The purpose of this study was to test the applicability of the Bruner’s theory of representation and to explore the relationship between cognitive developmental ability and Creativity, 160 Junior High Students in different grades, sexes and ability groupings were served as subjects. A battery of instruments including the test of Cognitive Representation, the Torrance Tests of Creative Thinking, Figural Form A, and Verbal Form B. The obtained data were statistically treated by MANOVA, Pearson product-moment correlation and Canonical correlation. The main findings were as follows: (1) There were signifcant differences among grades sexes, and ability groups in symbolic representational and iconic representational ability. (2) There were no significant differences in grades, and sex on the Creativity. Nevertheless, the students in the first section ability grouping were superior to the students in the second section ability grouping. (3) There were relationship between cognitive developmental ability and creativity. However, there was no significant influence of cognitive ability on Creativity.