THIS PROJECT INVESTIGATED THE FACTORS OF "DIVERGENT PRODUCTIVE THINKING" WHICH CONTRIBUTE MOST TO CREATIVE BEHAVIOR. TWO JUNIOR HIGH SCHOOLS WERE INVOLVED. ONE WAS RELATIVELY LARGE, IN A MODERATE-INCOME AREA. THE OTHER WAS SMALLER, AND WAS SITUATED IN A PROFESSIONAL COMMUNITY. IN THE SMALLER SCHOOL SOME 220 STUDENTS WERE TESTED IN TWO 3-HOUR SESSIONS. SOME SUBJECTS WERE DROPPED FROM THE SAMPLE BECAUSE THEIR RECORDS WERE INCOMPLETE, RESULTING IN A SAMPLE OF 204 WITH A FULL RANGE OF NINTH-GRADE STUDENT IQ'S REPRESENTED. IN THE LARGER SCHOOL 700 STUDENTS WERE TESTED IN 2-HOUR SESSIONS. ELIMINATED FROM THE STUDY WERE ANY EXAMINEES WHO WERE NOT PRESENT FOR ALL THREE TESTING SESSIONS, OR FOR WHOM SCHOOL RECORDS WERE INCOMPLETE. FROM THE SELECTED GROUP OF A SAMPLE OF 229 BOYS AND 228 GIRLS WITH AN IQ RANGE OF 95-119 WAS FORMED. FURTHER RESEARCH SHOULD BE CONDUCTED TO ASCERTAIN WHETHER ABILITIES OTHER THAN THOSE RELATED TO DIVERGENT PRODUCTION CAN BE DIFFERENTIATED AT THE JUNIOR HIGH SCHOOL LEVEL, TO EXPLORE THE DIFFERENTIATION OF ABILITIES AT YOUNGER AGE LEVELS, AND TO DETERMINE THE PREDICITVE VALIDITY OF TESTS OF DIVERGENT PRODUCTIVE THINKING. (JL)