This study examined relationships among divergent thinking, metamory, achievement, and IQ in gifted children. Ninety-eight fifth and sixth graders enrolled in programs for creatively and intellectually gifted children participated in the study. Metamemory and divergent thinking were found to be related; this cor-IQ was removed. Metamemory also correlated with achievement but not with IQ. A canonical correlation and divergent thinking and metamemory as the independent measures indicated that metamemory and achievement were the major contributors to the equation. The concept of metamemory is an important process that appears independent from, yet essential for, convergent and divergent thinking and that may underlie creative achievements.
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