This study explored the relationship of two distinctive types of divergent cognitive styles, "cold" creativity and "hot" creativity, to academic overachievement. The "cold" divergent cognitive style was found to be a controlled, problem-solving approach to stimuli, whereas the "hot" divergent cognitive style was a freer, more impulsive response to stimuli involving more emotion. The results show that the cold divergent variable of verbal originality is significantly characteristic of the overachieving group; however, the variables of fluency and flexibility do not differentiate the groups. There was no significant difference between the overachieving group and the normal achieving group on hot divergent cognitive style. Convergent abilities were found to have little predictive power for divergent abilities at any level. Data sheets are appended. (Author/LAA)