The Picture Interpretation Test (Torrance and Grossman, 1967) was used in a battery of creative tests as part of a construct validity test. The test was administered to 46 boys and 37 girls in five first grade classrooms in a Clayton County, Georgia, elementary school. The purpose of the test was to measure the child's ability to "read a picture." A subject was presented a novel stimulus and asked to agree or disagree with statements concerning the picture. When a factor analysis was performed on the data, four factors emerged: (1) some measure of general intelligence, (2) a general index of academic achievement, (3) figural measures of creative thinking, and (4) verbal creativity measures. The factors were then correlated with the following results: (1) Verbal creative thinking was independent of general intelligence, academic achievement, and figural creativity; and (2) figural creativity shared common variance with general intelligence and academic achievement. The independence of the verbal creative thinking factor was incongruous, since many other studies reported at least a low correlation between verbal creative thinking and academic achievement or general intelligence. The results suggest that a replication be conducted with particular attention to perceptual sensitivity tasks. (JS)