Divergent thinking tests are probably the most commonly used measure of children's creative thinking. A study was conducted to examine the influence of environmental cues on the divergent thinking of children between the ages of 11 and 13. All subjects received the Uses, Instances, and Line-Meanings divergent thinking tests. Each test involved three questions for a total of nine divergent thinking tasks administered to the subjects in their classrooms. Three tests were administered and used as criteria for analyses of predictive validity: How Do You Think test, Teachers' Evaluation of Students' Creativity, and Creative Activities Check List. The results revealed that only two of the nine tasks had a significant proportion of ideas that were related to the immediate environment. One of these was from the Instances test, and the other was from Line-Meanings. A multivariate analysis of variance indicated that the proportion of original ideas increased significantly when the environmentally cued ideas were controlled. Further, scores which were adjusted for environmental cues had slightly higher predictive validity than unadjusted scores. Still, the difference between the predictive validity coefficients was unimpressive. Taken together, the results suggest that the testing environment has only a small influence on the divergent thinking of intermediate school children. (Author/NB)