The effects of parental separation and home environment factors on children's cognitive creative abilities, specifically in the area of divergent thinking, were studied. A total of 64 female and 52 male children from 58 single-parent families and 58 two-parent families enrolled in grades 3 through 5 participated in the study. Subjects were sampled from 65 elementary classes in seven central New York State school districts. A taped, auditory free-response exercise was used to measure divergent thinking. The groups of auditory stimuli consisted of both familiar and abstract sounds. Each group of stimuli was preceded by narrated instructions, encouraging the children to be imaginative, and followed by a silent period. Children's responses were scored for fluency, flexibility, and originality by two independent scorers. Achievement orientation, active-recreational orientation, intellectual-cultural orientation, and independence were measured using a modified version of the Family Environment Scale, which was completed by all parents of the subjects. Results indicate that there were no significant differences between the groups on any of the divergent thinking components and that active-recreational and intellectual-cultural orientations predicted fluency. Three data tables are included. (TJH)