MEET AH!) WE’RE? mswmm m FEEIF‘EEEETE’ ENE} TERI? ANXEETY Titans ‘53? i‘l'ne Degree 3§ M. D. MECEIGAN STATE UNIVERSITY Karen Grover Duffy 1973 LIBRAR y *"J . is a Michigan State University I 1 A This is to certify that the ‘L' ._,‘ ~ "' thesis entitled OVERT AND COVinT IVJlSCULINlTY AND FEMININITY AND TRAI'I' ANXIETY presented by Karen Grover Duffy has been accepted towards fulfillment of the requirements for Ph. D degreein PSYChOlOgy d9 M’ Major professor CVEdT LED COVndT ansCLLInlfY nnD thlnIhIPY hnD £5311 unnlbf By Karen Grover Duffy Undergraduate psychology students (male h=167, fe- male h=346) volunteered to participate in a creativity study which was really a measure of masculinity and femininity. This large group received the Trait Evalu- ation Index (Bruce and Nelson, 1968) as a measure of overt masculinity and femininity. gs were sorted into "same" (own-sex score equaled opposite-sex score), "in- appropriate? (opposite-sex score was higher than own—sex score), and "appropriate" groups (own—sex score was higher than opposite-sex score). A smaller sample of 109 males and 116 females volunteered to return for a second ses— sion during which covert (inf) measures of masculinity and femininity and trait anxiety (State Trait Anxiety Inventory, Spielberger, Gorsuch, Lushene, 1968) were collected. fhe study attempted to support vroegh's (1968) finding that masculinity and femininity vary along sepa ate continua. The study also predicted that overt and covert measures of masculinity and femininity would differ and that gs who were appropriate on both overt and covert Karen Grover Duffy measures and gs who were inappropriate on the overt mea- sure but who became appropriate on the covert measure would exhibit lowest trait anxiety. These hypotheses were not supported. The findings were discussed in terms of the limitations of the tests employed and in terms of the femininity bias in the sample. ovens nun covanr hnSCULInIEY nhD bihlwlhlfi th Pfinlf nhAIdTY By Karen Grover Duffy A 353513 Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DUCTUR 0F lnILOSOPhY Department of Psychology 1973 , C?“ 11 cm quaDumumrs Ky thanks go especially to my chairman, Dr. Andrew Barclay, for his guidance and support without which my education would not have been possible. Thanks also goes to Dr. William Crano, Dr. John McKinney, and Dr. Lucy Ferguson for serving on the committee and for their helpful suggestions. Jeff durnow, Suzie Gust, Julie Freel, and Dan horan also deserve acknowledgement for their assistance in collecting and scoring the data. Finally, I would like to thank my husband, Paul for his patience and his help in coding, sorting, and collating the results. Thank you also to my mother for her patience and time spent in typing the last few drafts of the dis- sertation and for her support throughout my years of graduate education. 11 TABLE OF CONTERTS List of Tables Introduction Easculinity and/or Femininity Overt and Covert hasculinity and Femininity Relationship of Overt and Covert measures to a Third variable Summary of Purposes hypotheses hethod Experimenters Subjects Test Materials Procedure Results masculinity and/or Femininity TAT Standardization Relation Between Cwert and Covert Measures Overt-Covert Heasures and anxiety iii (n U\ +4 4 12 15 15 18 18 18 19 22 23 23 25 29 36 iv Discussion hasculinity and/or Femininity helation of Overt to Covert heasures Overt-Covert heasures and anxiety Conclusions Bibliography Appendix N 1‘10 Instructions head to gs in T31- Anxiety Procedure The Trait Evaluation Index with Items helevant to l-iasculinity (LL?) and Femininity (F) so indicated answer Sheet to Trait Evaluation Index State-Trait anxiety Scale with State Items Lumber 1 Through 20 and Trait Items 21 Through 40 Voluntary Outline for § to Follow in Writing TnT Stories Howboat Picture or 12 33 From Original TAT Bed Picture or 13 LF From Original Tn‘ halo Dominant Picture - modified TAT Female Dominant Picture - hodified Tn: on 1e for TAT or Covert Femininity Scale for TAT or Covert Masculinity 38 38 43 1+5 46 1+8 52 52 60 61 62 6h 66 LIST OF TABLES Number and percent of male and female §s in original sample falling into S, I, A groups on TEI scores. Number and percentage of male and female §s falling into S, I, A groups on TEI scores in TAT-anxiety sample. TEI masculinity and femininity means and standard deviations for male and female §s used to standard- ize TaT pictures. TAT masculinity and femininity means and standard deviations for male and female §s used to standard- ize TAT pictures. Mean score for each TAT picture. masculinity (E), femininity (F), and total (T) scores are given for each order. TEI masculinity and femininity means and standard deviations for male and female §s using criteria for maximum differentiation. TAT masculinity and femininity means and standard deviations for male and female §s using TEI criteria for maximum differentiation. Correlations between LEI masculinity (E) and femininity (F) and TAT picture by picture as well as total masculinity (h) and femininity (F). Number of Ss in various overt and covert groups. 24 26 27 28 30 31 32 34 35 11th ODU CT I on The terms "masculinity" and "femininity" have been used in the psychological literature for a considerable time. Three areas of emphases have emerged in the masculinity and femininity literature. One deals with defining, describing, and measuring these constructs. hischel (1966), for example, operationally defines femininity as those behaviors for which females are most rewarded and masculinity as those behaviors for which males are most rewarded. Others, for example Silverman (1972), use traits to define the two con- structs. Feminine implies subjectivity, intuition, passivity, tender-mindedness, sensitivity, receptivity, emotionalism, and conservatism. Masculine implies objectivity, activity, tough-mindedness, rationality, emotional control, and con— fidence. Other psychologists have left the terms undefined but tested them through interests or temperaments. Some of the scales which do this are described below. Briefly they are he Einnesota Nultiphasic Personality Inventory (Hatha- way and McKinley, 1951), The Adjective Checklist (Cough and Heilbrun, 1957), The Omnibus Personality Inventory (OPT Re- search Program, 1959), The Guilford-Zimmerman Temperament Survey (Sheridan, 19M9-l955), and The California Psychological Inventory, (Cough, 1956-1957). From this myriad of confusing definitions Rosenburg and Sutton-Smith (1972, p. 3) in their 1 2 recent book conclude that "Whatever psychological masculinity- femininity is, therefore, it represents extremely diversified phenomena, best viewed as a loose cluster of imprecisely defined behavioral constructs." A second and major group of writings is concerned with how masculinity and femininity develop. Generally, the work in this area is highly theoretical. Psychoanalytic theor- ists, Freud (1925, 19%9) for example, believe that in order for children to develop masculinity or femininity, they must be exposed to both parents. The Oedipal and Electra complexes, for instance, do not develop or become resolved without the presence of both parents. On the other hand, learning theorists such as Bandura and Walters (1963) and howrer (1950) attempt to incorporate the development of these two characteristics into larger theories of identifi- cation which suggest that the same-sex parent is most im- portant. A summary of these and other theories are dis- cussed by hosenburg and Sutton-Smith (1972). Specific studies in the area of development of masculinity and femininity do not alleviate the confusion. Kagan and Ross (1962) and Escalona and Heider (1959) carried out compre- hensive longitudinal studies. More specific studies, however, can be cited as examples. Carlson (1963) found that girls only are similar to both parents on manytraits. Jourard (1957) found that boys and girls are not similar to either parent, and Gray and Klaus (1956) found that girls are more like their mothers than boys are like their fathers. 3 The evidence is equally perplexing regarding the stability of gender-role identity over a lifetime. Kelly (1955) reported that there seems to be a general increase in masculinity for men and women with age whereas Terman and Miles (1933) found an increase in femininity with age. An excellent review of this and related research is given in Raccoby (1966). A final set of studies in the masculinity-femininity literature is concerned with relating the two constructs to third variables. Some of the literature on anxiety as a third variable is described below. Other variables relating to masculinity and femininity are sensitivity to people (Goodenough, 1957), homosexuality (Pustel §t_al, 1971), and body build (Darden, 1972). These studies are not summarized in any one volume. Because of the confusing nature of these studies and because "all men are infected with male chauvinism...(and) assume that women play subordinate roles and are less human (Wittman, 1970)," many feminists are ready to scrap the terms masculinity and femininity. This is not practical because true hormonal and genetic differences do exist between males and females (honey, 1963 and hampson, 1965). Secondly, dropping the terms is not necessary because feminists are objecting to the cultural evaluation of the terms rather than the terms themselves. As Kate killett (1970, p. 393) states, "Divorced from their usual justifi- cation in an assumed biological congruity, masculine and Ly feminine stand out as terms of praise and blame, authority and servitude, high and low, master and slave." A better understanding of the terms "masculinity" and "femininity" might not only help clarify the confusion in the literature but also reduce cultural evaluation of the terms. The present study is an attempt to better understand "masculin- ity" and "femininity". Specifically, the present study explored masculinity and femininity in relation to three unique ideas. One of these ideas is that masculinity and femininity are separate dimensions, or, in other words, a person could be both masculine and feminine at the same time. The second idea is that there may well be two types of masculinity and femininity and that the two, taken together, give a better idea of a person's sex-role status than either can separate- ly. That is, there may be covert or as yet unexplored aspects of masculinity and femininity as well as overt masculinity and femininity. Finally, the third and most complex idea is that an §'s masculine and feminine status may indeed be related to other variables but in more complex ways than has been suggested in the previous literature. In some cases, overt scores might prove more relevant to a third variable than covert scores. Similarly, just the opposite might be true, or a summing of overt and covert scores might be still more accurate. 5 hasculinity and/or Femininity Nearly all previous studies of masculinity and feminin- ity have made an assumption which may be incorrect. Research- ers, especially the developers of the scales mentioned above, have assumed that males are basically masculine and that females are basically feminine and that there is little over- lap between the two populations. The researchers seldom examined the possibility that females possess masculine features and that males possess feminine features. In other words, masculinity and femininity have been assumed to vary along the same bipolar continuum. "Feminine" traits are those which are left over from not being masculine and xige versa. Femininity, then, has been defined in terms of masculinity and masculinity in terms of femininity, a circular definition. It is also possible that masculinity and femininity are two discrete variables and thus do not belong on the same continuum. Instead of one bipolar continuum of masculine-feminine, a better arrangement might.be low masculine—high masculine and low feminine-high feminine. In this manner femininity is not defined in terms of mas- culinity, and masculinity is not defined in terms of femininity. One person could be considered to vary along both continua and be both masculine and feminine rather than, for example, high masculine and "by definition" low feminine. Only two recent studies have dealt with the two 6 constructs as varying along separate continua. A recent study by Alper (1973) examined this issue indirectly in a study of achievement motivation. She developed a scale to measure masculine as well as feminine achievement orientation in females and had moderate success with her scale. A more complete study by Vroegh (1968), following up a previous study (Vroegh et al, 1967), points out that past psychological studies of femininity and masculinity have been incorrect in assuming that masculinity and femininity vary along the same continuum. vroegh had teachers rank-order male children on masculinity and female children on femininity. From these orderings she had the teachers rerate the most- and least-masculine males and the most- and least-feminine females on 16 personality charac- teristics. These variables were factor analyzed and yielded several major factors: introversion-extraversion, competence, and social adjustment. Basically she found differences in degree of sex-role orientation. host-masculine males were judged more extraverted and competent while least-masculine males were judged the opposite. host-feminine females were judged as more socially adjusted and introverted while least-feminine females were judged the opposite. From this she concluded that "A co- efficient of congruence (narman, 1960) indicated that there was little relationship between the constructs of masculin- ity and femininity. Masculinity and femininity were not 7 found to be opposites on a bipolar continuum" (p. 1254). A problem with the study, however, was that teachers were aware of the masculinity or femininity scores they had assigned when they made the personality ratings. It may be that their personality ratings were made in terms of these scores rather than in terms of the Ss' underlying personal- ities. The primary purpose of the present study, then, was to examine vroegh's findings that masculinity and femininity are two different dimensions. If this assumption is true, it should be possible to identify gs who are both masculine and feminine in varying degrees. The next step was to find a psychological scale that would yield separate measures for masculinity and femininity. Different psychological scales were selected for examination. They included the sex—role orientation scales from the Omnibus Personality Inventory (OPI Research Program, 1959), The hinnesota Multiphasic Personality Inventory (Hathaway and Echinley, 1951), and the Guilford-Zimmerman Temperament Survey (Sheridan, 1949-1955). None of these scales was satis- factory. Some of these scales, (the CPI for example) measured femininity and assumed that low scores were indications of masculinity. On other scales, such as the Guilford-Zimmer- man, masculinity was measured and low scores were indications of femininity. Only one scale yields both masculinity and femininity scores. This was the Trait Evaluation Index (T51) 8 by martin and Nelson (1968). The scale was developed by giving two separate populations of males and females 375 items and finding those items which yielded not only signi- ficant differences between means for males and females but which were also significant in both samples. Thirty-three items survived this analysis and comprise both the masculine and feminine scales. The test, although it yields the two separate measures, does not place masculinity and feminin- ity on two separate continua but simply divides the one continuum of masculine—feminine into two parts. In other words, an,§ could not score high on both masculinity and femininity but he could score low on both. His score on one would partially depend on his score on the other. This test, then, is not the most desirable test because of this but was used here because it was the only test which would yield two separate scores. Overt and Covert masculinity and Femininity Aside from the idea that masculinity and femininity may be two discrete or nonoverlapping constructs, it may also be true that there is more than one type of masculinity and more than one type of femininity. For example there may be manifest or overt masculinity or femininity; the masculin- ity and femininity that other people can see and can readily label as masculinity or femininity. (This seems to be what the scales described above attempt to measure through interests or temperament.) 9 There may also be covert or latent masculinity and femininity. The term covert is imprecisely defined here because, at this point, it is not clear exactly what it means. Covert might mean that drives or motivations which are feminine or masculine are being examined. (here the TAT will be used as the covert measure; it has been used before precisely to measure drives and motives, Atkinson, 1958). Covert also implies that hidden or extra features which could only be gleaned from self report are being measured whereas overt means that another person might just as easily have made the report. It is not the primary purpose of the study, however, to determine the nature of covert masculinity and femininity but rather to determine whether it exists at all and whether it contributes new information above and beyond that gained from knowledge of overt masculinity and femininity. Psychologists have recognized the first case, i.e. overt masculinity and femininity, and this may be one reason for the conflicting results found in many of the studies of masculinity and femininity. The area of achievement motiva- tion can be cited as one instance of this. Horner (1969), although she did not test this assumption directly, implies that high-fear-of-success women are more feminine than low- fear-of-success women. The same women who fear competition and aggressiveness (so-called masculine behaviors) are more feminine than low-fear-of—success women. The women who fear competition and aggression as a means to achieving success 10 are those women who would not be and who are not competi- tive; they are overtly feminine women. In Horner's own words "the girl equates intellectual achievement with loss of femininity" (p. 38). In a different study by Parker (1971), just the opposite was found. Low-fear-of-success females rated themselves as more feminine than high-fear-of- success females. Here self ratings of femininity were used; it may be that this was a more covert or fantasized (ratxer than real or manifest) measure. This difference in use of overt versus covert Kinds of femininity might itself account for the complete opposition of the two results. As mentioned above, however, the present study attempted to determine whether overt and covert masculinity and femin- inity exist at all, and, if they do, are they mirror images of each other or do they differ? If they are mirror images, then an overtly high-masculine low-feminine female would score similarly on the covert measure. If both overt and covert measures differ, however, this same woman might, for instance, score high on femininity and low on masculin- ity on the covert measure. The two measures, then, might complement each other to give a more complete picture of the person. The second purpose of the present study was to find out the relationship between overt and covert masculinity and femininity. The Trait Evaluation Index (TEI) yielded overt masculin- ity and femininity scores. No measure previously available, however, would yield two separate covert measures. A ll projective scale for sexual imagery was developed by Barclay, (1965, 1969, and 1970). This scale was rescored by five independent female judges for female sexual imagery, and, from this rescoring, a scale was devised for use in scoring feminine sexual imagery. The two scoring scales, masculine and feminine, used sexual imaeery to explore covert masculinity and femininity. At this point it is well to note the possible short- comings of using sexuality to measure gender-role identity. Sexuality may or may not be related to covert masculinity and femininity. On the other hand, it may very well be related but be only one of a cluster of other variables related to masculinity or femininity. The present study will be the beginning of an exploration into this. In any event sexual fantasies were selected for use here because sex differences in fantasies (which imply the possibility of gender-role differences) have already been found to exist in the area of human sexuality. Barclay (1973) has found differences between male and female fantasies. hnd psychoanalytic theory (Freud, 1953) has attributed male (elongated) and female (pouch-like) characteristics to various dream or fantasy symbols. The present study was an attempt to standardize the sexual fantasy scales as a measure of covert masculinity and femininity as wel as to explore the relationship between overt and covert masculinity and femininity. Instead of assuming that overt and covert masculinity and 12 femininity are the same, the present study predicted that differences would exist. Since fantasies are sometimes used to compensate for shortcomings, it was predicted that those persons who were inappropriately typed on the overt measure might become more apprOpriate on the covert measure. Persons already appropriately typed on the overt measures would not have to compensate for any inappropriateness on the covert measure. They would remain appropriate on the covert measure. Relationship of Overt and Covert Neasures to a Third variable The above discussion mentioned that in the present study the relationship between overt and covert masculinity and femininity would be explored. The two measures could possibly be identical. A male § who is low-masculine CD :3 Q4 high-feminine overtly miiht very well be low-masculine and high-feminine covertly. In this case no new information about him is gathered. The only advantage of the use of the covert measure would be that § would be less likely to know that he was being examined for masculinity and femin- inity and therefore be more likely to give responses indica- tive of his true masculinity or femininity. (Bieliauskos, Miranda, and Lansky, 1968, have examined response bias in other masculinity-femininity scales and have found this to be a substantial problem.) There is a possibility that the two measures, overt and covert, do not present identical pictures of a person, though. If this is true, perhaps 13 both will have to be explored in future studies to get a more complete and global picture of an § until it is dis- covered which, overt or covert, is more relevant to examine in relation to the other variable under study. The third purpose of the present study was to pre- liminarily explore the relationship of the two measures, overt and covert, with a third variable and to explore whether or not the two measures are more complexly related to this third variable than previously thought. The third variable here was trait (everyday) anxiety as measured by the State-Trait Anxiety Inventory (Spielberger, Gorsuch, and Iushene, 1966). This particular variable was selected because it has been successfully explored previously and a simple relationship has been found between it and masculin- ity and femininity. Terman and Miles (1936, p. 448) found that males expressed more "hardihood" and "fearlessness" than females. Cosentino and Heilbrun (l96u) found a signi- ficant negative relationship between masculinity-femininity as measured by the Adjective Check List (Gough and Heilbrun, 1957) and anxiety. Gall (1969), using the Taylor Manifest Anxiety Scale (Taylor, 1953) and the masculinity-femininity scale from the Omnibus Personality Inventory (OPI Research, (1959), found that females and feminine persons are more likely to admit to higher levels of anxiety than males or masculine persons. Finally Louis (1971) used eight to ten year old girls to investigate their psychosexual development with Corman's (1971) picture completion test. A minor 14 finding of the study was that although most of the gs were quite feminine, a small percentage of the girls was quite masculine in orientation. Those girls who were more masculine than their feminine counterparts showed an internal conflict over their deviation, condemned their masculinity, and had feelings of guilt about their deviation (all of which seem to be indications of anxiety). This is a rather simple picture. Females and feminine persons are generally more anxious than males or masculine persons when both sexes are used as gs. When females only are §s, deviant or masculine females are even more anxious than their typically feminine counterparts. A look at the effects of covert masculinity and femininity might compli- cate the picture, however, especially as indicated by the Louis study where the measure of masculinity and femininity seems to be more covert. In the present study, §s were assigned to three groups on the basis of their overt masculinity and femininity scores. The "same" group consisted of males and females whose masculine and feminine scores were within a few points of each other. The "inappropriate" group consisted of §s whose own-sex scores were lower than their opposite- sex scores. For the "appropriate" group, the §s' own-sex scores were appropriately higher than their opposite-sex scores. It was predicted that those §s who were "same" or "inappropriate" on the covert or fantasized measure would indicate higher trait anxiety than those §s who remained 15 appropriate or who become more appropriate across overt and covert measures. The reason for these predictions is that fantasies, in general, often provide the individual with some relief or some compensation for his shortcomings. If, in their fantasies,inappropriate §s become appropriate, they might feel some relief from anxiety about their inappropriate- ness on the overt measure. Summary of Purposes The major purpose of the present study was to explore masculinity and femininity as two separate constructs. Specifically one purpose of the present study was to examine further the possibility that the two terms represent ind- pendent dimensions, and, that because of this, a person could show characteristics of both. A second purpose of the study was to determine whether or not two types of masculinity and femininity exist, overt and covert, and to determine the nature of the relationship between them. Finally, the third purpose of the study was to explore the relationship of overt and covert masculinity and femininity to a third variable, trait anxiety. hypotheses I. Proportion of §s in sample. As mentioned above, these hypotheses were made on the assumption that most gs in the sample would appear appro- priate on the overt measure. II. A . C. 16 Subjects whose own-sex scores on the overt measure were higher than their Opposite-sex scores would represent the largest portion of the sample (appropriate group). Subjects whose own-sex scores on the overt measure were equal to their opposite-sex scores would represent a small portion of the sample (same group). Subjects whose own-sex scores on the overt measure were lower than their opposite-sex scores would represent a small portion of the sample (inappropriate group). Relation of overt to covert measures of masculinity and femininity. These hypotheses, as mentioned above, are based on the assumption that covert measures reveal new or unique information about A.o B. C. S above and beyond the overt measure. Subjects whose overt scores fell in the "appropriate" group would also have covert scores which would place them in the "appropriate" group. Subjects whose overt scores fell in the "same" group would have covert scores which would place them in the "appropriate" group. Subjects whose overt scores fell in the "inappropriate" group would have covert III. 17 scores which would place them in the "appropriate" group. Relationship of Trait Anxiety to overt and covert masculinity and femininity. The following hypoth- eses, as discussed above, were made because fanta- sies which are appropriate would provide some day to day ness. A. relief from anxiety over overt inappropriate- Subjects who had "appropriate" scores on the overt measure would have lowest trait anxiety because they would also have "appropriate" measures on the covert measure. Subjects who had "same" or "inappropriate" scores on the overt measure but who had "appropriate" scores on the covert measure would have low trait anxiety, because they have compensated for in- appropriateness in their fantasies. Subjects who had "same" or "inappropriate" scores on the overt measure and who main- tained these scores on the covert measure would have high trait anxiety, because they have not compensated for the inappropriate- ness in their fantasies. 1‘; :Sl‘iiOD Experimenters Experimenters were one male and one female undergraduate psychology students who shared the experimental responsibili- ties equally (to avoid the possibility of modeling effects) and who received a grade and credit for their participation. Experimenters were told as were the SS that this was a test of creativity in order for them to remain naive as to the real purpose of the experiment. Subjects The original sample consisted of 167 male and 346 female volunteer introductory psychology students from hichigan State University who received credit toward their final grade in return for their participation. The original pool of 513 éS was asked to volunteer to be in a creativity experiment by taking the Trait Evaluation Index immediately following their introductory psychology classes. After the T31 was scored, selected §S were phoned about a week later and asked to be in a creative writing experiment. These 225 volunteer §S were run in four groups of approximately 55 (half male and half female) gs each. Each of the four groups received one possible order of picture presentation. Each group of 55 consisted of about a third 18 19 'each of same, inappropriate, and appropriate §S, half of which were male and the other half female. Same §S were those whose masculine and feminine scores were within three points of each other. Inappropriate §S were those whose opposite-sex scores were at least four or more points higher than their own-sex score. ApprOpriate §s were those whose own-sex scores were at least four or more points higher than opposite-sex scores. Test fiaterials‘ Trait EValuation Index: The Trait Evaluation Index (Bruce and Nelson, 1967), which measures 22 specific traits as well as 4 general traits of which masculine orientation and feminine orientation are two, was used to obtain the overt measures of masculinity and femininity. The whole index was administered but only those 33 items relevant to masculinity and those 33 items relevant to femininity were scored by the same two judges who scored the TAT. The test was scored by using the key that accompanies the Tester's Nanual. A sample of the whole index (including the answer sheet since the mode of response is rather unique) with the relevant items marked is found in Appendices B and C respectively. 20 State-Trait anxiety Inventory: The Trait Scale of the State—Trait Anxiety Inventory (Spielberger, Gorsuch, and Iushene, 1966) was used to measure anxiety proneness or trait anxiety. The scale consists of 20 questions to which S answers on a four point scale to indicate how frequently the statement is descriptive of him. (One is "never"; four is "almost always".) The scoring range for the test, then, is 20 to 80. The scale was scored by a third person who used the score key which accompanies the Tester's manual. A sample of the whole inventory is found in Appendix D. Thematic Apperception Test (TAT); Four TAT (Hurray, 1943) pictures (2 original and 2 modified) were arranged in booklet form and were used to obtain measures of covert masculinity and femininity. One original TAT picture (13 RF or the bed) had obvious sexual overtones; in it a male figure stands over a nude female who is in bed. The second picture, also from the original TuT (12 BC), was a picture of a rowboat pulled up on woodsy shore; no people were in the picture. The two modified pictures (Barclay, 1965, 1969 and 1970) consisted of a male dominant picture (the male figure was of obviously higher status than the female) and the female dominant picture (the female was of obviously higher status than the male). Each picture served as a control for the remaining pictures for either amount of masculinity—femininity, sex, dominance, or presence of people in one way or another. Each picture was accompanied by an 21 outline for S to follow if he wished when writing his story. (See Appendices E to I.) In order to control for order of presentation of pictures, four of the possible 2“ orders of presentation (two orders forward and in reverse) were used. The two orders (forward) were as follows: order one was male dominant, boat, female dominant, and bed and order two was boat, male dominant, bed, and female dominant. The Ss' stories were scored on a five point scale for male sexuality and a separate five point scale for female sexuality. The male sexuality scores were obtained by using a scale devised by Barclay (1965, 1969, and 1970), which follows the recommendations of Atkinson (1958). From this scale another scale was derived to measure female sexuality. Five female independent judges rearranged the scale by Bar- clay so that a score of five represented those items which high high sexual content for them and a score of one had the lowest sexual content for them. Items on which four of the five judges came to consensus were moved to the appro— priate category. These scales measured masculinity and femininity through qualitative differences in sexual imagery. (See Appendices J and K.) The two experimenters scored the stories separately and assigned them both a masculine score and a feminine score. Scores were compared and, for those few stories (approximately 25%) where the scores were discrepant, the judges collaborated and decided upon the best score so that 22 100% agreement was eventually reached. The persons who completed the scoring of the above scales did not know what any of the scales actually measured. Neither did the scorers know who or of what sex any of the Ss were since each type of scale was scored separately and since each S was assigned an identification number. Procedure The large pool of Ss completed the T31. Selected Ss were asked to return for further experimentation and were told that this was a creative writing experiment. The State- Trait Anxiety Inventory was distributed in the guise of a creative personality index, and the instructions were read. both State and Trait scales were administered but only the Trait scale was later scored. When all Ss had finished, the anxiety scale *as collected and the TAT booklets were distributed as a test of creative writing. Subjects were allowed to work at their own pace, and, when each one finished, he received two credits toward his final grade. The specific instructions read to the Ss can be found in Appendix A. dESULTS hasculinity and/or Femininity According to TEI scores, the 513 Ss fell into three groups: same (S), inapprOpriate (I), and appropriate (a). Same Ss were Ss whose masculinity and femininity scores fell within three points of each other. Inappropriate Ss were those whose opposite-sex scores were at least four or more points higher than their own-sex score, 1. e., 10w feminine-high masculine females and high feminine-low masculine males. Appropriate Ss were those whose own-sex scores were at least four or more points higher than their opposite-sex scores, 1. e., high feminine-low masculine females and low feminine-high masculine males. The result— numbers and percentages of the total Ss for each of these groups are listed in Table l. 23 24 Table 1 Number and percent of male and female Ss in original sample falling into S, I, A groups on T31 scores. l‘. L5 .1. 16 a 2"; s 38 23 63 18 101 19 (is) I 89 53 32 9 121 24 ”is“ A 40 24 2. 51 73 291 57 TOTAL, 167 100 346 100 513 100 A chi~square was performed on this frequency data and was significant (2-:2=1L:o.76, df=2, p< .001). The largest number of females were appropriately typed or high feminine- low masculine (h-251). The other two groups, same and inappro- priate females were substantially maller, with the same group (N263) being about twice the size of the inappropriate group (h232). For males, the largest group was the inappro- priate group (L=89). The other two groups, same and appropriate groups were approximately the same size with n's of 38 and #0 respectively. Because of the large number of especially feminine males in the sample, a Kuder-sichardson reliability check was per- formed on both the masculine and feminine orientation scales. Reliability for both scales was .71. These figures, however, may be relatively inflated because of the large number of 25 items in both scales. TA” Standardization From the sample of 513 gs, a smaller sample (w=225) was selected for use in collecting the TAT-anxiety data. These §s were phoned and asked to volunteer to participate in a creativity experiment. Ss were phoned until enough gs had volunteered to fill all groups. The numbers and per- centages from the original sample are given in Table 2, p.26. This table shows that for some groups, for example, the male—same group, nearly all original gs participated in the TAT-anxiety portion of the study. For other groups, especially the female-appropriate group, a much smaller portion of the original sample participated. In the next table (fable 3) the means and standard deviations for masculinity and femininity on the TEI are given for the reduced sample. This table is found on p.27. esp scam mfiasmm Hanamaao ms» Boa“ Haven as» we .H manna Ca Hamo warm msamp CH Cobam mzmsfim was mmmmpCmoamm 4.2.4. JH. mags: *.oamssm mpoaxcwaBda CH mmaoom Hug no mmsoam 4 .H .n ouca mcfiaaag mm mamaow ems mans mo manpcmoaom was Abbas; N m 45st w as mam mam sm msm oaa we sea sea asasa mm Ham om OH Hmm ms mm 0: an s m mm Hma am am mm mm m: mm m: H m ms aoa es on no as aw mm mm m a ass as a ass as a as: a .Hwaso as & assamaso a -smaso as R assawaao z -Haaso mo a assawaso z 26 27 Table 3 TEI masculinity and femininity means and standard deviations for male and female §s used to standardize TAT pictures. SUBJECTS GROUPS msscurrnrrr Famlsisiri iASCULIerr FEKINILITY 5 32:11.2 bis-10.6 Sir—10.8 "Z=10.6 a»: 2.3 P: 2.3 0“: 108 0': 104 f”: [+01 0"-— 209 0“: 5'6 6": 6’3 N=26. p-26. N243. w=u3. A SE: 5.2 37:47.8 32:12.3 3?: 9.9 r= 4-8 or N .HmUHD mm.m m.m m.m mm.H m:.H m.H mm.m mm.m mH.m m.H m.a m.a mamzaoa N HoUHO ma.m m.a m:.m m.a mo.a mm.a ma.m m.m 0.: mm.a m:.a mo.a mmam>wn a amawo mm.m mm.H m.m mo.H m.H m.H mm.m mm.m H.: m.H m.H ©.H banaaom H Macao B A m B a L 8 z m B a m HJZQHJQQ. mquHaDQ NJS£dm H412 0mm Bdufl .aooao norm aoa co>aw was moaoom ARV Haven Una Amv zpanfisaaom .AAV mpHCHHSowsa .oazpoam 9H ansaoaa .azczHaoo aqua HHH masmoaa .oam u HH mnpaoHa .maon u H angaoaaw oo.a om. me. as. me. an. mm. am. He. Mm. mo.- we. awav a any Qua oo.H He. He. mm. om. am. an. mm. am. so.. so. AHHV a may aoa oo.H mm. co. mo. ma. NH. no.- 30.- oa.- OH. Aoav : >a gap oo.H mo. mo. mm. mm. oo.- mo.- 30.- mo. Amv a >4 OHw oo.a om. 0H. ma. mm. ma. Ho.- Ho. Amv a HHH 04w oo.H NH. 0H. :m. ea. 00. no. . any a HHH oat oo.a on. 0a.- ma.- ma. mo. . Amy 3 Ha mas oo.H Ho.- mo.- mo. mo. Ame a HH oqw oo.a mm. ma.- ea. Asa a H OHM oo.a 0a.- ea. Amv a H van oo.a mm. . Amv a Hag oo.a AHV 5 Han NH Ha 0H m m mi m w a. XM4 N H *.Amv szQHCHEmm one Aav hpasafizomwz apnea mm Hams mm manpoHu an manpoHQ m mHDmB H49 626 Amv awaswcaaom new Aav zpacafl50moz Hme Smmzpmn msoapmamhhoo .xL- 35 Table 9 presents the number of §s who did or did not crossover in groups from the overt to covert measure. Table 9 Number of gs in various overt and covert groups. COVERT OR l‘j‘sT PLEASUILE S I A TOTAL H s 9 11+ 14 37 ‘53 a 53 n g): g I 8 16 8 32 O U) CT: Eflfi (3 A 2 Z 10 22 {)1 4:: g TOTAL 29 37 32 98 A chi-square was performed on these frequencies and was significant (X2=19.5, df=f, p< .001). here inappropriate §s stayed inappropriate than expected, but also more of this group of §s became appropriate than expected. Similarly more appropriate §s became inappropriate or same than expected. These results do not support the hypotheses that in moving from overt to covert measures gs would in general become more appropriate or remain appropriate if they already were appropriate. In other words, §s did not cross over as 36 predicted from overt to covert measures. Rather, significant numbers of gs moved from group to group on the overt to covert measure but in no particular pattern. Overt-Covert Reasures and Anxiety It was predicted that those §s who did not become more appropriate from overt to covert measures would indicate higher levels of trait anxiety than those who became or remained appropriate. Subjects were divided into the pertinent groups, but for some groups the number was too small for reliable statistical analysis. Therefore, several groups were collapsed: same and inappropriate groups were both labeled inappropriate on the overt measure. These two large groups, appropriate and inappropriate (which now included the same group), were divided into two subgroups, each depending on covert scores. The appropriate group was divided into those §s who remained appropriate on the covert measure and those who became inappropriate on the covert measure. The inappropriate group was divided into a group who became appropriate on the covert measure and a group who stayed inappropriate on the covert measure. multiple T-tests showed no significant differences in level of anxiety for any of these four groups. Therefore, the predictions concerning overt and covert masculinity and femininity and anxiety were not upheld. Because the data were readily available, other T-test a .1 7,. v. . .4 .. 4 ..s .a. . u. . .\ .r .1 <\ . .. .g a. . .A _ . I. .. L. 1. .. ., r . . ,~ '4. -~ . A . < 37 analyses were performed to see whether Gall's (1969) results were supported. Gall found that females and feminine persons exhibited higher levels of anxiety than males or masculine persons. gs were sorted into high anxious (scores of 45 to 80 or scores at least one-half S.D. above the mean) and low anxious groups (scores of 20 to 35 or scores at least one-half S.D. below the mean). The moderately high anxious (scores of 36 to 44) group was eliminated. (Phe mean for the sample was QO.89 and the S.D. was 10.63.) No significant differences existed between high and low anxious §s for either PEI (overt) or PhD (covert) masculinity and feminin- ity scores. Gall's results were not replicated. a final 2 by 3 analysis of variance was performed on the anxiety scores for the male and female same, inappropriate and appropriate groups to determine whether sex or degree of appropriateness affected anxiety level. ho significant differences between any of the reans existed for the sample of 225 §s used 1 the last few analyses. DISCUSUION hasculinity and/or Femininity; Are thgy different?: Because the masculinity and femininity scores on the T31 were partially dependent on each other (és could score low on both but not high on both), the correlation of -.87 between the two cannot be used as support for a two dimensional approach to masculinity and femininity. The TAT masculinity and femininity scores correlated.80. An indication of independence between the two scores as support for a two dimensional system would have been zero correlation. Phis high positive correlation is slightly better evidence of the two dimensional system, though, than a high negative correlation in that a high negative correla— tion is more soundly indica ive of one bipolar dimension. Once again the correlation is rather meaningless anyway because the two scales, although it was hoped they would contrast masculinity and femininity, remained highly similar to one another. The reason for this is probably the result of deriving the femininity scale from the masculinity scale. In summary, little evidence of two continua of masculin- ity and femininity was found to support Vroegh's (1968) research. because of the nature of the two tests used here, this lack of support does not necessarily mean that the 38 i w\« 39 development of other scales will not provide support for Vroegh's research in the future. Similarly the failure of the TAB to discriminate between masculinity and femininity should not signal the end of research explorations which attempt to develop more subtle measures of masculinity and femininity which would eliminate the response biases that Bieliauskos et a1 (1968) have demonstrated. Perhaps a completely different test such as sentence completion is the answer. The TAT might be an appropriate test but new scoring systems taking masculin- ity-femininity into account are needed. Aggressive motiva- tion might also indicate degree of masculinity and feminin- ity. Aggression, however, was not used in this way in the present study because only quantitative differences are measurable at this point. Hales should show more aggression than females, but the nature of the aggressive motive might differ in men and women. Further exploration, however, is needed to demonstrate qualitative differences in the way masculine and feminine people handle aggression. For instance, masculine people might be characterized by active (physical and direct) aggression and feminine people passive (verbal or displaced) aggression. This study was a prelim- inary examination of scales such as these which are hopefully similar to the type Bieliauskos et al recommend. Femininity bias in sample: A comment on masculinity and femininity in this particular sample should be made. (Keep in mind that the average introductory psychology class 40 at Michigan State University from which this sample was drawn may not parallel other introductory psychology classes at other schools from which samples for psychological research are drawn.) In this particular sample, a significant X2 (p<fi.OOl) was found in the large sample used to collect the T51 data (Table l). Closer scrutiny shows that the very largest portion of the females were appropriately typed; they were high femin- ine-low masculine. The other two groups of females (same and inappropriate) were much smaller in size with the com- bined total of both groups (18% and 9% respectively) being less than half the size of the appropriate group (73%). Similarly the size of the inappropriate group (9%) was half the size of the same group (18%). If the same group can be labled as being less inappropriate than the inappropriate group (after all the same group is at least as feminine as it is masculine), then these data seem sensible. Size of group for female §s increases from least to most appropriate. For the males this is anything but the case. fhe largest group was the inappropriate group, the high feminine-10w masculine males. The remaining groups, the same and appro- priate groups, were much smaller and about the same size as one another (23% and 24% respectively). This finding implies that in this sample, the males are much more feminine than the females are masculine. (Terman and Miles, 1933, also found this to be true.) It might be that college males who volunteer or who study psychology are #1 more feminine than college males who do not volunteer or who study natural sciences. (Females and feminine persons seem to volunteer more. Here the ratio of males to females was 1 to 2.) Or it might be that college males in general are more feminine than noncollege males. (The normative data for the T31 is not sufficient evidence of this, but it does show that college males do not score as high on the masculine orientation scale as do industrial males, pp. 29—31. A better indication of this would be college versus industrial males on feminine orientation, but this information is not cited.) In either case, if generalizations from the Michigan State sample can be made, other researchers in psychology, but especially in the area of sex or sex-role differences, should be careful about selecting their samples or drawing their inferences from their samples when college students are used. These §s, especially males and volunteers, may be more feminine than their nonvolunteer noncollege counter- parts in the rest of society. On being Masculine, Feminine or both: A final point which is related to the so-called femininity bias found in these males is the fact that the sexes may be and are some- times forced to be similar in contemporary society. The males in this sample were found to be more feminine than the females were masculine. It was implied above that these males might also be more feminine than other males in the population. It might also be true that the females in this 42 sample, even though they look quite feminine here, are more masculine than other females in the population. (Unfor- tunately the Til Tester's Nanual does not make the same comparison for industrial versus college females on femin- ine orientation as it does for industrial and college males on masculine orientation.) If this merging of the sexes is a product of education or merely the result of the selectivity process, one can not help but wonder if it is desirable to have the sexes appear alike. Currently unisex clothes and hairdos and equalitarian life styles are the vogue. As Rosenburg and Sutton-Smith (1972, p. 4) remark, one might conclude that " sex as a form of status seems to be disappearing and that individual differences in personality are taking its place as terms of reference for human characteristics." One wonders if this is a productive idea. Alan watts (1963) in talkjrmgedmmit "The Woman ir1b£u1"'makes some interesting remarks on the issue. Watts implies that men (and Eleanor Laccoby in another article in the same volume would add "masculine" females to this) have "academic" or computational intelligence and that women (and feminine persons) have "social" or empathic intelligence. Both of these are valued in our society, but, at present, the pos- session of one sometimes seems to interfere with possession of the other, i.e. it is difficult for a person to acquire high levels of both. It seems that a person must not only be as masculine as he or she is feminine but also be high on 43 both dimensions to reap the best of both possible worlds. but who are these high feminine-high masculine people likely to be? how would they deal with the criticisms of others who declare them to be homosexual, deviant, or what- ever else they might be called? watts answers this, too, "The person who has no reason to doubt his masculine potency, can really afford feminine graciousness" (p. 8H), and pre- sumably he would add a hardy vice versa to this had he been describing women. Relation of Overt to Covert Keasures Is there.a relationship? The correlational results (Table 8) indicated that rasculinity and femininity on the Tel were negatively related. This correlation might be un- realistically high, though, because most of the groups were purposely set up to contrast masculinity and femininity and because of the shortcomings of the T31 in that it does not really measure the two constructs as varying along separate continua. On the TAT masculinity and femininity were positively related. This finding is questionable, too, and is probably mostly a function of the fact that the femininity scale was derived from the masculinity sca e and therefore remained highly similar to it. Predictions were made that overt and covert masculinity and femininity would not be related. Table 8 shows tint there were no relationships as predicted but this finding nu should be taken lightly in view of the shortcomings of both tests and in view of the fact ttat sexuality was used as the measure of covert tasculinity and femininity. Finally, the results of the sample crossovers (Table 9) indicated that various gs may or may not become more appropriate from overt to covert measures as predicted. Again, he short- comings of both tests must be recalled here. Picture differences: The bed picture (13 RF) was expected to generate the most sexual imagery, which it did (see Table 5). The boat picture (12 3G) was considered to be neutral because it did not contain any people-related cues. There were no people present in the picture, and no people apparently means no sex to college students. The two pictures which should have generated equal and moderate emounts of sexual imagery did not do so. 3, The fenale d minant picture elicited moderate amounts of sexual imagery. The male dowinant picture generated lower scores. One explanation of this might be that males are seen as highly dominant persons as a matter of fact or as a matter of their competency. No sexual imagery is found here because males are expected to dominate. Females may not be seen as dominant or high status persons because of merit but rather because they used sexuality to achieve status. This is an interesting and relevant speculation in terms of the complaints voiced by the contemporary feminists. 45 Overt-Covert heasures and Anxiety Present finding: ho support was found for the pre- dictions concerning crossover from overt to covert masculinity and femininity and anxiety. It was predicted that inappropriate gs who became more appropriate in their fantasies would exhibit lower trait anxiety than those inappropriate §s who did not become more appropriate in their fantasies. These findings, too, are not highly interpretable due to the confounding nature of the tests used. Gall's (i268) Study: Gall used the Omnibus Personality Index (OFI Research Program, 1959) to measure masculinity- femininity (a bipolar scale) and the hanifest Anxiety Scale (Taylor, 1953) to measure anxiety. She found that females and feminine persons exhibited or at least admitted to higher levels of anxiety than males or masculine persons. These results were not replicated. However, two major differences between the two studies exist. One difference was in the type of scales used. Gall administered the Manifest Anxiety Scale and the present research used the Trait Anxiety Index. It might be that these are two differ- ent types of anxiety. There was also a difference between the sex-role orientation scales. The present scales measured masculinity and femininity on two separate continua and the Omnibus Personality Inventory measures masculinity and femininity on the same continuum. This could have contributed to the difference in findings between the two studies. #6 A second major difference masculinity-femininity was the anxiety the dependent measure. was that in the Gall study independent measure and In the present study anxiety was the independent variable, and masculinity and femininity were the dependent variables. the difference in findings. Conclusions This, too, could account for The present study attempted to replicate Vroegh's (1968) finding that masculinity and femininity vary along two separate continua. tention but this may have been tests (TEI or overt and TAT or An interesting by~product was the finding that the males more feminine than the females Little support was found for this con- due to the nature of the two covert) used. of this attempt at replication used in this sample were much were masculine. This support- ed Terman and kiles (1933) contention that college samples may not be representative of the general population. The relationship between overt and covert masculinity and the assess because of the two tests used. difficulty, femininity was not clear either. In the present study true nature of this relationship was difficult to Because of this the relationship between overt and covert masculinity and femininity to trait anxiety was also con- founded. ho relationship existed, but this, too, might have been a result of the possible inadequacy of the two measures. In any event, a separate analysis of anxiety 47 scores showed that the study did not support Gall's (1969) finding that females and feminine persons exhibit higher levels of anxiety than males or masculine persons. BIBLIOGRA PHY BIBLIOSRAEHY Alper, T. The relationship between role orientation and achievement motivation in college women. Journal of Personality, 1973, 41 (1), 9-31. Atkinson, J. w. Motives in FantasyL Action, and Society. krincetonzvan hostrand, 1958. Bandura, A. and walters, H. Social Learning and Iersonality .. . -. . . .7. '7 Development. new iork: molt, ninenart and winston, 1963. Barclay, A. E. Funnel for Scorin~ Sexual and A0 “re sive Imagery, Defensiveness and Di3tortion on the TAT. ETiSt Lansing, hichigan hicnigan State Lniversity, 1970. k '.rcla ay, A. H. The effect of hostility on physiological and fantasy responses. Journal of Iers onality, 1969, II. The effect of female areressivcness on ive and sexual fantasies. Journal of Lrojective ues and kersonality Assessment, 1970, 34, 19-26. g M :r s chn q harclay, A. N. Sexual fantasies in men and women. Ledical aspects of human Sexuality. 1973, 7, 204-216. Bieliauskos, V., Niranda, S., and Lansky, L. Obviousness of two masculinity- -femininity tests. Journal of Con- sulting Psychology, 1968, 314- -3l9. Bruce, E. and helson, S. Trait Evaluation Index. New York: Bruce, 1968. Carlson, R. Identification and personality structure in preadolescents. Journal of Abnormal and Social EsychOIOgy, 1963, 67, 566-573. Corman, L. Le Diagnostic de L'Intelligence par la Korpho- Lsychologie. laris: Presses Cniversitaires de France, 1970. Cosentino, F. and Heilbrun, a. G. Anxiety correlates of sex- role identity in college students. fsychological heports, 1964, 14, 729-730. 48 49 Darden, E. Masculinity and femininity body rankings by males and females. Journal of Isycnology, 1972, 80 (2), 205- 212. Escalona, S. K. and Heider, G. L. Predic ion and Outcome: A Study in Child Developnent. Lew York: gnSiC Socks, 1959. Freeman, F. S. Theory and Iractice of Isycholo;ica1 Testing. R w York: nolt, ninehart and fiinston, 1962. Freud, S. Sore character ters met in Is ychojnalytic worli In E. Jones (Ld.) Collectei I:.crs. Vol. I]. London: SOgarth, 1925. Freud, S. In Cvtline of Psychoanalysis. New York: Norton, 1949. Freud, S. The interIretation of dreams. In Standard Ldition, Volumes 4 and 5. London: anarth Iress, 1953. "1 cell, L. Ene relationship between masculinity-femininity and manifest anxiety. Journal of Clinical Isychology, 1969. 25 (3). 294-295- Goodenouqh, S. N. Interest in Iersons as an asIect of sex dierrence in early years. Genetic Isy choloI v Lono- Eraphso 1957. 55. 257 -323- Gough, H. G. and Heilbrun, n. B. The *djective Checklist, Ialo Alto, California: Consulting fSyChOlOMiS sts Iiess 1957. Gough, H. G. California Isycholggical Inventory. Ialo nlto, California. Consulting IsycholoIists Iress, 1956-1957. Gray, S. and Klaus, S. Ehe as sessvent of parental identi- fication. Genetic Isycholomy Lonographs, 1956, 54, 87-114. Guilford-/1"ferns” Te*,ere rent *4} L' Survey. Severly Sills, Calif.: Sheridan Squly Come— Lny, 1949-1955. Sampson, J. I. Determinants of psychosexual orientation. In F. beach ( d. ) Sex and behavior. Lew York: Wiley, Harmon, H. n. Lodern Fact or Analysis. Chicago: University of Chicago Iress, 960. Hathaway, S. and McKinley, J. Lin nesot a LultiIhnsic Personal— ity Inventory. Lew York: fine Isychological Corgoration, 1943-1951 J - /,) 0 5O horner, M. Fail: Bright Women. Psycholoyy Today, 1969, 3, 36-62. Jourard, S. N. Identification, parent cathexis and self— esteem. Journal of Consulting Isychology, 1957, 21, 375-80- Kagan, J. and Ross, H. Birth to laturity: A Study in Psycho- logical Develogment. new York: Wiley, 1902. Kelly, 3. L. Consistency of the adult personality. American Psychologist, 1955, 10, 659-81. Louis, C. Etude de la masculinite-feminite chez las filles de 8 a1 11 ans par l'utilization directive due test PM de Corman. Isychologica Belgica, 1971, 11, 59-76. Raccoby, E. The Developrent of Sex Differences. Stanford, California: Stanford University Press, 1966. Naccoby, 3. Women's Intellect. In S. R. Farber and R. H. Wilson (Eds.) The Potential of woman, New York: EcCraw- Hill, 1963. Nillett, K. Sexual Politics. Garden City, New York: Double- day, 1970. Nischel, w. A social—learning view of sex differences in behavior. In E. haccoby (Ed.) The Development of Sex Differences. Stanford, California: Stanford University lress, 1956. honey, J. Developmental differentiation of femininity and masculinity compared. In S. k. Farber and a. H. Nilson (Eds.) The Potential of Woman, Rem York: kcGraw-nill, 1963. howrer, O. H. learning Pheory and Personality Dynamics. New York: nonald, 1950. Murray, d. Thematic Appercegtion Test. Cambridge, Kassa- chusetts: narvard Lniversity lress, 1943. Parker, V. J. Fear of success, sex role orientation of task, and competition condition as variables affecting women's performance in achievement. Unpublished Doctoral Dis- sertation, Ohio University, 1971. Crnibus Personality Inventory. New York: OPI Hesearch trogram, 1959. 51 Pustel, S. and Deutsch, E. Feminine tendencies in figure drawings by nale homosexual retarded dyads. Journal of Clinical Psychology, 1971, 27 (2), 260-261. Rosenburg, 3. G. and Sutton-Smith, B. Sex and Identity, flew York: nolt, hinehart and Winston, 1972. Silverman, J. Attentional styles and the study of sex differences. In D. Rostofsky (Ed.) Attention: Con- temporary Studies and analyses, hew York: appleton- Century-Croft, 1972- Spielberger, C., Gorsuch, 8., and Lushene, R. State-Trait Anxiety Scale. Lalo alto, California: Consulting rsychologists Iress, 1968. Taylor, J. A. A personality scale of manifest anxiety. Journal of abnormal and Social PsychOIOQy, 1953, #8, 285-2900 Terman, L. k. and Miles, C. C. Sex and Personality: Studies in Lasculinity and Ferininity. hew York: Lodraw-nill, 1933- Vroegh, K. kasculinity and femininity in the school years. Child Developnent. 1968, 39, 1253-1257. Vroegh, K., Jenkin, N., Black, k. and dandrich, K. Dis- criminant analysis of preschool masculinity and femin- inity. multivariate Behavior nesearch, 1967, 2, 299-313. Watts, A. Phe woman in man. In S. K. ‘arber and d. L. Wilson (Eds.) The Eotential of Woman. New York: kcGraw- a111, 1963. Wittman, C. Refugees fron America: A Gay Lanifesto. San Francisco: Council on neligion and the nomosexual, 1970. InSrdUCTICnS REA TO gs In TEI-ALXIETY kaocaotxs IRSTSUCTIONS Experimenter I This is one of a number of ongoing creativity experiments at hichigan State University. This particular experiment is concerned with sorting out degrees of creative people regard- ing their creative writing ability. First we would like you to take a questionnaire (The Self-Evaluation Questionnaire) which is purported to be able to discriminate between creative and non-creative people. Then we would like you to write some stories. We will pass out the self-evaluation question- naire first. Please do not begin until we have gone over the instructions with you. (PASS OUI WESSEICNhAIhSS) You should now have the booklet in front of you. fut your name and sex on the top of each page. (PAUSE) Is everyone ready to proceed? Please read the instructions carefully. If you have any questions, raise your hand and one of us will assist you. Be sure to start with question one as both sides of the questionnaire look very similar. When you are finished, please sit quietly until everyone is finished. At that time we will collect the test booklets, and everyone will be able to proceed in unison to the creative writing part of the experiment. 52 53 Experimenter 2. (COLLEC 1' saw —;LV£-.L~bn r1 on at an mm; InLS ) We will now pass out the creative writing test. Please do not begin until we have gone over the instructions with you. (fADQ CDT thIle DUCnLaTS ro svenrons) You should now have your test booklet in front of you. In the space provided at the top of the front page (do not fill out the rest of the pages), please write your name and sex right now, but wait for the rest of the instructions to be read before you proceed. (REUSE) Is everyone ready to proceed? Please read the instructions with me. There are four different pictures about which we would like you to write stories. 3e sure to write your stories in the sequence in which they are requested. That is, do not skip around from page to page. If you do not finish your story, that is all right. In order for you to get the best possible response, look at each picture for 10 to 20 seconds. Try to see what is taking place, then use the page following to write a story about it. We have provided questions to guide your responses but feel free to write whatever you wish even if it does not follow the order or concept implied by them. The stories should be contin- uous wholes rather than answers to questions. It has been 511/ found that the best stories are written by people who relax, let themselves go, and write whatever comes to their heads even though some aspects of the story might not make too much sense at the time. Naturally, there are no right or wrong answers. When you are finished, turn in your story booklet and present your credit card to us. You may begin. A ffabfllx B THE THAI? Evniunrlcn prsx WITH ITLLS RALLVAMT TO LASCULINITY (h) AhD FERILINITY (F) so InDICATED 56' TRAIT EVALUATION IN DEX Directions There are 125 groups of traits on the following pages. Each group contains three descriptive words. Here is an example: A Restrained B Unexcited C Gifted Your task is to indicate which trait you consider to be MOST de- scriptive of you, and which one, within the group of three, is LEAST descriptive. There are no right or wrong answers. Choose words that describe you as you are now rather than those that may describe how you would like to be. Mark your answers on the separate answer sheet. Make no marks in this booklet. Below is an example of proper marking of the answer sheet. In this case the individual indicated that Gifted is most de- scriptive of him, and that Unexcited is least descriptive. c .2 :22: Mark between the dotted lines under M for MOST and under L for LEAST. In each item you will have one MOST answer, one LEAST answer, and one blank. Make your marks heavy and dark. If you wish to change an answer, be sure to erase completely. Work quickly and carefully. Mo = MOST LE = LEAST Published by MARTIN M. BRUCE, Ph.D. 340 Oxford Road New Rochelle, N. Y. © 1967 Alan R. Nelson 10. 11. 12. 13. 14. new» OW?» OW> nw> new» OW> ow> ow> own» OUfl> our» own» DUS> noun» Mo LE Educated M F Honorable Warm-heartedF M Friendly Trustworthy Considerate Eloquent Easy-going Proper Obliging Cautious Analytical ["1 F Capable Sportsmanlike Respectable Cool-headed Impartial Courageous Opportunistic Frank Systematic Ethical Conversable Self-assured M F Self-reliant Reasonable Verballyoexpressive Alert Conscientious Motivated Truthful Tolerant Well-mannered Tidy Joyous Obedient Friendly Trustworthy Considerate Tender-hearted Unswerving Unconventional 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. ow> ow> nw> ow> own» nw> new» OW?» ow> OW> 0533’ new.» ow> cw> 'Mo [.5 Competent Approachable Achieving Unbiased Flexible Insightful Relentless Charitable Jovial Pohshed Exact. Compliant Responsive Patient Hopeful Tasteful Reputable Straightforward Likeable Honest Accurate Learned [‘7 F Willing Hard-working Willing Active Unprejudiced Natural Punctual Happy Forthright Good-natured Inquiring Careful Talented Self-directing Persevering Bright Courteous Ambitious Honest Happy 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. ow> ow> own» OUJ> ow> ow> ow> ow> 0053* ow> OWFD nw> CW> cw> Mo [.5 Polished [‘7 F Exact Compliant Untiring Obliging Smooth-spoken" F Helpful Earnest Communicative Versatile Willing Kind Wholesome Prompt-acting Inquisitive Jubflant Brilliant M F Unconforming Conversational Sane Genuine Articulate Pleasant Agreeable Intellectual Self-sufficient Spirited Cordial Merry Success-seeking Witty Satisfied Methodical Resourceful Teachable Compassionate F Outgoing F [‘1 Determined Fair-minded Open-minded Self-reliant Verbally-expressive . 43. 45. 47. 49. 50. 51. 52. 53. 54. 55. 56. ow> OUd> own» new» ow> ow> ow> noun» ow> nw> DOU> DW> new» ow> Mo LE Adaptable Polite Dependable Intelligent Stable Sincere Jubflant Brilliant Unconforming Independent Good-humored Companionable Eager Benevolent Daring Even-tempered Competitive lndividualistic Fluent Sharp-witted Studious Evaluative Accomplished Self-controlled Sensible Ambitious Quick Lively F M Cultivated Optimistic Assertive Refined ‘Bold Reliable Mature Good-natured Precise Orderly lncorruptible Conscientious Sociable Reasonable M F -. 5'6 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. own» nw> own» nw> OUfl> ODd> ow> ow> Obv> ow> ow> ow> ow> nun» Mo 15 Candid Alterable Scrutinizing Well-organized Insightful Unafraid Meditative Shrewd M F Talkative F 1‘1 Persistent Plain-spoken Changeable Evaluative Accomplished Self-controlled Just Open-minded Enterprising M F Self-trusting Recepfive Wise FM Correct Neat Humane F M Soft-hearted Meticulous Sedate Genial Smart Rational Sympathetic Able Bright Versatile Pleasant Self-coordinating Se If-regulated Tolerant M Wise M F Soft-hearted Self-interested Fortune-seeking 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. Mo LE A Responsible B Friendly C Polite A Agreeable B Sane C Confident I Unfaltering B Proper C Studious Witty Compliant Methodical Shrewd M F Meditative Tender-hearted Likeable Wa rm-hea rted Motivated Genial F 7"] Smart Rational M F Learned M F Neat Unafraid Self-trusting Honest Unbiased Mature Stable Reliable Trustworthy Adaptable Good-natured ODD?» CUE?" 03379 nw> our» nw> out» DUUZ> Contented Calm Energetic Smooth-spoken Obliging Unswerving Enterprising Honorable Accurate out» ow> CED”?> 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. nw> OW> OW> DWI} nw> ow> ow> OW> ow> out» ow> OW> nw> ow> M0 L5 Respectable Rational I") F Persevering Self-reliant Punctual Courteous F M Conversational Recepfive Hopeful Easy-going Reflective Incorruptible Inquiring Correct Intellectual Independent Earnest Self-assured Cool-headed Driving Firm-minded Calm Orderly Satisfied Contented Calm Energetic Cultivated Wholesome F M Self-directing Self-sufficient Careful Inquisitive Proper Impartial Precise Fair-minded Cheerful Ethical Sociable Poised Decent 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. 111. 112. OW> our» nw> nw> ow> ow> own» CCU> own» nw> ow> ow> ow> ow> Mal-E Determined Patient Well-organized Relentless Systematic Frank lndividualistic Willing Reputable Eloquent Exact PoHshed Self-sufficient M F Lively Cordial Alterable Watchful Eager Enthusiastic Respectful Courageous Sportsmanlike Quick Self-reliant Obliging Cautious Persistent Competent Decent Poised Sociable Poised Decent lndividualistic Wholesome Careful Accomplished Articulate Well-mannered Fluent Energetic Tidy 113. 114. 115. 1 16. 117. 1 18. 119. 120. 121. 122. 123. 124. 125. own» OW). own» ou> OW> OW> nous» OW> new» ow> own» ou> OW> Mo LE Straightforward Kind Willing Respectful Reflective Enthusiastic Well-behaved Humane Unprejudiced Moral Responsive Agreeable Just Alert Resourceful M F Watchful Firm-minded Driving Composed Aspiring Moral Cheerful Perceptive Confident Communicative Smart M F Approachable}: M Agreeable Level-headed M F Well-behaved Outgoing F M Level-headed M F Flexible Active Goodmatured Tasteful Respectful Reflective Enthusiastic 5er 112131401X C a, ansuaa SABET no TRAIT EVALUATION INDEX v‘ 7' 1} ’ I can . firing“ v w ”' t I .A“ v ; . I I“";’ e a“ ,1 A :9: r M-' n Wfiiv all :7 1 ./ NE SEX STUDENT NUMBER iast first ADDRESS PHONE NUMBER(S) I L II L I L I L I I L II L II L I L __ : IIA ' ‘2 :22" 33A :. "':: AsA " . 65A 2'2" 222:: BIA 97A22222 ‘22:: "3A -:" _ I I I I I I ---------- I I c c c c c c I 2 II I M I I II I II I II I II I I __ IM 54A 50A "A ”A ”A II“ __ I I I I I I I I c c ----- c -— c . c c c I I L II L II L II L II L II L II L L _ “““ |9A""' SSA-"_- 5|A22222 2222: 67A 222:: 22222 83A“-.- -.--- 99A ||5A22222 _- 2:::: B ........ 3:222: '_::;- 322222 22:22 8222-- 22:2: 3222:: 2:222 8222:: a 2:2: """" : 222:: c:::: """" c """""" C"'" 2:22: 0:222: 222:: c::::: 22:2: 0 2:22: 222:: c 22:: ...... : II L II L II L II L II L II L II L II L _ :22: 20A 2222: 36A :22: ...... 52A ........ 68A 22:2: 2222: 84A 2222: 2222: [00A 222:: 222:: “6A -.--- 222:: _ ::::: B2222: 22:22 82:22: 22:2: B 222:: 8222:: 2:22: 3:222: 2222: 322:2: 2:222 8:222: 22:22 : """ c::::: 222:: c--___ c----- 2222: c 22:22 2222: c::::: 22222 c::::: 22:22 C2222: 22:2: : U L U L H L I. L H L M L L L _ 2|A2222: 22222 37A 2222: 222:: 55A 22:22 2222: 69A 22:: “““““ 85A 22:22 22:22 |0|A2222 :::: [HA 2222: 2:22: _ B """"" a---" 2222: 8:222: 22:2: 8222:: 2:222 82:22: 22:2: 8222:: 2:222 3:222 ...... : c...” 222:: c :22: """" c ----- 2:22: C2222: 222:: c 2:222 222:: c 222:: 2:22: C 22222 2:22: : I L I L II L II L I L II L L I L _ 22A 2222: 38A 2222: 222:: 54A 22:" 70A 222:: 2222: 88A 222:: 2:22: IOZA 2:22: 222:: ”8A :22: """" _ 3222:: 2:22: B ''''' 322222 2:22: 32:22: 2:22: B ""' 2222: B222: """" l 2222: 222:: : c::::: 2222: c 22:: ...... c 222:: c 222:: 222:: c::::: 222:: c 22:22 222:: c;::: """" : I L II L II L II L II L II L L L _ ..... 23A 222:: 22:22 39A 222:: 222:: 55A 2222: "2:2 7|A 2:222 2222: 87A 222:: 2222: [03A ""' ||9A 22:2: _— ..... Bzzzz: 22:2: BW 22:22 3:222: :2222 B22222 222:: a 22:2: 222:: B 2222: 2:222 3222:: 22:22 : ..... c".-- 222:: c :222: 2:22: c 222:: 222:: c 22:22 ""' 02:22: 222:: c 22:22 222:: c::::: 22222 : I L II L II I. II L II L I L L L __ ::::: 2AA 222:: 2222: 40A ..... 56A 222:: '22:: 72A 22:22 2222: 88A '2'" 2222: [04A 2:22: 2222: [20A 22:22 22222 _ ..... a 2222: I 22:22 2:22: B '22:: 8222:: 222:: a 2222: 222:: B2222: 2:222 8:222: 222:: : 22:2: c::::: 222:: c 22222 c 2222: '22:: c 222-- 222:: c 22222 22222 c::::: 222:: c 22:2: 22:2: : I L II L II L II L II L II L L L _ ::::: 2:22: 25A 222:: 22:22 AIA 2:22 ...... 57A 2222: 2222: 13A 222:: 2222: 89A 22:22 2222: [05A 2:222 222:: |2|A 2222: 2:22: _- 2:::: 32:22: 222:: B 2:22: 2:22: a 2:222 3:222: 222:: 3222:: 2:22: 82:22: 222:: a 2:2: 222222 : u :2::: c--.- 2222: c ""' 22:2: c 2:22: 222:: c 2:22: 222:: c 222:: 222:: c 2222: 222:: c 22:: 22:22 : I N L L ..... L 26A221: 22522 42A 2222: ---L- 58A 2222: 2252: 74A 22:22 22‘2-2: 90A ""' 222L22 IOSA 2:22: 222:: IZZA 2:22: 2:22: : """ 3:222: 222:: B 2222' 22:2: 3222:: 2"" 8:222: 222:: 8""2 22:2: 3222:: 2222: 82:22: 22:22 : c 22222 c :22: 222222 c 222:: 222:: c 222:: 222:: c 222:: 2222: c 2222: 2222: c :222: 222:: : I L II L II L II L I L II L L L _ ..... 27A.-.” 22:22 43A22222 2:22: 59A22222 22222 75A 2:22: 22:22 9|A22222 22:2: IOTA 22:2: 22:2: |23A 22:2; 22:2: _ ::::: B222: ...... 8""- ;2-2: a::::: 22:2: B2222: 222:: 82:22: 2222: a -------- 3:222: 222;: : c::::: 222:: c O'2222 2222 C223. c c c : I L II L II L II L I L II L L L __ """ 28A::::: 222:: AAA 60A 76A 92‘ IOGA ”4‘ _- 31333 1312: l 222:: 82:22: :2222 s 222:: B . B I I : C -------- C2222: 222:: c::::: 222:: c 22222 c 'i 2222222 c c c : L II L II L II L II L II L L _ ISA 3333 i223: 29A 22:22 2222: 45A 222:; 2:22: 6|A 22:2 222222 17A 93A [09A IZSA _- l3313 T133: 322:: ...... B2222: 22222 8----- 22222 322:: ...... a a u : C'”' 31311 c""' 222:: c::::: 22:2: 022:: ...... c::::: 222:: c _____ c c : I. ' L 9 .L. 9 __..L 9. -.L_ 9.- __L.- __9. L _____ L III ---------- III ---------- 62A ---------- III ---------- III ----- IIoI ————— .535 """" .fi--- 2:22: 32:22: 222:: B 2:22: 222:: 32:22: 222:: .2222: 2222: 8:222: 222:: -~L- c:2:.22 :2222 C""' 222:: c.:;.. 2222: c 2:22: 2222: c::::: 2222: c::::: 2222: Sam ..... L I L II L II L _— SA llili 3|A.:-: 222:: 41“” i1::: 63A::22 222222 79A 222:: 2222: 95A 222.2: :22L22 |||A22222 ”L 5 223:: a ----- B-.-” 2222: a 222:: 22:2: 8222:: 2222: 82222: 2222: 322:2: 22:?“ mar—— c5: 3333 c 22:22 22:2: c 2222: 222:: c 22:22 222:: C 222:: 222:: c 22:22 2222: c 22:: :::: SA:1::: 5" -__.'.‘ ”5-- -_'_‘- -5- --5". -5'-- --"‘- 5'-- “5 L 32A ---------- 40A ---------- 64A .......... 80A .-22. 222-- 96A 222.: 2:22: ||2A :2222 2:222 Aft SEIDIX D S‘I‘AI‘E-I‘HJII'I‘ .‘QIJ‘LIETY SCI‘ILE WITH SI‘A‘ELL I‘l‘ml‘ib' 1401213133 1 TLmOUGH 20 {mi} ‘I‘rmli‘ 11721.1..8 21 ‘I‘LiiiO-UGH 1+0 58 SELF-EVALUATION QUESTIONNAIRE Developed by C. D. Spielberger, R. L. Gorsuch and R. Lushene STAI FORM X-1 NAME DATE 7 II it. IL DIRECTIONS: A number of statements which people have used to describe themselves are given below. Read each state- ment and then blacken in the appropriate circle to the right of the statement to indicate how you feel right now, that is, at this moment. There are no right or wrong answers. Do not spend too much time on any one statement but give the answer which seems to describe your present feelings best. 1. I feel calm .......................................................................................................... 2. I feel secure ...................................................................................................... 3. I am tense ............................. - ............................................................................ 4. I am regretful .................................................................................................... 5. I feel at ease ...................................................................................................... 6. I feel upset ........................................................................................................ 7. I am presently worrying over possible misfortunes ...................................... 8. I feel rested ........................................................................................................ 9. I feel anxious .................................................................................................... 10. I feel comfortable .............................................................................................. 11. Ifeel self-confident .......................................................................................... 12. I feel nervous .................................................................................................... 13. I am jittery ........................................................................................................ 14. I feel “high strung” .......................................................................................... 15. I am relaxed ...................................................................................................... 16. I feel content .................................................................................................... 17. I am worried ...................................................................................................... 18. I feel over-excited and rattled ......................................................................... 19. I feel joyful ........................................................................................................ 20. I feel pleasant .................................................................................................... CONSULTING PSYCHOLOGISTS PRESS 577 College Avenue, Palo Alto, California 94306 'I'IV .LV LON (D G (D G) G) O) CD (D G) (D O) G) (D Q) G) O) G) (D G) .LVH.M3NOS ®®®®@®®®®®®®® ®®®@®@ ® @ @ @ g @ @ @ @ os A'ISLVHSGOW @®@©© @ ® ® (.3) ® (5) OS H Oil N AHSA ® ©8©©®©©©®®Q ©®©©©®©© C) NAME DATE SELF-EVALUATION QUESTIONNAIRE STAI FORM X-2 DIRECTIONS: A number of statements which people have used to describe themselves are given below. Read each state- ment and then blacken in the appropriate circle to the right of the statement to indicate how you generally feel. There are no right or wrong answers. Do not spend too much time on any one statement but give the answer which seems to describe how you generally feel. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. I feel pleasant ...................................... . ............................................................. I tire quickly .................................................................................................... I feel like crying ................................................................................................ I wish I could be as happy as others seem to be ............................................ I am losing out on things because I can’t make up my mind soon enough I feel rested ........................................................................................................ I am “calm, cool, and collected” ...................................................................... I feel that difficulties are piling up so that I cannot overcome them .......... I worry too much over something that really doesn’t matter ...................... I am happy ........................................................................................................ I am inclined to take things hard .................................................................. I lack self-confidence ..................................................................................... I feel secure ...................................................................................................... I try to avoid facing a crisis or difficulty ........................................................ I feel blue .......................................................................................................... I am content ...................................................................................................... Some unimportant thought runs through my mind and bothers me .......... I take disappointments so keenly that I can’t put them out of my mind I am a steady person ........................................................................................ I become tense and upset when I think about my present concerns ...... - ..... Copyright ('9 1968 by ('harlvs I). Spielbergcr. Reproduction of this test or any portion thrrco/ by any process without written permission 0/ the Publisher is prohibited. 831L352 .LSON'IV 9 ® 6) (D (D G) G) (D (D Q) G) G) 6) ® 6) CD CD ® 0) CD SSNLLSNOS @®®®®®®®®®®®®®®®®®®® MILL-IO @@®®@®@@® @@®®@@®®@® @ SAVM'IV .LSON'IV ©9©©©©©®©©®©©©®®®© @ (9 AkahDIX E vows-may wrung FOR _3_ TO ‘r‘CLLOw‘ in WRITInG mr aromas hLLE 63A What is happening? Who are the persons? What has lead up to the situation? That is, what has happened in the past? What is being thought? What is wanted? By whom? what will happen? what will be done? 59 APrELDIX F ROHBOnT fICEURE CR 12 BS FROM OnIGINnL TAT (Permission to include this picture in the dissertation ”was not obtained from the copyright holder.) APkZNDIX G BED kICBUnE 0d 13 RF I‘IIiOl‘i OIXIGIluiL Tn I‘ (fermission to include this picture in the dissertation was not obtained from the copyright holder.) A PPENDIX H l-.;“~.Ll‘-J DClCIl-Qulu'l‘ E'ICTURE — luODlr'IED TAT AIILHDIX I Finnish? Dc:1-:I:.;.'.1.r Harms - mamas rm: xiii-amm J SCALE F011 TJ'iT CH C UVEA’I‘ I“ 31'. In" Ill I TY i3 CUIXILN G la": n L'A L I" Uri 1‘ Eli”. In li‘l I l‘Y Olwl GIVE A scone or to no sexual references: boy and girl to the following references: gone out a few times studying together in library good friends good time together awking fond of platonic to the following references: get along well admired — a relationshi going together girl friend boy friend couple run around with physical contact like husband wife crush on flirt honey win love of simple love references sit on a lap 64 41,, :‘1 lilo 4L fascinated by keeping an eye on study date dependent check looks at legs digs her looks untrue to make a date affection wanted dig someone make play for something physi- cal going parking lovers' lane invited up to room pass suitor ogle adores reads sex into everything they are in love magnificent attraction much too friendly working on assignment interested in blind date going out bird dogging young love looking at pictures of nudes a flame pinch ask her out courting alone in library stepping out on he wants her needs broad horney sex appeal foulplay sex-life unfaithful hustle 65 4 to the followinq references: necking heavy petting proposal of petting direct desires such marriage serious as topless marriage desires physical lustful fall in love contact hot date fiance wants loving passion kiss free love abortion going to be married intimate get pregnant engaged relationship have to get wedding sexually aggres- married pinned sive birth control bride reference to bed pregnancy aroused sexual outlet rape dirty old man Don Juan sex hungry whore advanced love references to make sexual demands 5 to the following references: elOpe orgasm nymphomaniac sexual affairs balling screw erection make love to fuck sleeping together intercourse to score prostitution mistress have an affair seduce ' lovers get laid debauch strong love nymph references Give a story one score from this scale. Count wishes the same as deed itself. Score one category higher for multiple (3 or more) references from a single category. hultiple references from 2 or more categories are given the higher score. AikfinDlK K SCALE 1‘ Cd TAT OR COVERT I'VAL‘SCULIKITY SCOHIhG hanUaL FUd RUSCULINITY 0N TAT GIVE. A SCOmE 01‘" l to no sexual reference: boy and girl working on assignment to the following references: get along well gone out a few times studying together in the library good friends good time together going together keeping an eye on desires girl friends boy friends study date run around with physical contact like husband wife blind date hawking couple going out admired dependent bird dogging fond of check crush on platonic looks at legs young love fascinated by digs her looks flirt a relationship interested in couple to the following references: honey something physical wedding win the love of fiance bride necking kiss adores petting going parking reads sex into simple love lovers' lane everything references looking at pic- they are in love serious tures of nudes magnificent marriage going to be attraction sit on a lap married much too make a pass invite up to a friendly date room a flame fall in love engaged pinch affection wanted suitor asking her out dig someone untrue to courting make play for ogle pinned 66 67 to the followigg references: aroused sexual outlet broad heavy petting dirty old man horney alone in library sex hungry proposition or lab needs to flame stepping out on advanced love sex-appeal direct desires such references foulplay as to make sexual sex-life he wants her demands passion desires physical proposal or unfaithful contact marriage hustle wants loving elope erection free love topless intimate relation- lustful ship sexual affairs sexually aggressive hot date reference to bed to the following references: sleeping together pregnancy nymphomaniac abortion balling screw prostitution make love to fuck seduce rape whore debauch Don Juan to score get pregnant intercourse have an affair have to get mistress get laid married lovers nymph birth control orgasm strong lover references Give a story one score from this scale. Count wishes the same as deed itself. Score one category higher for multiple (3 or more) references from a single category. Multiple references from 2 or more categories are given the higher score. "'Tl’iifilflfiflflifl‘lfllflfiflfllilflilflifliflffllllfi