inctive reactions, but for previously learned
reactions. Though the Binet tests attempt to steer clear of specific
school knowledge, they do depend upon knowledge and skill picked up by
the child in the course of his ordinary experience. They depend on the
ability to learn and remember. One general factor in intelligence is
therefore _retentiveness_.

But the tests do not usually call for simple memory of something
previously learned. Rather, what has been previously learned must be
applied, in the test, to a more or less novel problem. The subject is
asked to do something a little different from anything he has
previously done, but similar enough so that he can make use of what he
has learned. He has to _see the point_ of the problem now set him, and
to _adapt_ what he has learned to this novel situation. Perhaps
"seeing the point" and "adapting oneself to {287} a novel situation"
are to be held apart as two separate general factors in intelligence,
but on the whole it seems possible to include both under the general
head, _responsiveness to relationships_, and to set up this
characteristic as a second general factor in intelligence.

In the form board and picture completion tests, this responsiveness to
relationships comes out clearly. To succeed in the form board, the
subject must respond to the likeness of shape between the blocks and
their corresponding holes. In picture completion, he must see what
addition stands in the most significant relationship to the total
picture situation. In telling how certain things are alike or
different, he obviously responds to relationships; and so also in
distinguishing between good and poor reasons for a certain fact. This
element of response to relationships occurs again and again in the
tests, though perhaps not in the simplest, such as naming familiar
objects.

Besides these two intellectual factors in intelligent behavior, there
are certain moral or impulsive factors. One is _persistence_, which is
probably the same thing as the mastery or self-assertive instinct. The
individual who gives up easily, or succumbs easily to distraction or
timidity, is at a disadvantage in the tests or in any situation
calling for intelligent behavior.

But, as we said before, in discussing the instincts, excessive
stubbornness is a handicap in meeting a novel situation, which often
cannot be mastered by the first mode of response that one makes to it.
Some giving up, some _submissiveness_ i