Sackett, Borneman, and Connelly's article and recent meta-analyses (e.g., Kuncel & Hezlett, 2007) should lay to rest any doubt over whether high-stakes standardized tests predict important academic and professional outcomes--they do. The challenge now is to identify noncognitive individual differences that determine the same outcomes. Noncognitive is, of course, a misnomer. Every psychological process is cognitive in the sense of relying on the processing of information of some kind. Why do so many psychologists, including myself, resort to the term noncognitive despite its obvious inappropriateness? (Contains 1 table.)