AbstractProblem‐solving and creativity measures were administered to 127 gifted New York City school children from grades 4–6, in an attempt to relate these cognitive variables to the affective traits of locus of control, self‐esteem, and tolerance of ambiguity. A canonical correlation analysis indicated one significant canonical set (p<.05) in which 46% of the variability in a set of cognitive measures was explained by a set of affective measures. A factor analysis was performed on the creativity and problem‐solving tasks, with two factors emerging: Fluency and Rearrangement. Factor scores were used to analyze sex and grade differences. Sex differences on the cognitive tasks were consistent with those reported in the literature. No sex differences were obtained on the affective tasks. Grade 4 students differed significantly from grade 6 students on the Rearrangement factor only. On the affective tasks, grade 4 students differed from both grade 5 and grade 6 students only on tolerance of ambiguity. Results were discussed in terms of the importance of affective personality traits in the creative and problem‐solvin