ABSTRACT
IN the work that has been described it is obvious that only the fringe of the problem of the special abilities involved in Science and Arts has been touched. The study did not aim at a complete analysis, but at finding those abilities that are most important from the point of view of success in academic work. No doubt there are many abilities other than those found that are important in this way. Further it is not claimed that those that have been found are simple and unitary. In accordance with the argument of Part I the writer inclines to the view that each test measures a compound of several influences: the basal general capacity of the testee plus his familiarity with a number of different forms of experience. In such a simple task as the Directions Test involves, the answers to each of the following questions, and many others, will have its effect upon the testee's result:
Is he practised and disciplined in listening?
Has he a good memory for things heard? Strong after-images might even help here.
Is he familiar with the symbols and forms in relation to which the directions are to be carried out?
