Ninety‐four disadvantaged, Upward Bound students were administered a test battery of the Otis Quick‐Scoring Mental Ability Test, Preliminary Scholastic Aptitude Test, Guilford's tests of Expressional Fluency, Alternate Uses, and Consequences; and the Figural Form of the Torrance Tests of Creative Thinking. Significant sex differences favoring males were obtained for Otis I J(P < −025), PSAT‐Verbal (p <.01), and PSAT‐Quantitative (p <.001). Females excelled males on the figural elaboration score from the TTCT (p <.001). White disadvantaged students scored significantly higher than their Indian counterparts on Otis IQ (p <.05) and higher than their black counterparts on the PSAT‐Quantitative (p <.01). White students also scored significantly higher than their Indian counterparts on Guilford‐Consequences — Obvious (p <.05). A varimax rotation of the correlation matrix resulted in a two‐factor solution defined by intelligence‐achievement scores and figural creativity. Guilford creativity tests were more closely related to the intelligence‐achievement factor, while the Torrance figural creativity test remained a distinct factor. The results are discussed in relation to previous studies of the creativity‐intelligence distinction.
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