Such a result is undoubtedly of scientific interest and worthy of serious consideration. There is much in experimental psychology which is of less use than the material exemplified in this test. Putting the theoretical interest altogether aside, we have here something that is not to be despised from a practical point of view, to wit, a culprit has been brought to light in a much easier and shorter way than is customary. What has been possible once or twice ought to be possible again, and it is well worth while to investigate some means of rendering the method increasingly capable of rapid and sure results. This application of the experiment shows that it is possible to strike a concealed, indeed an unconscious complex by means of a stimulus word; and conversely we may assume with great certainty that behind a reaction which shows a complex indicator there is a hidden complex, even though the test-person strongly denies it. One must get rid of the idea that educated and intelligent test-persons are able to see and admit their own complexes. Every human mind contains much that is unacknowledged and hence unconscious as such; and no one can boast that he stands completely above his complexes. Those who persist in maintaining that they can, are not aware of the spectacles upon their noses. * * * * * It has long been thought that the association experiment enables one to distinguish certain _intellectual_ types. That is not the case. The experiment does not give us any particular insight into the purely intellectual, but rather into the emotional processes. To be sure we can erect certain types of reaction; they are not, however, based on intellectual peculiarities, but depend entirely on the _proportionate emotional states_. Educated test-persons usually show superficial and linguistically deep-rooted associations, whereas the uneducated form more valuable associations and often of ingenious significance. This behaviour would be paradoxical from an intellectual view-point. The meaningful associations of the uneducated are not really the product of intellectual thinking, but are simply the results of a special emotional state. The whole thing is more important to the uneducated, his emotion is greater, and for that reason he pays more attention to the experiment than the educated person, and his associations are therefore more significant. Apart from those determined by education, we have to consider three principal individual types: 1. An objective type with undisturbed reactions. 2. A so-called complex-type with many disturbances in the experiment occasioned by the constellation of a complex. 3. A so-called definition-type. The peculiarity of this type consists in the fact that the reaction always gives an explanation or a definition of the content of the stimulus word; _e.g._: