss chosen by teachers performed well on the creativity test. Results did not support the use of cognitive complexity as a measure of intellectual sophistication. (CL)