Differentiation of Satisfactory and Unsatisfactory Employees at Goodwill Industries with the Hand Test

This study examines the legitimacy of thinking that certain perceptual contents in the Rorschach are pathognomic indicators. Group Rorschach responses, sociometrics, and scores on a personality measure constituted the primary data. Five data collections are reported, sampling 562 pre- and post-pubescent Ss residing in different areas of the country and coming from different socio-economic levels. The findings indicate that most young people in the age range of 11 to 18 years give at least one so-called unhealthy response per ten to the Rorschach, and, where this relative frequency increases it is either of no consequence or probably a healthy sign. Both popular Ss and those who score high on personality test dimensions suggestive of adequate to good personal adjustment report notable amounts of content considered pathognomic in the general Rorschach literature.     

A Psychophysiological Investigation of the Rorschach Colour and Form Determinants

The Rorschach colour-emotion and form-control hypotheses were investigated by determining whether subjects would react differently psychophysiologically while giving colour dominant or form responses. Slides of the Rorschach plates no. II, III, V, VIII, IX and X were presented to 42 subjects while respiration (as control only) vasomotor changes, skin resistance and heart rate were recorded. All physiological changes (except respiration) found in conjunction with Rorschach C, CF, FC, and F responses were transformed to Lacey's autonomic lability scores. Some indications of different physiological reactions to colour and form were found. The results indicated the possible existence of “emotional” and “controlled” groups of subjects who tended to react differently, verbally and physiologically, to the Rorschach stimuli.     

The Luscher Color Test: An Investigation of Validity and Underlying Assumptions

This experiment investigated several underlying assumptions and one aspect of the validity of the Luscher Color Test, a projective test developed in Europe and relatively unknown in the United States. It was predicted that Ss would report increases in “negative” feelings to the color red, while blue would have the opposite effect, and yellow would produce an increase in “positive” feelings. Twenty-three male and 23 female Ss rated their immediate reactions to the LCT colors on seven mood adjectives, following which they were given the short version LCT and the IPAT Anxiety Scale. The results supported the hypotheses regarding blue and yellow, but not those regarding red nor the validity of the LCT as an anxiety measuring instrument.     

Petitioning: Dress Congruence Versus Belief Congruence1

“Hip” and “straight” Es asked 240 passersby, who were also classified as “hip” or “straight”, to sign a petition. Each E received more signatures from S s of like dress only when the petition was neutral. There were no significant differences between the E s or S s for the two politically stronger petitions. It is proposed that dress congruence will override belief congruence only when the beliefs involved are of little significance to the S.     

Some Personality Correlates of the Conjugate Lateral Eye-Movement Phenomenon

One can observe, in many Ss, relatively consistent, unidirectional, conjugate lateral eye movements (CLEM) occuring in relation to reflective thought. Some studies have suggested an affinity between CLEM catagories (Right Lookers, Left Lookers) and catagories in other personality typologies (e.g., William James). An attempt was made to test this notion and determine cognitive and perceptual correlates of CLEM, employing the Rorschach. Hypotheses predicted a diffuse, “tender-minded” cognition for Left Lookers and a focused “tough-mindedness” for Right Lookers. Results were marginal for all instruments with the exception that sample extremes differed in Form-level and organization.     

Value Hierarchies of French Catholics Committed to the Fight Against AIDS

Summary

An attempt was made to create the social satiation effect via vicarious learning. Second-grade boys and girls from middle class homes in a Jerusalem school observed other children being administered a short treatment in which the stimulus word Yafeh (“Good”) was presented by E twice (low-satiation) or 20 times (high-satiation). Immediately thereafter, E administered to the observers a 75-trial binary discrimination task, to test the efficacy of the word Yafeh as a reinforcer. The control groups consisted of Ss treated and tested by the same E. A typical satiation effect (i.e., decreased performance of the group presented with 20 stimuli) was observed for the control groups, but no difference was found between groups of Ss observing the high- and low-satiation treatments. It was thus concluded that social satiation had not been learned vicariously. The post-treatment inquiry on the Ss who were observed by the experimental Ss revealed that these children were aware of the frequency of stimuli presented in the treatment. However, the cognitive mechanism hypothesized to mediate the social satiation effect—perceived lack of contingency—was not confirmed by their verbal reports.     

TEACHING CONVERSATION-RELATED SKILLS TO PREDELINQUENT GIRLS1

The use of conversation-related skills by youthful offenders can influence social interactions with adults. These behaviors are also likely to be useful to adolescents after their release from a treatment program (Journal of Applied Behavior Analysis, 1972, 5 , 343–372). Four girls, aged 13 to 15 yr, residing at Achievement Place for Girls in Lawrence, Kansas, received training on conversation-related behaviors. A multiple-baseline design across youths and across behaviors was used. Youth answer-volunteering in response to questions and three youth nonverbal components (“hand on face”, “hand at rest”, and “facial orientation”) were measured during daily 10-min sessions with a simulated guest in the group home's living room. Answer-volunteering was scored each session as the per cent of 13 “secondary” questions that the simulated guest did not have to ask following 10 “primary” questions. The three nonverbal components were scored according to their occurrence during 10-sec intervals and the resultant scores were averaged per session for an overall appropriate nonverbal score. The girls individually earned points within the home's token economy for participating in each session and additional points were awarded after training if preselected behavioral criteria were achieved for each of the two behavior categories per girl. Some of the training sessions were led by a “teaching-parent” (specially trained houseparent) while others were led by individual girls. Point consequences were administered by both the teaching-parent and by the “peer-trainers”. The average observed rate of answer-volunteering by the girls during pretraining sessions was 30% for S₁, 30% for S₂, 23% for S₃, and 68% for S₄. The average rate of answer-volunteering during posttraining sessions was: S₁ = 92%, S₂ = 89%, S₃ = 90%, and S₄ = 98%. The average nonverbal score during pretraining sessions was 82% for S₁, 53% for S₂, 60% for S₃, and 82% for S₄. The average nonverbal score during posttraining sessions was: S₁ = 98%, S₂ = 98%, S₃ = 98%, and S₄ = 100%. Videotapes of the sessions were shown in a random sequence to four adults (probation officer, social worker, etc who represented “significant others” for the youths' future success in the community. The adults judged posttraining tapes on the average as more appropriate 100% of the time for S₁, 100% of the time for S₂, 90% of the time for S₃, and 70% of the time for S₄. The study demonstrated that training of conversation-related skills is feasible with predelinquent girls, that the girls can help train each other, and that social validation of the training results is possible.     

The Effects of Subject-and Experimenter-Induced Defensive Response Sets on Picture-Frustration Test Reactions

Thirty male college students, half scoring high and half low on the MMPI K-scale, were administered a multiple-choice (M-C) modification of the Rosenzweig P-F Study under three instructional sets. Two of these sets were induced by E and compared with the third which represented S's normal test-taking set. The two induced sets included (1) a “should” set in which concern for the social consequences of behavior was accentuated, and (2) a “wish” set in which concern for social consequences was minimized, and freedom of self-expression was accentuated.

It was hypothesized that Ss making extremely high or low scores on the K-scale would likewise score differently on the M-C, P-F test. High K, defined by its authors as a measure of test defensiveness, and low K, as test-taking candidness, would be associated with P-F score patterns reflecting these test-taking attitudes: High K Ss showing Impunitive (M) dominant reaction patterns and low K showing Extrapunitive (E) or Intropunitive (I) dominant patterns. These hypothèses were confirmed except that intropunitive responses were extremely rare in the entire subject sample.

It was further hypothesized that the typical high K pattern would be induced in low K Ss under the “should” instructional set and the low K pattern would be elicited from high K Ss under “wish” instructions. This expectation was confirmed. It was suggested that the technique of manipulating responses via test taking instructions can generate correction factors useful in projective as well as structured personality tests.     

Adjustment for the Total Number of Responses in Calculating the Rorschach Apperception Type

In order to adjust for total responses (R) on the Rorschach, apperception (location) scores arc expressed as percentages of R. An alternative procedure is recommended in which adjustments are the differences between obtained scores and those predicted from the regression of the scores on R. Standardization Ss were 200 male and female normals, ages 20 to 40. Percentages of these Ss falling within certain ranges of adjusted scores are given. Caution is recommended in making inferences about apperception types obtained by extrapolating beyond the range of R in the standardization group. Preliminary results obtained by applying these adjustments to disturbed adult and children's groups suggest that the distributions of adjusted scores tend to approximate the score distribution of the standardization group.     

Toward Development of a Projective Set

An exploration of the possibility of developing a projective set in a client that will allow for lowering of his defenses and thus possibly eliciting “richer projective materials.” A “anxious tension” set was produced in one group of Ss by means of an intelligence type test and “playful tension” was produced in another group by means of a fantasy task. A projective technique (Part A of the Rosenzweig F-Battery) was then given to both groups. The results indicate that this projective technique was taken at a more implicit (or deeper) level following the “playful tension” than following the “anxious tension.” Implications for the pre-test environment of projective techniques are given.     

Responses of Blind and Seeing Adolescents to a Neurotic Inventory

In the present study hypotheses derived from developmental-psychoanalytic and role theories of sex-role identification were tested in father-dominant and mother-dominant schizophrenic and normally functioning adult male Ss (n = 15 in each group). Parental dominance and sex-role identification were measured by a battery of traditional paper-and-pencil tests. It was found that (a) father-dominant and mother-dominant schizophrenics scored significantly lower (p < .01) than their respective normally functioning counterparts; (b) no significant differences existed between father-dominant and mother-dominant schizophrenics; and (c) irrespective of parental dominance, schizophrenics scored significantly lower (p < .01) than normally functioning Ss in regard to sex-role identification. These findings were interpreted to support a psychodynamic theory of schizophrenia emphasizing the importance of dependence and security needs, while they failed to support role-theory interpretations of the process of sex-role identification.     

Time Records in Human Maze Learning and their Comparison with Maze Records

Nine measures of role-taking in the tradition of Flavell and two measures of classification were administered to 64 boys and girls in India in four age groups: 6–7, 7–8, 8–9, and 9–10 years. The results lend cross-cultural support to the hypothesis that certain classification skills underlie this type of role-taking ability. The inappropriateness of searching for developmental relationships with some parametric statistics was also demonstrated with these data. The influence of two types of role-taking question on role-taking ability was also assessed. Role-taking questions were asked after the Ss had seen a cartoon sequence. On one type of role-taking question (a “next” question) Ss were asked how another child would think the cartoon ended if shown only the beginning. On the other type of role-taking question (a “before” question) Ss were asked how another child would think the cartoon began when shown only the end. Cartoon content was shown to influence role-taking ability in response to “next” questions.     

Ocular Movements in Reversibility of Perspective

To explore the role of acoustic factors in visual detection, this study employed 40 deaf and hearing Ss. Ss were requested to cancel all the letters “e” in a passage from Treasure Island. Results were analyzed in terms of probabilities of missing a pronounced or silent e and the e in the word “the.” Hearing and hard of hearing Ss were more likely to miss silent e's than pronounced e's. There was no significant difference between silent and pronounced e's for the profoundly deaf. Deaf and hearing Ss missed significantly more e's in “the” than pronounced or silent e's. The deaf, when compared to the hearing Ss, were more efficient in detecting pronounced and silent e's. They did not differ significantly from the hearing Ss in detecting the e in “the.”     

Mass and Shading Effects on Masculine-Feminine Judgments on the Rorschach

College students were used to test the hypotheses that judgment of an achromatic Rorschach Inkblot as ‘masculine’ is a function of largeness of mass, and darkness of shading, and judgment of one as ‘feminine’ is a function of smallness of mass and lightness of shading. It was also predicted that the sex of the judge does not influence these judgments.

The standard inkblots and mass and shading control blots were used with the semantic differential and a masculine-feminine sort technique.

The results generally supported the hypotheses tested with the ‘shading hypotheses’ receiving the strongest support. The results were related, with reservation, to the “father” and “mother” hypotheses of cards IV and VII.     

Attitudes Toward Colonialism,Political Dependence,and Independence

Preliminary studies done by Poe on the Psychological Effectiveness Scale (PES), which he introduced, indicate that when it is administered to college students, the instrument has considerable validity and internal consistency reliability. The aim of the present study was to explore further the psychometric attributes of the PES in Ss of a different socioeconomic status. One hundred Ss on a methadone maintenance program were asked to rate themselves and two abstract concepts: “abnormal person” and “typical person.” The findings included coefficient alphas in the .90s, high average item-correlation (total minus item), and a significant difference between the means of the three ratings. These findings confirm that the PES has sufficient reliability and construct validity to justify further use.     

Projection,Play and Poetry

Ninety-two elderly Ss ranging in age from 57 to 92 were examined in an effort to find a battery of psychological tests which would effectively measure their level of intactness or deterioration of function. Five tests were used: the Rorschach, Gesell Incomplete Man Test, Bender Gestalt, Monroe's Visual Three, and the Color Tree Test. Ss were identified as normal adult, intact presenile, medium presenile and deteriorated on the basis of their Rorschach response. To check on the adequacy of this sorting, responses of each group were averaged for each of the other four tests. Differences between the several groups, on every test, were significant at the .001 level as measured by the median test.     

Development of Objective Scoring Methods for Longitudinal CAT Data

Previous research has suggested that content analysis of the Rorschach may be a useful tool in diagnosing homosexuality. The present study selected three groups of 15 Ss as: Heterosexual, sex-role disturbed, and homosexuals. A content analysis of the Rorschach protocols using Schafer's signs was performed. The results indicated that the signs were highly successful in differentiating the three groups. Implications for further research were discussed.     

Social Contact,Loneliness, and Mass Media Use: A Test of Two Hypotheses1

The possible connections between social variables such as frequency of social activity and subjective loneliness on the one hand, and extent of mass media use on the other, have received relatively little empirical attention. In this investigation, two related hypotheses concerning such links are proposed. The compensation hypothesis holds that persons with little social contact or greater loneliness will be more likely to utilize mass media to compensate for social impoverishment. The buffering hypothesis more specifically predicts that such compensation is effective; that is, persons “at risk” for loneliness because of diminished social contact may be at least partially protected from subjective loneliness due to heavy use of mass media. The hypotheses were tested in two samples: college students and a group of adolescent males attending a summer camp. Little support was found for the compensation hypothesis. While limited support was found for the buffering hypothesis, analyses also revealed an unexpected opposite effect; for the music variable, heavy media use actually intensified the association between social deficits and subjective loneliness. Some limitations of this study are discussed, and issues related to the unexpected “intensification” effects are presented.     

Alcoholism and the Rorschach

This study attempts to cross validate 20 hypotheses reported over the past three decades professing to differentiate alcoholics from non-alcoholics using the Rorschach. Comparison groups (N = 25 each) were matched for age, sex, race, income and education, and diagnosis. Each S received the Rorschach and a test to rule out “organicity”. Rorschach scoring was consensually validated and Chi squares were performed for all twenty hypotheses. Through the careful selection and matching of control and experimental groups, only two significant differences were found, both in the direction opposite to that predicted. Non-alcoholics gave 4 or more water responses significantly more often than alcoholics (p < .05) and significantly more “high CF with C” scores (p < .05).     

The Rôle of Clasping Activity in Adaptive Behavior of the Infant Chimpanzee: I. Delayed Response

Forty male and 40 female volunteer college students were divided into two groups. Half were exposed to actual tape recorded verbal reports of violent events, and half to similar reports of nonviolent happenings. Ss who had been angered by insult prior to being exposed to violent tapes displayed significantly more aggression than Ss in an insult, nonviolent condition and Ss in a no-insult, violent condition on a subsequent “extrasensory learning” task supposedly involving shocks for incorrect responses. An unexpected finding was that Ss who had not been insulted administered significantly higher “shocks” after exposure to nonviolent reports than Ss in the no-insult, violent group. No significant sex differences were found. Results were interpreted as failing to support the catharsis hypothesis, and comparisons with the effects of visually witnessed violence were made.