The factor-referenced kits developed by the Educational Testing Service (ETS) are assessed. With support from the National Science Foundation, the researcher surveyed the total range of research done over the past 65 years on the identification of cognitive abilities, principally through factor analysis. From a corpus of an estimated 2,000 data sets in the literature, 450 data sets were analyzed using hierarchical exploratory factor analytic procedures. For most of the selected data sets, it was possible to reanalyze the correlation matrix associated with each data set. However, in some cases, it was necessary to accept the factor matrix derived by the original authors, to be rotated and if necessary subjected to higher-order factor analysis. The criteria for the number of factors to be extracted were generally conservative. Results include more than 10,000 variables and nearly 2,300 first-order factors and 600 higher-order factors identified in the data sets. Domains considered included language abilities; reasoning, thinking, and concept formation; memory and learning; visual perception; auditory reception; idea production; and speed of information processing. It appears that, on the whole, the 1976 ETS factor kit does a reasonably good job in covering the identified domains of cognitive ability, but that the kit could be significantly improved. An outline of the domains is included. (TJH)