The study evaluated a theory of gender specialization by J. H. Block that postulates that gender differences in personality and cognitive functioning are closely linked, both arising from the same sex-differentiated socialization experiences. This study tested the theory as it applies to creativity in children. Subjects were 244 children in grades 4-8 attending Montreal-area summer schools for gifted children. Two divergent thinking tests, each with a familiar and an unfamiliar item, were used to test cognitive style. Other measures were used to evaluate independence and social orientation. No sex differences were found in personality or in cognitive style and no significant association was found between measures of cognitive style and personality scores. Results are discussed in light of the moderating influence of sex-role flexibility and the relative freedom boys and girls experience in peer groups and play. Includes 45 references. (DB)