The author reviews the research conducted on dyadic interaction and its role in the development of creative thinking and problem solving. Earlier research has shown that children at a certain stage prefer to work alone rather than with other children. However, empirical data have shown on the whole that dyadic interactions result in better performance on creativity tests and other similar measures. There seems to be an egocentricism present in a child which gradually disappears, partially or fully, as the child grows older. Age studies have shown this transition period to be around six years old. Creative abilities and problem solving abilities are shown to increase when mild degrees of stresses are introduced in a situation. The author points out that dyadic interaction does not always function. In one study, dyads showed considerably less group cohesiveness on ego-involving problems. (PS)