Fifty-five recent studies of individual differences (IDs) in elementary cognitive tasks (ECTs) are reviewed. Twenty-five data sets are examined, analyzed, or reanalyzed by factor analysis. The following promising dimensions are identified: basic perceptual processes, reaction and movement times, mental comparison and recognition tasks, retrieval and production of names and other responses from semantic memory, episodic memory tasks, and analogical reasoning and algorithmic manipulation tasks. IDs are found in both speed and accuracy in these tasks; generally, speed and accuracy are unrelated or have low intercorrelations. Considerable evidence is found for relations of ECT performances with scores on more conventional psychometric tests, but the nature of these relations is not clear, chiefly because the components of psychometric test scores have not been adequately identified in the studies. Also, the relations are complicated by the possible involvement of sex differences and differences in subjects' strategies of performance. Measures of ECT performance can supplement but not replace more conventional tests. Nearly all are visual or auditory measures. ECT's are also useful for examining psychological change, aging, and psychological theory. Sternberg's system of componential analysis can be adapted to study. (Author/CP)