AA “MAMA-1.44- -

 

CONSISTENCY EN U55 OF THEMAS. IN

STCRY COMPLETEON’S:
a CRQ$$ NATEONAL SYUDY
{N gE‘e’EN CGUNTMES

Thesis for ”he Degree of M. A.
MICHIGAN STATE UNWEESITY

Leif Gerner Terdal
1961

    
  

LIBRA R Y
Michigan State

University

 

 

CCNSISFEECY IN USE OF TILEQAS IN SI‘CRY Cddl’LEfICNS:

A CRCSS NAI‘IOI‘JAL STUDY IN SEVEN CCLEJ'I‘IUES

BY

LBIF GERNER.TBRDAL

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARES

Department of Bsychology

1961

(2

fire/f...

ABSTRACT

The Anderson lncomplete stories, a projective technique,
were developed to elicit responses from children; they were
administered under the supervision of the Andersons to over
10,000 children in eight countries.

For this study data have been analyzed from the responses
of seventh grade chillren in eleven principal locations;
and from university students from Michigan State University.

The purpose of this study was to examine story comple-
tions to detenuine by two analyses the consistency with
which subjects repeated themas in their solutions to six
social conflict situations. The first analysis deals with
consistency in the use of honesty and punishment themas
across stories; the second deals with stability of rank
order positions of the eleven geOgraphical locations on a
dimension of equalitarian~authoritarian relating.

For the first analysis, four story plots were utilized
in data from seventh grade children from hamburg, Drammen

and Knoxville, and university students from Michigan State

_)

. Q

University. lhe Lost Meat, the Ink Spot, and the Dananed
—— -——--—h—— —-'-—-——-‘-‘I—-—

A

AXE stories, were utilized to measure consistency in the

use of punishment themas. honesty themas were studied in

the Lost Meat story and the Broken window story. Chi-square

 

tests of significance were computed.

In the three separate analyses of consistency in use

of themas across stories, university students showed high

consistency in their responses; children in denton harbor

ii

and hamburg showed negligable consistency; children in
Drammen revealed some consistency in honesty themas, but
not in themas of punishment.

Consistency in the use of themas across stories was
also examined by comparing rank order positions of eleven
geographical locations on a dimension of equalitarian-authori-
tarian relatinc. The rank positions were obtained on the
basis of frequencies of occurence of themas interpreted as
relating to a context ranging from equalitarianism to
authoritarianism.

Four stories were utilized: two, the Lost Meat and

the Broken window stories, portray potential parent-child

 

and adult-child conflicts, and two, thej£eacher:§_Money_and

 

the Eost Composition stories, portray potential teacher-child
conflict situations. I

hypotheses. high consistency of overall rank order
position was found in 9 of the 11 locations considered, in-
cluding three German 10Cations and Mexico City which stayed
consistently within the five most authoritarian rank posi-
tions. The two continental United States samples of Knox-
ville and Benton harbor held first and second places in
overall ranking in equalitarianism. Knoxville was highly
consistent in the rank order in both the home and school
situations. Benton Harbor deviated toward authoritarianism
in one of the two school situations. Cf the three Scandina-
vian samplings two, nelsinki and Stockholm, maintained con-
sistently their ranking at or within two places above the

median in the direction of equalitarianism.

iii

The children from Dr zmen wrote story completions that ranked
authoritarian in school situations, but equalitarian in the
home and neighborhood situations. Children from San Juan
were just the opposite: in the school situations their
stories ranked equalitarian, but in the home the rank was
authoritarian.

In addition to the variability in rank order pasition
of Drammen and San Juan, high variability within a given
location was found on the ranking of individual categories
and ratios within a story. It would not be expected that a
single thema from a story completion can be isolated as one
that is representative of all the others. It appears to the
writer that general statements about social values cal best

be made in the context of constellatiOns of items and themas.

Approved BJW W

Signature of Major Professor

2. Mmmfl

Date

 

iv

ACKN C lflEDGEILHJ T3

The writer greatly appreciates the continual
guidance which he received from Dr. Harold h.
Anderson and from Dr. Gladys L. Anderson while
preparing this thesis.

also the writer is grateful to Dr. Terrence M.
Allen for his statistical guidance and to Dr.
Alfred G. Dietze for his helpful suggestions.

he also appreciates the assistance of David
Erickson and Kenneth Terhune in coding story
completions.

This thesis was undertaken while the writer
held a Special Graduate Research Assistantship
1n the Creativ1ty Research BrOgram.

TABLE OF oonrmqrs

I . INTRODUCTION
Materials . . . . . . . . . . . . . . . . . . .
Text of six Anderson Incomplete Stories . . . .
Administration. . . . . . . . . . . . . . . . .
Translation . . . . . . . . . . . . . . . . . .

The Andersons' sample . . . . . . . . . . . . .

u: .s a» .s a) Id

The sample used in this study . . . . . . . . .

Content analysis of story completions . . . . . 7

«2

Definitions of coding units . . . . . . . . . .

The 1960 revised coding manual for the Lost teat

 

story . . . . . . . . . . . . . . . . . . . . . 11
Reliability of coders . . . . . . . . . . . . . 14
II. CONSISTENCY IN USE OF THEviAS ACROSS STORIES . .
Hypotheses. . . . . . . . . . . . . . . . . . . 18
Subjects. . . . . . . . . . .
Procedure . . . . . . . .
Findings. . . . . . . . . . .
Punishment: The Lost Meat and the Damaged Axe

stories. . . . . . . . . . . . . 19

The Lost Meat and the Broken window

stories. . . . . . . . . . . 01

Honest communication: The Lost Meat and the

 

Broken.window stories. . . . . . 23

Discussion and interpretation . . . . . . . . . 28

vi

III.

IV.

V.

CONSISTENCY IN-RANK ORDER POSITIONS OF ELEVEN
LOCATIONS ON A DIMENSION OF BQUALITARIAN-AUTHORL-
TARIAN RELATING . . . . . . . . . . . . . . . . .
Values. . . . . . . . . . . . . . . . . . . . .
Hypotheses. . . . . . . . . . . . . . . . . . .
Findings
The Lgst Meat story . . . . . . . . . . . . .
The Broken window story . . . . . . . . . . .
The Teacher's Mgggy story . . . . . . . . . .
The Lost Composition story. . . . . . . . . .
Discussion and interpretation . . . . . . . . .

DISCUSSION OF CHILDREN'S CONSISTENCY. . . . . . .
S wmm RY . O O O O O O O O O O O . O O O O 0 O O .

REFEPE.JCB O O O O O O C C O O O O O O O O O O O O O O O

AIDPE\:DIX A. O O O O O O O O O O O O O O O O O O O O O O

;d)IJE\TDIX B. o . o o o o o o o o o o o o o o o o o o o 0

vii

3O
3O

31

31
30
39
43
4O
49
53
57
59

O3

LIST OF TABLES

Table 1. Numbers of seventh grade children and univer-
sity students who completed the six Anderson Incomplete
Stories used in this report . . . . . . . . . . . . . . b

 

Table 2. Per cents of children who wrote punisnment
themas in the Lost Meat and the Damaged Axe stories. . . 20

 

 

Table 3. Her cents of subjects who wrote punishment
themas in the Lost Meat and the Ink Soot stories . . . . 22

Table 4. Numbers of children who wrote story comple-
tions that could be coded as Truth versus Lie, or as
honest communication versus Dishonesty . . . . . . . . . 20

Table 5. Per cents of subjects who wrote honest
communication in the Lost Meat and the Broken yindow
stories. . . . . . . . . . .

 

 

. O . . O O O C O C O . O O 2 r]

Table 0. Lost Meat Story. Ber cents of story comple-
tions and ratios of per cents for locations arranged in
overall rank order on a dimension of \1), equalitarian

to (11), authoritarian relating. . . . . . . . . . . . . 34

Table 1 Broken Window Story. Ber cents of story com-
pletions for locations arranged in overall rank order

on a dimension of \l), equalitarian to \ll), authori-
tarian relatin“. \From D. j. Erickson's \10), analysis

of random sample . . . . . . . . . . . . . . . . . . . . 38

Table 8. Teacher's Money story. Per cents of story com-
pletions for locations arranged in overall rank order
on a dimension of equalitarian-authoritarian relation. . 41

Table 9. Lost Composition story. Per cents of story
completions, and ratios of per cents for locations

arranged in overall rank order on a dimension of \1),
equalitarian to \ll), authoritarian relating . . . . . . 41

Table 10. Summary d? overall rank orders d' locations
in four stories based on a dimension of (l), equali-
tarianism to \ll), authoritarianism. . . . . . . . . . . 47

I INTRODUCTION

In this study the writer examined story completions written
by seventh grade children and by university students to eval-
uate two kinds of consistency with which they repeated themas
in their solutions to six social conflict situations. The
first is the consistency of children and university students
in the use of themas across stories. The second concerns
the problem of the stability of rank order positions of
children in eleven geographical locations on a dimension of
equalitarian-authoritarian relating.

This study is based on data gathered by Anderson and
Anderson ( 4, 5, 8, 9) in their cross-national investigation
of children's apperceptions of interacting in human rela-
tions.

Materials. The Anderson Incomplete Stories, a projec-
tive technique, elicit fantasy material from children.

Each incomplete story presents a social conflict situation.
Series A contains six incomplete stories, two protraying

a conflict between a child and a parent; two, a conflict
between a child and a teacher; one, a conflict between two
children and one, a conflict between two children and a
neighbor. In each of these stories, the child is, or may
be, regarded as being culpable. Series B presents five
stories, in three of which an adult may be regarded as culp-
able; in the two other stories sibling conflict situations
are described. Below each story there is space on the forms
to write the story completion. The English texts of the

six incomplete stories used in this report are as follows:

Story No. A92. The Lost Meat

Michael‘s mother sends him to the store to get one
pound of wieners. On the way home he puts the pack-
age of meat on the edge of the sidewalk and plays for
a short time with his friends. A shepherd dog darts
forward quickly, claws half the wieners out of the
package and rushes away with them. Michael wraps up
the remaining wieners and takes them home.

What does Michael say to his mother?
What does his mother do?
now does Michael then feel about it?

Think about these questions, then finish this story
quickly with a few sentences.

StorypNo. Ap3. The Teacher's Mongy

The teacher suddenly;'dis’covers that fifty cents has cis-
appeared from her desk. She looks up and sees that all
the class are working on their arithmetic assignment.

She wonders what happened to the money and what she
should do.

What does the teacher do?

Finish this story also with a few sentences. Tell what

happened to the money and also exactly how the teacher
_feels and what she does.

Story No. Ap4. The Ink Spot

Susan1 is sitting in the living room working on her
homework. Suddenly she remembers her mother's coat.

She wonders how she would look in it. when taking

the coat off she notices that she had got some ink

spots on her mother's new coat. Just as Susan is trying
to wipe out the ink spots her mother enters the room.

What does her mother say?

What does Susan say?

How do they both feel about it?
What does each one do?

Think about these questions and finish this story with
a few sentences.

 

1The name of the girl was Elizabeth in the form adminis-
tered to the Knoxville sample in 1953.

3
Story No. Ap5. The Broken Window

George and Karl are playing with a football. They know
that they should not play football on the narrow space
in front of the house. George gives a strong kick and
the ball hits a window and makes a big crack in it.

Karl thought that someone had appeared behind the win-
dow. No one could have been who kicked the ball against
the window.

Finish this storywith a few sentences. Tell how the
boys feel about it and what they do.

Story No. A96. The Lost Composition

Elsa often handed in her home composition late to the
teacher. This time it was an especially important com-
position and she had, moreover, written it on time.

On the way to school she lost her composition notebook
and could not find it anywhere.

What does Elsa say to her teacher?
What does the teacher say?

Think about these questions and finish this stary with
a few sentences.

Story No. B-4. The Damaged Axe

Herbert received for his thirteenth birthday a hand-
some camping axe. It is sharp and has a strong leather
case. While herbert is at school his four-year-old
brother, Billy, sees the axe, looks at it a long time,
picks it up, puts it back, and finally takes it out-
doors with him to play. Billy does not take the case
off. He sings to himself as he walks about the pave-
ment. Herbert comes home from school, finds the axe
in its leather case with some other toys. But he sees
that the axe has cut through the leather case and the
blade is chipped and blunted.

What does nerbert do?
How does Herbert feel about it?

Think about these questions and finish the story vi th
a few sentences.

4
Administration. The Anderson Incomplete Stories were
devised for group administration to rooms of children, each
series requiring one school period. In all but one location
the incomplete stories were administered under the personal
supervision of the Andersons, by research teams whose native
language was that of the children. The standard instructions
for administration are given in Appendix A. To assure the
children of anonymity, they were asked not to sign their
names, and were told that neither their teacher nor the
school principal would read their story completions. The
children were told further that there were no right nor wrong
answers, and that they would not be graded on what they wrote.
Translation, All story completions have been trans-
lated from other languages into English for coding. A dis-
cussion of the translations has been made by Geierhaas (11)
who reported that the original and the translation often
differ with respect to such factors as length of phrases,
number of words, and number of verbs. In addition he reported
that moods and feelings were particularly difficult to trans-
late. In an analysis of the validity of the translation
from German to English, Ueierhaas reported that two inde-
pendent coders, one coding from the German originals, the
other from English translations, achieved coding reliability

above 90 percent for process categories.

Ihg Agggrson's sample, Data have been collected by

the Andersons from over 10,000 children in eight countries.

The subjects were obtained from the fourth, seventh, and

5
tenth school grades. Although the Andersons did not attempt
to get random samples, theyddd attempt to secure represen-
tation of the upper, middle, and lower, socio-economic levels,
and to obtain equal representation of the sexes.

The sample used in this study. For this study data
were taken from children of the seventh grade from the
eleven geographical locations given in Table l, and from
university students at Michigan State University. Although
data are available on the children's sex, religion, and
socio-economic level, the writer did not analyze the contri-
butions of these factors to the children's story completions.

The university students include 244 undergraduate,
graduate, and special students who were enrolled in Dr. Harold
M. Anderson's course in child psychology at Michigan State
University, and to whom he administered the incomplete
stories. The university students represent a combined sam—
ple of students from seven classes held between 1957 and
1959.

Except where otherwise indicated the numbers given in
Table 1 represent all the children in the locations whose
translated story completions were available at the time of
coding. The story completions for the Teacher's Mgggy,story
and the‘ngg Composition Story were the first of the stories
to be coded. Because not all the San Juan and Mexico City
samples were translated at the time of the early coding,

the numbers of story completions for these two stories

given in Table l, are lower than for the other stories.

Table 1 Numbe rs of seventh-grade children and university students who
completed the six Anderson Incomplete Stories used in this report.

A-z 1,3 M 55* 11.6 3.1+
Lost Legeher's g1; Broken Lest gog- Damaged
Meat MEI Spot Window positigg £9.

Ksrlsruhe. Germany 1098 1067 '-— 821 621

Hamburg, Germany 506 501 219 1+8? #71 219
finish. Germany 335 * 4. 332 .- 328 325 .-
Binningham, England 125 398 -- #35 397 .—
Drammen, Norway 225 220 224 223 219 221+
Stockholm, Sweden 170 166 .- 158 152 -
Helsinki. Finltnd 209 208 - 209 201 --
Mexico City. Mexico 1139 891 .- 1153 866 .-
Knoxville, Tennessee 225 222 222 220 214 --
Benton Harbor, Michigan 288" 282 -- 285 284 -
San Juan, Puerto Rico 125 349 -- 531 169 -—
Seventh grade totals M45 14636 665 l+850 3919 ill-+3

Michigan State Students 244 .. 21m 238 .. ..
Total Subjects #689 #636 909 50.58 3919 1443

a:
Random samples of 150 for each location were taken from D. J.
Erickson's (1o) analysis for this report.

l”Random samples of 125 each for Birmingham and San Juan were
selected for advance coding because the codings of the entire
numbers in these locations could not be completed in time for
this report.

7

Content analysis of story completions. A basic
Operation in a research program which utilizes projective
techniques is the content analysis of the material. Because
there are situational differences in the human relationships
involved in the stories of parent-child, teacher-child, and
child-child interacting, a separate coding manual has been
devised for each story. The Andersons have used a coding
system and non-parametric statistics in their analyses of
responses to the Anderson Incomplete Stories.

Each manual has been designed first to analyze story
completions in a manner relevant to the unique characteris-
tics of the story plot, to which the story completions were
responses, and secondly to record themas that could be com-
pared with themas recorded from other stories.

Similarities in the story plots and in the coding manuals
have made it now possible to compare responses to different
stories with respect to such categories as honesty or deceit,
acceptance or rejection of another's communication, punish-
ment, coercion, hostility, social problem solving, and other
aspects of inter-personal relating.

Definitions of codingunitg. Categories and items
are the units of classification defined in tne coding manuals.
A category is a unit of classification in which are recorded
all themas that are interpreted as being related to each
other within a defined content. An iigm is a sub-unit d?

a category. An item is used to record the occurence of

themas falling within a limited, defined range of the content

8

area of a category. For example, in the coding manual for
the L2§£.M§gt story, category 21, Truth-Lie, may be used

to illustrate both a category and the items or sub-units of
classification. In some of the categories, as in category 21,
the items are mutually exclusive, that is, no story comple-
tion or parts of it can be coded in more than one item.

The category thus becomes a check list of items in which
there is always one check and only one check for each
child's story completion. Consequently, the sum of the
tallies for a check category always equals the number of
children who have completed the story. For convenience

in designation, categories of mutually exclusive items are
called check categories.

Category 21, Truth-Lie, for story A-2, the Lost Meat

 

story is a check category:

 

Category 21, Truth-Lie

Michael tells truth spontaneously

Michael tells truth after conflict

Michael tells truth after being questioned
Michael tells truth voluntarily after lie
Michael tells truth coerced after lie

Michael tells non-essential truth

Michael evades truth

. Michael lies without pressure

. . Michael lies after being questioned, pressure
10. Story contains no information as to truth d' lie

\OOOflOLn-hOJNl-J
e

The following is an example of a child's story completion.
Each story completion, including the one given below, is‘
identified by the location and number of the child. This
story completion illustrates the thema checked as item 21-5,

Truth coerced after lie.

9
Mex 536 Michael doesn't tell his mother what happened

and puts it as it is into the refrigerator. Her mother

finds out what happened when she is going to use the meat and
she calls Michael and asks him: "Why have you brought so
little meat? and Michael answers - "That's all they gave
me." "It isn't true, your're not telling the truth." Then
Michael, repenting his having told a lie, started crying

and told her the truth.

-In contrast with the check category is the code category
which contains items that are not mutually exclusive; thus,
themas in a story may be coded into one or more than one
items within a code category. In a given number of stories
the total number of tallies for a code category usually ex-
ceeds the number of stories coded. A code category generally
has one check item to record those stories that give no in-
formation relevant to the themas recorded in the code items.
Category 32, Michael's initial feelings, is a code category.
In this code category, the last item, 32-9, Stogy contains
32 information g§.tg_Michael's initial feelings, includes
all stories which cannot be coded in one or more of the
preceding eight items. Category 32 records Michael's
feelings in regard to one or more of the following: the
fact of the lost meat, his own behavior, his mother's behavior

towards him.

Category 32, Michael's Initial feelings

5.1
0

Michael feels guilty, sorry, conscience stricken,
ashamed

Michael feels sad, uneasy, bad

Michael feels afraid, scared

Michael cries, sobs

Michael feels happy, glad

Michael trembles, shakes, blushes, can't breathe
Michael stutters, stammers, can't speak

Michael feels angry

Story contains no information as to Michael‘s initial
feelings.

\CCXxTCUI-PLA‘N
e O

10

The story completion given below illustrates the use of
multiple tallies in a code category. The story completion
was coded both in item 32-1, Michael feels guilty, sorry,
conscience stricken, ashamed, and in item 32-0, Michael £5327
blgg, shakes, blushes, 333;; breathe.

ham 11 Mother I lost a couple of sausages, the mother
sees that her son gets red. Michael has a guilty conscience
that he has lied to his mother. After awhile Michael tells
the truth.

Although there is an arbitrary differentiation between
ghggk_i£§m§.and.ggg£_i££m§3 the process of content analysis
is referred to as coding and the person who makes the con-

tent analysis is referred to as a coder.

ll

Th§_1229_revised coding manual for the Lost Meat story.
The data given in this report on story A92, the Lost Meat,
are based on a revised Egg: M233 coding manual. The origi-
nal coding manual for the Lost Meat story was prepared by
Anderson and Anderson (£1) in 1953. It contained 39 cate-
gories for Michael and 44 non-overlapping categories for the-
mas for the mother. In addition to this total of 83 cate-
gories there were four interpretive outcomes of the story.
The 1953 manual was somewhat modified in 1954 for use in
the studies reported by ueierhaas (11), neber (12), and
Robinson L13).

A further revised coding manual was prepared in 1900 by
the Andersons and the writer who served as a Special
Graduate Research Assistant. An abstract of the categories
and items in the 1960 revision is given below. The 1900
revision differs from the 1954 manual in several respects.

The 1954 manual consisted of 81 single item code cate-
gories. Each category consisted of one code item. There
were categories for Michael and categories for the mother.
In contrast the 1900 manual contains 73 items arranged into
12 categories. Eleven of the twelve categories are check
categories; one category is a code category.

These two coding manuals differ also with respect to
rules of coding. The earlier manual specified that each
verb was to be given one, and not more than one tally. Verbs
were not coded, however, when they were used only to repeat

the facts of the story or to introduce direct or indirect

12

discourse. In contrast with the earlier coding manuals,

the 1900 manual contains no explicit or implicit rules as to
what may make up a unit for which a tally can be given.

The implication of this subtle difference between the two
manuals can be seen for example, in the treatment which they
allow in coding the following excerpt from a child's story
completion:

"Michael lies to his mother, his mother gave him more
money."

The coder who uses the 1954 coding manual is faced with
a decision in regard to the sentence "..., his mother gave
him more money.” he can code it either as evidence that
the mother believed Michael, or that the mother made resti-
tution for the lost meat, but he can not code it as both.
The coder who uses the 1900 coding manual may code "...,
his mother gave him more money." both as Mother believes
Michael, and as Mother makes restitutiqg.

In the remainder of this report, reference to the gag;

Meat coding manual will be to the 1900 revision.

13

30 Aug. 1960
Abstract A—2, The Lost Meat Story

 

 

 

 

 

 

 

 

 

 

 

 

21 Truth-Lie 28 Mother's Feelings re. Applogy,
1 Truth sponteneously Reform, nestitution
2 Truth after conflict 1 1.happy,pleased,satiSfied
3 Truth after question . 2 Sad,angry,unsatisfied
4 Truth voluntarily after 113 3 Ambivalent kl and 2)
5 Truth after lie, coerced 4 None of the above
0 Non-essential truth 29 Identity d’ Bunisher
I Evades truth 1 Mother or unspecified
8 Lies without pressure 2 Father
9 Lies after QUEStiOH, press. 3 Both punished
0 No information a No information
22 Mother Believes-Disbelieves 30 Mother's Secondary Behavmg
1 Believes l Instructs, criticizes,
2 Disbelieves without hostility
3 No information 2 Forgivcs, consoles,
24 Punishment understands
l Verbal 3 l and 2
2 Deprivation of food 4 No information
3 Deprivation of activity 31 Anxiety
4 Deprivation of material 1 Michael Lg§§.\21-5,o,8,9)
5 rhysical 2 Mother Opposes:
o Verbal and deprivation a questions about facts
7 Verbal and physical b Investigates
8 Physical and deprivation c Scolds,threatens,punishes
9 Physica1,verbal,depriV. d Becomes angry,excited
0 ”Punishment” thema 2 Michael Lies and before
x Not punished \SpecifiC) Opposition:
y No information about punish. a Returns to tell truth
25 Restitution b Considers return to
1 Voluntary restitution tell truth
2 Restitution with deception c Trembles, feels guilty
3 Involuntary restitution stutters,antic. runish-
4 Mother obtains meat ment wit-out opposition
5 Michael sent to obtain meat 3 Michael Tells Truth
0 Restitution by other \21-l,2,3) and Michael:
7 Restitution fantasy,thema a Trembles, stutters,cries
8 No information b1ushes,can't breathe
20 lichael's Secondary Behavior b Antic,punish,,is afraid,
l Uncommunicated reform feels guilty
2 Communicated reform c Runs away after telling
3 Michael apologizes,p1eads truth
4 l and 3 \combination) 4 Michael evades confronting
5 2 and 3 ” a Michael hides meat,
0 No information leaves on table and
27 Mother‘s Feelings re. Meat,Lie waits to be questioned
1 Angry,mad,furious b Michael anticipates
2 Sad,upset,unhappy punishment and does
3 l and 2, sad and angry not confront
4 Happy 5 No information about
5

1N0 information. anxiety

14

52 dichacl‘s initial Feelings \no inference)

 

JNH

OLA-(>0

‘

K‘

(_I
U
9

ouilty, sorry, conscience stricken, ashamed

Sad, uneasy, bad

Afraid, scared ,

Cries, sobs

happy, glad

thsiological systems—trembles, shakes, blushes,
can't breathe

Speech difficulty: stutters, stammers

Angry

No information

iichael's Feelings after he Apologizes, Makes Restitution,
rromis es rte form

 

l
2
3

base, happy, pleased, satisfied
Sad, unhappy, bad
Neither, or no information

 

*Category 32: Code items 1 to 8, or check item 9; items
are not mutually exclusive; there may be multipkz tallies.

15

Reliability of coders, Each coding manual has been
subjected to a series of trials to determine the reliability
of the coding, or the percent of agreement between two in-
dependent coders. This is accomplished by having two indi-
viduals study a coding manual and code, independently, twenty
or more story completions. This procedure is continued un-
til the agreement between two coders reaches 85 to 90 per~
cent.

The formula used to measure the percent of agreement
between two coders is twice the number of agreements divided

by the sum of tallies of both coders.
percent of agreement = 2 «number of agreements)
51tallies by both coders

The data obtained from story A—2, the Lost Meat, were
based on the 1900 Lost Meat coding manual. The writer
coded the Lost Meat story completions after having reached
93per cent agreement with K. W. Terhume.

The frequencies reported in this study for story An3, the

Teacher's Mongy, story A—5, the Broken window, and story

 

Ape, the Lost Composition, were based upon the coding d?
other coders in the research program. There was one excep-

tion, the writer coded the Broken Window story completions

 

written by the 244 university students from Michigan State
University. For this coding D. J. Erickson and the writer
attained a coding reliability of 91 per cent, on three se-
lected categories: 31, Kicker's intent gegarding the gwpgg;

33, Boy's identity revealed :9 owner; and 30, Restitution

 

 

10
py.§2y_, Coders of the Teacher's Mongy story attained per~
cents of agreement ranging from 83 to 93 (9 ). Coders of
the Broken window story attained 94 pen‘cent of agreement
\10). and coders of the Lost Composition story attained
89 and 90 perrcents of agreement (9 ).

Across-ggpgy coding, Story completions for three
stories were coded for Punishment using the definition of
Category 24, Punishmegt, from the Lost_Meat coding manual,
1900. 'These stories were: the £2§£.MSEEv the lgg_§pg£,
and the Damaged ;A_x_g. The writer attained 95 percent agree-

ment with K. W. Terhune when Category 24, Punishment, was

 

applied to the Ink Spot and the Damaged Axe story completions.

Il. CONSISTENCY IN USE OF TPIBlAS ACROSS STORIES

In previous cross-cultural analyses of story completions
children in one location have been compared with children
in each of the other locations to assess similarities and
differences in their social apperceptions of human relating.
There will now be presented an analysis of data to Show
consistency by the same identical subjects in the use of »4
themas across stories.

Punishment themas are taken from three stories and
honesty themas from two.

The question to be answered is: will the subjects who
use themas in one story completion tend to repeat those
themas in their completions to other stories? More speci-
fically, will a child who introduces punishment themas into
one story portraying a parent-child conflict, also use pun-
ishment themas in another story portraying a different parent-
child conflict? Will a child who writes of honesty in communi-
‘ cating to a mother also write of honesty when communicating
to a neighbor?

For the analysis of consistency in the use d? punish-
ment themas across stories, three story plots were utilized:
the Lost Meat, the IEE.§22$J and the Damaged Agg, These
stories present situations in which a child has erred, or
may be thought to have erred in a home situation; consequently,
themas of punishment may be expected.

To assess consistency in the use of honesty themas,
story completions for the L2§£_Mgg£_story wereunmpared with

17

18
story completions written by the same subjects for the

Broken window story.

 

Hypotheses. From the null hypothesis one would expect
no consistency in the use of themas across stories by the
children or by the university students.

It was hypothesized, however, that university students
would demonstrate higher consistency in their use of themas
than would be found with seventh grade children.

Subjects, From Drammen and Knoxville the total sam-
ples of 224 and 222 story completions respectively were used.
From Hamburg only the first 219 of a total of 524 were used
in this analysis; it should be pointed out that all of the
219 children came from schools d? low socio-economic dis-
tricts d? Hamburg. The University sampling contaim31244
undergraduate and graduate students.

ggocedure, To determine the presence or absence of
consistency in the use of themas in more than one story, four
inter-story comparisons were made. Each comparison involved
two stories. In the search for a common response by the
same child in two different stories, each child in a sample
received two coding tallies, one for each of the two stories.
In each case the coding tally from one story either matched
or did not match the coding tally for that child in the other

story. For example, the story completions of thild X in
Hamburg, incorporated themas of honesty in bath the Lost

Meat story and the Broken Window story; whereas the story

completions of child Y in Hamburg both incorporated themas

19

of deception. These two children were considered consistent
in their use of themas across two stories. A chi-square test
of significance was used to determine whether the number of
agreements between coding tallies significantly exceeded
the number of disagreements.

Findings: Punishment. The first comparison involved
a test to determine whether or not the numbers of subjects
who introduced themas of punishment into the completions of

both the Lost Meat story and the Damaged Axe story were

 

significantly greater than the numbers who mentioned punish-
ment in one story but not in the other story. An important
situational difference in the two stories is that the £9§£_
M323 story portrays a child-parent conflict whereas the
Damaged g§g_story portrays a sibling conflict situation.

The older sibling in the Damaged.Axe story, rather than the

 

parent, generally administered the punishment.

Category 24, Punishment, of the Lost Meat story coding
manual was used by the writer to code the story completions
to both the Lost Meat story and the Qamaged.Axe story. Egg:
ishment, as described in the coding manual for the £p§£_Mgg£
story includes the following items: scolding, deprivation
of food, deprivation of activity, deprivation of money,
physical punishment, and combination of these types of pun-
ishment. The punishment themas may be expressed in the story
as action, fantasy, or fear, with no differentiation in the

recording.

20

Not differentiated also in the inter-story comparisons
were the several modes of punishment. Only the presence of
one or more themas of punishment, of any type, was counted.
Thus the frequency of punishment reported in the comparison

of the Lost Meat story and the Damgged Axe story refers to

 

 

the number of story completions in which Michael, or Billy,
was punished. The remainder of the stories either gave a
Specific statement that the child protagonist in the story
was not punished, or gave no information regarding punishment.
Table 2 gives for two locations the per cents of story
completions in which themas of punishment were found in

the Lost Meat story, in the Damaged Axe story, or in both

 

stories. The Knoxville children and the University students
did not write completions for Series B, which included the

Damaged Axe.

 

'Table 2. Her cents of children who wrote punishment
themas in the Lost Meat and Damaged Axe stories

 

 

 

 

Location N run. Fun. Fun. Pun.* Chi- Fhi
Lost Dan. both ex . square coefficient
Meat Axe both ‘
k % % h '
hamburg 219 55.3 02.1 31.0 34.3 1.88 .01

Drammen 224 25.4 40.8 13.4 11.9 1.02 not .00
*Expected frequency for chi-square sig.
analysis.
Table 2 indicates that in both locations there were

nigher frequencies of punishment in the Damaged Axe story

 

than in the Lost Meat story. That is, the older sibling
punished more frequently than did the mother. In Table 2 it
can also be seen that there were conspicuously higher fre-

quencies of punishment in the stories written by Hamburg

21
children in both the parent—child and the sibling situations.
Nevertheless, in both hamburg and Drammen there was not a signi-
ficant consistency in the use of punishment in both stories
by the same child.

A second comparison was made between the §2§£.fl§a£
story and the 1ng_§233 story to determine whether children
who incorporated themas of punishment in both stories did
so in significantly greater numbers than would be expected
by chance. Although both stories involve parent-child con-
flict, there are situational differences in the stories.

The sex of the child protagonist in the Lost Meat story is

 

male; in the Ink Spot story the sex is female, Furthermore,
in the Ink Spot story the mother is introduced into the scene

by circumstances of the story, whereas in the Lost Meat story

 

the child author must introduce the mother.
Story completions were again coded according to the

definitions of Category 24, gunishment, of the Lost Meat

 

 

coding manual. the particular modes of punishment were not
differentiated in the inter-story comparison; therefore, the
frequency of punishment reported for the four locations in
this analysis refer to the number of story completions in
which Michael and Susan were ”punished”. fable 3 gives the
gencents of story completions in which themas of punishment

in one or the other or both stories were found.

22

Table 3 Harcents of subjects who wrote punishment
themas in the Lost Meat and the Ink Spot stories.

 

 

 

Location N Pun. Bun. Pun. Pun. Chi- Phi-

Lost Ink both exp. square coefficient

Meat §pot both

70 70 70 7o
Hamburg 219 50.5 50.7 29.5 28.0 .14 .00
Drammen 224 25.4 31.7 5.8 8.0 2.05 -.03
Knoxvflle222 47.7 34.7 18.0 10.0 .82 .00
Univ. 244 37.3 41.4 25.8 15.4 45.o*** .43
‘K W

*significant at .001 level

Table 3 indicates that in all locations, except Knoxville,
the subjects utilized comparable frequencies of punishment
themas in both of these parent-child stories. The writer
has no explanation to suggest for the difference of 13
percentage points in Knoxville. Among the seventh-grade
children in hamburg, Drammen, and Knoxville, there was no
significant consistency in the use of punishment themas in
the two stories. In the university sample there was a signi-
ficant consistency in the use of punishment themas, as indi-
cated by a chi-square significant at the .001 level and a
phi-coefficient of .43.

Tables 2 and 3 above gave percents of story completions
in which punishment themas were found in two parent—child
stories and in one story involving two siblings. ' ,.

The data support the following general statements:
1. The seventh grade children from Drammen, Knoxville,

and hamburg were not consistent in their use of punishment

themas.

23

2. The university students were consistent in their use
of punishment themas. ‘he same students who incorporated

punishment themas in the Lost Meat story generally wrote

 

punishment themas in their completions to the lgg’§pgt.and
to the Damaged.Axe stories.

3. The Hamburg and Drammen children used punishment
themas more frequently in the Damagéd.éxg'story than in the
L2§£.M£g£_story, and thus they had the older sibling punish
his younger sibling more frequently than the mother her son.

4. In the three locations of Drammen, Hamburg and
Knoxville, hamburg consistently had the highest frequency
of punishment themas and Drammen the lowest. The Knoxville
and yniversity samples were in between. ‘.' =.

Honest communication. A third test of significance
was computed to determine whether subjects who incorporated
themas of truth in both stories did so in significantly
greater numbers than would.be expected by chance. The Last
g£§£_story and the Broken window story were used. In both
stories honest communication requires the child protagonists
to communicate to the owners their misdeeds of damaging or
losing property. Each story allows opportunity for honest
communication, dishonest communication, evasion, or no infor-

mation. The story plots differ in that the Lost Meat story

 

represents a potential parent-child conflict, whereas the
Egoken window story represents a potential neighbor-child
conflict. Category 21, Truth—Lie, of the Lost Meat story

was compared with Category 31, Kicker's intent regardinn

24

nggg, in the Brogen window story.

Category 21, Eggthegig, of the Lost Meat coding manual
requires that the following conditions be met for Michael
to be credited as having told the truth: he must communicate
to his mother relevant information as found in one or both
of the following statements: (1) that he played with friends;
or (2) that he put the meat down. Truth is inferred if the
author made a general statement that Michael "told his mother
what happened," even though the specific details of the
communication were not included in the story completion.
The four mutually exclusive items which record themas of
truth are the following:

21-1, Michael tells truth spontaneously,

21-2, .MiEhael tells truth after delay,

21-3, Michael tells truth after question,
21-4, Michael tells truth voluntarily, after lie.

 

 

Lie is inferred when Michael withholds relevant informa-
tion from his mother or falsifies the facts while communicating
with her. The following mutually exclusive items, when com-
bined, give the total number of story completions which
incorporated themas of lie or evasion:

21-5, Michael tells truth, coerced, after lie,

21-0, Michael communicatgs non-essential detail,

21-7, Michael evades truth,

21-8, Michael lies‘gfithout pressure,
21-9, Michael lies after gpestion.

 

The following item records story completions that give
no information regarding truth or lie:

21-0, Story contains gg_information'§§'£2.truth1g; lie.

*

 

For the purpose of testing the null hypothesis of no

consistency in the use of honesty themas across stories,

25

 

the story completions were discarded which gave Qg_information

s to truth 25 lie.

 

Category 51, Kicker 5 intent regarding owner, of the

 

Broken window story closely approximates Category 21, Truth-

 

'Lig, of the Lost Meat story. honest communication, the in-
tent to include the owner, is defined in the manual for the
Broken window story as a voluntary intent "... to communicate
the facts of the accident to the owner or to make restitution
for the damage to the window." Two items which record themas
of intent to include the owner are the following:

31-1, Kicker; 5 intent was to include the owner,

51-2, Kickcr‘s initial intent to exclude, then t__;£r
clude the owner.

 

 

 

Conversely, lie or deceit, the intent to exclude the
owner, is defined as an intent to ”... avoid identification
of the kicker's involvement in the accident or to avoid
making restitution for the damage to the window." Two items
which record themas of intent to exclude the owner are the
following:

31-3, Kicker's intent was to exclude the owngg,

31-4, Kicker;§_initialfiintent was 39 include, £2§Q_£2.

exclude the aner.

Story completions were discarded if theygave no informa-

tion as to the kicker's intent to communicate to the owner

as coded in one of the following items:

 

 

31-5, Story_contains no information as to kicker s
intent regardint7 _the owner.

31-0, Kicker not mentioned.

For the purpose of testing th ne null hypothesis of no

consistency in the use of honesty themas, each story completion

20

was checked as containing a thema of truth, lie, or no
information. No further differentiations were made for this
analysis. Iable 4 gives the numbers of children and univer-
sity students who wrote story completions that could be coded
as Truth versus Lie, or as honest communication versus Dis—
honesty or evasion. Children who failed to give relevant
information in either story were discarded from the data
before computing the chi-squares which are presented in
'rable 5.

Table 4 Numbers of children who wrote story completions

that could be coded as Truth versus Lie, or as honest

communication versus Dishonesty.

Lost Meat story

Locations Truth Lie Num. Num.

Used Discarded
Category 21-1,2,3,4, 21-5,o,7,8,9

.N % N %
hamburg 95 45.8 112 54.2 207 12
Drammen 115 57.8 84 42.2 199 24
Knoxville 123 70.8 51 29.2 174 41
University 148 05.2 79 34.8 227 11

Broken window story

Include Exclude Num. Number
Category 31-1,2, 31-3,4, Used Discarded
hamburg 95 45.8 112 54.2 207 12
Drammen ' 129 04.8 70 35.2 199 24
Knoxville 139 79.9 35 20.1 174 41
University 141 02.1 80 37.9 227 11

Table 5 gives therxnycents of story completions by
individual subjects who introduced themas d? honest communi-

cation in both stories and in one story but not in the other.

27
Consistency in the use of honesty themas would be indicated
by a higher obtainedperfcent of truth in both stories than
the expectedpenscent of truth in both stories.

‘l‘able 5 len'cents of subjects who wrote honest communi-
cation in the Lost Meat and the Broken window stories.

Location N rruth- Truth- Truth- EXpected Chi- Phi-
Lost Broken both truth in square coefficient
Meat Window star. both

 

70 70 ‘70 ”/0
hamburg 207 45.8 45.8 19.4 21.0 .92 .09
Drammen 199 57.5 04.0 41.1 31.5 0.44* .00
knoxnne 174 70.8 79.9 50.9 50.0 .01 .00
Univ. 227 05.2 02.1 49.0 40.5 30.4*** .40

. 7‘significant at .05 level
xstignificant at .001 level

Table 5 indicates that the four locations differ from
each other, with the children from hamburg being lowest in
percentages of honesty themas in both stories, and Knoxville
children having highest percentages of honesty themas in
both stories. hamburg had identical percents of 45.8 in
each story. The other locations showed similar though not
identical percentages in both stories. In both hamburg and
Knoxville, however, the percentages of children who used
honesty themas,in both stories were not different from chance
expectancies. In Drammen and in the University sample the .1
percentages of subjects who used honesty themas in both stories
were higher than could be eXpected by chance, the difference ~-
for Drammen being significant at the .05 level and for the
University sampling significant at the .001 level. These

findings are consistent with the hypothesis of greater con-

sistency or stability in the use of themas at the university

 

 

 

28

Discussion and interpretation. In three separate
analyses of the consistency with which children and univer-
sity students used similar themas across stories, university
students showed high consistency in their responses while
children in Benton harbor and hamburg showed negligible
consistency; children in Drammen showed some consistency
in the use of honesty themas.

University students were significantly consistent in
their repetition of themas of honesty, deceit and punishment
across stories. lhe seventh grade children repeated themas
far less frequently than the university students.

It should be pointed out that the test for consistency
in the use of themas across stories was weak in that only
a small number of story plots were submitted to the children.
Only two stories were compared at a time, and thus only a small
sample of data was analysed from each Subject. It is possible,
if larger numbers of incomplete story plots were available,
perhaps 30 or more, that individual differences in regard to
the use of honesty or punishment themas would be found.

lhe differences found between the seventh grade samples
and the university students suggest that the seventh grade
children completed each story plot as though it portrayed a
completely different, unique situation, and the university
students completed the story completions as though the story
plots were related, and thus required similar responses.
however, there is some evidence from the data presented above

that the seventh grade childrencihinot write story completions

29

as though each story plot was, different from the others.
rhe evidence is that the locations differed from each
other in regard to frequency of occurence of punishment
and honesty themas. Of the three locations of hamburg,
Drammen and Knoxville, hamburg was consistently highest in
the use of punishment themas and lowest in the use of honesty
themas. Drammen had the lowest frequency of punishment
themas, and Knoxville the highest frequency of honesty
themas.

rhe problem of consistency in the use of themas across
stories can also be approached from the point of view of the
consistency of locations. For example, are the results from
location A on one story consistent with the results from
location A on another story? Or, if two locations differ
from each other in frequencies of occunence of themas to
one story, do they also differ in other stories? The problem
of consistency of locations, studied in terms of consistency
of rank order positions on a dimensiOn of equalitarianism-
authoritarianism is an additional aspect of this report and

is_presented.below.

III. CONSISTENCY IN THE RANK ORDER.POSITIONS OP ELEVEN LOCATIONS
ON A DIMENSION OF EQUALITARIAN-AUTHORITARIAN RELATING.

This section presents an assessment of similarities
and differences in the social apperceptions of children in
eleven locations in four situations of human relating.

The purpose is twofold: (1) to compare apperceptions of
parent-child relating with apperceptions of teacher-child
relating; and \2) to determine the consistency with which
locations maintained their rank positions on a dimension of
equalitarianism-authoritarianism. The children's story
completions were interpreted as reflecting values related to
a context of either equalitarian or authoritarian relating,
or both.

ValuesF It was assumed that the children‘s story
completions would reflect the choices that children and
adults make in the processes of human interacting (1). ,.
In this sense the choices represent values, those qualities
in human relating which the person regards as necessary,
important, or traditional.

The themas selected for this analysis can be interpreted
as representing either a direction toward an gpgg equali-
tarian relationship or a direction toward a closed authori-
tarian social relationshipauaAn equalitarian social relation-
ship is regarded as one in which children may participate
fully and openly in the social situation, and in which there
is free interaction and two-way communication among persons.

Examples of themas interpreted as equalitarian are: truth,

honest communication, restitution of damaged property, and

30

51
absence of punishment. 0n the contrary, an authoritarian
social relationship is one marked by domination, resistance,
submission, one-way communication, reduced communication,
or other kinds of defensive behavior. Such themas as coercion,
usurping, deceit, and guilt feelings are interpreted as ex-
pressions of an authoritarian social relationship.

Hypotheses. It was expected that among our samples,
Mexico City and the German locations would rank most authori-
tarian, while Knoxville, Tennessee; Benton Harbor, Michigan,
and Birmingham, England, would rank as more equalitarian.(4,o,7)
The Scandinavian locations and San JUan, Puerto Rico, were
expected to reflect less authoritarianism than Germany, and
more authoritarianism than the Birminghma, England, or the
United States samples. Two questions arose: 1. weald ‘
children perceive parent-child.social relationships diff-
erently from teacher-clild social relationships? In parti-
cular, San Juan children were expected to portray parent-
child relationships as more authoritarian than teacher-child
relationships.' 2. Would other locations show similar differ-

ences between the home and school situations?

The Lost teat stggy. The Lp§£.§£ggpstory generally
elicits themas relative to communication between Michael,
the child protagonist, and his mother. The story completions
have Michael tell the truth, tell a lie, or evade confronting
and communicating. Themes of non-hostile encountering or

confronting between mother and Child may occasionally be

32

noticed; conversely, themas of punishment and discipline
are often found in the story completions. Feelings of guilt,
shame, fear, also appear in the stories.

Categories and ratios from the Lost Meat story. Fwo
categories and one ratio were selected with the thought that
they would differentiate and record themas interpreted as
relating to a democratic or equalitarian context of social
relationships. lhey are the following: items 21-1 through

21-4, iichael tells truth; item 25—1, Michael makes voluntary

 

restitution; and the ratio 20-2, Micha§l_communicates reform,

 

divided by 20-1, Michael has uncommunicated thogghts pf
reform,

The items, 21-1 through 21-4, Michael tells truth, re-

 

present the truthful, forthright Michael. It was expected
that the more democratic cultures would be represented by
higher frequencies of honesty themas. ltem 25—1, Michael
make§_xgluntary_restitutign, is an action item; it represents
a responsible Michael, one who acts appropriately without
direct pressure from another. Item 25-1 records the vol-
untary intent to replace or make payment for the lost sau-
sages, and thus it records an example of social problem solving.
It was furthermore expected that the democratic cultures would
have higher frequencies d' voluntary restitution.

The ratio 20-2, Michael communicates refomn, divided by
20-1, Michael has uncommunicated thoughts pf reform, is a
meaSJIe of the degree of communication between parent and

child. A location in which story coupletions generally

53

portray Michael as introspecting about his behavior rather
than as interacting and communicating with his mother about
his behavior would produce a small ratio. It was expected
that in the more democratic cultures, the children would
introduce more themas of open communication between parent

and child than would children from more authoritarian cultures.

Cne category and one ratio were selected which record
themas that are interpreted as relating to an authoritarian
context of social relationships. They are the following:
Category 24, Punishment, and the ratio 21-5 through 21-9,
Michael eyades communication 9; tells a lie, divided by 22—2,
Mother disbelieves Michael. The ratio 21-5 through 21-9,
Michael evades communication 23 tells a'lig, divided by
22-2, Mother disbelieves Michael, is an index of the mother‘s
acceptance or rejection of Michael's communication, generally
when he has told a lie. It was exPected that the more authori-
tarian cultures would have higher frequencies of deceit than
would democratic cultures; it was also expected that authori-
tarian cultures would have higher frequencies of interrogation
and otherjuessures from the mother when Michael was deceitful
than would democratic cultures.

Rank orders fable 0 presents three sets of categories,
and two sets of ratios. The locations are given individual
rank orders for the categories according to the percents
of stories. In Table 0 the locations are arranged in the
combined overall rank order for the three categories and the

two ratios. In the overall ranking the first five locations

34

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35

at the democratic or equalitarian end of the scale contain
the three Scandinavian locations: Drammen, Norway; Stockholm,
Sweden; and nelsinki, Finland; plus the two continental United
States samples of Knoxville, rennessee; and Benton harbor,
Midnigan. The d1ildren from Birmingham, England, are at
the median position of overall rank order on this parent-
child story. At the authoritarian end of the scale are the
three German samples of hamburg, Munich, and Karlsruhe, and
the two Latin-American samples of San Juan, Puerto Rico, and
Mexico City.

Per the category, Michael tells truth, 01.1;unrcent of

the Benton Harbor children introduced themas of Michael tells

 

truth, whereas only 50.5;mnxcent of the Munich children
introduced such themas of honesty. with respect to all
locations in terms of truthful communication, nenton harbor,
with highest percentage, was ranked first (1), as most equali-
tarian, while Munich with the lowest percentage was ranked
eleventh (11), as most authoritarian. The rank positions
of the other locations were similarly determined by the fre-
quency of occurence of themas of honesty and truth.
Birmingham, which ranked at the overall median position
of (0), offers an example of variability on the ranking of
individual categories and ratios. on the category, Michael

1 punished, Birmingham children are at the extreme end of

authoritarianism with 10.5% of their stories mentioning punish-

ment.

3O
1

On the category, Michae makes restitution, the fre-

quencies for all locations were low. Birmingham, however,
was second in rank order of locations which described this
kind of reSponsible behavior. Other exampkzs of variability
of rank order can be seen in Drammen, which was lowest in
punishment, at the same time ranking below the median in
communication. San Juan, although below the median in over-
all rank, ranked third in communication.

The hendall coefficient of concordance of .42 for this
table indicates that the categories are discrete and not
related by definition. It is therefore to be expected that
locations which rank high in one category ratio will not
necessarily rank high in others. Ihe Kendall coefficient
of concordance, however, is significant, which indicates
that there is a relationship between the rank positions in
the categories and the ratios given in Iable o.

ggg Broken window stogy A potential conflict situation

between two children and an adult neighbor is protrayed in

the Broken window story. In this story two boys play in a

 

forbidden area and kick a football into a neighborfs window,
cracking it. This story generally elicits on the one hand
themas of communication, including honesty, or themas of
evasion or deceit.

The four combinations of items selected for assessment
cf the Broken window story are the following: items 31-l,2,

Kicker's intent 19 include owner; 32—l,2, Companion's intent

 

d-

0 include owner; 5381,2, Bgy's identity revealed voluntarily

E_,QEES£, and 30-1 through 30-4, Voluntary restitutipn,

37

Each of these groups of items records themas interpreted
as relating to a context of democratic social relationships.
Each records examples of honesty, communication, respect for
the individual, reopensibility, and social problem solving,
and none records themas of threat, coercion, or defensive
behavior. The first two items listed above record the story
completions in which the boys intend to communicate the facts
of the situation to the owner. It was expected dlat in deno-
cratic cultures dhildren would more frequently write themas
of truthfulness than would those in.more authoritarian cul-
tures. Items 33-1,2,J§gx§g identity rezgalgd vgluntarilz,
'are. action itemswhich record: themes of the boys' revealing
their identity and involvement voluntarily to the owner.

It was expected that in a democratic location fliere would be
high frequencies of theseitems and low frequencies of themas
of identity revealed involuntarily, and of'themas of identity
not revealed. Items 36-1 through 36-4, Vbluntagy restitution,
records themas of the boys' voluntarily paying or intending
to pay, from their money, or agreeing to work at some job or
errand to pay for the cracked vindow. The items of voluntary
restitution represent a recognition by the boys of a responsi-
bility to the owner. Veluntary restitution is also an example
of social problem solving. It was assumed that in more
authoritarian cultures, in contrast with more democratic
cultures, there would be lower frequencies of stories in
which the boys offered restitution on their own initiative.

Table 7 presents the percents of story completions for

locations, arranged again in overall rank order on the dimension

.Hofioa «00. an ucdoama:MHn .Aoonwohoocoo Mo unoaoammmoo Admmnmmv mm. a 3.

 

me.m.m.dummv

m.m« h.o« m.wa o.oN n.n~ o.NN o.w~ “.mm m.wN n.an h.mn aceo Lem ceaszuaunea

anal nodv nmv Amy flew ”av “my new “my And “av peeps seem snanzsflop
m:.m.m.sunmv

CONN NQWN 503m 00% CON: NJNW. Gown “.3“ “0mm 0N0 Monk. #HmsoHan sfljhflfiflfll.fl0> fiflflmfibg

many many mwv Amy nay new as Amy hwy Amv Asv newts nude neon no susnemew

my . . . mm.dummV
n.s~ a.om 0.0m s.mm a.mm o.ms m.aa n.ma m.mm a.oe o.we ,emo has semen arrears

”adv Add“ “mu an.uv an.nv AWV now new Amv new any sauna some on weaves“ nonnxQEoo

ANOH'4KI

.o co .0 \ \.. t . vfx
w.nm a an a an a.sm o.~a o.mu m.un .mn m.«e n.mm 5.35 name has sense sandman
“as” AoMV an.mv Am.mv mew mew new Am” An New Asv eerie gram on avenues .axe<<
ends undo amen when each «xrau seemed cos honest oHpr

Inflamw noise: rem newcdfi teem xoi+m Odom Isn.am Iaehm 50+ em [Manx
many ,oflv fa new any mmv mmv “no mmv ”my “av masscmmneo

”coauoamsoo khan» Ho mason ham an acoaomooa mo henna scan daenobo

.Anofiv canes» acumen Ho namhamns
o.comxoahm .n .9 Honey immananop meahapanorvsw .nafiv on ceaasudaeewe .nav no ccamcosau a no sense xceu
Hannapo ca neweasnm acoaowooa you acoaueaosoo shown we wanna tom .muoun 3oos43.coxonm .5 manna

 

 

 

39

of equalitarianism-authoritarianism. Knoxville holds first
place on the overall equalitarian scale, followed by Benton
Harbor and Drammen in second and third places. Next, with
percentages closely similar are Birmingham, nelsinki and
Stockholm. Again the three German locations and the two
Latin-American locations are at the authoritarian end of the
overall rank order. For all categories there are wide ranges
in percentages for locations. Inspection of the rank orders
of each location vertically in Table Y reveals great homo-
geneity or lack of variability in rank order. The relation
of individual rank orders,as indicated by the hendall coef-
ficient of concordance is .92. This confirms the fact that

the categories in the Broken window story are related by

 

definition.

The overall rank order in the Lost Meat story is related

 

to the overall rank positions in the Broken window story,

as shown by a w of .90. This indicates high consistency of
rank order positions of eleven locations on the dimension

of equalitarian-authoritarian relating in two separate adult-
child situations.

The Teachers' Money‘story, This story portrays a
school room situation in which the teacher discovers that
money is missing from her desk. In all locations, except
Birmingham, over half of the children wrote that the money
was stolen. Some, however, perceived it as being lost or
misplaced. ”hemas of anger, interrogation, questioning,
punishment, searching, reprimanding were typical findings

in the TeacherLs Money story.

 

40

Groups of items were selected which record themas inter-
preted as relating to a democratic or equalitarian social
relationship. they are items 21-1, Teacher asks open gpes-
tion, and 00-1, through oO-o, Child acts integratively.
Items 21-1,2, Teacher asks open question, represent an
expression of trust and confidence rather than mistrust
or accusations. Berhaps the most significant implication
of a story completion in which the teacher asked an open
question, is that the author has not assumed that the
children or the teacher were in error. Items oO-l, through
oO-o, Child acts integratively, record themas of children
cooperating with the teacher in a search for the missing
money.

rhree groups of items were selected which record the-
mas interpreted as relating to an authoritarian context of
social relations, e.g., themas of theft, accusation, coer-
cion, anger, and punishment. rhe groups of items are the
following: 54-5,4, Ieacher lg angry; and 21-3 through 21-0
Thomas 9i theft.

fable e presents thegmnrcents of story coupletions
for locations arranged again in overall rank order on the
dimension of equalitarianism-authoritarianism. Again the
three German locations, Mexico, and in this school situation,
Drammen, Norway, rank at the authoritarian end of the order.
San Juan, however, which received authoritarian rank posi-
tion of eight in both parent-child and adult—child conflict

situations obtained a rank of three in the Teacher's Money

 

story. this is interpreted to mean that the San Juan

41

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“and

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cash
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sedan:
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m.ma

 

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Am.n.a.mnH~V
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n.5n

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mafia»
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Adv

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ca vowcmuhw mcoapmooa you acoauoHano hhogm Ho mucoo ham

 

.bnopu H282 a 202309

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nodhomopwo

OF:

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42

children perceived the teacher-child social relations as being
more equalitarian than parent—child social relations. Ihe
two Scandinavian locations, Stockholm and helsinki, and
Knoxville, Tennessee, and Birmingham, England are at the
equalitarian end of the dimension. Benton harbor, which
was in an equalitarian rank position in the two adult-child
conflict stories, now is at the median position.

Drammen ranked \9) in the Teacher's Money story. 1his

is in contrast to its rank position of \l) in the Lost Meat

 

story and \3) in the Broken window story. It is noted that

 

in regard to themas of child makes integrative act, a cate-
gory interpreted as related to equalitarianism, Drammen ranked
most authoritarian of the eleven locations. Ihis is in con-
trast with Drammen's rank position in similar categories of
kl) in Xpluntary_restitution in the Lost Meat story, and a

rank of (3) in Voluntary restitution in the Brggen windgl

 

story. Ihis is interpreted to mean that the Drammen children
perceived themselves as participating less fully in school

room situations than in home situations.

43
The Lost Composition story, Like the Lost Money

 

story, the Lost Comppsition story portrays a potential

 

teacher-child conflict situation. In the EQEE Composition
story a child, with a reputation for handing in school work
late, loses an important and carefully prepared composition.
The story may be completed with the introduction of numerous
themas reflecting a child‘s image of a teacher, many of
which can be interpreted as relating to an authoritarian
or a democratic teacher-child relationship.

Interpreted as an index of an authoritarian teacher-child

relationship is item 52-3, Teacher refergfltg child‘s past.

 

 

In stories recorded in this item the teacher reminds the
child of her past behavior, or fails to recognize or admit
the child's intent to begin anew, to improve.

A group of items in which the teacher acts integratively -i,
was interpreted as relating to a democratic teacher-child
relationship. In these items are recorded themas that are
interpreted as portraying an integrative, resourceful teacher,
i.e., a teacher who allows the child to eXplain the facts of
the situation or to offer plans for a solution of the problem;
one who is willing to suspend judgment of the child, or who
offers the child a choice of solutions. The following are
interpreted as themas of an integrative teacher; 40-1, Teacher

offers child choice 3: alternative solutions; 48-1, specific

 

statement that teacher believes child; 49-1,2, Teacher changes

 

disbelief £2 belief; 50-1,2,'£eacher accepts child‘s solution

,gf plan 2: action g£_2£.restitution; 51-1,2,3, Teacher

44

omfort , understands, exCpsgs, forgives Egg,dtild; 5535,
Teacher rgtracts pronosed unitivc action; 57-1, Teacher
Communicates aoolcwz Lg child £93 $393.19 thought, accusation,
,g£.previou§ action taken; 58-1,‘Teacher perceives child,gg
honest, trustwogthz, depgndablg.

An index of a child's image of a punitive teacher may
be obtained by recording theper-cent of story cmpletions
that introduced themas of punishment after themas of honesty.
Honesty is recorded in item 21-1, mm £5.32}. sgogtan-
couslz. Punishment by the teacher after the child.told
the truth was recorded in item 52-1, girlishmozi threatened:
53-1,2, Verbs; punishment; 54-l,2, Social punishment, i.e..
teacher shanes child in front of her classmates, or teacher
reports incident to parent or to others; 55-1,2, zhysical
punishment; 55-3,4, Unsggcigied '
p1 gag w; 56-2, g 1mishment 21 m £93153, i.e., child
must stay afterschoolg 56-4,,thlg|deprived‘ i rgcrggtion;
56-5, 93}; egggllfl.

Item 23-2, mild tells 3 lie, was interpreted as repre-

unislnzent; 56-1, Punishment

   

senting defensiveness on the part of the child.

A ratio of two items was interpreted as relating to
a democratic teacher-child relationszip. The ratio is com-
posed of frequencies of item 2.2-1, Teacher initially peligves,
over 2.2-2, W WW, this latter item
recorded after the child has told the truth as checked in
item 2.4-1, m Spontaneously. This ratio is an index of

the teacher‘s acceptance or rejection of the child's

‘45

mm.

Acav

s.o
Asv

w.om
Amy

m.mm
Any

m.nm
Afifiv

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mm.

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AHHV

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Amy

scan

4%.

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m.mm
AHHV

m.mfi
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m.~m
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hvao

mm. m.«
Amy “my
m.m n.e
Amy “we
u.en s.mo
Amy “adv
m.nfi s.s~
Aoav .Asv
n.m« 3.3“
any Amy
seemed

Ilufl Influx 00.332 zodhfi landm

Adav

escapmooa pom nucoo you no uoapmh new .msoavoagaoo huoan mo mason hem

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Amy

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Ii" .‘ ‘a’a'll I,

40
communication. It was expected that the supposedly democra-
tic locations would be represented by higher frequencies
of belief and acceptance of the child's communication, and
lower frequencies of disbelief and accusations than would
be found in the allegedly authoritarian locations.

fable 9 gives thefipetcents of story completions for
locations arranged again in overall rank order on the dimen-
sion of equalitarianism-authoritarianism.

The German locations of Munich, Hamburg, and Karlsruhe
and Mexico City ranked at the authoritarian end of the scale.
Towards the equalitarian end of the scale are two of the
Scandinavian locations, Stockholm and helsinki, and the two
United States samples, Knoxville and Benton harbor.

San Juan again received a rank position of \2) at the
equalitarian end of the scale. This supports the interpreta-
tion of he Teacher's Money story, that the San Juan children
perceived the teacher-child social relations as being less
authoritarian than the parent-child social situations. In
contrast with San Juan, Drammen, Norway, which received a
rank position of (9) in the Teacher‘s Money story, again
in this teacher-child situation received a more authoritarian
rank position than it did for the two parent-child stories.
This also supports the interpretation that Drammen, in Con-
trast with San Juan children, perceived the school situation
as being more authoritarian than the home situation.

Recapitulation of overall rank orders. Table 10

presents from Tables 0,7.8 and 9, a recapitulation of the

47

“Adv AoHv
m.o« m

0a «H

Am.oHv Am.odv

«a ofi
OH «a
dash hpdo
Imapmx oodxoz
Also AoHv

“my
m
m

An.mv
m
a

coach: muonsmm
“av

Amy Amy
m.oa N
a m
Add Am.wv
a a
a m

53.5

new

Amy Aav

Am.sv Ass

3
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Amy

m
m

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m
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m
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a

N

And
3
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tandm

va An.:v Am.:v

Am.ev Am.sv

n
3

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n

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any

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m
m

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cav

a nonpamommou

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AHV
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Adv

nacho xcwa confineoo

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Ho coaucaadu e no comma nuanced snow ca ncoapwooa ho mucosa gawk no hhweesm ..o« candy

‘1'II"

43

overall rank orders of locations in the adult-child relations
at home, in the neighborhood and in the school situations.
the data summarized in Table 10 support the following state-
ments:

1. The German locations stayed consistently in the
five most authoritarian ranks for both school situations
and home situations.

2. The Mexico City sampling ranked consistently as
authoritarian in both the home and school situations and in
degree comparable with the German locations.

3. hamburg in three of the four stories ranked as
less authoritarian than either of the two other German sam-
plings or than Mexico City.

4. The two continental United States samplings held
first and second places in overall ranking in equalitarianism.
Knoxville ranking first or second in each of the four stories
was highly consistent in the rank order in both home and
school situations. Benton harbor deviated toward authori-
tarianism in one of the two school situations.

5. Of the three Scandinavian samplings two, nelsinki
and Stockholm, on individual stories, maintained consistently
their rankings at or within two places above the median in
the direction of equalitarianism.

6. Drammen, Norway, and San Juan, Puerto Ricq,shoved
marked and contrasting differences in values in social re-
lating in the home and school situations. Moreover, the
values were reversed in these two locations. In Drammen
the home and neighborhood were highly equalitarian; in San

Juan the school situations were highly equalitarimi.

IV, DISCUSSION OF CHILDREN'S CONSISTENCY

In the section on children's consistency in the use of
themas across stories, it was found that seventh grade child-
ren showed negligable consistency in the use of themas across
stories. The test for consistency, however, was weak because
only two stories could be compared at a time, and thus it
was like measuring individual differences with a two-item
test. Nevertheless, the university students were consistent
in the use of honesty and punishment themas across stories,
and thus it appeared that the children's responses were more
discrete than the university student‘s responses. lhat is,
the children completed each of the story plots considered
as though they portrayed different social situations, and
thus required different solutions. There was evidence, how—
ever, that the locations of hamburg, Drammen, and Knoxville
differed from each other with respect to frequency of
occurrence of honesty and punishment themas.

A further attempt was made by the writer to study child-
ren's consistency from the point of view of the stability
of rank order positions on a dimension of egualitarian-
authoritarian relating.

nigh consistency of overall rank order position was
found in 9 of the 11 locations considered. The three German
locations of Karlsruhe, hamburg, and Munich, and Mexico City
Stayed consistently within the five most authoritarian rank
positions. The two continental United States samples of
Knoxville and Benton harbor held first and second places

49

50

in overall ranking in equalitarianism. Knoxville was highly
consistent in the rank order in both the home and school
situations. Of the three Scandinavian samplings two, helsinki
and Stockholm, maintained consistently their ranking at or
within two places above the median in the direction of
equalitarianism.

Two locations, Drammen, Norway and San Juan, Buerto
Rico, were not consistent but varied in rank order position
with respect to the home and school situations. These findings
suggest intra-cultural differences in children's apperceptions
of human relating in home and school situations.

In-addition to the variability in rank order position
of Drammen and San Juan, high variability was found on the
ranking of individual categories and ratios within a story.

For example, Birmingham in the Lost Meat story, Table 0,

 

and in the Lost Composition story, Table 9, obtained authori-
tarian rank order positions of \11) and \10) respectively

in regard to frequency of punishment themas. however,
Birmingham ranked high in equalitarianism to such themas

as Michael makes restitution, voluntarily, in the Lost Meat
story and Teacher acts integratively, in the Lost COmposition
story. The high variability of rank order positions in
individual coding units within a story suggest further that
individual coding units and themas are discrete. The individ-
ual coding units or items are discrete in that an item may
show large and significant differences between locations,

and not correlate too highly with other items. Other loca-
tions also showed high variability on the rankings of individ-

ual categories and ratios within a story.

51
urammen, for example, as shown in Table 9, received
an equalitarian rank position of \l) to Teache£_acts inte-
gratively, and an authoritarian rank of t9) to Teacher refers

£2 child's past. Thus Drammen children gave examples of

 

the teacher acting integratively and as being hostile. San
Juan children also portramithe teacher in conflicting terms.
Table K9, shows that the San Juan children, who received
an overall equalitarian rank position of \2) to the Egg;

Composition story, reflectedequalitarianism to Teacher acts

 

integratively, and to the ratio Belief £3 disbelief, after
truth, and in addition reflected authoritarianism to the .
item Punishment after truth.

In the Teacher‘s Monpy story, Table 8, high variability
was also found on the rankings of locations on individual
categories. melsinki, for example, was high in frequency
of Teacher asks open gpestion, and Child \makes) integrative,

cooperative act, both interpreted as indices of equalitarian

 

relating. Conversely, melsinki was highest of the eleven
locations in frequency of Teacher's uncommunicated anger,
hostile feeling. Karlsruhe offeredan additional example.

The karlsruhe children had high frequenchsof Theft, fact

 

.QE thema, Teacher's uncommunicated anger, hostile feeling,

 

 

and low frequenchsof Teacher asks open gpestion; however,

 

Karlsruhe children were ranked on the equalitarian side of

the median on the basis of Child's integrative, cooperative

 

act.
A further example of discreteness is the Category, Child‘s

intggrative, cooperative act, given in Table 8. The percentages

 

52
in 'hat category range from 6.8 for Drammen to 42.0 for
Birmingham. however, the 42.0 pertent for Birmingham is
twice as high as the next highest percentage of 21.0 given
by nelsinki children. This category appears to be very
sensitive in detecting cross cultural differences of social
apperceptions in a specific area of inter-personal relating.

The writer's interpretation of these findings is that
the Anderson.lmcomplete stories are sensitive to cross
cultural differences in specific, discrete areas of inter-
personal relating, and thus that anomalies or apparent con-
tradiction3may appear.

Probably no single thema from a story completion could
be isolated as one that is representative of all the others.
Certainly the social apperceptions of the Birmingham child-
ren would not be represented if only punishment themas were
considered from their story completions. It appears to the

writer that general statements about social values can best

be made in the context of groups of items and themas.

V. SUMMARY

The Anderson Incomplete stories, a projective technique,
were developed to elicit responses from children; they were
administered under the supervision of the Andersons to over
10,000 children in eight countries.

For this study data have been analyzed from the responses
of seventh grade children in eleven principal locations;
and from university students from Michigan State University.

Data from six of the Anderson Incomplete storieswere

utilized in this report: A92, Lost Meat; AFB, Ink Spot;

 

A-4, Teacher‘s Mongy; APS, Broken window; A-o, Lost Composi-
3:393; and B-4, Damaged Axe.

The purpose of this study was to examine story comple-
tions written by seventh grade children and university students
to determine the consistency with which they repeated themas
in their solutions to six social conflict situations. Two
aspects of consistency were considered: the first deals
with consistency in the use of themas across stories, the
second deals with stability of rank order pdsitions of the
eleven geographical locations on a dimension of equalitarian-
authoritarian relating.

The problem of consistenCy in use of themas across stor-
ies was stated as follows:

Will subjects repeat themas of honesty, deception,
or punishment in different story completions?

For the analysis of consistency in the use of themas across

stories, four story plots were utilized in data from seventh

53

54

grade children from hamburg, Drammen and knoxville. Three
of the story plots present situations in which a child has
erred, or may be thought to have erred in a home situation:
The Mim, the g2}; £223, and the Damaged 53:3 stories.
These three stories were utilized to measure consistency
in the use of punishment themas.

To measure consistency in use of honesty themas, story
completions on the LQ§£.M£2£'story were compared with story

completions written by the same subjects on the Broken win-

 

ggw story.

Chi-square tests of significance were computed. In the
three separate analyses of consistency in use of honesty themas
across stories, university students showed high consistency
in their responses; children in Benton harbor and hamburg
showed negligable consistency; children in Drammen revealed
some consistency,i L ; - ~ ‘ ‘. t, “ - :3.

In the uSe of themas across stories consistency was
also examined by comparing rank order positions d’ eleven
geographical locations on a dimension of equalitarian-authori-
tarian relating. The rank positions were obtained on the
basis of frequencies of occurence of themas interpreted as
relating to a context ranging from equalitarianism to
authoritarianism.

Four stories were utilized: two, the Lost Meat and

 

the Broken window stories, portray potential parent-child

 

and adult—child conflicts, and two, the Teacher‘s Mon§y_and

 

the Lost Compositigg stories, portray potential teacher-child

conflict situations.

55

iypotheses. It was —xpected that among our samples,

 

Mexico City and the German cities would be ranked most
authoritarian, while Knoxville, Tennessee, Benton harbor,
Michigan, and Birmingham, England, would be most equalitarian.
The Scandinavian locations and San Juan, Puerto Rico, were
expected to reflect less authoritarianism than Germany, and
more authoritarianism than Birmingham, England. In addition
the following question arose; would children perceive par-
ent-child social relationships differently from teacher—child
relationships?

nigh consistency of overall rank order position was
found in 9 of the 11 locations considered, including three
German locations and Mexico City which stayed consistently
within the five most authoritarian rank positions. The two
continental United States samples of knoxville and Benton
harbor held first and second places in overall ranking in
equalitarianism. Knoxville was highly consistent in the
rank order in both the home and school situations. Benton
iarbor deviated toward authoritarianism in one of the two
school situations. Of the three Scandinavian samplings two,
helsinki and Stockholm, maintained consistently their ranking
at or within two places above the median in the direction

of

equalitarianism.

Two locations, Drammen, Norway and San Juan, Puerto Rico,
were not consistent but varied in rank order positionswith
respect to the home and the school situations, thus suggesting

intra-cultural differences in children's apperceptions of

human relating in home and school situations.

50
Tne diildren from Drammen wrote story completions that
ranked authoritarian in school situations, but equalitarian
in the home and neighborhood situations. Children from
San Juan were just the opposite: in the school situations
their stories ranked equalitarian, but in the home the rank

was authoritarian.

REFERENCES

1. Anderson, H. H. Children's Values in Western Europe
and the Americas. Paper presented at Symposium:
Recent Advances in Cross-cultural Research, American
rsychological Association, Chicago, 5 September 1900.

2 Anderson, h. n. Creativity and Education. College
and University Bull., wafliington, D. C.: Associa-
tion for higher Education. V01. 13, N . 14,
iay 1, 1901. 1 - 4.

5. Anderson, m. n., a Gladys L. Anderson. "Social
Development,” in Manual g; Child Psychology, 2nd
Edition, L. Carmichael, Ed., New Yerk: John Wiley
a Sons, Inc., 1954.

 

4. Anderson, n. n., a uladys L. Anderson. Children's
perceptions of social conflict situations: a
study of adolescent children in Cennany. American
[ournal pf Orthopsychiatry, 1954, 24, 240-257.

a. AnderScn, n. n., d,uladys L..Anderson. A imagem do
professor na mente das criancas em cinco paises.
Anais do VI Congresso Interamericano de Bsicologia.
Rio de Janeiro, Brasil: 1900, 43-52.

0. Anderson, 11. ii. e; bladys L. Anderson. Image of the
teacher by adolescent children in seven countries.
American Journgl_g£ Urthopsychiatr‘, 1961, 31,
'331-492.

 

'1’. Anderson, H. 11'}, a: Uladys L. Anderson. A Cross-
National Study of Children: A Study in Creativity
and Mental health. taper presented at the SIXTH
INTERNATIONAL CCNGRESS LN hEETAL nEALTH, Technical
Session, August 31, 1961, The Sorbonne, Paris.

8. Anders>n, h. h., a Gladys L. Anderson, I. n. Cohen,
and Frances D. Nutt. Image of the Teacher by
Adolescent Children in Four Countries: Gennany,
England, Mexico, United States. ,J.Ԥgg. Bsychol.,
50: 41-55, 1959

9. Anderson, n. n., Gladys L. Anderson, Maryanne Daugherty,
L. Myers, j. L. Smith, and J. E. Mason. nominative
and Integrative Teacher-Child Relations in Five Coun-
tries as Reported by Adolescent Children. Paper
presented to the Bsychology Section, Michigan Academy
of Science, Arts, and Letters, wayne State University,
Detroit, Michigan, March 22, 1957

57

10.

11.

58

Erickson, D. J. A ccmparis>n of children's social
values in story completions by culture-groups.
M. A. thesis, Michigan State University, East
Lansing, 1901.

ueierhaas, F. b. Broblems of reliability in evaluating
story completions about social conflicts by uerman
adolescent children. M. A. thesis, Michigan State
University, East Lansing, Michigan, 1955.

neber, R. F. A cross-cultural comparison of children's
judgment of parent-child conflict in Germany, Eng-
land, Finland, United States mnd Mexico. M. A.
thesis. Michigan State University, East Lansing,
Michigan, 1955.

Robinson, Barbara M. A further cross-cultural com-
parison of children‘s judgmelt of parent—child con-
flict in Germany, Finland, England and the United
States. M. A. thesis, Michigan State University,
East Lansing, Michigan, 1955.

APPEIDIX A
Directions for administering the Anderson Incomplete Stories

Here are six short stories. Boys and girls in other
American schools as well as in Germany, Mexico, and England
have also written these stories. Read what happens in the
story, then write what, in your opinion, happens next. Use
your imagination. write clearly, but do not try to write
beautifully. Try to write as quickly as you can. If you
make a mistake, strike out the word and continue immediately.

You will not be graded for these stories. Your teacher,
the principal, and other teachers in this school will not
even get to see these stories. we do not want you to put
your name on the paper. write honestly what you really
think. If your name is not on the paper, you may even
write something which you would not tell to a teacher or
to anyone else.

I will now hand out the forms. You need not look at
each other's papers as there are no right or wrong answers.
You each have enough imagination to write for yourselves.
{hand out the papers. The teacher does not participate.)

Cn the top of the first page please write the date of
your birth. write the month, the day and the year, like
this kwrite on the board) June 4, 1943. Then write how
old you were on your last birthday (write 13). Now make a
cross after boy or girl. write the name of your school
and give your school grade. Write what church you attend,
'or if you do not attend church, write none. when you write
the occupation of your father, do not write the name of
the company, but the kind of work he does, like carpenter,
laborer, bookkeeper. If your mother works away from home,
write that she does. Otherwise write home.

If you read the first story you will see that there
are some questions at the end. Please think about these
questions, but do not try to answer them one by one. These
questions are put there to help you finish the story. when
you finish the first story, continue with the next story
without delay. If I (test administrator) go through the
aisles I am not trying to look at your paper and read what
you have written. I will only see how far you have pre-
ceeded.

Try to finish all six \five) stories. You will have
the entire period. Do you have any questions? If you cannot
read a word, or if you have a question, or need a pencil,
please raise your hand and I will then come to your seat.
And now are you ready? If so, ready, start.

59

 

00

Anderson Incomplete Stories

 

Series A

1. Frank and Peter are walking to school. Suddenly, Frank
grabs Peter's cap and throws it high up into the nearest
tree so that Peter could not reach it with his hand. Frank
had never done anything like this before. Neither had
Frank and Peter quarreled with each other the day before.

Why did Frank do this? what does Frank think? what
does Peter do? how does Peter feel about it?

Think about these questions, then finish the story
quickly with a few sentences.

2. Michael‘s mother sends him to the store to get one pound
of wieners. On the way home he puts the package of meat on
the edge of the sidewalk and plays for a short time with
his friends. ,A shepherd dog darts forward quickly, claws
half the wieners out of the package and rushes away with
them. Michael wraps up the remaining wieners and takes
them home.

what does Michael say to his mother? what does his
mother do? How does Michael then feel about it?

Ihink about these questions, then finish the story
quickly with a few sentences.

3. The teacher suddenly discovers that fifty cents has disa-
ppeared from her desk. She looks up and sees that all the
class are working on their arithmetic. She wonders what
happened to the money and what she should do.

What does the teacher do?

Finish this story also with a few sentences. Tell
what happened to the money and also exactly how the teacher
feels and what she does.

4. Susan is sitting in the living room working on her home-
work. Suddenly she remembers her mother‘s new coat She
wonders how she would look in it. When taking the coat off
she notices that she had got some ink spots on her mother‘s
new coat. Just as Susan is trying to wipe out the ink spots
her mother enters the room.

What does her mother say? what does Susan say? now do
they both feel about it? what does each one do?

think about these questions and finish this story
quickly with a few sentences.

5, George and Tom are playing with a football. They know
that they should not play football on the narrow space in
front of the house. deorge gives the ball a strong kick and
the ball hits a window and makes a big crack in it. Iom
thought that someone had appeared behind the window. No one
could have seen who had kicked the ball against the window.

Finish this story with a few sentences. Tell how the
two boys felt about it and what they did.

01

0. Betty often hanCed in her homework composition late to
the teacher. 'rhis time it was an eSpecially important
composition, and she had, moreover, finished it. On the\
way to school she lost her composition book and could not
find it anywhere.

what does Betty say to her teacher? what does the
teacher say?

rhink about these questions and finish this story with
a few sentences.

Series B

1, Mary‘s grandmother gave her a beautiful vase for her
thirteenth birthday. One day, Mary's mother comes in with
flowers which she puts in the vase. She places the vase in
the window, though she knows the window ledge is too narrow
for this vase and that it might fall off. As her mother is
dusting, she bumps the vase and it crashes to the floor and
breaks. while Mary's mother is in the kitchen getting a
cloth, Mary returns from school and finds the vase in pieces
on the floor.

what does Mary do? now do they both feel about it?
what does the mother say?

rhink about these questions and finish this story
quickly with a few sentences.

2. John worked hard and bought a new bicycle with his
money. One Saturday, while John is playing with friends,
John's father decides to ride this bicycle to the store to
buy cigarettes. he leaves the bicycle in the street. when
he comes out of the store he finds the front wheel bent and
some of the paint on the frame badly scraped. No one is
around. lhe father could still ride the bicycle home.

What does the father do? what does John do? now do
they both feel about it?

rhink about these questions and finish the story
quickly with a few sentenCeS.

5. the teacher has promised the class that if they work
hard during the last month of the term they will have one
day off to make a special trip. Several times during the
last month the teacher talks about this trip. Ihe children
want to make this trip and they work very hard. Now it is
the last week of the term and there is no time for a trip.

What dDes the teacher do? what do the children think,
and how do they feel about it?

Think about these questions and finish the story
quickly with a few sentences.

4. Herbert received for his thirteenth birthday a handsome
camping axe. It is sharp and has a strong leather case.

while Herbert is at school his four-year-old brother, Billy,
sees the axe, looks at it a long time, picks it up, puts it

02

back and finally takes it outdoors with him to play. Billy
does not take the case off. me sings to himself as he walks
about the garden, tapping the axe gently against a tree, a
post, and the pavement. herbert comes home from school,
finds the axe in its leather case with some other toys. But
he sees that the axe has cut through the leather case and
the blade is chipped and blunted.

What does nerbert do? now does nerbert feel about it?
Think about these questions and finish the story
quickly with a few sentences.

5. Kate, aged 13 years, has a little four-year-old sister,
Clara. when Kate Comes home from school Clara often wants
to play with her and follow her and her older girl friends
around. One day Clara took a very pretty new dress from
Late's wardrobe, put it on herself, and looked in the mirror.
It was too long and hung to the floor. She gathered up the
skirt in her arms and went out of the house for a walk.
Kate came home from school, found her new dress crumpled
on a chair. The skirt had been stepped on and dragged in
the dirt. Clara said, "I wore your dress."

what does hate do? what do hate and Clara think about
it and how do they feel?

Finish the story in a few sentences.

03

Appendix B
STORY #A - 3 CODING CATEGORIES l of 5
IBM CLU FREQ. LLST DEFINITICN
STLN
BOTH

CLECK ONE : FACTS

21-x oooooooooooooo N0 series A, OIB
21-0 .............. Story not written

21-1 1 l L Teacher‘s unwitting loss

21-2 2 l L T‘s witting or culpable loss

21-3 3 1 S Theft by one

21-4 4 l 3 Theft by two

21-5 5 1 8 Theft by more than two

21-6 6 l S Theft thema; no further information
21-7 7 l S No information

21-8 .....l........ Story incomplete
21-9 ....... ...... . Story incomprehensible

IF 21-3J 21-4J 21-5 is CHECKEQ,_ChECK ONE:

22-1 BB 1 S Author a boy, thief a boy

22-2 BU 1 S Author a boy, thief a girl

22—3 BU 1 S Author a boy, sex of thief unknown
22-4 63 l S Author a girl, thief a boy

22—5 66 1 S Author a girl, thief a girl

22-0 GU 1 S Author a girl, sex of thief unknown

CLECK ONE: TEAGMER'S INIEIAL ASSUMPTICN

 

23-1 8 1 B Assumes loss

23-2 9 1 B Assumes loss, shifts to theft before
communicating

23-5 10 l B Assumes theft, CCththATED (if L,
check 46-1, 46-2, 46-3)

23-4 11 1 B Assumes theft, NON-COMMUNICATED

2J-5 11a 1 B No information regarding initial assump-

tion

CHECK (Qt-EB : ’l‘E‘tClER'S lN'l‘ERRL? l‘I’C'IJ

 

24-1 12 1 B Teacher interrupts the class

24-2 15 1 B Teacher does not interrupt the class

24-5 14 l B No information

25-1 15a 1 B T. looks, tries recall before communi-
eating

25—2 15a 1+ B More than one 25-1

25-3 15b 1 B T. looks, tries recall after communi-
cating loss

25—4 15b 1* B More than one 25-3

25-5 15c 1 B I. looks, tries recall after communi-

cating theft
More than one 25-5

CU

25-0 15c 1+

64
of 6

5)

CHECK ONE:

 

 

20-1 10 1 L T. finds, remembers

20-2 1’! 1 L T. does not find, remember

21-1 18 1 B T. asks open question

27-2 18 1+ B More than one 27-1

ZB-l 19 l B T. thanks expresses appreciation,
integr. act Communic. 54-1--if not
47-1, or 49-1

28-2 19 1+ B More than one 28-1

29-1 20 1 B T. hostile, defensive act; comm. 54-3

29-2 20 1+ B More than one 29-1

30-1 20a 1 B ”T. direct Q. statement; theft

30-2 20a 1+ B More than one 30-1

31-1 21 1 B T. vague act, incipient or phsnatasy
asct. intent -

31-2 21 1+ B More than one 51-1

32-1 22 1 B 'T. evasion, ambiguous, fails to confront

32-2 22 1+ B More than one 52-1

33-1 25 1 B T. invites private return; pvt. confer;
Thief KCT IuBNT. (see 30-1)

33-2 25 1+ B More than one 35-1

54-1 24 1 B T. talks with suspect; confronts; keeps
in

54-2 24 1+ B More than one 34-1

35-1 25 1 B T. talks with suspect, accuses, demands,
takes money

35-2 25 1+ B More than one 35-1

30-1 20 1 B T. promises immunity

30-2 20 1+ B More than one 30-1

CHECK IF 36

50-5 27 1 S T. keeps promise

30-4 28 1 S T. does not keep promise

30-5 29 1 S No information about keeping promise

57-1 30 l B T. threatens punishment

37-2 30 1+ B More than one 37-1

T‘S COVERT SEARCH

 

38-1 31 1 B T. looks at children, lays trap
36-2 S1 1+ B More than one 38-1

dB-B 32 1 B T. seduction, rewards child
56-4 32 1+ B More than one BL-B

33-5 33 1 B
38-0 33 1+ 3
35-1 34 1 a
39-2 34 1+ 5
39-3 35 1 B
39-4 35 1+ B

CHECK IF 38 or

(/3

40-1 3b 1

40-2 31 l S

T‘S OVER: SEARCH

 

41-1 38 1 B
41-2 38 1+ B
41-3 39 l B

41-4 39 1+ B
CLECk 1F 41

42-1 40 1 S
42-2 41 1 S

43-1 42 l S

r Puxlsnss UIJUSTLY

39

 

 

44-1 43 l B
44-2 43 1+ B
44-3 44 1 B
44-4 44 1+ B
##545 1 B
44-0 45 1+ B
IF 44J CHECK

45—1 40 1 B
45—2 41 1 B
45-3 48 1 B

65

3 of 6
T. seduction, rewards unfortunate
other

More than one 38-5

T. clandestine search of class
More than one 39-1

T. clandestine search of suspected
person or property

More than one 39-3

T. obtains stolen money, information,
identifies thief

'f. does not obtain stolen money, in-
formation, identifies thief

T. searches class {If S, see 42-1
or 42-2)

More than one 41-1

T. searches suspected personts) or
property (If S, see 42-1 or 42-2)
More than one 41-3

T. obtains money, thief, information
T. does not obtain money, thief, in-
formation

13 obtains money, information, identi-
fies thief; ueneral statement not
under 40-1 or 42-1

T. punishes one unjustly

More than one 44-1

T. punishes two unjustly

More than one 44-3

T. Punishes more than two unjustly
More than one 44-5

T. apologizes, makes amends
I. does not apologize, make amends
No information regarding T's apology

66

4 of 6

IF 1‘. com. ass‘umerlok high; Cheek CIJB \IF 21-1, 21-2

 

T. apologizes, makes amends
T. does not apologize, make amends
No information in the story about apology

 

T. thanks, expresses appreciation
T. does not thank, express appreciation

and 25-5, 30_1)
40-1 49 1 L
40-2 50 1 I.
40-3 51 1 L
IF 00-3 IS CCDEL)J “pECk CHE
41-1 52 l L
41-2 53 1 L
47-3 54 1 I.

No information in the story about
thanking

IF 21-14 21-2, ChECK ONE: FACTS

 

48-1 54a
48-2 54b
48-3 54c

‘TEACLBR'TCWAKU

49-1 55

49-2 55
49-3 So
49-4 So
49-5 57
49-0 57
.... 58
50-1 58a
50-2 58a
50-3 58b
50-4 58b
50-5 58c
50-0 58c
50-7 58d
50-8 58d
51-1 58e
51-2 58e
51-3 58f

51-4 58f
51-5 58
51-0 58g

52-1 59
52-2 59
52-3 60

1
1
1

1
1+
1
1+

1
1+

1+
1+
1+

1+

L
L
L

Lost money is found
Lost money is not found
No information in story about finding

T521 EF : COLmUh I CATBU:

S

UMUJODU.‘

MMMUJCDCLUUD

(CC/1U:

(LUV) (AC/1U}

T. constructive act, lends money, gives
responsibility

More than one 49-1

T. rewards tone or more)

More than one 49-3
T. specifically forgives
More than one 49-5

T. punishes, scolds, expels
Physical punishment

More than one 50-1
Detention, confinement
More than one 50-3

Extra assignment, bad marks
More than one 50-5
Scolding

More than one 50-7

T. expels, sends from room

More than one 51-1

T. takes, sends to principal, shares
responsibility

More than one 51-3

Misc. punishment; ”punishes”

More than one 51-5

Author's neg. statement; T did not punish
More than one 52-1

I. warns, admonishes, advises, moral-
izes, threats, asks why

52-4 00
52—5 07

52-6 67
53-1 08
53-2 OB

53-3 09

53-4 69

‘TEACHER, B

1+

HFHUJ

L

67
5 of 6

More than one 52-3
T warns, admonishes, advises, moral-
izes, threats, meditates, author writes:
Before or after discovery: gen state-
ment not under 52—3
More than one 52-5

T. himself later finds lost money,
after comm. info. asupt. loss

More than one 53-1

T. later finds lost money after accu-
sation, punishment, comm. assumption
of theft. \Check 40—1, 40-2, or 40-3)
More than one 53-3

RINCIBALJ BAKEIVT, HI'LCIIUNS \NOT CUB-ZURICA'T'ED)

 

54—1 70

54-2 70
54-3 71
54-4 71
54—5 72

54-0 72
54-7 73
54—8 73
55-1 14
55—2 '/4

55-3 75
55-4 75

1

1+

1+

1+
1

1+

1
1+
1
1+

b
B
L:

U

B
B

(1.030215; DU tL'DZJ

QJDB.fiBMBM§

50-1 80
50-2 80
50-3 b1

50-4 81
50-5 82

50-0 82

1
1+
1

1+
1

1+

3
B
B

B
B

B

 

Integrated, positive, glad, happy,
trustful, constructive feeling

More than one 54-1

hostile, angry, negative, suspicious
More than one 54-3

Ambiguous, disorg., astonished, sur-
prised, worried, sad about others;
negative statement

More than one 54-5

Ashamed, remorse, sad at own culpa-
bility

More than one 54-7

T. to principal, outside source
More than one 55-1

T. to parent

More than one 55-3

Child no response; mute

More than one 50-1

Child active neg. comm. or denial;
authorés fact--presumes comm.

More than one 56-3

Child informs, accuses, is suspicious
o f anot h e r t CLMdUI‘Q I CATBU)

More than one 50-5

ChILD CCBFBSSES CR.KETURNS STOLER MCBBT

 

57-1 83

57-2 63
57-3 84

1

1+
1

S

S
S

voluntarily; on own initiative Before
c oamaun .

More than one 57-1

Under immunity; minimum suspicion or
threat

68 '
6 of 6

Under outside initiative, suspicion,

Anonymous return of stolen money

 

5;- 54 1+ S More than one 51-3
51-5 BS 1 S
spec. or dir. request, duress
Sr-o BS 1+ S .More than one 51-5
57-7 86 l S After being discovered, caught
57-8 86 1+ S More than one 57-7
57-9 Bou 1 S
MCTIVB Fen innrr AS EXERBSSBD Ih STCKT
58-1 87 1 S Personal pleasure
58-2 87 1+ S More than one 58-1
58-3 88 1 S Extenuating circumstances
58-4 88 1+ S More than one 58-3

CT'TILDK Rat) SigUWk S) ,

59-1
59-2
59-3
59-4
59-5
59-6
59-7
59—8

CIIILD' S II‘J‘J.‘E&:‘1<ATIVE

89
89
9O
9O
91
91
92

92

1
1+
1
1+
1
1+
1
1+

UQWIBUJEHLDDW

FEELS HxiC‘TICI‘J

Integrated, happy, glad, relieved
More than one 59-1

hostile, angry, resentful

More than one 59-3

Anxiety BEFORB discovery of money
More than one 59-5

Anxiety AFTER discovery of money;shame
More than one 59-7

ACT

 

60-1
60-2
60-3

60-4
60-5

60-6

93
95

94

94
95

95

1
1+
1

1+

Ch. AUTnCR'S

01-1
61-2
61-3
61-4

62-1
62-2
62-3
62-4
62-5

02-0

90
9O
97
9 '1’

(3
U

98
99
99
100

100

WIT tacaw

U!

Cooperative search

More than one 69-1

Ch. finds (Janitor/other) or returns
money or gives info. regard. lost
money. (CLECK 4T-1,47-2,4Y-3)

More than one 60-3

Misc. coop. or integ. act, thought,
author's statement

More than one 60-5

r-LSTILE, BEACUATLKY FEliLIho, imam;

mtIUJE

(a MCAOEWIU

Toward teacher
More than one 61-1
Toward child

More than one ol-3

Child lies, deceives, permits decept.
More than one 62-1

builty child learns a lesson, integ.re1.
More than one 62-3

Child accepts T's admonitions, apolo-
gizes, dependent relationship, submission
More than one 62-5

NOTES

 

69

3112 Football Stag: Series A, No. 5, Anderson Incomplete Stories
Abstract 21; Cat egries i_n_ Coding Manual

21 M Character
38:79
. Owner

Parent
Others-unclear
22 Owner - Parent Identity

10&Pseparate
20&Psane
3

#U’OP

Not clear

4 No mention either
31 Kicker's Intent re: Owner

1 Include

2 Exclude then Include

3 Exclude

4 Include then Exclude

5 No information

6 Kicker not mentioned
32 C nion's Intent re: Owner

Ig¥§%1ude

2 Excludeiduarlnclude

3 Exclude

4 Include then Exclude

5 No information

6 Companion not mentioned
33 Egys' Identity Revealed: Owner

1 Voluntarily

2 After delay

3 Involuntarihy

4 Not clear whether or how

5 Net revealed
34-ggye' Intent re: Parent
AFTER Identity or Restitution

1 Include

2 Exclude then Include

3 Exclude

4 Include then Exclude
BEFORE Identity or Restitution

5 Include

6 Exclude then Include

7 Exclude

8 Include then Exclude

9 Not Clear

0 No information

35 ' Ident it Revealed: Parent
E Voluntarily

2 After Delay
3 Involuntarily
4 Not clear whether or how
5 Net revealed
36 Restitution
l voluntary - completed

2 voluntary -- plan, intent, fantasy' 61

3 Delayed - completed

4 Delayed - plan, intent. fantasy

5 Involuntary
6 Net clear whether or how

37 s' Clandestine Restitutigg
Clandestine

2 All other stories

38 Accord/Discord between Boys
1 Accord
2 Discord then accord
3 Discord
4 Accord then discord
5 No information; one boy not mentioned.

e141 gehavior of Owner or Fantagy of Owner's

Behavior
irloknowledging, supportive, resourceful
2 Restrictive
3‘Weiver of Restitution
4 Non-confronting
5 Punitive: non-physical
6 Negative statement of 41-5
7 Punitive: physical
8 Negative statement of 41-7
9 Usurpins
0 No mention as above or at all

42 Sex of Owner
1.Ma1e
2 Female
3 Plural ownership or sex not clear
4 Owner not mentioned

a: 51 Behavior of Parent or Fantasy 91‘ Parent’s

W
1 Acknowledging, supportive. resourceful
2 Restrictive
3 waiver of restitution
4 Non-confronting
5 Punitive: Non-physical
6 Negative statement of 51.5
7 Punitive: physical
8 Negative statement of 51.7
9 Usurpins
0 No mention as above or at all

52 Restitution 92 Parent
1 Shared with boys
2 Voluntary restitution: usurping
3 Involuntary
4 No restitution by parent: others may
5 Parent mentioned; no»nention of res.
' titution
6 Parent not mentioned

53 Sex of Parent
1.Ma1e
2 Female
3 Plural: parents: unclear
4 Parents not mentioned

‘Moral Preceptsl other concerns
Check only when it occurs

* Categories: Code items 1 to 9, or check

 

7 Apology or confession‘w/o restitution O.

8 Boys made no restitution; others may
9 no mention of restitution by'anyene

1 June 1960

Zi-i
21-2
21.3

22.2
22-3
23-1
23-2
23-3
24-1
24.2
214-3

24-5
24-6
25.1
26-1
26-2
26-3

26-5
27-1
28-1

23.3
as.»
23.5
28-6
29-:
29-2
29-3
29.u
30.:
30.2
30-3
31-:
31.2
31-3
3:.n

32-1

32-2
32-3
33-1
33-2
34-1

35 -1
35-2
35-3
3540
36-1
37-1
38-1
39-1

70

Steal-6 ThalestACompoeitiel

Abstract

@114 initiates contact

Teacher initiates contact

No information about contact

Teacher initially believes

Teacher initially disbelieves

Belief - no information

Initial truth

Initial lie

Initial truth or lie-no information

Truth: spouts-use . ‘

Truth: after questioning or confronting

Truth after lie: spontaneous

Truth after lie: after questioning or confronting
Choice to tell truth

Truth comes out impersonally

Truth: emphasised

Lie spontaneous

Lie: after questioning or confronting .

Choice not to tell truth

Ina-s: spontaneous

Blane: after questioning or confronting

Lie: emphasised

Initiates and makes restitution

Initiates plan of restitution

Makes restitution: undosignated

Initiates search

Complies with teacher's initiative

Does not comply with teacher's initiative
Withdraws from situation: before teacher knows facts
Withdraws tram situation: after teacher knows facts
Anticipates teacher's unfavorable action or attitude
Anticipates teacher's favorable action or attitude
Reference to. admits. acknowledges past reputation er behavior
Regrets past reputation. behavior

Regrets. admits. acknowledges present behavior
Appeals for aid. relates story to other
ApolOgizes

Thanks. acknowledges aid of others

Forgives teacher or other (specifically)

Received reward. recognition

Phantasy of receiving reward or recognition
Production: inferior ,

Statement about Justness of W

Statement about injustness of punishment
Remarks about the teacher: complincn any
Remarks about the teacher: derogatory
Future action: reforms

Future action: promises to reform
Antiflipates inability to reform

Future action: repeats undesirable actions
Emotion: before reporting: positive: truth
Emotion: before reporting: negative: truth
Emotion: before reporting: Positive: lie
Election: before reporting: negative: lie

55-3
55-5
56-1
56-2
56-3

56-5
57-1
57.2
57-3
57—15
58.1
. 58-2
59-1

61-1
61-1
63-1

Emotions
Emotions

after reporting:
nftcr reporting;
Emotion: after reporting. positives lie
Emotion; after reporting: negative; 110
End» situation. fails to confront

hits for development

Private conference with child

Asks fact-finding quot-tion

Offers alternatives to child

Initiates action plan for child

Initiates search

Sends other with child

Has chm buy new book

positive: truth
negating truth

1138 child rewrite composition

Believe:

DisbelicVOI

Suspects. doubt:

Takes action to check ctory
Accuses child of lying
Changes disbelief to belief:
Changes disbelief to belief:
Changes belief to disbelief:
Changes belief to disbelief:
Accegtc child's solution
Accept: child's solution; after'teacher'c initiative
Does not accept child's solution. explanation. or action
Comfortn. tries to understand

Excuses, accepts situation

Forgiven

Punishment threathened

Admonishes. advises, noralizes

Refers to child's past

Negative statement of unpleasant thought or action
Punishment: verbal

Punishmhnt: social

Punishment: physical

Punishment: unapecificd

Punishment: withdrawn. retracted

Bad marks ‘
Extra hours
Extra unsignncnt

Lose recreation

Expellc

Regrets thougat or action:
Regrets thought or action: uncommnicated
Gives reward. recognition: interpersonal
Asks other: to give reward. recognition:
Perceivec child an honest
Perceive: child as dishonest
Emotion: before reporting;
Emotion: before reporting:
Emotion: before reporting;
knotiom before reporting;
Emotion: after reporting;

comicatcd
uncommunicated
communicati
nncomunica ted

comrmnica ted

social

positive; truth
negative: truth
positive; lie
negative; 11.
positive; truth

611-1
65-1

67-1
67-3
67.5
67-7

68-2

Emotion: after reporting;
Emotion: after reporting:
Emotion: after reporting;
Remarks regarding teacher:
Remarks regarding teacher:
Remarks regarding child: positive
Remarks regarding chi;ds negative
Initiates action plan or intervenes
Supports child

Does not support child

Admonishee child, advieee. punishes
Regrete thought or actions communicated
Regrets thought or action: uncommunicated
Found by teacher

In found by child

Ie found by other

Given to child

Given to teacher

Given to child. who gives to to teacher

negative: truth
positive; lie
negative; lie
positive
negative

 

 

 

 

 

 

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