REMARKS. At first thought it would seem that the demands made by this test upon intelligence could not be very great. Sound associations between words may be contrasted unfavorably with associations like those of cause and effect, part to whole, whole to part, opposites, etc. But when we pass from _a-priori_ considerations to an examination of the actual data, we find that the giving of rhymes is closely correlated with general intelligence. The 9-year-olds who test at or above 10 years nearly always do well in finding rhymes, while 9-year-olds who test as low as 8 years seldom pass. When a test thus shows high correlation with the scale as a whole, we must either accept the test as valid or reject the scale altogether. While the feeble-minded do not do as well in this test as normal children of corresponding mental age, the percentage successes for them rises rapidly between mental age 8 and mental age 10 or 11. Closer psychological analysis of the processes involved will show why this is true. To find rhymes for a given word means that one must hunt out verbal associations under the direction of a guiding idea. Every word has innumerable associations and many of these tend, in greater or less degree, to be aroused when the stimulus word is given. In order to succeed with the test, however, it is necessary to inhibit all associations which are not relevant to the desired end. The directing idea must be held so firmly in mind that it will really direct the thought associations. Besides acting to inhibit the irrelevant, it must create a sort of magnetic stress (to borrow a figure from physics) which will give dominance to those associative tendencies pointing in the right direction. Even the feeble-minded child of imbecile grade has in his vocabulary a great many words which rhyme with _day_, _mill_, and _spring_. He fails on the test because his verbal associations cannot be subjugated to the influence of a directing idea. The end to be attained does not dominate consciousness sufficiently to create more than a faint stress. Instead of a single magnetic pole there is a conflict of forces. The result is either chaos or partial success. _Mill_ may suggest _hill_, and then perhaps the directing idea becomes suddenly inoperative and the child gives _mountain_, _valley_, or some other irrelevant association. The lack of associations, however, is a more frequent cause of failure than inability to inhibit the irrelevant.