This distinction between the feeble-minded who do well with test scales and those who do not, is well known in the institutions for the feeble-minded. Binet sought to distinguish some of the feeble-minded who escaped the tests by calling them “unstable,” or “ill-balanced,” individuals as Drummond (_77_) translates the term. To use the historical distinctions of psychology, their minds seem to be undeveloped more on their volitional and emotional sides than on their intellectual side. Weidensall (_59_) has described another type as “inert.” She found that quite a number of the reformatory women might slide through the tests but fail socially from the fact that “their lives and minds are so constituted that they feel no need to learn the things any child ought to know, though they can and do learn when we teach them.” Again, it seems to be a disturbance of will through the feeling, rather than an intellectual deficiency. Many of the so-called “moral imbeciles” are probably able to pass intellectual tests lasting but a few minutes. Like the unstable or inert they are not failures because of a lack of intellectual understanding of right and wrong, but because of excess or deficiency of their instinctive tendencies especially in the emotional sphere. Such weakness of will may arise either from abnormality of specific instinctive impulses or inability to organize these impulses so that one impulse may be utilized to supplement or inhibit another. We may call all this group of cases socially deficient because of a weakness in the volitional, or conative, aspect of mind. The discrimination of mental activities which are predominately emotional and conative from those in which intellect is mainly emphasized is also well recognized by those who have been making broad studies of tests in other fields than that of feeble-mindedness. Hart and Spearman (_123_), for example, call attention to the fact that tests passed under the stimulus of test conditions represent what the subject does when keyed up to it rather than what he would do under social conditions. We cannot be sure that speed ability as tested will represent speed _preferences_. The subject may be able to work rapidly for a few minutes, but in life consistently prefer to work deliberately. Regarding the eighteen tests which they studied with normal and abnormal adults they say: “These tests have been arranged so as to be confined to purely intellectual factors. But in ordinary life, this simplicity is of rare occurrence. For the most part, what we think and believe is dominated by what we feel and want.” Kelley (_130_) finds by the regression equation that the factor of effort amounts to two-thirds of the weight of that of the intellectual factor in predicting scholarship from teachers' estimates. Webb (_217_) thinks that he finds by tests a general conative factor comparable to Spearman's general intellective factor.