This report reviews the research on creativity assessment and on biases in creativity measures. The study attempts to clarify the relative bias of convergent and divergent ability and esthetic preference, and their relative bias to aspects of personality and educational preferences involving both subject matter and instructional method. A modified view of divergent thinking emerges which separates the creative, "artsy" student from the intelligent, scientific student. Such separation seems to be a consequence of the role of divergent thinking as a secondary indicator of the esthetic mode of thought, which in turn, seems to reflect a fundamental mode of cognition. Further study of cognitive bias promises a fuller understanding of the development, as well as the present state, of individual personality, cognition, and behavior in the school system and in society at large. (Author/LAA)