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 readiness to break away from a train of associations as soon as the "point of diminishing returns" has been reached. This doubtless explains why adults sometimes make such a surprisingly poor showing in the test. They have less "intellectual nonchalance" than children, are less willing to subordinate such considerations as completeness and logical connection to the demands of speed. Knollin's unemployed men of 12- to 13-year intelligence succeeded no better than school children of the 10-year level.