are above the 11-year intelligence level.

It goes without saying that a response need not belong entirely to any
one of the above types. Most responses, in fact, are characterized by a
mixture of two or three of the types, one of them perhaps being
dominant.

Though not without its shortcomings, the test is interesting and
valuable. Success in it does not, as one might suppose, depend solely
upon the size of the vocabulary. Even 8-year-olds ordinarily know the
meaning of more than 3000 words, and by 10 years the vocabulary usually
exceeds 5000 words, or eighty times as many as the child is expected to
name in three minutes. The main factors in success are two, (1) richness
and variety of previously made associations with common words; and (2)
the readiness of these associations to reinstate themselves. The young
or the retarded subject fishes in the ocean of his vocabulary with a
single hook, so to speak. He brings up each time only one word. The
subject endowed with superior intelligence employs a net (the idea of a
class, for example) and brings up a half-dozen words or more. The latter
accomplishes a greater amount and with less effort; but it requires
intelligence and will power to avoid wasting time with detached words.

One is again and again astonished at the poverty of associations which
this test discloses with retarded subjects. For twenty or thirty seconds
such children may be unable to think of a single word. It would be
interesting if at such periods we could get a glimpse into the subject's
consciousness. There must be some kind of mental content, but it seems
too vague to be crystallized in words. The ready association of thoughts
with definite words connotes a relatively high degree of intellectual
advancement. Language forms are the short-hand of thought; without
facile command of language, thinking is vague, clumsy, and ineffective.
Conversely, vague mental content entails language shortage.

Occasionally a child of 11- or 12-year intelligence will make a poor
showing in this test. When this happens it is usually due either to
excessive embarrassment or to a strange persistence in running down all
the words of a given class before launching out upon a new series.
Occasionally, too, an intelligent subject wastes time in thinking up a
beautiful list of big or unusual words. As stated by Bobertag, success
is favored by a certain amount of "intellectual nonchalance," a
willingness to ignore sense and a