What a test measures is a function not only of the items on the test, but also of the testing conditions. This study examined the effects of varying instructions and response time in testing for divergent thinking (DT) on both the level of performance and the intercorrelations of D T subscores with each other and with I&. Christensen, Guilford, and Wilson (1957) varied the instructions and the time allowed for completing D T tasks. They found that subjects told to "be clever" responded with more high quality, clever responses, but fewer total responses, than subjects not so instructed. When more time was allowed the rate and level of cleverness remained relatively constant, while the remoteness and uncommonness of the responses increased. hqanske and Davis (1968) extended the findings of Christensen, Guilford, and Wilson (1957) by asking some subjects to be "original," others to be "practical," a third group to be "original and practical," and a fourth to be "wild." Control subjects were given nonspecific directions. The responses of subjects instructed to be original were rated by judges to be more original but less practical than the control group. The subjects instructed to be practical gave practical and common responses. The subjects instructed to be both original and practical gave responses similar to those of the control group in originality and practicality. However, they gave fewer total responses than the control group. When subjects were told to be wild, they gave the largest total number of responses. There was a moderate tendency for responses occurring later in the order of emission to be rated as more original than those emitted earlier.Wallach and Kogan (1965) reviewed the literature on the relationship between D T and intelligence and concluded that there was no clear evidence of a unitary creativity factor as measured by the usual array of D T tasks. Further, the relatively high correlations between I& and D T measures did not allow the interpretation that I& and DT (as measured) are orthogonal. They studied the effects of removing evaluative stress from D T measures by testing individuals in a game-like atmosphere. Under conditions of low evaluative stress most of the intercorrelations among the D T tests were significant and substantial, and the correlations of D T measures with I& measures tended to be low and not significant. Thus, changes in the DT testing situation resulted in changes in the relationships among DT measures and between D T and IQ.Ward (1966), Boersma and O'Bryan (1968), Williams and Fleming (in press), McGuire, Hindsman, King, and Jennings (196l), Clark, Veldman, and Thorpe (1965), Kogan and Morgan (1967), Connett and Lyon (1969), and Wallach and Wing (1969) have provided evidence supporting the Wallach and Kogan finding that under conditions of low evaluative stress, creativity measures (expecially measures of ideational fluency and uniqueness) correlate highly with each other and tend to be statistically independent of I&. From the literature it is clear that changes in ...