This study assessed the creative thinking abilities of high-IQ and average students on fluency, flexibility, originality, and elaboration. Seventeen high-IQ fifth and sixth graders and 20 average fifth and sixth graders were given 4 batteries of Torrance’s Verbal and Figural Tests (A and B) as pretests and posttests and three Future Problem Solving tasks to assess their creative thinking and problem-solving skills. A significant interaction between performance and IQ over time was demonstrated for verbal fluency. The high-IQ students scored low and finished higher over time. The average students scored high on the pretest, but dropped over time. The interaction for figural elaboration indicated little difference between the groups at pretest, but there was an increase for the average students and a decrease for the high-IQ students at posttest. Variability in performances of both high-IQ and average students suggests the need for training in creative thinking skills.
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