The Terman-Miles M-F test: An examination of Exercises 1, 2, and 3 forty years later

This study tested the reliability (test—retest and internal) and validity (ability to differentiate the sexes) of three subtests of a well-known and historically influential masculinity—femininity instrument, the Terman-Miles Attitude-Interest Analysis Test. Exercises 1 (word association), 2 (inkblot association), and 3 (information) of Form A of the Terman-Miles test were administered to 352 subjects, who included both student and older, nonstudent samples. While all three subtests successfully differentiated the sexes, Exercise 3 was the most powerful differentiator. Test—retest and internal reliabilities were variable, with Exercise 3 having the best reliabilities and Exercise 2 having the worst reliabilities. The fakability of the subtests were investigated with an additional sample of 173 subjects. Exercises 2 and 3 were found to be unfakable. Overall, Exercise 3 emerged as the most promising subtest. It is interesting and important to users of the Terman-Miles test that the measure's validity was reconfirmed in a different subculture some 40 years after its original development.The authors wish to thank the following individuals who have contributed their assistance and advice in the statistical evaluation of the data: Rhonda Amsel, Dr. George Ferguson, Lorne Hartman, Dr. Chet Olson, and Dr. Jim Ramsay. The authors also wish to express appreciation to Dr. Don Taylor for his comments on an earlier version of this paper. This study was supported, in part, by a McGill University Graduate Studies and Research grant. The research was conducted while the senior author was a McConnell Fellow.     

Rorschach teaching in APA-approved clinical graduate programs: ten years later

A questionnaire on teaching of the Rorschach technique was sent to all APA-approved graduate clinical psychology programs in the United States and Canada. The survey represents a 10-year update of a study conducted in 1974 and reported in 1976. The questionnaire asked for the degree of emphasis placed on the Rorschach in the curriculum; the Rorschach teaching experience of the Rorschach instructor; the instructor's evaluation of the technique as a clinical tool, a teaching aid, and a research instrument, and a list of the instructional material used to teach the Rorschach. Based on a 93% return of questionnaires, the major results show that 88% of the programs place major emphasis on the Rorschach in at least one assessment course (compared to 86% in 1974); in contrast to the results of the 1974 survey, there were no differences between the ratings of highly experienced and moderately experienced instructors; as in 1974, instructors as a group highly rated the Rorschach as a clinical tool and teaching aid, but gave it generally low ratings as a research instrument; and the results clearly indicate that the Exner Comprehensive System is widely used as an instructional method.     

Psychotherapists and the clergy: Fifty years later

Jung's two powerful articles on psychotherapy and the clergy, written in 1928 and 1932. are looked at from the vantage point of fifty years later and the author's experience in conducting analysis with many people from both vocations. He notes that relatively few people achieve the kind of integration of the ego that Jung writes about-an essentially religious experience-wherein the center of their existence now gravitates about the Self. Yet Jung's work and views have had a profound effect on spiritually inclined people of all ages. The predictions of Jung's articles, regarding therapy, the dissemination of pyschology to the masses, and other issues are examined.     

The Hand Test: fifteen years later

The Hand Test, a projective device developed about 15 years ago, has gained rapidly in popularity among clinical and school psychologists. A variety of reliability and validity studies have been conducted with the instrument across a broad spectrum of clients and settings, A considerable amount of developmental work has been conducted on the Hand Test since its inception. Research on this test was reviewed and discussed with the conclusion that the Hand Test has merit in many clinical applications for children, adolescents and adults. The instrument has potential in diverse assessment situations and is used today by a wide spectrum of practitioners. Research points toward the Hand Test as being a valuable quantitative multidimensional instrument which predicts behaviors.     

Test anxiety inventory: 30 years later

Abstract Research suggests that test anxiety is associated with a number of maladaptive factors. The majority of test anxiety research includes the Test Anxiety Inventory (TAI) as a primary outcome variable. However, the TAI was normed on college undergraduates in 1980. The academic landscape has altered in a variety of ways in the past 30 years, which may result in out-of-date norms. This study examined changes in TAI scores in college undergraduates (n =437) as well as convergent validity with measures of trait anxiety and academic performance. Results indicated increases in TAI scores for females while holding constant for males. Additionally, females and males displayed positive correlations between the TAI and state-trait anxiety inventory, while only females displayed a significant negative correlation between the TAI and grade point average. Data provide evidence of changes in TAI scores. As a result, researchers should be careful when drawing conclusions based on original TAI norms, especially in the case of female undergraduates.     

Personality consistency: Eminent architects 25 years later

One hundred and twenty‐four American male architects representing three levels of eminence and creativity were studied by Donald W. MacKinnon and his collaborators in 1958–1960. The present report is based on a follow‐up of 70 of the 83 (78%) surviving architects (mean age 71 years, with a range of 62–88). The architects were individually interviewed at their place of residence between 1983–1984 and received several of the same tests they had received 25 years before, including the Adjective Check List (ACL) and the California Psychological Inventory (CPI). The present study offered the architects a chance to look back at lifelong careers, and it allowed the researchers to establish that the distinct personality characteristics of the three groups of architects remained remarkably stable, and were at least partially responsible for moderating longevity and achievement. Opportunities for full‐time practice were radically different for the three groups after age 65. The interview data suggested that factors that are responsible for successful productivity in old age include: (a) commitment and drive; (b) overlearned skills; (c) aesthetic sensitivity; (d) ability to be a good salesman; and (e) ability to delegate responsibility. The continuing impressive creativity of the architects can be best explained by Simonton's (1984) constant probability of success model.     

Frustration theory--many years later.

The role of frustration in learning theory, in the invigoration of behavior and in the development of learned persistence and discrimination learning, is conceptualized. This and other phenomena are facets of the larger explanatory domain of what has come to be known as frustration theory, a theory that has guided the author's own research--from behavioral to developmental to psychobiological --until the present time and has had some influence on the research of other investigators. This is a commentary on the 1st of several published theoretical papers on frustration theory.