A varietyof creatine thinking and problem solving tasks were administered to 233 intellectually gifted second through sixth graders at a special school for the gifted in New York City. The tasks were selected to represent conceptual stages of a total creative problem sloving model Intelligence. achievement, and personality data were also gathered. Findings indicated interesting patterns of growth in creative problem .solving abilities. On the creative thinking tasks a plateau in performance appeared from the fourth grade on, but on the problem solning tasks, growth continued through the sixth grade. Individual variation within the sets of creative thinking and prohlem solving tasks was great, suggesting the need for creativity and problem solving skills training for the gifted.
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