The student of educational psychology who has performed the exercises thus far described and noted the rates at which he can use number names can carry the analysis of his counting somewhat further if he will take a pencil and a sheet of paper and make as many marks as he can by tapping on the paper for ten seconds. On counting the marks, he will find a striking similarity between the number of taps made and the aggregate of number names which he cover~ in ten seconds when he counted either aloud or silently from "one" to "ten." In other words, the rate at which one can send motor impulses to the hand is closely related to the rate at which one can send simple motor impulses to the vocal cords. A further important fact to be noted in this connection is that both tapping on paper with a pencil and counting from "one" to "ten " are among the most rapid reactions of which a mature individual is capable. If one tries to tap with the foot or to nod the head as fast as possible, one finds that the rate of action is slower than that attained in counting from "one" to " ten" or in tapping with a pencil.