Abstract
Humphreys offers an ingenious revision of a gcentered theory of intelligence. If it generates measures of cognitive abilities, or combinations of these, that prove to be better predictors of academic and occupational achievement, it deserves to prevail, at least for a while. However, Humphreys fails to confront some of the relevant evidence, prefaces his theory with a circular definition of intelligence, and links his theory to behaviorism-which means to some bad advice about scientific method. It would be a pity if these things, all of which are extrinsic to the theory, were to prejudice its reception. Therefore, I attempt to give the theory a fair hearing by stripping away these extraneous factors.
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