RELIABIUTEES AND ENTERCORRELATES OF MEASURES OF PERSGfiAtiTY BREADYH: PERCEFTEON AND CGGNWOM Thesis for the Dogma of M. A. MiCMGAN STATE UNWERSITY Kenneth A. Perkins 1962‘ 1 1H LIBRARY Michigan State University RELIABILITIES AND INTERCORRELATES OF MEASURES OF PERSONALITY BREADTH: PERCEPTION AND COGNITION 3? Konnoth A. Perkins AN ABSTRACT submitted to tho Collogo of scionco and Arts of michigun stat. Univoraity of Agriculturo and Appliod Science in partial fulfillmont of tho requirumpnta for tho dogroo or MASTER OF.ARTS Dopurtmnnt of Psychology 1962 ABSTRACT RELIABILITIES AND INTERCORRELATES OF MEASURES OF PERSONALITY BREADTH: PERCEPTION AND COGNITION by Kenneth A. Perkins This study wss primsrily designed to explore u number of behaviorsl tasks in sesrch of evidence for n generic concept of "personslity breadth" es formulated by King. secondsry gosls concerned King's concept of "perceptual breadth” snd "cognitive bresdth" as interpreted from seversl theoreticsl positions. cognitive nnd perceptusl processes were stressed in the selection of sppropriste tssks to be used in the study. several test instruments were utilized snd were discussed in terms of their relevenoe to brosd or nnrrow perceptual or cognitive behavior. six di- verse tssks were found to be sufficiently relinble to be included in the investigation. The procedure consisted of group snd indivi- dusl testing of 180 ss. Group testing included the sdministrstion of three tssks: ostegory width scale (cognitive); object sorting (cognitive); and, Free Recnll of Uhrelsted words (perceptusl). In individunl test sessions, as responded to: Identi- ficstion of stimulus Enements (perceptusl); Visuel Kenneth A. Perkins scanning (perceptive-cognitive); and, Blot Associa- tion (cognitive). An intercorrelational analysis was carried out concerning broad and narrow task behavior. A The generic concept of personality breadth was not adequately supported. Some indication of breadth in cognitive task behavior was indicated and dis- cussed. The formulation of a unitary broad-narrow continuum of perceptual performance was especially supported by the analysis and appeared to possess important implications for further breadth research of perceptual processes. An additional analysis of the relationship be- tween perception and cognition with intelligence was also conducted and suggested a perceptual-intelli- gence relationship which might also prove fruitful for further investigation. Approved W“ /WM°Z/v Major Professor .9 23/74 AVA—egg“, 2—” RELIABEITIES AND INTERCORRELATES OF MEASURES OF PERSONALITY BREADTH: PERCEPTION AND COGNITION By Kenneth A. Perkins A THESIS submitted to the college of science and Arts of Hichigan state university of Agriculture and Applied science in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Psychology 1962 J’ V .'\ t ’ '3 ACKNOWLEDGMENT It is with sincere gratitude and appreciation that the author wishes to acknowledge, in the form of a dedication, the generous guidance and assist- ance provided by the late Dr. Gerald F. King toward the development and ezscution of this research. Dr. King suggested the theoretical basis for the investigation and designed several of the tasks that were employed. The author has attempted to remain within these theoretical boundaries and has, hepefully, not strayed too far from.the original purpose for the study. Additional appreciation is eXpressed to Dr. Clarence L. Winder, for accepting the chairman- ship of the author's committee upon Dr. King's un- timely departurc, and to Dr. Henry Clay smith and Dr. Terrence M. Allen, who served on this committee. All three have contributed greatly to the prepara- tion of this thesis by means of their excellent oriticism.and advice. 11 TABLE OF CONTENTS Page I. INTRODUCTION............................ II. METHOD.................................. Measures of Personality Breadth....... category‘Width scale................ \O~OOQH object Sorting...................... Free Recall of unrelated Words...... 10 Identification of stimulus E1ements............................ 11 Visual scanning..................... 12 Blot Association.................... 13 subjects and Procedure................ 1h III. RESULTS................................. 15 Reliability........................... 15 Intercorrelation...................... 15 Intelligence and Breadth.............. 22 IV. DISCUSSION.............................. 25 V. SUMMARY................................. 30 VI. REFERENCES.............................. 32 iii Table I. II. III. V. LIST OF TABLES Page RELIABILITY COEFFICIENTS OF BREADTH TASKSOOOOOOOOOOOOOCOOOOO00......0...... 16 TEST SUMMARY........................... 18 BASIC INTERCORRELATIONS................ 19 CORRELATION WITH vsI................... 21 CORRELATION'WITH cem................... an iv B. C. E. F. APPENDICES ESTIMATION QUESTIONNAIRE.................. OBJECT SORTING............................ FREE RECALL OF UNRELATED WORDS............ IDENTIFICATION OF STIMULUS ELEMENTS TEST.. VISUAL SCANNING TEST...................... VS POST-TEST INQUIRY...................... BLOT ASSOCIATION TEST..................... Page 3h 14.0 1&5 1&9 57 61 63 I. INTRODUCTION What might be called "personality breadth" has been dealt with by a number of investigators. As early as 1902, Gross (cited by MacKinnon, 19hh) described two apposed types of mental process, a deep-narrow type and a shallow-broad type. He assumed a correlation between the intensity of any experi- ence and the tendency for that experience to per- sist (secondary function) and to determdne the course of subsequent mental associations. The deep-narrow process he characterized as involving an intense experience followed by a lengthened secondary func- tion which would inhibit the immediate formation of new associations. Conversely, the shallow-broad process would involve a less intense experience which would decrease the amount of perseveration and per- mit more immediate formation of new associations. In an attempt to formulate the nature of inter- vening mental processes, Tolman (19h8) introduces the construct of cognitive maps. He speaks of the selection of stimuli to be admitted to the nervous systmm and the way in Which mental maps (or routes to a goal) are formed. A narrow, strip-like map is seen as a relatively simple and single path to a goal, while the broader, more comprehensive map is one which takes in a wider arc of the environment 1 and permits alternate routes to the goal. Rokeach (1951a, 1951b) uses Tolman's orientation to concep- tualise and measure a continuum of cognitive organi- zation. His subjects were instructed to interrelate a list of ten concepts (e.g., Buddhism, Communism). Scores for cognitive organization were assigned along a continuum.ranging from comprehensive to isolated to narrow. Cruen (1959), investigating the correlates of cognitive maps, postulates four dimensions or preperties, which he sees as "styles of cognitive representation." The dimensions that he posits are as follows: accuracy of representation (of the en- vironment); outer complexities (inclusion of outer events); inner cmmplexities (inclusion of inner events such as motivation); degree of organisation (degree of integration of subparts of the overall cognitive field). A word or two might be given to two of the dimensions, outer complexities and degree of organi- zation. The former reflects breadth of awareness of environmental stimuli, while the latter is quite similar to Rokeach's breadth of cognitive organisa- tion. A number of different types of cognitive style, several of which pertain to personality breadth, have been develOped by Klein and his associates in their research program. one such cognitive style is scann- ing, or focusing, as it was earlier termed (Schles- inger, 195k). Klein (1958) describes the "scanner" as one who is aware of a broad array of the back- ground qualities in a stimulus field. This aware- ness stems from a broad and intensive deployment of attention and involves "not only intense concentra- tion on the central task but an indiscriminate peri- pheral sensitivity that renders many aspects of the field available to conscious recall" (Klein, 1958, p. 109). Leveling-sharpening is another type of cognitive style that arises from different patterns of attention deployment (Holzman, 195k). For "level- ers", at one end of the pole, stimuli tend to lose their identity, while the various elements of the stimulus field become more distinct for "sharpeners." Thus, it would appear that scanning represents a slightly more elaborate version of Gruen's outer complexities. 0n the other hand, leveling-sharpening does not seam to bear so directly on the notion of breadth but more on stimulus articulation. still another dimension of cagnitive style evolving from the aforementioned research program is that of equivalence range, which is defined as the range of objects a person is willing to subsume under one category (Gardner, l9Sh). This concept seems to share some common aspects with both.scann- )1 ing and leveling-sharpening. Individual differences for equivalence range are derived from performance on the following task. The subject is presented with a variety of stimulus objects (e.g., cup, fork, cigar) and instructed to sort the objects into as few or as many categories as he thinks necessary. Any principle can be used in constructing a category, and the number of categories is solely a matter of personal preference. The fewer categories that the subject uses in his sorting, the broader is his equivalence range. Sloane (1959) assembled and fac- tor analyzed a large battery of tests, all purpor- tedly measuring equivalence range. The resulting factor structure was fairly complex.and difficult to interpret. Tests requiring sorting behavior correlated only with each other, and all such tests loaded on what was most likely a "method" factor. When objects are sorted into categories, evalua- tion of performance can focus either on the objects, as in equivalence range, or on the categories. Sort- ing on the basis of a few categories would indicate not only a broad equivalence range but also the use of broad categories. Perhaps, the distinction is a trifling one, but it has served as the basis for con- structing a different instrument. Pettigrew (1958) has develOped a paper and pencil test to measure S the range or width of an individualts cognitive categories (Category Width Scale). on this scale, subjects are asked to estimate the extremes for twenty categories, e.g., length of whales, weight of ships, with the results revealing that the sub- jects tend to be consistently broad, medium, and narrow in the category widths. Pettigrew suggests that, in addition to equivalence range, category width may tap "risk-taking" behavior. Broad cate- gorisers seem to have a tolerance for type I errors, while narrow categorisers tend to make type II errors. King (1960) has emphasized broadness-narrowness in perceptual style as a counterpart to Klein's emphasis on cognitive style. Using the hypotheti- cal construct of "reactive potentials", individuals are conceived as varying in the evenness of the dis- tribution of attention over the reactive potentials. Broad individuals display a relatively even distri- bution of attention, resulting in a greater aware- ness of the perceptual field. In contrast, narrow individuals are characterized by a relatively uneven distribution of attention over the reactive poten- tials and a more restricted awareness of the environ- ment. This model was developed in an attempt to predict individual differences for a variety of "task" behaviors.-e.g., learning, problem-solving. In psychOpathology, it seems possible to speak of "exaggerations" in personality breadth. Cameron (1939, 1951) has demonstrated the phenomenon of 'overinclusive thinking" in schizophrenic patients. The source of this behavior is attributed to a "fail- ure to exclude the irrelevant and inconsequential" elements in the social environment. Epstein's (1953) research in this area is based on the Inclusion Test, an objective measure of overinclusion. His results support Cameronls view that schizOphrenic thinking is overinclusive in nature. Epstein regards this form of deviant behavior as resulting from a failure in discrimination arising out of a defect in attend- ing or in focusing attention. There are both similarities and differences among these various concepts of personality breadth. All of the approaches emphasise style, as Opposed to content, in personality and embrace some "broad- narrow" continuum. Moreover, the notion of organi- zgtion is involved in some of the concepts (e.g., Rokeach, Gruen), implied in others (e.g., Gardner), and is not a part of others (e.g., King). some of the concepts appear to be almost interchangeable --e.g., equivalence range and category width. several approaches use some underlying notion of attention deployment--dimensions deve10ped by Klein and associ- ates (scanning, leveling-sharpening, equivalence range) and King's "perceptual breadth." Based upon these investigations, it is conceiv- able to hypothesize a general concept of "personality breadth" which may be seen as underlying the indivi- dual's perceptual and cognitive approach to the en- vironment. It is the primary purpose of this study to examine, in an exploratory fashion, the reliabi- lity and intercorrelation of a variety of measures which seemingly pertain to personality breadth. Although it is difficult to isolate perceptual from cognitive function in test situations, an attempt will be made to present some tasks which stress pri- marily perceptive behavior, some which emphasize cognitive behavior, and others which.may be seen as perceptive-cognitive (stressing both types of func- tion). If Sloane's factor analytic study is used as a guide, only limited generality can be expected among the measures. II. METHOD Measures of Personality Breadth Rationale for the selection of test materials was based primarily upon an interest in both per- ceptual and cognitive type tasks which could be con- ceived of as reflecting personality breadth. Cer- tain instruments present S with achievement tasks (e.g., identifying visual stimuli, recalling speci- fic words) in which performance is evaluated on the basis of "right" and "wrong" answers. other tests are seen as preference tasks (e.g., grouping indié vidual stimuli, selecting numerical estimates, re- cognizing visual percepts) wherein.there are no specifically correct answers; rather, S selects responses he feels are most appropriate or relevant. Attention deployment and memory function are more involved in some tasks than in others. some tests were administered to groups of 3s, while others in- volved individual testing. six instruments were utilized: Category Width scale, object sorting, Free Recall of unrelated words, Identification of stimu- lus Elements, Visual scanning, and Blot Association. The following discussion will present a general consideration of the nature of the tests, method of presentation, and types of function involved. For more specific reference to stimulus materials and 8 complete instructions, see Appendices. Cgtggory Width seale(cw). This paper and pen- cil instrument was developed by Pettigrew (1958) to reflect the range or width of an individual's cogni- tive categories. The scale was presented as an "Estimation Questionnaire“ (Appendix 5) composed of twenty items each requiring an estimate of exp trames for such.material as "length of whales" and "annual rainfall in‘washington, D. c." The scale can be administered to groups and is scored on the basis of how far the selected alterna— tive is from.the established mean. It appears to be an achievement task stressing accuracy of esti- mates; however, it is regarded as a preference test since 3 is required to select responses from given esthmates. The task can be classified as princi- pally cognitive in nature. In terms of "personality breadthfl, a.high total score by an individual indi- cates wide-span and suggests broad cognitive cate- gorization. ijgct Sorting (OS). Gardner's original test (1953) has been adapted by clayton (1959) into a paper and pencil form called Word sorting. Clayton regards this adaptation as a more symbolic equivalent of the original object sorting task. The purpose of the test is to indicate the extent of an individual's 10 equivalence range. Two equivalent forms (clayton reports a correlation of .90, 1959) were used in this study (Appendix B). Each form.consists of fifty words which refer to fifty objects. The sort- ing was done by having 3 write down in groups the words that seamed to him to belong together. The test was constructed for group administra- tion and is seen as involving cognitive functioning wherein objects are grouped on the basis of personal preference. Equivalence range is indicated by the range of objects 3 is willing to include under one category--e.g., the formation of fewer categories is defined as broad performance. Free Recall of unrelated Words (FRUH). This task was developed by King for the present study. It consists of four separate lists of fifteen unre- lated words selected frmm Thorndike and Lorge (19th) (Appendix 0). Each list was read to ss at the rate of one word every two seconds with a three minute interlist recall period. The response measure was total number of words recalled. The word lists can be administered to groups. The test is conceived of as a perceptual task stress- ing achievcment to maximum.possib1e recall. Distri- bution of attention can be seen as a relevant fac- tor concerning performance on this task. Broadness 11 is indicated by greater recall of words for all four 118t8e Identification of stimulus Enements (133). The ISE task, also constructed by King, requires the identi- fication of elcments from a complex; visual stimu- lus pattern. Five chromatic stimulus configurations (Appendiij), each consisting of eight different elements, were constructed on separate 5" x 8" cards and each was assigned a nonsense syllable label, i.e., GAX; MOG, LUD, BIV, JEK. Additionally, the forty stimulus elements were individually reproduced on 5" x 8" cards. A training series, followed by a test series, was administered to all so. Training was designed to establish the relationship between the nonsense labels and the five stimulus patterns. Testing required the identification of each.of the forty individual stimuli. The test was designed for individual administra- tion. Total number of correct identifications is interpreted as perceptual breadth on this task-- e.g., a large number of correct responses is seen as broad performance. The task stresses achieve- ment in that s is expected to strive for a mathmn number of correct identifications. Distribution of attention can also be related to this type of task behavior. 12 Visual scanning (vs). King has also designed a visual scanning task. A 12" x:12" card contain- ing sixty-three printed words selected from.Thorn- dike and Lorge (l9hh) was utilized. The task was designed such that seven individual meaningful cate- gories (e.g., time, food, colors) were represented --each category containing nine different words (Appendiij). The stimulus field was originally scaled into nine equal sectors. One word from each category was randomly placed in every sector. The finished task did not reveal internal structuring as sector lines were removed from.the card. Two equivalent forms were developed and are referred to as vsI and VSII, respectively. The tests were constructed for individual admini- stration. Both forms (vsI and VsII) were presented to all Ss. Each presentation.was followed by a re- call period during which 3 wrote down all words he could remember. A "Post-Test Inquiry" (Appendix.F) designed to reveal S's approach to the scanning tasks was administered after the second recall period. Response measure for this task was total words recalled from.both forms. In terms of breadth, a large number of recalled words is interpreted as broad performance. This task is regarded as pri- marily achievement in nature, since S is expected 13 to strive for accurate recall to a maximum of sixty- three words per card. The task is believed to eli- cit two types of function: perceptual and perceptive- cagnitive. The first presentation (vsI) can be con- ceived of as primarily a perceptual task involving distribution of attention. On the other hand, a second presentation (VSII) can be seen as more highly affected by cognitive functioning involving increased evaluation and a change of strategy. A subject may shift his approach and strive for higher recall by means of relating or categorizing words he perceives as similar. on this basis, some Ss may be conceived of as "changers" versus others classified as "non- changers." Blot Association (BA). This test, based upon a similar task used by Sloane (1959). consisted of ten achromatic Rorschach.inkblots individually pre- sented on 5" x 8" cards and two response forms (Appenp dix G). The response lists (selected from.Beck, 1950) contained ten percepts for each blot--five F-plus and five F-minus. The subject was instruc- ted to indicate for each blot those responses in its list which reminded him of or resembled the blot. Scoring was based upon total number of per- cepts recognised for all ten inkblots. The test was designed for individual administra- 1’4 tion. Inasmuch as the task requires 3 to attempt to apply specific percepts to the stimuli, it is con- ceived of as a cognitive task. Breadth of perform- ance is reflected by total number of responses selec- ted from.all ten blots--c.g., a large number of re- sponses indicates broad performance. subjects and Procedure One-hundred eighty undergraduate, male students enrolled in general introductory psychology courses at Hichigan state university served as ss for this study. Only male ss were utilized in an effort to control for possible sex differences in the respec- tive tasks. Test administration involved both group and individual sessions. Initially, 33 were presented the cw, 03, and FRUW instruments in their respective classroom settings. Following group testing, Ss were provided with.eign-up sheets to register for individual follow-up testing, during which time the ISE. VS, and BA tasks were administered. III. RESULTS Reliability Reliability coefficients for the CW. 03. ISE. VS, BA, and FRUW instruments are presented in Table I. All reliabilities were determined by means of the Pearson product-moment coefficient of correla- tion (r) with the Spearman-Brown correction for length of test (Guilford, 1956). Alternate Forms (A-F) or odd versus EVen (O-E) procedures were em- ployed in accordance with the nature of the respec- tive test data. Total sample size (N3180) was utilized for all instruments excepting OS. Time restrictions on group testing did not permit the administration of osII to all ss; however, inasmuch as the obtained coeffici- cnt (r. .903) is comparable to that of Clayton's original analysis (r: .90, as noted above), it was not believed that a reduced sample size would in this instance invalidate the reliability estimate for the object sorting task. It may be seen that each instrument yielded a reliability coefficient sufficiently large (p (.01) to justify its inclusion in the study. Intercorrelation Correlational analyses are presented in two 15 16 TABLE I RELIABILITY COEFFICIENTS OF BREADTH TASKS P Test Mean S.D. Range N r1 cw 65.12 .016 11-97 180 .883 (0-E)2 p<.01 03 21.66 .0111 6-118 79 .903 (A--F)3 p<.01 ISE 18.82 .031. 6-36 180 .735 (O-E) p<.01 vs 29.113 .0112 16-57 180 .661 (A-F) p<.01 BA 211.39 .009 7-69 180 .937 (o-E) p<.01 m 29.61; .0110 17-116 180 .683 (A-F) p<.Ol 1. 2 Odd-Even 3 Alternate Forms spearman-Brown correction 17 stages--i.c., Basic Analysis, Supplementary Analysis. The basic relationships include the six primary instruments (CW, 08, ISE, VS, BA, FRUW). An addi- tional relationship is discussed in the Supplemen- tary Analysis which compares the basic tasks with a selected part-test; namely, the first presenta- tion of Visual Scanning (VSI). Table II presents a list of all instruments with a concomitant indication as to the type of function involved in each task. Basic Analysis. Product-moment intercorrela- tions were calculated for the six basic instruments. The resulting fifteen intercorrelations are pre- sented in Table III. Correlations of r: .lh8 and r: .l9h, or greater, are needed for two-tailed signi- ficance at the .05 and .01 levels, respectively. There are four correlations significant at the .01 level. They are: OS-BA. ISE-VST. ISE-FRUW.‘VST-FRUW. It can be seen that significant relationships were obtained between two of the cognitive tasks (OS-BA) but not with the third (CW). Categorical sorting behavior as discussed by sloane with regard to 08 may also be involved in the BA procedure and might account for the relationship between these two cognitive tasks and the lack of relation between 18 TABLE II TEST SUMMARY Instrument Type of Function BASIC TASKS: Category width (CW) object Sorting (03) Free Recall of unrelated Words (FRUW) Identification of stimulus Elaments (ISE) Visual Scanning (VST) Blot Association (BA) SUPPLEMENTARY TASKS: Visual Scanning-- first presentation (VSI) College Qualifica- tion Test (CQT) Cognitive Cognitive Perceptual Perceptual Perceptive-Cognitive Cognitive Perceptual Intelligence 19 TABLE III BASIC INTERCORRELATIONS (N3180) CW 08 ISE VST BA CW .... .... .... .... .... 0s .10h .... .... .... .... ISE .0112 -.0h6 .... .... .... VST -.115 -.05u. .2h3* .... .... BA -.001 «"203» -.O72 .01).]. . . . . FRUW -.015 .071 .3124!» .362» -.O93 *p<.01 20 these and the methodologically different cw task. The two perceptual tasks (ISE. FRUW) are also significantly related, as would be expected. The lack of significant relationship between the cognitive tasks and any of the perceptual instru- ments, coupled with the significant relationships of the perceptive-cognitive instrument (VST) with the perceptual (ISE and FRUW) and not with the cog- nitive tests would tend to suggest that the factor contributing to correlation is in these instances the perceptual component in vsT task behavior. The nature of this supposition may become more apparent through analysis of supplementary test data. supplementary Analysis. The additional sub- test (VSI) was correlated with the basic tests and the results presented in Table IV. As would be expected in a part-total analysis, the Visual scanning subtest (VSI) correlated signi- ficantly with the total VS task (VST). Additionally, vsI responses relate significantly to ISE, FRUW, and to Cw. The correlations with ISE and FRUW are in the expected direction and follow the trend of per- ceptual-perceptual relationships. However, a signi- ficant negative correlation is observed in the comp parison of VSI responses to Cw estimates, in a direc- tion Opposite to expected results. This seemingly 21 TABLE IV CORRELATION WITH vsI (IL-.180) Test r vsI / cw «169* vsI / CS -.085 VSI / ISE .163-n V81 / VST .873“ vsI / BA .007 VSI / W .313“ *p< .05 **p<:.01 22 paradoxical indication tends to become resolved, however, upon investigation of the nature of the two instruments. The CW task is seen as one that involves pri- marily cognitive behavior on the part of 3, while the type of response required in the VsI situation has been conceived of as perceptual. As was sug- gested above, tasks primarily involving perceptual function tend to interrelate, as do those in which cognition is prevalent, but significant direct inter- relationships between perceptual and cognitive tasks have not been observed. In fact, it would appear that perceptual versus perceptual and cognitive versus cognitive relationships maintain regarding the conception of personality breadth, but that perceptual versus cognitive functions tend to pro- duce inverse relationships concerning broad and nar- row behavior--such is the suggestion, at least, in the instance of CW performance. Examination of non- significant correlations discloses a directional tendency in accordance with these speculations; however, present information is insufficient and does not provide for further consideration of this hypothesis. Intelligence and Breadth An.hypothesized relationship between intelli- 23 gence and personality breadth was suggested and ten- tatively explored by means of College Qualification Test (CQT) results which were available for ninety- seven Ss from the present sample. Although the CQT instrument can not be strictly considered an intelli- gence test, the assessment of knowledge provided by this scale was believed to be suggestive of an indi- vidual's general intellectual ability. Consequently, relationships between CQT scores and the battery of seven tests were analyzed for the available ninety- seven 5s. The results of the Pearson coefficients (r) are presented in Table V. Only two coefficients proved to be significant at the .05 level (r: .200, two-tailed), they are: CQT-ISE. CQT-FRUW. Both correlations are in the ex- pected direction regarding breadth--i.e., a posi- tive relationship. It may also be noted that the two tasks with which.cQT is related are perceptual instruments. For further consideration, it would be suggested that intelligence and perceptual breadth may be to some extent related; however, this area rmnains for future investigation. TABLE v CORRELAfiSgfiITH CQT Test r CQT / cw -.003 CQT / OS .038 CQT / ISE .322» CQT / vsT .096 CQT / vsI .019 CQT / EA -.069 CQT / saw .272. *pr r01 v1r -v---| I I v . IIdJL J-L-‘ s T‘f ’1» '1 N T _ LIL .L' IJLI- 60 f:- cmminr-‘f ozi f1')1‘7 "I‘LLI. _ '7 """’ r—u - J “Tf—wf J- .L- ‘_ 1‘") “R L -.1) 111’”? n“ ‘17""7 J 4- A. ~4 ia. T“\ ’i 7 -' I" \‘FTL - 1\.'&l * T‘. 1‘ 3’71 .1. - ~ .1 "‘(\'7"T“.‘ ‘] \11 JJ .. 1 /\‘ "1" \- _. x3 IX] (‘9 j - f V 7| u-Vl T.’ . . .1 -..‘_VJ-. ‘ R i F 1 ‘07.“? l . \,_‘J -1 . ‘” I’W “i .J 61 APPENDIX F VS POST-TEST INQUIRY 62 Name y_s_ Test I. Post-Test Inquiry 1. Indicate how you approached the test on the first gagg that was shown to you (Circle appropriate letter): a. Concentrated on the words on one part of the card or in a certain area. b. Scanned most of the card picking up words from a relatively wide area. c. Concentrated on words of a similar nature or of the same category. like all animals or all parts of the body. d. An approach other than the above. Describe this approach briefly. e. Some combination of the above approaches. Briefly indicate the combination. 2. Did you change your approach on the second card? (Circle a or b.) a. Yes b. No If answer was "yes", briefly describe the change. 63 APPENDIX G BLOT ASSOCIATION TEST Instructions. You of paper. oeeh wiven ten cards :ach card hi. 5:1u. tvio different inhblot on it. Listeélcni Hie tim>rflieets oi‘rwwéer (iixflnukhiv tiis curs) are e umber of possible axsrers for each slot. ,or loo: Closel" at Blot I. Check (3) you of jlot I. low given for it. Do the rest of the blots. Llot I airplane wasp leaf nask spouse coat of ar-s Blot III relvis crasshorrer map fly gorilla internal orfians picture modernistic puzzle painting 8 ider brain r,- section T70 , "a . .- 1-1- .. SSiole ansaers t at are which resenble or regind (at 11 and the riuuwmrs that are *jien.cxm1tinue vfiifi the Flot ll vocal cords nervous system ‘ rrize fl hters our toys sea a.i;a tooth insect nricitive paintinf tin jellyfish tree are crab butterfly earls elenhrnt ant head coral _hide bat ‘___bridpe nap ___pow's head ___oee ___deer ___r1rel;ne beetle Blot VII Wlot __t-;rtle ___fan ‘___fox ?lot ____“reenland ___coat of iPCS - - J. Of’li lien u pelvis sailinfi ship cobwebs Blot two WOJQH fin ers clouds harbor on relief yap frog coat of args mouth of fried shrimp cave wig shrubs Blot IX fountain cross sec- tion of brain women in draronfly costume of 1&90'3 crab shell decorative piece explosion skull connected mask 'slands tool like plyers dream j m- ble ocean bottom butterfly an i we. 1 slzirl dance of life bioloeical slide oriental pagoda chandelier chinese alrha- _-—beti0al charac- ters VP“... 5? ‘U-‘f‘, Ii L M AW ”i7 MICHIGAN STAT U IBRARIES 8 IVERSITY L illll 1| ll 31 03 833 ||H IHI lsllll 3 1293 J