Thirl}' anagram problems were given lo 91 undergraduate subjects, drawn from the upper and lower 25%, on verbal and nonverbal fluency tests, of a first-year psychology population. Following the experimental procedure described by Mendelsohn and Griswold, immediately before the anagram task, subjects learned a 25word list, while another list was played on a tape recorder. Ten of the anagram solutions appeared in the memorized list (focal incidental cues) and 10 in the interference list (peripheral incidental cues). High scorers on the nonverbal fluency tests made significantly more use of the focal cues than low scorers. High scorers on the verbal tests also utilized more focal incidental cues than low scorers, but the difference between groups was not significant. Neither high nor low scorers utilized the peripheral cues. There was no difference between high and low groups in rote recall of the memorized list. The results provide at least partial support for a relationship between attention deployment and one important aspect of creativity, and indicate that the Mendelsohn findings of greater use of incidental verbal cues by high Remote Associates Test scorers was not a result of their higher vocabulary level.