**Methods description** We will administer a total of ten subtests drawn from three professionally developed psychometric tests: the Torrance Tests of Creative Thinking Figural Test A, the Torrance Tests of Creative Thinking Verbal Test A, and an abbreviated version of the International Cognitive Ability Resource (ICAR) test. TTCT Figural Test A. The TTCT Figural Test A consists of a picture construction activity, picture completion activity, and lines activity. The test is designed to measure creative thinking with standardized pictorial stimuli. The scoring system produces six subscores: - fluency (defined as the ability to produce a large number of visual images), - originality (the production of unusual responses), - elaboration (the ability to create responses that more embellished than a basic figure), - abstractness of titles (the capability of producing non-literal titles for pictures), - resistance to premature closure (generating responses that leave stimuli open-ended and do not close them immediately and prematurely), and - a checklist of creative strengths. The first five subscores are norm-referenced, and examinees receive points based on the degree to which their responses are more creative than those generated by the test’s norm sample. The checklist of creative strengths subscore is created by summing thirteen criterion-referenced scores that correspond to components of the examinees’ constructed responses on the three subtests (Torrance Tests of Creative Thinking Streamlined Scoring Guide for Figural Forms A and B, 2017). The TTCT Figural Test A subtests will be administered with the time limits indicated in the test manual. However, we modified the instructions slightly because they seemed to be written for children, and our examinees will be adults. These modifications are minor in nature and are designed to remove language that we found overly simplistic or condescending. Altered instructions are available from the project’s page on the osf.io web site. TTCT Verbal Test A. Like the TTCT Figural Test A, the TTCT Verbal Test A is designed to measure creative thinking in a standardized fashion. The TTCT Verbal Test A consists of three ask-and-guess tasks, a product improvement task, an unusual uses subtask, and a just suppose task. These six tasks generate three subscores: fluency, flexibility, and originality. Fluency and flexibility are the same as for the TTCT Figural Test A. For the TTCT Verbal Test A, the flexibility measures examinee’s ability to generate responses in different categories. Just as with the TTCT Figural A test, the only modification we made to this test was to alter the instructions to better suit an adult examinee population. Altered instructions are available from the project’s page on the osf.io web site. ICAR Test. The ICAR test was developed as a free test of general cognitive ability that is available in the public domain for researchers to use (Condon & Revelle, 2014). The ICAR test consists of four subtests: verbal reasoning, 3D rotation, letter and number series, and matrix reasoning. The verbal reasoning subtest consists of items that use written English to ask questions about general knowledge, basic reasoning, and the relationships among words (e.g., synonyms, antonyms). The 3D rotation subtest shows a two-dimensional representation of a cube showing three sides. The examinee must then identify which of six options depicts a rotated version of the target cube. Examinees also have the option of indicating that none of the options is correct and another option to state that they do not know the answer. The letter and number subtest consists of a sequence of five letters or numbers (never both in the same test item), which the examinee must complete. Finally, the matrix reasoning subtest shows a 3 x 3 grid of geometric figures with one section replaced with a question mark. The examinee should select which of six options would complete the pattern shown in the matrix. The items on the ICAR test are typical for written intelligence tests. All item types have appeared on intelligence tests for at least 50 years and are well established methods for measuring intelligence in examinees (Gibbons & Warne, 2019). To ensure we could give both TTCT tests and the ICAR test to our volunteer examinees in the allotted time of two and a half hours, we were forced to make some adjustments to the ICAR test. The first was that we shortened the ICAR test from 60 items to 52 items: 16 items on the verbal reasoning subtest, 16 items on the 3D rotation subtest, 9 items on the letter and number series subtests, and 11 items on the matrix reasoning subtest. Using internal consistency reliability values reported by Condon and Revelle (2014, Table 3), these shortened subtests are expected to have Cronbach’s α values of at least .70, based on estimates calculated from the Spearman-Brown prophecy formula. Additionally, we have added time limits to each shortened subtest and allotted examinees 11 minutes to complete the verbal reasoning subtest, 16 minutes to complete the 3D rotation subtest, 8 minutes to complete the letter and number series, and 13 minutes to complete the matrix reasoning subtest. We determined these time limits by administering the original ICAR test untimed to a convenience sample of college students and young adults. Subtests that took longer than desired to complete were shortened, and items were dropped quasi-randomly to ensure that any subtest’s eliminated items varied in difficulty. The shortened ICAR test was pilot tested with more examinees with time limits based on the expected amount of time per item calculated from the untimed administrations of the full ICAR test. Further pilot testing of the abbreviated ICAR test indicated that the most examinees will be able to attempt almost every item on the shortened version of the test. Data For all three tests, we will use raw subscores in our data analysis. Therefore, for both TCTT tests, we used subscores that had not been converted to standardized scores or age or grade percentiles. For the ICAR test, the raw scores were the number of test items correctly answered on each subtest. Data from examinees who leave the testing setting early and do not attempt all three tests will not be used in the analyses. Sample Sample size will be set by funding constraints but will be large enough to meet guidelines for conducting confirmatory factor analysis studies. Our funding permits the purchase of test materials for 420 examinees. Assuming 5% data loss from incomplete tests or missing subscores, we will have enough test forms for 399 examinees. This will allow every model to have at least 20 sample members per estimated path. This exceeds the recommended minimum sample size for convergence and parameter estimate stability in confirmatory factor analysis (Kline, 2005). Statistical power for the chi-squared difference tests cannot be calculated because realistic parameter estimates require realistic a priori estimates of all other model parameters (Hancock, 2006), but because this is the first confirmatory factor analysis of both intelligence and creativity subscores, these estimates are not available. The sample will consist of a convenience sample of students attending a large open-enrollment university in the western United States and members of the surrounding community. Students will receive course credit for participating in the testing session or for inviting a community member to do so. Psychology students at this university are required to participate in research as part of their education. All tests will be given in person in testing sessions that are estimated to last 120-150 minutes, including breaks between tests. Test order will be randomized for each session. **File Description** Test items.docx: Summary of test items from the Torrance Tests of Creative Thinking (TTCT) and the International Cognitive Ability Resource (ICAR) used in the study. Note that because of confidentiality and/or copyright reasons, the items cannot be reproduced. This file gives sufficient detail for a person with access to the tests to know which items we administered. TTCT and ICAR instructions.docx: This is the script of instructions that proctors will use to administer the tests. Please note that the order of the tests will be randomized for each session, so that the three tests may not be given in the order that they are listed in the file.