\in \ d ‘ WW «I l I ll” ' l WWW“ \ l‘ l l WI FERSONALETY VARIABLES [N PROBLEM. SOLVENG Thesis for the Degree 0‘ M. A. RECESS»? STATE UHIVERSZTE’ Hannah Lerman 1961 1"‘0w- V'f. -v.‘ » rn_v~ .9 LIBRARY Michigan State University ABSTRACT PERSONALITY VARIABLES IN PROBLEM SOLVING by Homuh Lormnn Thio study no deoignod primarily to explore tho roletionohtpo between peroonolity voriohloo which include a wide range of the oepecto of "normol" poychologicel functioning end prohlom- oolving behavior on throo problem tooko: the Luchtno Wotor Jor Prohlomo, the Cowon Alphobet Menu and the Wioconotn Cord Sorting Toot. Tho Coluornto Peroonolity Inventory woo the peroonolity lnotrument utilised. It yieldo eighteen ocoroo covering o. yoriety of poroonolity hctoro. Forty-eight otudento in tho Introductory poychology couroo ot Michigon Stoto Univeroity oomd u oubjecto. Tho olfect at tho eon of tho onbjecto ond tho order of presentation of the tooko were oloo otndiod. Few if ony of tho rolottonehipo that ore ouggeoted by tho reenlto could he confidently ototed to reprooont 53:1. rothor then chonco relation- ohipo. Since. however. o. few ototiotlcolly oigniflcont roonlto were chained. thio otudy cannot be odd to have ohm thot thoro are no relotionehtpo between peroonolity end toot vortohloo. Replication of tho otudy would he neceooory before thio could he cocoa-tuned. Pouthlo mooninge {or thooo relodonohipo which were found were diocuooed. Sex diflorencoo in problem oolving were found only in tho time to oolution (or the "cot" prouomo on the UN) ond on no other of the vortouo mooonroo derived from the problem-”lying tooko. The order of tho preoentotion of tho tooko did not “foot the rootlto oizniflcontly. PERSONALITY VARIABLES IN PROBLEM SOLVING BY Henneh Len-nan A THESIS &thmitted to Michigan State Univeroity in portiel manna“: of tho requiremento tor the degree of MASTER OF ARTS Department of Poychology 1961 TABLE OF CONTENTS INTRODUCTION . . Q . . . . i . . . . . O O C . U C . . . . Problem Solving ‘nd Rigidity e e o e o e o e o o o o o Problem Solving end Peroonollty Vorubloo other “Rigidity. o e o o o o o o o o e o o o o o o o mm.“ “Fromm e o o o e o e o o e e o o o o o e METHOD OF INVESTIGATION . o o , o o . e o o o . o o o Conform Peroonollty Inventory anhlnl Water 3‘! Problem! o o o o o e o o o o e o o Coven MW M‘I.’ e o o e e o e e e e e e e o o o “ii-COD.“ CII’d Sorting TCC‘ e o o e e o o e e e o e o mum“ )5er. e o o o e o o o e e o o o o e o 0 RESULTS AND DISCUSSION o e e e e e e o o e e o o o o o o Etiecto of the Seat of ”jute end the Order at Toot Pretentation. o e o e o e o e o o o o o o e o e o Intellectufl V‘fl‘fl.‘ o e o o o o e e o o o o e e o e e The Collfornlo Poroonellty Inventory and Problem- Solving V‘muCU o o e e e o o e e e o e o e o o SUMMARY 0 . O 0 . U C C Q . . O C O . C . O O . C O O . 0 . REFERENCESOOCOOOOIOOOOOOOOQDIOOIOC 11 Page UN one-- “0000 6* 15 30 23 31 32 TABLE 1. Z. 3. 4. 5. 6. 7. LIST OF TABLES The Significance oi F Teoto of the Sex and Order Eifecte on Five Scoreo Obtained irom the Luchine Water Jar Prohieme and the Coven Alphabet Maeee. The Significance of Sex Differences on Seven Scoroo Obtained from the Wilconein Card Sorting Toot . . . The Significancooi‘ F Teoto of the We oiseut de..tonmrm.sco,..e e o e e e e e e e e e o The Significance of Correlatione Between intellect- ual Meaearee and Thirteen Meeeuree Derived from m PtOflW‘SOlVing Ta.“ (TM MflC’e e o e e e The Significance oi CM Square Relationehipo Between Scorer on the Calilornia Pereonality inven-u toryandTotalTimeSCoree. . . . . . . . . . . . . . The Significance of Chi Square Relationohipe Between Scoree on the California Poreonality Inventory and the Member of ”Set" and "Amhiguouo" Probleme Solved on the Lochino Water Jar Problomo and the COWORMWM”C. Combined. e e e e o e e e o e The Significance of Chi Square Relationehipe Between Scoree on the California Pereonality Inventory and the Snbjecte' Awarenoeo of Me on the Wioconein CardSortingTeotl............... eee iii Page 30 ll 24 26 28 LIST OF APPENDICES APPENDIX Page 1 LWJProbleme....................38 Z CAMProblcmo....................39 3 WCSTCardo.....................40 4 Converoion Table {or Entrance Raminetion Scoroe 41 5 Corrolationo Between Intellectual Meaoeroo and Moeenreo Derived irorn the Problem-Solving Taeke 42 6 Correlation Between Problem-Solving Scoreoieod Personality'Variablee..»..........t... 43 iv INTRODUCTION Problem joining and Rigidity Many attempto have been made to relate oucceeo or failure in one type of problem-wiring oituation to performance in other oitn— ationo by inveetigating tho poeeibility oi the endotence of a generalised pereonality trait of rigidity (Appleoweig. 1954; Cattell. 1946; Cotton and Thompoon. 1951: Coven, Wiener and Hon, 1953; Fieher. 1950; Ioreter, Vinacke and Digman. 1955: Pitcher and Stacy. 1954: Rokoach. l9“; Schmidt. Fonda and Weeley, 1954). Due to procedural dii. forenceo among the etudiee. the varione kinda of problem oituationo need and the diiierent waye oi defining rigidity. the reoulto oi theee invoetigationo are difficult to analyeo (Apploaweig. 1954). Out of them. however. vigorone proponento oi the two oppooing vieWpointo have emerged. Rolteach (1948. 194’. 1950) believeo that rigidity ie not an ioolated phenomenon when it appearo. bet io an aepect of a general factor which will maniieot iteeli in the eolution o1 any problem. Billingo (1934) had earlier lonnd problem- oolving aulity in one field to be related to an individual'o ability to deal with problomo in other arm. Coven and Thompeon (1951) and Schmidt, Fonda and Weeley (1954) are aloe in accord with thio view. On the negative aide. {actornanalytic otndiee have tailed to find a generalioed rigidity or (leadbility factor when the interrolationohipe oi variono problem taelte have been otndied (Gniliord. Friclt. Chrieteneen and Merriiield. l957: Jaopor. l93l: Kloemeior and Dudek. 1950; Notcntt. 1943). Shevach (1937) onggeoted that peroeveration. oeemingly an aopoct oi problem-oolving ability oimilar it not identical to rigidity, exioto ao a functional unity ior eome individuale while thie unity to weak or non-exietent {or other individuale and the different popu- latione need in the variono studiee might explain the contradictory reenlte received. . Foroter. Vinaclte and Digman (1955) ruggeot the neo of more reetrictod termo than flexibility- rigidity. tonne which can he more cloeely tied to the opecific taek. Chown (1959). alter an extenoive review of the literature. often a eimilar ouggeotion. , Problem Solving and Peroonality Variableo Other than Rigidity "'"fi ‘ While there hao been a widoepread interact in ”rigidity ao it to related to problem-aching behavior. low attempto have been made to invertigato other peroonality variablea ao they are maniiooted in problem taolto. Almoot all of the current poroonality theorioo poets- 1ate that the internal conoiotency oi the individual poreonality ehoold reveal itoeli in coneietency oi oome obeervable eort among the variono behavioro each individual maniieete under differing circum- otancee (Fenichol. 1945; Goldotein. 1939; Murphy. 1947; Rogero, 1951). The oitaation io complicated by the fact that the theorieto .eeem to mean conoiotency oi the meaning of each item of behavior ao it applioe to a opecific individual rather than a more objective and eaeily obeervable conoiotency. Nevertholooe. deopite the tact that the exietence oi poreonality coneietency ie accepted almoot axiomatic- ally. few empirical invertigationo have been made in which attompto have been made to relate it to oboervablo behavioro ench or performance on problem-aching taolto. 3 Where variablea other than rigidity were etndiod, poroonality meaoureo have been aonght which would differentiate oubjecta who were judged rigid or flexible in torma of their behavior on problem taake (Appleaweig. 1954: Cowen. 1954; Cowen and Thompoon. 1951) Maltaman. tea and Morrioott, 1953; Pitcher and Stacy. 1954; Schmidt. Fonda and Weeley. 1954). The hypotheoea. oven in theee otndieo. concerned the validity of the problom- eolvlng oitnation ao a rigidity meaenre. the peraonelity meaanro earring or a criterion by'moane of which validity could be aecertained. A low etadioa do relate rigidity or peraeveration to other peraonality traite. Pinard (1932) found tho pereevorator to be nervmta. aenaitive. etiominate and eentimental while the nonpereeve‘rator waa inconeidorato. tactleoe and critical. Moderate pereeveratore wore conaiderate. harmonious. reflective. and moderate nonporoeveratore were conragooeo. jovial and good miaoro. Gniliord. Chrietenoen, Frick and Morriiield (1957) ionnd that thou individualo who were highly tolerant of ambiguity aloe acorod high on the ability iactora oi aooociational fluency. originality and verbal comprehenoion: i. o. . non- rigid individuale were tolerant oi ambiguity. There have been only a tow omdioo in which problem eolntion waa invertigated in relation to poroonality variahleo other than rigidity or oqaivalont traita (Gaier. 1’52; Nahamara. 1958). Thoae dealt primarily with one or two relatively ioolatod variableo and were not concerned with the range of poreonality iactore that might be related to an individ'eal' a level of problm-aolving ability. Statement of Problem The preaont etudy exploree the heretofore neglected poaaibility that peraonality variableo other than rigidity might be related to problemeeolving ability. While it would be poeeibie to make pre- dictione about how pereonality variablee are related to problem- eolving behavior from within the framework of any number of theoriee. the expectatione according to the different theoriee would not mean- arily coincide. Becanee oi the lack of theoretical coneenene at to what relationehipe could be expected and the paucity of previoue empirical inveetigation oi pereonality in ite relationehip to problem- eolving ability. no epeciiie hypotheeee have been formulated. Three problem taeke were new so ae to make it poeeihle to diecnee the generality of any relation-him between problem perionn- ance and pereonality factore which might be obtained: The anhine Water Jar probleme (LWJ) (anhine. 1942) have been exteneively etadied in connection with the inveetigation of rigidity of pereonality ae it relatee to Einetellnngphenotnena (Appleaweig. l9“; Bakan. 1955; Brown. 1953; Cowen. 1952; Cowen and Thompeon. 1951; Cowen, Wiener and Heee. 1953; Foreter. Vinaeke and Digman. ”55; Goodatein. 1953; Whine. i951a. 1951b; Maltantan. Poland Morrieeett. 1953; Rokeach. 1948. 1950). The flret probiema of the eeriee can only he eolved by a two etep arithmetic procedure. Theee are "Set" probleme. eo labeled becanee the enbject to expected to build up a eat or Elna-tellnnlior eolving prohierne via thie method. theeqnent probleme (celled "Ambignoue" in thie etndy and "Critical" by eome other inveetigatore) can be eolved by the long method and in the "set" probleme or by a ehorter procechire (Other etndiee have aleo included "Eatinction" probleme which can only be eolved by the ahort method and in which the long method cannot be made to work. Thie third type oi problem ie not included in the preeent etndy). Subjecte who eolve the "Ambignone" probleme or the long or "Set" method have often been called "rigid" and their reopeneee on other inetrnmente have been contraeted with the ”non-rigid" individuale. thoee who need the ehort method where it wee appropriate. The LWJ hae rarely been need to etndy characterietiee oi behavior other than "Set" and rigidity. 'i'he eecond teak involved here. the Cowen no.1... Maaee (CAM) (Bakan. 1955; Cowen. Wiener and Heee. ”53) wee deeigned to be a verbal parallel to the LWJ probleme. and conteine both "Set" and "Ambiguoue" probleme. The Wieconein Card Sorting Teet (WCST) ie. however, of a different type. The eorting taelt from which it wee deveIOped wee introduced by Weigl (1941) who etudied the differential periormance of children, normal adulte and adnlte with cerebral damage. Studiea involving thie inetrnment. however. have primarily aimed at explora- tion of eitnational inilnencee upon performance (Berg. 1948; Grant. 1951; Grant and Berg. ”48: Grant. Jonee and Tallantie. 1949; Jonee and Grant. 1948; Roee. Rupel and Grant. ”5.2; Wohlwill, 1957). The California Pereonality inventory (CPI) (Cough. 1957) wae the pereonality meaeared need. It incledee many ecalee which are deeigned to aeeeee a variety of areae oi innctioning in the normal individual. It wee etandardieed on young adulte. many of whom were of college age. the making it eepecially appropriate {or nee with the college population eampled in thie etndy. METHOD OF INVESTIGATION Fiity-eeven etudente enrolled in Peychology 201 at Michigan State Univereity during Winter Quarter 1960 were the enbjecte need in thie experiment. Oi thoee, data from nine enbjecte wee dieeerded and not need in computing atatietica becanee of experimental errore or omie alone. The final eample oi forty-nine included twenty-anon melee and twenty-one iemalee whoee range in age wee from eighteen to twmty- eix yeare. The ecoree on the college entrance teete that the enhjecte had taken were obtained from the Office of Evaluation Servicee. In ad- dition. the etudente' cumulative grade-point everegee were aleo obtained. The enbjecte took the California Pereonality Inventory dur- ing claee eeeeione and then were eeen individually. The individual teeting eeeeione eoneieted of adminietration oi the anhine Water Jar probleme. the Wieconein Card Sorting Teet and the Cowen Alphabet Manor. The etudente were told only that they would be taking part in a problem-eolving experiment. They were reqneeted to give two honre of time to the experiment. Moat. however. completed the three taeke within thirty to fifty mimtee. California Pereonality Inventory The CPI wee adminietered according to inetrnctione given in the manual (Gongh, 1957) during regular claee perioda to two claae eectione oi Paychology ZOl. Moat oi the eighty-nine claee membere completed the teat in leae than one and one-half honre. Later. volunteere were eolicited from thoee eectione (or participation in individual teeting eeeeione. The CPl ie an nntimed teat conaieting of 468 etetemente. The anbject repliee to each of the numbered etatemonte by indicating which are “true" abom himeell and which are "ialee. " The teet containe eighteen ecalee which repreeent aepecte oi peraonality tnnctioning. Theee are ae iollowe: Group 1 -- Meaenree oi Poiee. Aecendency and Sell-Aeeurance l- Dominance (Do) 2- Capacity for Statue (Ce) 3?- Sociability (5y) do Sociel Preeence (8p) 9* Sell-Acceptance (Se) 6- Senee oi' Well-Being (Wb) Group ll . Meaenree of Socialization. Maturity and Reeponaibility 1- Reeponeibility (Re) 8- Socialieation (So) ’- Self-Control (Sc) 10- Tolerance (To) 11- Good hnpreeeion (Ci) :2- Communality (Cm) Group III . Meaeuree oi Achievement Potential and intellectual Eiliciency 13- Achievement via Conformance (Ac) l4- Achievement via independence (Al) 15- Intellectual Efficiency (le) Group N «- Meaenree oi intellectual and inter-eat Medea 16. Paychological-Mindedneee (Py) 17- flexibility ‘FX’ 18- Femininity (F0) Detailed deecriptione oi the varione .eealee are available in Gongh (1957). Their eigniiicance will aleo be diecneeed below where it ie relevant to the reealte obtained. Lgchine water Jar Probleme Thie teak coneieted oi eixteen arithmetic probleme. of which the firet two were practice probleme. The LWJ and CAM probleme were alternated eo that the LWJ probleme were the Iiret teak adminietered to even-vnurnbered eubjecte and the laet given to odd- numbered eubjecte. while the reveree wee true (or the CAM probleme. The probleme were printed on eeparate eheete of 8}" 1 ll" paper which the experimenter handed to the eubject. li a eubject took longer than two minutee on either of the two practice probleme or indicated that he wee unable to eolve the problem. the experimenter demonetrated the appropriate method of eolution. No help wee tur- niehed to the aubject on eubeequent probleme. For each problem attempted by each eubject. the experimenter recorded the eubject‘e time to completion. 1! a eubject tailed to work a problem. the time recorded wae the time until the eubject indicated that he wiehed to go on to the next problem. The firet time a eubject epent over three minutea working on a given problem. the experimenter eaid. "You may go on to the next one i! you wieh" but did not preee the eubject further it he choee to continue. Probleme 3-6 were "Set" probleme eoluble by the B-A-ZC method alone. Probleme 7-14 were "Ambiguoue" probleme eoleble both by the B-A-zc method and either 51.9. or 5:9: in addition. problem ll wee eoluble by 5; alone. Meet oi the probleme were taken from Luchine (1951a. l951b) and R. Bahan (1955). The probleme ueed may be found in Appendix 1. The ecoree derived irom thie teat included: g. the number of "Set" probleme eolved: £3. the number of "Ambiguoue" probleme eolved in the "act" manner; IL the total time {or eolution of all 9 probleme; Tilt. the average time {or eoltttion o! the total problem eat; T‘s, the average time for eoletion of the "Set" problem» 1'15 the average tithe tor eoletion oi the "Ambigooee" probleme. Cowen Alphabet Maeee Thie teak involved finding pathwaye through meeee oi lettere oi the alphabet arranged in 6 s 6 gride eo that combining the iettare ee they were toned along thie path would yield meaningial worde or phraeee. The probleme were arranged eo that their eeqnence paralleled the eeqeence oi the LWJ problema. They were given ae the tint teak to odd-nurtured abjecte and lent to even-nemhered enbjecte. Ae in the LWJ teak. there were eieteen probleme. of which the firet two were practice probleme. Probleme 1-6 were "Set" probleme whoee eoitttion wee via an indirect path. Prohieme Tait were comparable to the "Ambiance" probleme of the LWJ talk. Each oi theee coeld be eolved via either a direct or an indirect path through the meae. The probleme aeed may be found in Appendix 1. The probleme were printed on eeparate eheete approximately 0}" a 5}" in aiae which the nperimeeter handed to the eebject. Ae the eaperimenter gave a eabject the tint practice problem. ehe inetrected the subject ae toilewe. pointing out appropriate eectione en the grid ae ehe epolm "Thie experiment involved working oat maeee. la each oi thoee maeee. the idea it to move (rent the upper right-hand corner to the lower lea-hand corner. spelling out werde ae yea go. You are allowed tomeveoneboaatetimeinanydireetion. jaeteelongaethemore yea make heipe te epeli out a word. The aoltttione are either meaningful worde or phraeee. in caee there to more than one path 10 that will take you from etart to finiah. the correct aolntion ia the path that need the ieweat number of boxer. Thia one ia practice; try it. “ With anbaeqnent problema. the only inetrnctiona were "Try thie one. " if the eubject toolt longer than two mimttea on either of the two practice prohiema or indicated that he wee anahIe to aolve the problem. the experimenter indicated the path through the maee. repeating the inatrnctiona in an informal way aa ahe did eo. No help wee provided on the other problema. For each problem attempted by a anbject. the experimenter recorded the aubject’a time to counpletion. If a enbject tailed to work a problem. the time recorded waa the time until the anbject indicated a wiah to proceed to the next prohlan. The tiret time a anbject apent over three mimtea working on a given problem. the experimenter indicated ”You may go on to the out one it you wiah" but did not preaa the aubject further it he choee to continue. The acorea derived trom thie teat are equivalent to thoee derived from the LWJ problema. ‘ Wiaconein Card Sorting Teat The WCST waa the aecond problem teak for all enbjecte. it involved aorting a pack oi alloy-four carda. The carda were 3" a 3" aquarea of white coated cardboard upon which figurea had been painted. The figurea on thoee cerda could be atare. croeaae. trianglea or circlea. A card could contain one to tear identical tigarea in one of the following (our colore: red. yellow. blue or green. The pack thna contained one each oi all combinatione o! the (oar tiger-ea. {our colore and (our munbera that could he deviaed under the reatriction that only one color and one type of figure could appear on a given card. 11 in addition to the clay-{oar Reap-once carda. there were (our Stimulua carde which were placed before the auhject. There were: one red triangle. two green atare. three yellow owner and tour blue circlea (Gerda containing there iignrea were alao included with- in the pack of Reaponae earda). it wee thua poeaible to eort the 308901th carde according to their color. or the number or type of iiguree they contained. 7 A Where a aingle figure appeared on a card. it wee centered with the 3" e 3" aquare. Where two tignrea appeared on a card. they were alwaya placed an that one wee in the upper leftohand quarter oi the card and the other in the lower rightuhand quarter. Three figuree were alwaya placed eo that there wee one each in the lower left and right-hand oaartera and one figure centered above them in the upper half of the cardao that the three together formed a triangle. When a card contained tour figuree. there wee one in each onerter oi the card.’ thee forming a aquare. Thia placement of iiguree ia the eame ae that given by Grant. Jonea and Tallantia (1949). l The carda were given to all enbjecte in a atanderd order. They were arranged on that neitherthe came iigure. color nor ember oi figuree appeara on any two connective carde in the pack. The order in which the earda were need at well aa the configuration which appeared on each to available in Appendix 3. The tour Stimuli“ carda were placed trom no .1. right. in the order in which they were mentioned above. baiore the aubject. The aubject wee given the pack oi aiety-iour Reaponae carda with the following inatructione: "I want you to put thoee carda into {our groupe beneath the onee on the table. 1 will tell you whether you are right or wrong. " l! the aubject aahed any quartiona about the teak. the experimenter only 12 repeated: "1 will tell you whether you are right or wrong. " The inrtructionr are errentially thoee need by Berg (1948). Initially. the experimenter reeponded to a eubject'r rorting by nring color ar the baeie for determining whether a placement war correct. When a rubject had placed five coneecutive cardr correctly. the experimenter ehii’ted to tiring number er the baeie of her reeponeoe to the rohject. After the euhject achieved tire rncceeeive ruccereer with mimber er the correct category. the experimenter rhitted again. thie time uring type of figure (hereafter rpoken of re term) er correct. There categorior were ueed again in the eame order. making a total of rir categoriee. Each ruhject eorted the carde until he had completed the air categorier or had rorted all eirtyuiour cardr. The time that war rpent by the rubject on the entire terh war recorded. ' After the cardr had been rorted. each euhject war aehed: "What were you trying to do or what did you think you were ruppored to do?" and hie reeponee noted. Scorer derived from thie tret incloded Total Correct Rerponrer (TCR) made by the rnbject. Total Errore (TE) which were further divided into Perreverative Errore (PE) and Non-Perreverative Errorr (NPE) according to whether the rerponre claeeiiied er an error would have been correct for the immediately preceding category. Total Time (TT) for cornpletion of air categoriee or rorting riety-four carda. Average Time per card eorted (T/Card). Average Time per category conipleted (T/Cate. ). Number of Categorier completed “Cate. ). and Number of Carde need in completing air categorier (5 Card). Where the rubject did not complete rix categoriee. 64 4- war conridered to be the Number of Cardr need. 13 Intellectual Meaenrer Prior to 1958. Michigan State Univereity had adminiatered the American College Examination (AC E) to all incoming irerhmen and tranei‘er rtudente. Beginning in that year. however. the College Qualification Tart (COT) war need in the entrance examination. or the etudentr in thie experiment. thirty had entered Michigan State Univereity in 1958 or later ande taken the COT. Thie group conrirted of eiateen temaler and fourteen melee. Eighteen otherr had entered Michigan State Univereity between "53 and "51 and had been teeted with the AC n. Thia group contained five We. and thirteen melee. There ecorer along with the enbjeetr' grade- point averagee were read er meaeuree oi intellectual functioning. The AC]: yielde two part «one and a total ecere. The ecoree are 1;. a rcore on the verbal or lingnirtie rection. and Q. a mu. tative rcore. The CDT. on the other hand. yieldr three part rcorer and a total. [tr partr are l. vocabulary. 5 information. and g. numerical. 1 war conridered equivalent to l; of the ACE on the barie oi publiehed correlatione between the two. and 3 war need er the equivalent of Q en the canoe haeir. The total ecoree o! the ACE and the COT were aleo conridered er comparable (Juola. "60). The _l_ rcore o! the COT war not ueed rince a ecore on thie variable wae available tor only a portion oi’ the eubjectr in the experiment. Prior to 1959. publiahrd rcoree were available (rem the Olflce of Evaluation Servicee in the form of ranltr of i through l0 which had been derived from the percentile rating o1 all the etudentr who had taken the teat at a given time. In “59. however. the publication lirted the rcorer directly er percentile ratingr. On the barie of the information available on the method previourly need to obtain "derived rcoree. " 14 the percentile ratinge oi the fifteen eahjecte who taken the entrance examinatione in Fall 1959 or later were converted into each "derived ecoree. " A table illaetrating the convereion method ia available in Appendix 4. ' The comparability oi the ecoree oi the ACE and the COT. and the convereion method and were both enggeeted by Dr. A. E. Juole oi the Office oi Evaluation Servicee at Michigan State Univereity to whom the experimenter wiehee to expreee her appreciation {or hie kind aeeietance. I RESULTS AND DISCUSSION Etiecte of the Sex of abjecte and the Order of Teet Preeentation Since half of the enhjecte received LWJ iiret and the othere worked on CAM firet. the qneetion of the effect of the order of the teet hae to he coneidered. Thie ie eepecielly pertinent became of the difference in the level of difficulty of the two teete. Thirtyoone enhjecte (thirteen femalee. eighteen melee) correctly eolved all the "(setH prohieme of the LWJ. while only fourteen enhjecte (five femalee. nine melee) eolved all the "Set" prohieme of the CAM. Seventeen individuale eolved all the "Amhignone" LWJ prohleme in a direct manner while only one pereon accompliehed thie on the CAM.- le there an effect of eolving the leee difficult prohieme upon later performance of the more difficult onee? la the eecond problem eet eaeier if the more difficult one came firet? Along with the poeeihility of teet order affecting performance. the poeeihility of differencee in the performance of melee and temelee aleo hae to he coneidered. Billinge (1934). Crutchfield (1960). Nekamnra (1958) and Sweeney (1953) have reported eea differencee in varione kinda of problem eolving eitaatione including numerical and arithmetic reaeoning teete. Gnetehow "95" reported eea diaerencee fevoring melee in extinction prohierne of the LWJ (thie type ie not included in the preeent etady). and no eex diflerencee in the critical prohlune (called "Amhigaone" in the preeent etndy). There le no pnhliehed information with regard to een differencee in performance on either the CAM or the WCST. 15 16 Table l. The Significance of F Teete oi the Sex and Order Effecte on Five Scoree Obtain“ from the anhine Water Jar Probleme and the Cowen Alphabet Maeee. Score Effect LWJ CAM E eex .- ‘ .. order 1.0 1.93 mt‘ n o a Ae eex 2. 26 order . . int'n 2. 75 «- 1114 I08 89 15*‘ " 0’4" . 2e 07 int'n . . T (S I“ 7 e 87** ‘ order . l. 09 int'n .. .. TZA ~ eex order int'n I"Daehee repreeent ceeee where F < 1 "Significant beyond .01 level of confidence Table 1 ehowe the reenlte of eignificance teete oi the effecte of the ear of the enbject and the order in which the LWJ and CAM were adminietered. Theee analyeee were computed according to Walker and Lev (1953) who enggeet the nee of an approximate teet for an analyeie of variance where the lie in the celle are unequal. Teete oi l7 heterogeneity of variance had been competed previoae to theee analyeee. In thoee. the etatietical teet need initially wee the Fmaa teat. teeted with g from 10 to 15. Where the reenlte changed in eignificance level within theee 25, Bartlett'e teet wae performed. The only caeee in which theee teete reached eigniflcant levele were la: and 15 of the LWJ. There were eignificant at .01 (B 813.66) and .05 (F e no. 21) reepectively. Neither eee nor order veriablee eeem to affect performance eignificantly on the CAM. The order of adminietration aleo doee not have an important effect upon LWJ. Melee and femalee. however. are eigniftcantly different from each other on LWJ in their mean Timee to Solution for the "Set" probleme ae well ee of the total group of problcme. The mean time for femalee ie eigniflcantly longer than the mean time for the melee. and the femalee in the eemple aleo ehow themeelvee to be eigniflcantly more variable in their average timer; i.e. . while eome worked ae feet ae the melee. othere took much longer tiniee to eolve the probleme. Thie difference in vari- ability end average time doee not appear in the time ecoree for the "Ambignone" probleme. it eeem likely that the eignificant reenlt on ear differencee in 1L1: ie dne primerily to the large difference in the meane and variance of the time to eolation of the "Set" probleme. Chown (1959) indicated that the number of probleme eolved on LWJ had not proven to be valuable in the etady of rigidity and eeggeeted that time ecoree might be more helpfal. The femalee in the eemple managed to eolve the eeme number of probleme ee the men. but. ae a group. did their probleme more elowly. Thle perhape indicatee , that they experienced greater difficulty with the "Set" probleme. Thie hypotheeie ie in accord with the information available. i. e. women do leee well than men on quantitative taeke (Billinge,1934). If. going 18 beyond available data. we wieh to coneider longer time ecoree ae indicative aleo of greater "Set“ and rigidity. it ie neceeeary to note that the difference in time ecoree between men and women doee not appear in the "Ambignone" probleme on which "Set" or Einetellnnl ie cnetomarily meaenred. Since the "Set" probleme alone merely repreeent a eeriee of nunerical probleme that happen to have a common method of eoltttion and in which no meeeare of Einetellnng ie included. it eeeme more pareimonioue to coneid-er the time difference between the urea. eince they occur on the ”Set" probleme alone. ee being due to differencee in facility of dealing with quantitative prob- leme. If there ie a difference in numerical ability between the eenee. the queetion arieee ee to why there were _n_o_t_ time differencee on the "Amhignooe" probleme ae well. A poeeible enewer to thie queetion liee in the influence of practice on previone probleme on enbeeqnent problem- eolving behavior. Time ecoree on the firet "Set" probleme were generally longer than on later probleme. Ae enbjecte became aware that there wee a common method. their timee to eolution decreaeed. When the "Ambignone" probleme were preeented. thoee individuale who need the "Set" method continued to decreaee their eolntion timee ae they gained further practice with thie method. Thoee individnele who changed from neing the indirect "Set" method of eolntion to aeing the more direct method of eolation aleo worked factor on the "Ambiguous" problme. the direct eolntion involving fewer etepe and therefore taking leee time than the "Set" method. Therefore. the initial differencee in time ecoree between melee and femalee. which imPliee differencee in quantitative ability. leeeened with each problem regardleee of the method need: i. a. there were no differencee between the two groepe in their ability to benefit 19 from practice on the probleme and their awareneee of a communaluy in method among the probleme deepite a difference in facility with quantitative taeke. Table 2. The Significance of Sex Differencee on Seven Scoree Obtained from the Wieconein Card Sorting Teet Score t betw. meane' variance ratioe' TCR . 51 B I l. 76 TT . 003 l. 31 T/Card . 36 (df- 1) 4. 27.. T/ Cate. . u l. 93 TE . 64 l . 42 PE . 20 lo 9’ NPE i. 35 3. 07 "Significant beyond. on level of confidence 'Except where indicated. df for the t teete e 46.11: the can where e' 7( e'. the correction for df enggoetcd by Walker and Lev (1953) wae made and df l. 'The etatietical teat need wee the Fm teet. tteing both df a ll and df :- 28. Where the reealte were in doubt. Bartlett'e teat wee per:- formed and thie reenlt appeare in lieu of the rceult of the Fm“ teet. Table 2 ehowe the reenlte of teete of the difference between melee end femalee with reapect to their performance on the WCST. Neither the variancee nor the menu differ eignificantly between melee and femalee except for the variance on TZCard. The femalee were more variable than the melee were but ae a groep were not elower. Teete of ac: differencee on #Carde and 3332. do not appear in the table becanee the eeenmptione of normality required for aeing t. 20 which applied to the other ‘NCST variables, could not be jueflfled for there two meaenree becenee of their chewed dietribntione. A non-parametric enbetitnte for .t_, the Mann- Whitney g teat with the appropriate correction for tied renke were employed inetead (Siegel. l956). The reeulte for both variehlee eieo enpport the hypotheeie of no differencee between the ecnee. intellectual Variablce Table l ehowe the reenlte of the effecte due to the enbjecte' ear and the entrance examination taken. it reveale that melee and femelee do not perform in a eignificantly different manner on theee examination. Only with regard to the meaenrement of arithmetic abilitiee do the two teete differ. The CQT for both melee and femalee yielde lower ecoree for thie aepect of academic functioning than doee the ACE. Table 3. The Significance of F teete of the Effecte of Sen and “feet on Entrance Scoree ’l‘eet A Meane Mg Variance? fie: Teet lnteractii Linguietic or Verbal «J «- . 1.45 Quantitative or Numerical «- e. 90" . l. 56 Tom C C . z. ‘4 1'qu teat need I"Daehee represent caeee where F < l I" Significant beyong . 05 level of confidence 21 The possibility of re: differences in Grade- Point average in our eample wee aleo investigated. The average GPA {or melee wee 2.46 and the average wee 2.53 for iemelee. Tbeee were not eignificently different from one another (_t__- .43). Table 4 shove the correlationa {or the total eemple between the intellectual measuree and veriene meeeuree derived tram the problem-eolving taeke. The correeponding correlatieee for melee and iemalee eeperately may be found in Appendix 5. Table 4. The Significance of Correlatione Between Intellectual Meaearea and Thirteen Meeeeree Derived from the Problem—Solving Taeke (Total Sample) Teet Score 1. or Y Q or N T GPA LWJ T/S -. 238 -. 324* «405” -. 261 T/A -.069 «474” «-.299 -.070 T/l-t -.232 «413" «432" -.259 CAM _ T/S .e093 -o018 "e 103 -.029 T/A -.274 -.037 -.208 -.l66 T/l‘ ‘e194 ‘e017 "e 154 0.120 WCST TT -.234 ., 197 -.255 1.32819 T/Card ., 152 "209 -.202 -.24l T/Cate. .,242 -.OlO -.104 . «130 TCR .208 .165 .257 .214 TE -.260 -. 182 -.288* ~.352* PE .038 -.ZIl . ., l20 ' -.244 NPE «421“ -.054 -. 304* «273 “sewn 0- ‘ w * :Significent beyond. 05 level of confidence Significant beyond. 01 level of confidence 22 All the meaeorec chown. with the exception of 1913. are time or error ccorec for which highlccorec repreeent long timec or a large number of errore. Negative relationehipe with the intellectual meacnrec would therefore be expected if intellectual ability ie re- lated to performance on problem-calving tecke. For 193. however. high ecoree are indicative of the total number of correct reeponcee made by the enbjectc. . It therefore chonld chow pocitive relationchipe with the intellectual meaenrec. Except for the correlation between fiend L or V which ic e pocitive one. the correlationc are all in the expected direction. it ic interecting to note that none of the CAM variablee chow eignificent relationchipe to the intellectaal memna. Concidering the nature of the tech. it ic enrpricing that there ic no cignificant relationehip to L or V. lt moat be noted. however. theee CAM meacurtc are the time ecoree and not the number of "Set" or "Ambiguoec" problemc and that the member of probleme colved might well chow relationchipc with L or V or other of the meacuree. Unfortunately. theee correlatione were not computed. The LWJ variablec. however. chow eignificant relationchipe to the Q or N and I ecoree of the entrance eaeminatione. Numerical ability therefore to a contributing factor to the cpeed of performance on theee problemc. Grade- Point average ie not eignificantly related to any of the LWJ variablee. Grade- Point average ie eignificantly correlated with fiend 15 two varieblee derived from the WCST. Scholactic ability ac meaeured by GPA ie cignificantly related to the total time taken by the eubjectc on the WCST. Speed of concept-formation can be concidered ac having come relationehip to the ability to cornprehend conceptc which. precnmably. ie one factor of academic performance. 23 E which ic eignificantly related to GPA ie aleo eignificantly correlated with the :1" ecore on the entrance eaarninatione. The WCST ic cet op co that the eubject ie immediately aware of the correctnece oi hie recponcec. Continuing to make errore, ac ic inaplied in a high ccore on 25 chowe an inability to benefit from pact mictaltee. Thie type of difficulty ie preetnnably penalieed in an academic eetting and on academic teete. The came reaeoning perhape can he need in explaining the eignificent relationehipe betweenw and the L or V and 3‘. ecoree of the entrance exeminetionc. it could be more teacily applied if EE chewed cignificent relation-hipe incteed of fig. ac file a percevera- tive meacore. However. non-pereeverative errore were rare in our cample. ‘ They anally occurred where the enbject did not complete any categoriee or perhapc completed only one. Hie reeponeee conld not be claecified ac pereeveretive errorc according to the coetomery ncage of that term on the WCS’I‘. bet he nevertheleee percicted in melting the came kinda of errore tune after time and demonctrated an inability to profit from previoee micteltee. The California Pereonality Inventory and ~ Problem-Solving Variablee Time Scorec The dietribntione of the pereonality ecoree from the CPI and of the total time ecoree from the three problem taeke ceperately and combined were each dicotomiaed at their median and x' computed. Table 5 ehowe the relationch between the eighteen ecalee of the CPI and the time ecoree on the problem-coking tacke. LWJ’. CAM and the combined total time ecoree dernonetrete no eignificant relationehip 24 Table 5. The Significance of Chi Square Relationahipe Between Scoree on the California Pereonality inventory and Total Time Scorer W CPI Combined Score LWJ CAM WC ST Timee Do 1.40 .084 .084 1.29 CI e°9l ‘e3‘ e33‘ e714 5y . 334 . 083 . 75 0 Sp 3. 06 . 334 l. 34 . 077 Se .365 .753 2. 10 .365 Wb .70l .339 3.05 .828 R. e365 2. 30 e765 3e“ So 2. l3 . 334 3. 34* . 732 Sc . 334 . 083 4. 08"l 0 To e77‘ 3.0} ‘0“ 1e“ Gi . 334 . 084 2. 08 . 334 Cm .309 .755 .084 1.29 Ac . 334 . 083 2. 08 . 334 Al 2. 94 .733 .733 . 363 le 1. 72 0 l. 334 . 091 Py .001 .084 6.797” .001 Fr; . 732 . 334 0 . 774 Fe 2. 9t . 084 " 6. 797" .001 '1' #:Significant beyond . as level of confidence Significant beyond . 01 level of confidence to any of the pereonality varieblee. The relationehip between the CPI ecoree and the total time ecoree on the WCST. however. reached a eignificent level with four of the pereonality ecoree. The chance expectatione for a ctetietic to be cignificant at the . 05 level when eighteen independent etaticticc are computed ie one. The varieblee lieted are not independent: the effect of thie on the probability of the occurrence of cignificence ie unknown. We may eecnme that one or two of the eignificant reenlte here repreeent reel differencee in the population. it ie more likely that the real differencee occurred where 25 the level of confidence ic beyond . 0!. Thou were 5' Pcychological- Mindednecc, and £33. Femininity. in both caeee. the longer time ecoree were associated with low ecoree on the pereonality variablec. both of which are cleceified ac intellectual and interact modec (Cough. 1957). 21 la deecribed ac meacuring’the degree to which the individual ic interacted in, and recponcive to. the inner neede, motivee, and eatperiencee of otherc. " Thoce who ccore low on thie variable are deccribed ec "apathetic. ccriouc and anaccuming: clow and deliberate in tempo; overly conforming and conventional. " Thic deccription of the low ecorer might well predict our reeult: that he would be clow performing a tech for which one requirement ie eefficient elertneee and awerenecc to perceive that the tack demandc have been chifted by the experimenter. A 53 ie a meacure of the macculinity or femininity of interectc. with low ecoree indicating more maeculine intercete. The low ccorer here ie deccribed ec “hard-headed. ambitionc, macculine. active. robuct and rectlecc. manipulative and opportunietic in dealing with othere; blunt and direct in thinking and action; impatient with delay, indecicion, and reflection. " Thie deccription could eacily go with recultc oppoeite to the one obtained here. The eccociation of thie deecription with long time ecoree on the WCST ic not eacy to «plain. Hopefully. it repreeentc a relationehip beced on chance alone. Number of Probleme Solved Becauce g and ‘1! yielded narrow rengec of poecible ecoree (g a 0 to 6; A: c 0 to 8) on both LWJ and CAM. it wee decided that g for LWJ-and CAM be combined co ac to widen the poccible range of diatribution of ecoree and facilitate comparicone with CPI. and that 26 the came procedure be followed with A3. There comparieone. X' performed in 2 a Z tablee with both veriablee dicotomieed at their mediane, are ehown in Table 6. Only three reenlte reached a eignificant level out of the thirty-eh: etatietice computed. Thie doee not appear to be different from what the expectatione according to chance would be. Table 6. The Significance of ChioSqnai-e Relationehipe Between .' Scorer on the California Pereonality inventory and the Number of "Set" and "Ambiguoue" Probleme Solved on the anhine Water Jar Probleme and the Coven Alphabet Maaee Combined CPI Score 8 AI Do . 26 . 084 Ce . ll l. 34 81 . 34 . 75 59 2. 13 I. 35'" 8a . 26 . 084 Wb l. 48 . 33 R. Z. 81 e “4 So l. 95 l. M Sc 3.05 1. 0| To 6e 68** e 504 (ii . 34 . 084 Cm 8. low 2.10 Ac 0 .0“ Ai 3. 33 3. l0 le ' z. 02 . 504i Py _ ' l. 54 ‘ . 084 F8 . l0? . S3 5": . 3e}: _ ' 00" ff *7 "Significant beyond . 01 level of confidence 27 If the relationship between 33 and A: ie not accidental. it could be easily accounted for on the baaia of Gongh’e information about those teat ecoree (Cough. 1957) and information about the taeke. 'l‘hoee who ecored high on £33 received low ecoree 011:2; High ecorera on go are deacribed by Cough ae: "clever. enthusiastic. imaginative. quick. informal. epontaneone. active and vigorone. " Low ecorere on is. which repreeente the number of "Ambignoee" probleme eolved in the "Set" manner. were thoee individuale who aolved more of theee probleme via the ahort method. They can be considered to be leaa "rigid" or more "flexible" in their performance than the others were. The deecription of the high acorere on 3'32 can readily be conaidered ea deecriptive of theee individuale. The eignificant relationehlpe between E and £2 and 19 could be lee: easily explained. The relationehip ie in the aame direction for both; high acorere on the peraonality variabloe obtained lower ecoree on g. g is the measure of the number of "Set" probleme eolved and la therefore a meaanre of numerical ekill. Below are Gongh'e deecriptione of high acorera ““22 and £13: high on To. Tolerance - "enterprieing. informal. quick. tore-rant. clear-thinking. reeoarceful; intellectually able) having broad and varied intereata. ” high on Cm. Communality - Moderate. tactful. reliable. eincere. patient. eteady and realietic; honeet and conacientioae; having common aenae and good Judgment. " It in difficult to no how theee deecriptlone can be related to low ecoree on g. From the deecription of high acorere on 2'3 one would expect them to poeeeee good numerical ability rather than the reveree while the deacription of high ecorere on 2g: doee not clearly euggeat either good or poor numerical chine. 28 Awareneee of shifte All eubjecte were queationed after they completed the WCST ac to their perception of the tea): which had been required of them. They were claeeified ae Aware or Not Aware of the chilling nature of the criteria which the caperimenter had need to determine what were correct reeponeee. The gronpe were compared by X' on their peraonality ecoree. There reenlte appear in Table ‘7. Only two of the eighteen etatietice reach the . 05 level of eignificence. and there- fore it ie moat probable that theee repreeent chance relationehipe. Table 7. The Significance of Chi Square Relationehipe Between Scoree on the California Pereonality Inventory and the thjecte' Awareneea of Shiite on the Wieconein Card Sorting T..‘e , CPI Score x' Do 2. 26 Ce . 001 By . 084 6a . 67. Wb . 26 Re . 05. So 5. 49* Sc 8.l0 To 1e 4° Oi . 084 Cm e .5 Ac . 76 Al 6. 59* la . ooi Py l. 9? F‘ 3. ” Fe . 059 ‘Significant beyond .05 level of confidence 29 if theee repreaent more than chance relationahipe. the relation- ehip between Al and awareneee of the ehiit could be explained more eaeily than that between £2 and awareneee of ehifta. in both caeee. the high scorerson the pareonality variablae were more likely to be aware of the ehifting nature of the criteria for correctneee than were the low acorere. High acorera on it. which ie a maeeare of Achieve. mant Via Independence. are deacribed by Cough eat "triatare. forceful. dominant. demanding and foreeightedz independent and rem-reliant; having anperior intellectaal ability and judgment. " lneofar aa theee individuale rely upon their )ndgnunt regardleee of whether their judgmente accord with the eeual or yield information requiring them to reepond in acme annual manner. they might be expected to do well on each a teak er the WCST. The WCST baa a "trick” in it; the experimenter ehifta criteria. Thie ie anaeaal and not in accord with etndanta' empectationa. High ecorere on Al were eefficiently aelf- reliant and praeemably non-analoae to perceive thie. High ecorere on in are deecrihed ae “honeet. indeetrioee. obliging. eincere. modeet. eteady. conecientioee. and reeponeible: calf-denying and conforming. " Contrary to our recalte. one woald not expect each individuale to be willing or able to perceive enaeaal chance in the experimental teak. Correlatione Beiore the reeelte ehown in Tablee 5 and 6 were computed. correlatione were computed with Peareon'a 3; between all the variahiee derived from the problem-aching taeha and the pereonality ecoree of the CPI. Thia wee done eeparately for melee and femalae and for the entire eample. It wee felt that theee reenlte would be even more 30 mean to diacnaa than the x‘ reanlta without replication at the experiment to determine which reenlta repreaented real relationahipe and which had occurred on the baeie of chance alone. There corre- lationa can be found in Appendix 6. SUMMARY Thie etndy wee deeigned primarily to explore the relationehipe between peraonality variablea which include a wide range of the aepecte at "normal" paychological functioning and problemceolrlng behavior on three problem taahe: the Lachine Water Jar Prohieme. the Cowen Alphabet Maaaa and the Wiaconein Card Sorting Teat. The California Pereonality inventory we- the pemnality inatrlrnant utiliaed. it yielda eighteen ecoree covering a variety of pereonality factore. Forty-eight etudente in the introductory paychology conrae at Michigan State Univeraity eemd aa enbjecta. ll’lme eflect oi the eex of the aahjecta and the order of preeentation oi the take were aleo atndied. Few ii any of the relationehipa that are euggeated by the renal” could be confidently etated. to rapreeent a rather than chance relationehlpe. Since. however, a few atatietically eigniflcant reeeite were obtained. thie etedycannotbe aaidtobare ehownthatthereare no relationehipe between pereonality and teat variablea. Replication oi the etndy would he neceeaary beiore thie coald he aecertained. Poeeible meaninga tor thoee relationehipa which were toned were diecaeaed. Sen diflerencee in problem eolvlng were found only in the tinie to Motion tor the ”Set" prohlame on the LWJ and on no other oi the rarioae meaanrea derived from the problem-aching taeka. The order oi preeentation oi the taahe did not afloat the reenlte eigniflcantly. 31 REFERENCES Appleaweig. Dee (3. Some Determinanta of Behavioral Rigidity. J. abnorm. eoc. Paychol.. 12. 1954. 224-228. Bakan. Rita. An Analyaie of Two Inetromenta Ueed to Meaeure Rigidity in Solving Probleme. Unpnbuahed Maeter'a Theeia. 1955. Michigan am College. Berg. Rate A. A Simple Objective Technique for Meaeuring Flexibility in Thinking. J. g . Paychol.. £2. 1948. 15.22. Billinge. M. l... 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A Behavioral Analyeie of Degree oi Reinforcement and Kara oi muting to New Hammer in a Weigh- Type Card-Sorting Problem. J. exp. Pucholu 1!: l9“. doe-ill. arm. De Ac. Jan... De Re w meC. no Th. RM‘. Meal" oi the Number. Form. and Color Concepta oi a Weigh-Type Problem. J. eq.Peychol.. 1!, l9i9. 552-551. Guetehow. H. An Analyeie of the Operation of Set in Problem-Solving Behavior. J. gen. Ffeychol” 32, l951, 219-233. Guiliord. J. P.. Chrieteneen. P. ll... trick. J. W.. and Merrilield. P. R. The Relatione oi CreativeoThinking Aptitudee to Non. Aptitude Pereonality Traite. Report No. 20. Paychological Laboratory. Univ. oi So. Cali!” l9”. 34 Guiliord. J. P.. Prick. J. W.. Chrieteneen. P. R. and Merrifleld, Pa Re A F“:°’*Ammc and, 0‘ “ability ‘3 Mia Report No. 18. Paychological Laboratory. Univ. oi So. call!" "51. Jaaper. H. H. la Peraeveration a Functional Unit Participating in All Behavior Proceeaee? J. eoc. Paycholu 5. l93l. 28-31. Jonea. O. R.. and Grant. D. A. Category Difficulty Study on the Univereity oi Wieconain CardSorting Teet. Amer. Paychologiet. 3. 1948. 312 (abatract). ' Juola. A. E. Predictive Validity oi Five College-Level Academic Aptitude Teata at One inatitution. Pereonnel and Guidance J .. 22. ‘960. 631.64‘0 v Kleemeier. R. W. and Dudok. J“. J. A Factorial lnveetigation oi Flexibility. Educ. patchol. Meaemwtg. 19, l9”. m-ne. Levine. D. Problem-Solving Rigidity and Deciaion Tim» J. abnorm. eoc. Paychol.. 22. 1953. 343-344. Luchine. A. 8. Mechaniaation in Problem Solving. Paychol. Manna. . 22.. NOe ‘ ‘WhOl. NOe 1‘8). 1’42. Luchina.‘ A. 8. On Recent Ueage oi the Einetellung-Eiiect ae a Teet oi Rigidity. J. conanit. Paychol” _i_3_. l951a. 39-94. Luchine. A. 8. The mnateliung Teet oi Rigidity: lta Relation to Concreteneae 0! Thinking. J. coneult. Paycholu .13. 1951b. 303-310. A Malteman. L. Fox. J. and Morriaett. L. Jr. Some Etiecte oi Maniieet Anxiety on Mental Set. J. exp. Paychoi.. fl. 1953. 50-54. Murphy. 6. Peraonality: A Bioeocial A roach to Oriana and Structure. New York: Harper. 1942;. Nahamura. C. Y. Conformityand Problem Solving. J. abnorm. aoc. PIZCholu g, 1958. 315-320. Notcutt. B. Pereeveration and Fluency. Brit. J. Paychol.. 3.3.. l943. zoo: 208. 35 Oliver. J. A. and Ferguaon. G. A. A Factorial Study oi Teete oi Rigidity. Canad. J. Peychoi.. g. 1951. 49-59. Pinard. J. W. Teete oi Pereeveration. 11. Their Relation to Payche- pathic Conditione and to lntrovereion. Brit. J. Paychol" Q, 1932. 114-126. Pitcher. Barbara and Stacy. C. L. 1e Binatellnng Rigidity a General Trait? J. abnorm. eoc. Peyghol" fl. 1954. 3-6. Rogere. C. Client-Centered Therapy. Bolton: Honghton Miiilin. 1951. Rokeach. M. Generaliaed Mental Rigidity er a Factor in Ethnocentrietn. J. ahnorm. eoc. Peycliol.j g. 1948. 259-278. Rokeach. M. Rigidity and Ethnocentriem: A 11.3.1.4... .1. p»... 31. 3949. 467.474. Rolteach. M. The Effect oi Perception Tim. Upon Rigidity and Concrete- neee oi Thinking. J. exp. Paychol.. ‘92. 1950. 206416. R0... Be Me. RBPCI. 1. We “d Bruit. De Ae mm. 0‘ P.r.om. hnpereonal. and Phyeical Streee upon Cognitive Behavior in a Card Sorting Problem. J. abnorm. eoc. Paychgln g; 1952. 546’551e Schmidt. H. 0.. Fonda. C. 51.. and Weeley. Eliaaheth l... A Note on Coneietency oi Rigidity or a Pereonality Variable. J. conenlt. P.!£h°le. 1.9.. 1954. 45°. Shomh. B. J. Met in Pereereration: V11. Experimental Reeaite oi Teet- ior Saneory Pereeveration. J. Peychol.. _3_. 1931. 403-427. Siegel. 8. Nonparametgc Statietice for the Behavioral Sciencee. New York: MoGraw-Hiil. 1956. W Sweeney. E. J. Sex Diiierencee in Problem Solving. Tech. Report No. 1. Contract Noon-r 2.le (NR 153-149) Oifice oi Naval Reeearch, Dept. oi Paychology. Staniord Univ.. 1953. 36 Walker. Helen M. and Lev. J. Statietical inference. New York: Henry Holt. 1953. ' Weigl. E. On the Peychoiogy oi So-Called Proceeeea oi Ahetraction. J. abnorm. eoc. Peychol.. 32. 1941. 3-33. Wohlvill. J. r. The Ahetraction and Conceptualiaation oi Form. 601.0? ”d mute Jhme P'YChOle. .23.. 1957. 3°“"°’e APPENDICES 37 APPENDIX 1 LWJ #Probleme given get eolution A B C practice 1 29 qt. 3 20 A - ZC practice 2 39 4 31 A - ZC 1- eet 21 127 3 100 B-A-ZC 2- eot 12 32 3 14 B-A-ZC 3- act 23 89 4 59 B-A-ZC 4- aet 14 163 25 99 B-A-zc 5- eat 13 38 7 6 B-A-ZC 6- eat 14 39 10 23 B-A-ZC 7- amhignone 13 48 4 22 B-A-ZC or AK: 8- amhignme 9 36 6 13 B-A-ZC or A46 9- amhignone 23 49 3 20 B-A-zc or A-C 10- amhignoaa 20 41 1 13 B-A-ZC or A-C 11- amhignoae 34 33 17 17 B-A-ZC or A-C or C 12- ambiguene 18 39 3 13 B-A-ZC or A-C 13- amhignone 14 36 3 6 B-A-lC or A-c 14- ambiguou- 15 39 3 13 B-A-zc or A+C 38 1- act 4- eat 1- ambignone 10- unbignoua CAM Problcme APPENDH 21 practicel practice 2 NEVES SKLNW FPMLX EBIKH 16KQT CWYZO SUOSZ SFJIX HEYVR T1560 z-eet 3-eet ZRAJAN NBIXDM LSOKNR YLl COK LOPMEF EZMQUC PZRTQY SCJNQI HEONYB SlBXOU HUKJAJ ZJNZAU LMPLUH YZWQRB MPXQNX DUOLTP DLOBES EDIHDA 5-eet 6-eet ENBROW GMSDSF OLBRI 13 130521111 QlTMlK NUCVUH HLGNQC lSUXYC WXJYFD PBVZFG REMXTR TFXQTM DZYKOL GBQJHV YLNZHF MEHTRM TAOBEI EKACEO 8- ambignooe 9- arnhiguone YFNGEY GMOEYL EPMHLT NAYHOR ZTUKES KQSTRX BRHUWC QSHTQE GQKYSZ NVSZMV AVTCHF RSNUTO GASOAD BEFZXC EOVll-i!‘ WARDYR RAEHMR WETS EN 11- axnhignoue 13- ambiguona SEDMPT QCRBLF PWRLRN LOYDWA AVTMlV LZVPOK UPVOMF LPJENQ VXMTQH XPDZPB KMDQIK 0K1 ZFV lGOZEX CALBUV WCYXOQ STACTC YTlLAz ERUSRS 13- ambiguoua 14- ambiguoue lOBCLH SGCARY MNTQEZ FRHEOB HGFRZO DNAUZN DVHYRJ XPSKCG XAGQEV NEJEAF TlUSDW EMOCNW 39 1.. z. 3. 4. 5. 5.. 1. a. 9. 10- 1 1- 12- 13- 14- 13- 16- Code 1. J. 3. 4 reier to the amber ei iignrea on the card. ZRC lG‘l‘ 4Y8 130 3Y5 lGC 4Y0 3BC 400 3111' 800 .4118 38’1” 165 3Y6 1110 n- 18- 19. 11- 22- 23- 24- 25- 26- 2?- 39¢ 30- 31- 31- APPENDIX 3 WCST Carde 2 Y s 33- 4 G c 34.. 1 R T 33- 3 G S 36- 4 B 0 31- 3 G '1' 33- ' 1 R s 39- 2 B O 49- 4 Y T 41- 3 R S 43- 1 G T 43- 3 ‘l O 44- 1 B C 43- 1 R O 46- 4 Y c 4'!- z B 'l‘ 43- ReredscegreensY-yellomnehlae. '1' a triangle; 6 I etar: C I- creee: o a circle. 40 311C 438 3Y0 366 233 160 2R3 401‘ 138 360 ZYC 430 ZYT 436 33.7 178 49- 50- 31.. 52- 33- S4- 33- 56- 31- 53- 39- 60- $1- 62.. 63- 330 166 1Y0 338 1?"? 468 131? 43.0 268 4R? 11¢ 43? 3R0 ZBC 31"]? 130 Derived acore one ‘3 u! no U3 0- HI 0* NI 3’ 11 APPENDIX 4 Convenient Table for Entrance Exaggination Scoree Percentage taking teat who ecorad higher than a given .093. 12 28 50 72 88 96 41 Percentage receiving a given acore l 16 22 21 16 Percentage taking teat who acored lower than a given ecore 99 96 88 7?. 30 23 ll 4 1 O man.1 econ.1 «ON.1 eonmot omm¢.1 eomv.1 orn.1 N‘N.1 $5.1 :36 .1 «an .1 ON! .1 ~2. 3-. an. 5. 0mm .1 "on .1 Nmm .1 firm .1 won .1 2h .1 can .1 o: .1 enov... 00v... van .1 GEN .1 Gan... QvN .1 v8 .1 can .1 Ann .1 men .1 *9... 3.3.: n: .1 as .1 «do .1 an" .1 out... «now... ownv: men .1 :N .1 now... 11.3.1 vs... nun .1 03.... can .1 an... 3.5 m... z .3 a o .3 A eon-Eon nun-ecu... co ~25. no. one»... 235:5 383:8 n. no... 8. one»... 31.23% a 0 § «8... an... 3.... 3n: .3... .2. 2...... 3". Sn .- on..- So .. .2 .. 8.... 2n. «8.- 33. «8. 3o. 2:. ~31. n2 .- as... ex. 3.....- 31- or..- .8. .3... or. . So .- o8 . o: .- as .- n2 .. .3 .. 5. .- as. $9... .3. «2.- e2 .- .3- .1 2n: .3... 3o. .3... an... «2.. Zn... :3... 3.... .33... «no a z .3 o > 3 a 5.: ”Mn—z Nam H34 exeeu. magnoméneaaonm ed» 896 cotton neon-e02 one eehleeeE goofing guinea 30339300 n Nunznmnnom< 10ng 5 A8 *1/53 ’I/A .130 «.011 «.131 «.199 «.010 «.023 .078 «. 154 . 131 .042 «. 129 -.057 .114 «.194 .100 «.263 .179 «.104 .352 «.252 ~. 429‘"? . 149 . 260 . 163 «.213 .136 .215 .136 «.235 .212 .233 . 185 «4351’MC .208 .256 . 281 «.373*“-.014 .139 .034 «.393'W9‘. 279 .197 .247 '.199 °.054 .111 «.144 -..334 .277 .166 .189 -.345*-.167 .292 «.013 — . 083 . 060 . 02.5 «. 093 «. 145 .091 .Gf-l «.011 . 044 -. 090 -. 098 . 066 -.036 «.013 .274 .028 APPENDDC 6 Correlations Between T?roblem«801ving Scores and Personality Variables €801 8 .As T/S T/A .138 «.071 «.026 .220 .126 «.076 «.053 .243 .063 «.042 «.011 .182 «.004 «.029 .045 .3448 «.004 «.041 .153 .3618 .198 «.031 .056 .152 .068 «.130 .073 «.130 .050 .145 .043 «.088 .070 «.035 «.012 «.113 .014 .016 .050 «.017 .163 .082 .041 «.023 «.064 «.115 140 .154 .365*«.065 «.084 «.036 .028 «.126 .079 .032 «.029 «.177 .055 .028 .191 .079 «.053 .127 «.076 .064 «.059 .118 «.189 .011 .074 «.098 *Significant beyond . 05 level of confidence tflt ‘i" 1"; Significant beyond . 01 level of confidence 43 Total 86.6616 Wisconsin Card Sorting Test TCR 7'1 ”if/Card T/Cate TE 1713: NPE 80.118. «.122 «.074 -.104 .169 .068 «.050 .151 .016 «.205 .100 .038 .197 .197 .068 .222 «.152 «.129 .068 .057 .109 .069 «.006 .108 .108 «.188 .251 .234 .309 .126 «.080 .266 «.029 «.063 .184 .143 .188 .152 .084 .136 «.133 «.068 «.020 .060 «.110 «.234 «.2974«.045 .381** .116 «.088 «.067 «.178 «.151 «.141 «.080 «.090 «.033 «.131 «.094 «.056 «.167 «.218 «.026 .200 «.043 «.224 «.154 «.230 «.240 -.208 «.141 .267 «.042 «.143 «.112 «.147 «.101 «.118 «.029 .176 «.149 «.182 «.145 «.096 «.082 «.095 «.025 .120 .111 .038 «.029 «.134 .010 .153 «.140 .150 «.038 «.076 «.020 .005 «.180 «.225 «.037 .224 .067 «.043 .031 «.177 «.199 «.131 «.160 .156 .064 .0002 .034 «.137 «.177 «.047 «.213 .264 «.108 «3188-.224 «.166 «.241 «.244 «.110 .030 .097 .103 .124 -.079 «.045 .076 «.143 «.017 .142 «.077 «.070 «.060 «.126 .3178-.218 «.066 Intellectual M easure s Lox-V QorN T CPA «.006 . 140 . 075 . 230 «. 046 «. 002 . 074 « . 024 «. 018 . 078 . 02.5 . 129 «.194 .139 «.047 «.040 . 022 .122 . 047 . 033 ’ «.189 «.081 «.207 .022 .218 «.084 .061 .110 .048 «.094 «.059 .110 «.121 «.132 «.191 .081 «.028 «.106 «.128 «.012 «.282 «.151 «.287 «.098 . 005 «. 049 «. 021 «. 092 .112 «.082 «.026 .239 . 104 «. O35 . 017 . 128 . 022 . 008 «. 026 . O79 . 045 . 056 . 060 . 248 .118 «.002 .081 «.129 .308*«.121 .083 .271 CPI LWJ CAM Score As 17/8 7/3. .8 As T/S *1/11 06 .213 .211 -.132 .027 .108 .039 .081 .212 CS .105 .032 .002 «.075 .219 .191 -.212 .214 8y .190 .194 -.198 .023 .053 -.043 .021 .231 86 .221 c.018 -.131 ~.285 .216 .165 ~.120 .348 $2 .201 -.033 -.282 .309 .146 -.099 .172 .53508 11116 -.361 .329 .200 .306 .183 .136 .045 .089 Re -.009 .088 .049 .197 .233 -.314 -.100 «.180 86 -.216 .240 .108 .348 .199 .316 -.040 -.157 86 -.458* .345 .448*_.509** .010 .099 .051 -.280 To -.428* .146 .378 .290' .182 .168 ~.235 -.153 01 -,4471 .3868 .4280 .56738 -.019 .131 .126 -.110 Cu. -.041 .023 —.497005231 .169 «.279 ~.107 .156 Ac -.099 .4018 .024 .258 .399*-.012 -.114 -.075 .Ai -.417$-.099 .4418 .076 .177 -.036 -.092 -.164 16 -.241 ‘.184 .235 .066 .157 ~.027 -.079 -.117 P? -.073 .385* .159 .246 .311 .246 ~.068 .157 .Fx -.004 -.091 .257 .017 .286 .039 -.268 .038 .Fe -.174 -.318 -.012 .054 -.274 -.053 .191 -.075 >3 Significant beyond . 05 level of confidence Mi‘E‘ulgnificant beyond . 01 level of confidence 44 1:11: 011 e 8 13313130118111 Card Sorting Test 7:321 1'1” ti/Card T/Cate TE 1-712 NPE #Cate's .099 .079 .061 .180 -.041 -.064 .004 .069 -.098 .194 .185 .158 .092 .002 .111 .128 .161 .290 .219 .117 .019 .060 -.032 .093 «.071 .5000*.478* .3908 .184 .030 .199 -.112 .145 .3816 .289 .190 .134 .177 .001 -.081 .000 ~.109 .106 -.127 —.447#-.375 -.205 .4350 .010 -.233 -.169 «.121 -.240 -.220 -.093 .192 -.341 -.233 ~.678**.043 -.186 -.209 .055 .111 -.082 -.471--.»-.20a<1 «.310 ~.8778-.4338~.189 .3868 .056 -.270 -.126 -.281 -.344 -.250 -.194 .311 -.137 -,4471-,279 -.220 -.373 -.334 -.152 .311 .171 .021 ..010 -.140 -.011 .302 -.292 .121 -.041 -.108 -.050 .091 -.190 -.238 -.015 .168 .142 -.344 —.262 -.313 -.299 -.089 -.286 .167 .156 ~.180 ~.059 -.237 -.355 -.057 -.385* .374 .090 -,4100-,334 -.285 -.459*-.286 -.302 .4201 -.125 -.078 -.104 -.117 .136 .284 «.094 -.078 .118 -.087 ~.103 -.046 -.041 .047 -.094 -.l98 Intellectual Measures LorV QorN T GPA .057 —.084 .068 .251 .041 .090 . 109 .034 -.020 .006 .060 . 110 -.249 .041 o. 114 -.245 .048 .002 .064 -.014 -.093 -.037 -. 117 .037 . 388* . 004 . 290 . 315 .073 -, 120 -.039 .029 -.076 -.016 -.131 .212 .070 -. 162 c.0611 .045 -.226 -.076 -.244 .078 .135 .011 . 177 -.094 . 136 -.008 .076 .255 . 16‘? -.O58 .046 .160 .058 -.046 .012 .139 .064 -.049 -.053 «.074 .138 -.082 -.025 «.284 .273 —.019 -. 174 .4273?l 061 1383 8 A8 T/S T/A «.013 «.232 «.170 «.4344 «.142 «.039 .143 «.229 .029 «.118 «.066 «.132 .088 «.287 .061 «.209 .142 «.139 «.237 «.186 «.5065«.010 .354 .049 «.5714 .011 .264 .010 «.353 .028 .115 «.067 «.386 .016. .110 .024. «.317 «.181 .108 «.174 «.345 .211 .164 «.017 «.408 «.189 .479*-.078 «.363 .081 .148 .085 «.246 «.296 .243 «.127 -.109 «.0817 «.089 «.268 .223 «.179 .038 «.219 .096 «.063 «.275 .134 «.112 «.383 g 4624‘ "n 228 c064 s As T/S 1/16. .100 «.236 «.096 .152 .054 «.389 .137 .291 .055 «.043 «.044 .065 «.256 «.262 .294 .320 «.145 .022 .151 .109 .215 «.211 .070 .244 .006 «.063 .322 .030 .037 «.060 .086 .107 .159 «.194 «.128 .130 «.084 «.131 .323 .163 .194 .026 «.049 .093 «.261 .117 .4874 .170 .421 «.127 «.090 .061 «.083 «.243 .290 .376 «.211 «.384 .245 .284 .165 «.046 «.035 .090 «.304 «.068 .219 .235 .068 .172 «.293 .001 *Significant beyond . 05 level of confidence 3:: *Significant beyond . 01 level of confidence 45 Females ‘18.?isconsin Card Sorting Test 7.011 "10 77/136116 T/Cate T12: PE NPE 6081616 «.389 «.228 «.234 .123 .192 «.018 .413 «.048 «.314 «.030 «.044 .273 .309 .152 .4341«.183 «.5154«.148 «.071 .077 .125 «.110 .393 «.021 «.284 .086 .144 .164 .024 «.211 .314 .113 «.255 .047 .080 .185 .157 «.014 .335 «.188 «.133 .045 «.039 «.092 «.024 «.206 .211 .322 .099 .046 «.025 «.284 .016 «.024 .062 .216 .265 «.079 «.180 «.192 «.092 «.151 .004 .260 «.027 «.035 «.126 «.066 .065 .089 .019 .098 «.133 «.064 «.115 .036 .125 .015 .235 .029 «.155 .012 «.081 .096 .212 .205 .170 «.115 .028 .054 «.053 «.113 .052 «.081 .209 .190 «.069 «.061 «.024 «.107 «.139 «.233 .013 .281 «.029 .210 .219 .088 «-071 «.202 .112 .130 «.046 .164 .105 .060 .043 «.032 «.128 .097 «.291 «.259 «.231 .003 «.035 «.196 .178 .090 .355 .260 .291 «.025 «.267 «.206 «.281 .202 ‘.157 «.211 «.284 .055 «.160 «.043 «.269 «.103 Intellectual Measures Lor‘V QorN T CPA «.063 .361 .053 .241 «.191 «.099 «.282 «.079 .028 .147 «.047 .175 «.028 .127 «.030 .106 .023 .201 .012 .087 «.341 «.132 «.305 .009 «.241 «.092 «.247 «.184 «.169 .139 «.003 .171 «.284 «.187 «.237 «.076 «.181 «.037 «.182 «.064 «.368 «.259 «.346 «.259 «.270 «.091 «.273 «.103 .003 «.061 «.100 .212 «.033 .030 «.001 .088 «.043 .072 «.077 .013 .025 .150 .173 .5324 .120 .049 .195 .038 .334 .331 .395 .278 3111.3 LEE C: ‘L! ”7111111111 {11111111 111111111“