W M H r 5 — ,_,, _ =—__ — — _—’_ — — — , , ’— _—1_ f. — I ___d — ____ THREE ENDEQES 0? “£in RWARENESS AND RESPDS‘QSIE’ENESS ii‘é COL 53?. F; ESHMEN A915 SOPHQR‘EQRE is‘is'OfisfiEi‘x' Thesis for the Gegrae sf M. 55. MECHQMN STATE ENEVERSETY 'ELEZASET“ VERSE 8 9:27 a“; 1 J. «T‘s :1 9‘3 lama ABSTRACT THREE INDICES OF SEX AWARENESS AND RESPONSIVENESS IN COLLEGE FRESHMEN AND SOPHOMORE WOMEN by Elizabeth J. Force The sexual revolution (generally characterized as a liberalization in sexual attitudes and behavior) has been much publicized in both the scientific and popular litera- ture. The present study is an attempt to measure the aware— ness of and responsiveness to sex in college freshmen and sophomore women who have presumably been exposed to this liberalization movement. Responsiveness to sexual stimuli was investigated using three techniques. (1) The Draw A Person Test and (2) a Sentence Completion Test designed to elicit sexual material were administered to one hundred and four freshmen and eighty-one sophomore women. From this group, forty freshmen and forty sophomore women--designated as high or low sex responders-—were tested in (3) a binocular rivalry stereo— scopic situation for perception of sex words. The stimuli for the stereoscope experiment consisted of forty-five pairs of stereograms: thirteen pairs of test slides containing sexual stimuli, plus controls for sexual content and for the test word for each test slide; four paired lie slides; and four neutral word pairs. Elizabeth J. Force It was hypothesized that high and low sex responders could be identified on the projective tests and might be found to perform differently on the stereoscope task. It was expected that the low sex responder group might show the kind of behavior labelled "perceptual defense." It was also hypothesized that sophomore women would show more awareness of and responsiveness to sexual stimuli than freshmen women. The main results of the study showed that sophomore women were more responsive to sexual stimuli than freshmen women on all measures. The Draw A Person Test and the Sentence Completion Test used in this study were not at all related in measuring sexual responsiveness in our subjects. No prediction of stereoscope performance could be made from the projective data. No behavior significantly indicative of "perceptual defense" was noted; in fact, responsiveness to sexual stimuli in the stereos00pe task was uniformly high for all groups. The results were discussed both for their methodologi— cal and substantive implications. The three instruments were thus found to tap different sex—related concerns-~and the same point holds for the items within the same instrument. The stereoscopic experiment was also found to suffer from inadequate controls in slide selection. Substantively, our data showed that the increasingly high attractiveness of sex for our subjects goes hand in hand with sex—related conflicts. oz 1? K, W/ Hm ,1 a“ 914.}. I if.-. ii . .E: ..I iléti THREE INDICES OF SEX AWARENESS AND RESPONSIVENESS IN COLLEGE FRESHMEN AND SOPHOMORE WOMEN By Elizabeth J. Force A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Psychology 1967 ACKNOWLEDGMENTS My sincere thanks is eSpecially given to Dr. Hans Toch, chairman of my committee, for the use of his equipment, and his help and guidance in designing the study and prepara- tion of this manuscript; Dr. John Hurley, for his support and encouragement in Dr. Toch's absense; and to Dr. Bertram Karon for his ideas on the manuscript. A special thanks to Christie Randolph for helping in scoring the materials. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . ii LIST OF TABLES . . . . . . . . . . . . . iv LIST OF APPENDICES . . . . . . . . . . . v INTRODUCTION . . . . . . . . . . . . . 1 Sexual Revolution . . . . . . . . . . 1 Methods of Investigation . . . . . . . . . 6 METHOD . . . . . . . . . . . . . . . 16 Design of the Study . . . . . . . . . . 16 Subjects . . . . . . . . 17 Administration of the Projectives . . . . . . l7 Sentence Completion Material . . . . . . . 18 Analysis of DAP and SCT Data . . . . . . . l9 Stereoscope Experiment . . . . . . . . . 21 RESULTS . . . . . . . . . . . . . . . 26 Draw A Person Data . . . . . . . . . 26 Sentence Completion Test Data . . . 27 Relations Between Projective and Stereoscope Data. 29 Stereos00pe Data . . . . . . . . . . . 31 DISCUSSION . . . . . . . . . . . . . . 35 SUMMARY . . . . . . . . . . . . . . . Al BIBLIOGRAPHY . . . . . . . . . . . . . A3 APPENDICES . . . . . . . . . . . . . . 48 iii Table LIST OF TABLES Sentence completion scoring Classification of drawings Distribution of SCT scores Item analysis on the SCT Item analysis on the test slides Comparison of perception of the sex combinations and controls iv Page 20 26 27 28 31 33 LIST OF APPENDICES Appendix Page A. Distribution of Number of Test Slides Perceived . . . . . . . . . . . 49 B. Summary of Z Tests for Meaning on the Test Slides and Their Controls . . . . . . 50 V INTRODUCTION Sexual Revolution This study was concerned with measuring awareness of, or readiness to reveal sexual material among college women, who are presumed to have been subject to the sexual "revo— lution" or liberalization in America. The presumed sexual revolution is the much publicized movement toward greater freedom and permissiveness in the area of sex, especially for women. For some (Sorokin, 1956), this revolution spells doom—-a degeneration into sexual anarchy, with increasing rates of divorce, desertion, and disintegration of marriage and the family. Those holding this belief tend to see the new freedom as a sex addiction that has infiltrated every aSpect of culture--art, music, literature, politics, etc. On the other side are those (Ellis, 1958; Reiss, 1966), who advocate more freedom in sex. This View holds that any mani— festation of sex between adults which is pleasurable and. acceptable to them in privacy, should be permitted and even encouraged. Numerous changes in behavior and attitudes are involved in what is called the sexual revolution. As mentioned, the changes have been understood primarily in terms of women. Since World War I, there has been an increasing amount of .ll'llllvl‘lllll‘llll‘ sexual permissiveness for women, taking the form of sanction— ing of serial, not concurrent, promiscuity; a breakdown in adherence to the double standard; and a movement toward a standard of sexual freedom contingent on affection (Pope, 1965). This increasing permissiveness tends to converge the male and female attitudes toward sex by liberalizing the female (Christensen, 1962). Looking at the changes in terms of the college scene, we find that chastity is no longer necessary to the self esteem of young college women; in fact, it is more likely that not being chaste is a component of acceptance and self esteem. However, there is a structure in the sexual code of college women that seems to center on the quality of the total relationship, rather than external sanctions. Thus, most college women feel a need to trust the partner's re— Sponsibility for them, and feel that a personal relationship must exist before they engage in coitus. Otherwise, they see themselves as promiscuous, and tend to feel guilty, and sometimes depressed (Walters, 1965). In terms of college women, the new morality includes the importance of fidelity and consideration of others; sex preceeded by friendship and love; and no exploitation (Farnsworth, 1965). Ehrmann (1959) studied male and female college students over the period of 1946—1953. He found that women engage in less deviant sexual activities, and have less sexual experience than men. Also, they tend to control the male in pre—marital sexual activities. Most important, however, is Ehrmann's finding relating to the LA) central issue; that is, that college women rarely engage in sex for sex's sake, but for love's sake. They seem to need to rationalize sex as having love at its basis. Thus, the females' sexual behavior is primarily related to perceiving herself in love, and having some kind of a steady, secure relationship, and only secondarily related to such factors as attitudes toward sex, adjustment to sex, church attend- ance, etc. Reiss (1966) characterizes the current stage of the sexual revolution as the period of the resexualization of the famale body, and attributes it to the increasing feasi- bility of conception control. This has been preceeded, according to Reiss, by three other stages or revolutions. First came the stage when sexual relations became social as well as biological; this was followed by separation of het- erosexual relations from procreation; and finally, placement of sexual behavior under the normative controls evolved with culture. Rubin (1965) states that we are in a transitional period of morality with many conflicting value systems. He describes six such systems. There is the traditional re— pressive asceticism with its proscription of sex outside of marriage, and its grudging acceptance of sex in marriage only when linked with procreation; the enlightened asceticism which examines possible deviation from the strict codes stated above, but makes no changes. Then, there is human— istic liberalism, which begins to internalize controls to replace the external social and religious ones, and claims as the criterion of sexual morality, the consequence of the act upon the interrelationships of people; and a humanistic radicalism, which advocates relatively complete sexual free— dom with some prerequisites, however. More recently is "fun morality," which allows complete freedom, but limits it to well-informed, and fairly well adjusted people; and finally, sexual anarchy, which permits any sexual behavior as long as it is not injurious to the partner. Where then, are we now? Apparently attitudes, eSpe— cially toward premarital sexual relations, have changed tremendously in the last twenty to twenty-five years; but although the belief, especially of those who are offended by the revolution, is that sexual behavior too has changed greatly, studies find that behavior changes have not been as marked. Kinsey (1953) did find an increase among women born after 1900 of the acceptance of more involved petting before marriage, and of premarital coitus; but in the major- ity of cases, behavior was restricted to fiances. Apparently the greatest changes occurred among those born in the first decade of the 1900's, and subsequently these changes have been accepted, maintained, and somewhat extended by later generations. Thus, what is seen is more acceptance of for- merly prescribed behavior, and hence, less guilt. Accord— ing to Reiss (1966), attitudes have now caught up with be- havior, and we may expect an increase, and change in the forms of sexual behavior. In summary then, "sexual revolution" does seem to be a reasonable postulate for recent changes among college women. Some of the reasons for the trend toward sexual permissive— ness might be the decline in efficacy of religious standards; exposure of men to different sexual standards in Europe during World War I; increase in availability of good contra— ceptives; general emancipation of the female; increased anonimity in urban centers; the drive against organized prostitution; greater freedom of the young; changed dating systems; altered familial functions; coed colleges; and gen- eral play morality (Newcomb, 1937; Kinsey, 1953, Pope, 1965). Greater permissiveness seems to have been achieved by throw- ing off negative attitudes and sanctions, and internalizing codes that are concerned with the general welfare of the persons involved and their relationship. First, attitudes changed, but once the new attitudes became accepted, behavior changes in the direction of greater sexual freedom could occur, especially among women. This general behavior change seems to be broadening into a "revolution" in sexual tech- niques regardless of the sex or marital status of the partner. This stage appears to be in the process of attitude examina— tion at present, with behavioral advocates in the minority (Ellis, 1958). The purpose of this study is to investigate the effects of the sexual revolution at this juncture on college women today. Methods of Investigation In this study, college girls' awareness of, and re- sponsiveness to, sexual stimuli was investigated via three techniques: the Draw A Person Test, a Sentence Completion Test, and a stereoscope task. Draw A Person Test Interest among clinicians in drawings started before there were any formal tests to interpret the drawings of patients. ~The initial interest centered around classifying drawings according to psychiatric groupings, and thus using them as aids in diagnosis. However, it was found that this could only be done for extremely disturbed individuals who made very bizarre drawings (Machover, 1949). Drawings were first systematically used as intelligence and developmental tests in the Stanford Binet and Goodenough Draw A Man Test. Machover (1949) noted that clinical material not necessarily related to intellectual level also emerged from examination of figure drawings, and developed the Draw A Person Test. According to Machover, drawing a person involves projection of one's body image, and thus provides for expression of one's own body needs and conflicts. In her words: "we build our image of self out of our impulses, our behavior, and the reality about us, and the representation of the body image in drawing tends to invite the graphic expression of any conflict which might be experienced in any of these spheres" (Machover, 1949), p. 59). There has been some question as to how much the drawing actually does represent the individual doing the drawing. Levy (Abt and Bellak, 1950) states that the person drawn is usually some combination of a projection of one's self con- cept, of one's attitudes toward someone else in the environ— ment, of ideal-self image, of external circumstances, of the individual's attitude toward the examiner and the testing situation, as well as a reflection of his attitude toward life in general. Also, drawings may be a conscious expres— sion of any of the above, or may include disguised symbols of unconscious phenomena. In a study investigating the nature of the self the individual draws, Kamano (1960) used the semantic differential technique, and found that individ- uals tended to draw what they experienced as their actual self, rather than their ideal, or their least liked self. The literature dealing with sexual characteristics of drawings is sparse. Swenson (1955) has constructed a scale of sexual differentiation for figure drawings. In one study, patients' drawings were rated on Swenson's scale for mascu— linity and femininity, and the patients were also rated by their therapists on a sexual adjustment scale. There was no significant relationship between patients' rated sexual adjustment and the sexual characteristics of their human figure drawings. The experimenter did find, however, that women who drew female figures of average femininity tended to be better adjusted sexually than women who drew extremely feminine or extremely masculine figures. The authors concluded that the DAP is only a gross indicator of adjust- ment (Siprelle g§_al, 1956). In a study more related to the present one, Fisher (1952) investigated the question of whether the sex role characteristics of figure drawings are meaningful for pre— dicting sexual behavior and attitudes. Female patients were used, and drawings were evaluated as to degree of femininity (femininity defined as degree to which the figures conformed to a feminine concept). Past sexual adjustment was also rated. Femininity ratings of drawings and sexual behavior did not correspond. Also, there was no correspondence between an individual's conformity to the feminine role, and degree of femininity expressed in the drawings. The authors had a fairly inflexible and gross concept of femininity, and they eXplain the lack of corre— spondence between drawings and behavior in terms of this. They also advance the idea that conformity to the female role is not synonymous with deriving satisfaction from femininity. Some of their more specific findings tended to support the hypothesis of a general sex role configura- tion projected into human figure drawings which has meaning in terms of sexual behavior and role. They found that those with average femininity expressed in their drawings indi— cated deriving the most satisfaction in coitus. Also, those with high femininity ratings tended to have a wider range of heterosexual contact, although often with little real satis- faction derived from it. Those low on femininity ratings from their drawings tended to show the most sexual preoccu- pation and acting out during their illness. This was inter— preted to mean that these patients found release of pent-up, repressed impulses when their defensive inhibitions were lowered in the course of personality disorganization. An interesting issue is raised by Sherman (1958), who inquires whether artistic ability, or projection is involved in figure drawings. He found that Swenson's scale measured artistic ability rather than basic personality variables. (In the present study, a control for artistic ability was used.) Sentence Completion Test Sentence Completion Tests have been used to measure intellectual variables by Ebbinghaus before they were used in personality assessment by Payne and Tendler (Sachs and Levy in Abt and Bellak, 1950). The technique is useful in clinical personality assessment and research because of its flexibility. There is no one sentence completion test; rather, there can be as many sentence completion tests as there are foci of interest. These can be constructed by making up appropriate stems. As a device in personality assessment, the SCT has evoked some disagreement as to whether it is a projective technique or not. Those who accept the idea of levels of psychological functioning (the idea that there are different levels of personality, and that different tests may tap different levels), feel that IO sentence completion data come from a level closer to aware- ness, and is more subject to conscious defense than Rorschach or TAT data (Goldberg in Murstein, 1965). However, it is felt that sentence stems do allow projection, although per— haps less than some less structured stimuli, such as ink blots (Sachs and Levy in Abt and Bellak, 1950). The assumptions underlying sentence completion tech- niques are that when an individual is pressured to complete sentence fragments quickly with the first thing that comes to mind he will reveal significant material that is uncen- sored; and that in talking about others, he reveals himself. Actually, the freedom from censoring is questionable, and there is no evidence for the relative merits of either first or third person pronouns (Sachs and Levy in Abt and Bellak, 1950). Some researchers feel that a sentence completion tech— nique is most useful when constructed to force subjects to express attitudes in specific areas, and to reveal specific areas of interest. This customizing of sentences supposedly makes interpretation more meaningful, and makes it more difficult for the subject to avoid involvement in the task (Forer, 1950). However, there have been no studies that have systematically investigated the effects of variation in stem structure and form. The sentence completion form for our study used third person pronoun references, and it structured the stems in varying degrees to elicit responses in the area of sex. li'l‘lln‘l‘lllll‘ll‘llllil 1'1! '1} 'l:) ‘1! l A‘ 11 In a previous study, a sentence completion test structured to elicit hostile or sexual responses has found a correla— tion between the sentence completion test and auditory recognition scores for related content. It was found that subjects who repressed or inhibited sexual and/or aggressive responses on the sentence completion test also had low auditory recognition accuracy for sexual and aggressive material (Lazarus, 1951). This type of finding introudces the idea of perceptual defense. The term perceptual defense refers to the presumed tendency to ward off recognition of threatening stimuli as long as possible within a given stimulus situation. The phenomena has been postulated by many authors, but there is no agreement as to the underlying process. Pestman claimed that there is no mechanism for perceptual defense once familiarity, set, and selective verbal report are controlled. He found that set and selective verbal reporting eXplain the phenomena, and asserted that the postulation of an under- lying mechanism for perceptual defense would be uneconomical (Postman 32 al., 1953). Postman also maintained that per— ceptual defense can be explained by the dominance of strong alternative hypotheses, and thus is more of a process of perceptual selectivity than defense involving repression (Postman, 1953). Others tend to relate perceptual defense to psychoanalytic theory. Psychoanalytic theory states that impulses which are unacceptable to the ego are denied con— scious expression by it, but are continually striving for 12 release. Thus, according to Blum, the individual at an unconscious level should be sensitive and responsive to cues relevant to the potentially threatening impulses. This is called subception. (Lazarus, 1951, found support for sub- ception in the fact that discriminations could be made even when the stimulus could not be accurately reported.) Per- ceptual defense is defined as the process whereby the ego seeks ways to avoid perceiving or recognizing threatening impulses when they approach consciousness. Blum felt that he had confirmed the existence of perceptual defense in experimenting with Blacky pictures, but stated that the idea of conflict or unacceptable impulses alone does not lead to repression if the individual does not have a predisposition to handle that conflict by repression (Blum, 1955). Another experiment with the Blacky found that "repressors" avoided tachistosc0pically presented pictures that were relevant to their conflict areas (Nelson, 1955). Eriksen reports that subjects who showed disturbance in the areas of aggression, succorance, and homosexuality on a Word Association Test, had high perceptual recognition thresholds for pictures corresponding to the same need scenes (Eriksen, 1951). Rosenstock (1951) found that sentences involving sexual and aggressive impulses were more difficult to recognize than neutral sentences, and concluded that repression is at least secondarilly perceptual. Of interest to the present study is his finding that women are more likely to repress aggres- sive material, while men are more likely to repress sexual l3 material. Another relevant study was done by Rosenzweig (1942) using a photoscope. He found that schizophrenics who had been divided into high and low spontaneous sex activity groups could be differentiated in the amount of time they spent looking at sexual pictures. The high group Spent more time, while the low group, although obviously interested, were more inhibited. Whatever the underlying process, there seems to be adequate documentation of the phenomenon named perceptual defense (high recognition thresholds for negatively valued and emotionally toned stimuli). This fact makes it possible to inquire whether the phenomenon would be observable if subjects were presented with sexual words and phrases in a stereoscope. The question to be asked is whether those who show conflict and repression in the sexual area on other measures would also "defend" against recognizing sexual material presented in the stereoscope. The Stereoscope The stereoscope history has been reviewed in recent studies including those of Moore (1964) and Conley (1965). The important findings for our study are the observations that past experience and present needs can affect perception of pictures in the stereOSCOpe. Engel (1956) used the binocular rivalry situation in the stereoscope to present paired upright and upside-down faces to subjects, and found that the upright faces were exclusively seen. In another IA experiment, Engel (1961) presented paired photographs of head and genital areas stereoscopically, and found that the head areas were perceived virtually to the exclusion of genital areas. Bagby (1957) paired Mexican and American scenes in the stereoscope and found that Mexicans tended to perceive the Mexican scenes, while Americans tended to perceive the American scenes. Pettigrew et a1. (1958) studied racial prejudice in South Africans by using photo— graphs of ethnic groups presented stereoscopically. Using paired violent and non—violent stereograms, Toch and Schultz (1961) found that as a result of training, advanced students in Police Administration perceived more violence than two control groups. Again using violence stereograms, Shelly and Toch (1962) found that offenders who obtained high violence perception scores evidenced more overt troublesome behavior than offenders with lower scores. Berg and Toch (1962) investigated drives other than aggressive ones, and found that perception scores were an indication of the extent to which subjects freely expressed their impulses. Impulsive prison inmates were found to perceive more slides with blatant drive expression depicted than did neurotic prison inmates. Putoff (1962) found that assaultive inmates perceived more violence than51non—assaultive group. Moore (1964) studied children, and found that violence perception increases with age, and is greater for boys than for girls. 15 The present study uses words in the stereoscope to investigate the role of sexual needs and attitudes. Several previous studies have employed words as stimulus material. Davis (1959) presented different words to each eye, and used association times as a measure of emotional content. He found that words of low frequency usage and long asso- ciation times were suppressed. A series of studies by Rommetveit and Toch (1963, 196A) investigated how context affects word perception in a stereoscope rivalry situation. The authors presented topographically similar but semanti- cally different words (i.e., hell, sell) to the two eyes, preceeded by a common context word (devil, heaven). Context was found to determine perception. The exploration of con- text effects was expanded by the authors to include the study of syntactic and semantic links between context and test stimuli (196A). In this eXperiment, each rivalry pair was preceeded by a meaningful phrase context, an anamalous phrase context, and an associative work context. Instructions to perceive words, or to read part of a text were used for different groups. All contexts were found to be effective in making the test word dominate, but the 'read text' instruc— tions were found to facilitate the effects of the meaningful phrase context, while the 'perceive words' instructions facilitated the effects of the associative word context. The results of these studies suggested the use of meaningful and non-meaningful phrases and word pairs employed in our stereoscope experiment. METHOD Design of the Study This study sought to separate subjects into two groups by their performance on the Draw A Person Test (DAP), and the Sentence Completion Test (SCT). (l) A group tending to repress or inhibit sexual impulses, or to show a low degree of awareness of sexual stimuli; and (2) a group tending to respond freely to sexual stimuli, who would be generally aware of their sexual impulses. It was felt that if two such groups could be identified, they would perform differ— ently on a stereoscope task in which they were presented with sexual material. Those in the low sexual awareness group could be eXpected to exhibit the phenomenon of per- ceptual defense. A difference was also eXpected between freshmen and sophomores, with the latter eXpected to show more awareness of sex-related material than the former. As a result of the influence of the sexual revolution, our subjects would be expected to be generally more aware of sexual stimuli and more comfortable with expression of sexual impulses than would comparable subjects of earlier generations. However, it was felt that ti would be possible to identify a group that resisted the liberalization influ— ence and defended against sexual awareness and expression, :in contrast to a group that would be comfortable with sex 16 l7 liberalization and hence more aware of sexual impulses, and thus more able to express them freely. It was felt that SOphomores, having had a year longer to adjust to college and to be exposed to the more liberal attitudes towards sex which are part of a college environment, would be more re- sponsive to sexual stimuli than freshmen. This finding might or might not imply a correlation with degree of sexual expression in behavior. Subjects Subjects for this study were drawn from introductory psychol- ogy courses at Michigan State University. They were all single, white females. One hundred and four freshmen and eighty—one SOphomores were tested on the DAP and SCT, and after the high and low sex awareness groups were formed, forty freshmen and forty SOphomores participated in the stereoscope experiment. Administration of the Projectives Subjects were administered the DAP and SCT in groups of fifteen to twenty-five, with thirty minutes allowed for completion of the two tasks. They were first requested to draw a car on a blank sheet of 8 1/2 x 11 inch paper in order to allay anxiety, and to obtain a measure of artistic ability. Before they did the drawings, the subjects were told that this was not a test of artistic ability, but that the examiner was interested in how college students performed on a variety of tasks. Any questions seeking directions on 18 how or what to draw were answered by, "that's up to you." Subjects were allowed three minutes to complete their draw- ing of a car. On another blank sheet of 8 1/2 x 11 inch paper, the subjects were requested to draw a person. The only direction given by the examiner was the specification that the person drawn be a full person, and not a stick figure. Any further questioning was again answered with, "that's up to you." After five minutes, the subjects were requested to turn over their sheets, and draw a full person of the sex opposite to the one they had just drawn. After five minutes, the sheets were collected, and the SCT passed out. Subjects were requested to complete the sentences as quickly as possible with the first thought that came to mind, and were assured that there were no right or wrong answers. Subjects were also assured'that the material was confidential, and that their names were required only for the purpose of matching the two tests, and contacting them for participation in the second part of the experiment. Fifteen minutes were allowed for completion of the SCT. Sentence Completion Material The sentences used consisted of sentences drawn from the Forer Incomplete Sentence Blank, and sentences con- structed by the author to elicit sexual material. All the sentences could be completed with a sexual response, and in some instances such a response could be avoided only with varying degrees of difficulty. The SCT used is as follows: 19 The sentences below are not complete. Please finish them. Answer as quickly as you can, writing down what first comes to mind. Remember, your answers will be confidential. \OODNChUl-t'wmi-J Most girls Sometimes she wished she were She likes He became angry when she When they danced together, she felt Never trust a man who When he put his arms around her, she Sex is She used to daydream about Most husbands and wives fight over Mother told her never to A girl has a right to hit a fellow who When she became pregnant, she She often wished he would Girls should never He left her because She said no when he Most men She felt she had done wrong when she He put his hands She felt he only dated her because When he kissed her, she When they were parked, he She felt very excited when he She was afraid when he She wanted to get away when he Evaluation of performance on the DAP and SCT was nec— essary before groups could be selected for the stereoscope experiment. Thus, evaluation of the DAP and SCT will be discussed next. Analysis of DAP and SCT Data The materials were analyzed separately for freshmen and sophomores. In the case of the DAP, the drawings were separated into groups in terms of the representation (high group), or non-representation (low group) of sexual char— acteristics. The first criterion for inclusion in the high 20 group was that the drawings be of adults. From there, separation into high and low groups was based mainly on the presence or absence of secondary sex characteristics in the drawings. The female drawings were scored in terms of the representation of breasts, hips, waist, as well as curvature and general femininity. The male was also evaluated in terms of degree of masculine body and face. No formal scoring system was used, but there was perfect agreement between the independent groupings made by the examiner and another graduate student in clinical psychology. A formal scoring system was devised for the SCT. Except for sentence numbers 8 and 13, which were omitted from analysis because of sexual content in the stem, all sentences were given 0, l, or 2 points. The criteria for scoring were as follows: 2 - The sentence was completed with direct, obvious, sexual content. 1 — The sentence completion alludes to sexual content. 0 — The sentence completion has no reference to sexual content. For example: TABLE l.--Sentence completion scoring. 15. Girls should never have intercourse lead a lie before marriage boy on 17. She said no when he asked her to go he tried asked her to bed with him for a cigarette. 21 The sentences were independently scored by the examiner and another graduate student, and in the cases (10) where agreement was not found, a score was assigned after dis- cussion. Later, an item analysis was performed. The Stereoscope Experiment Subjects The participants in the stereoscope experiment con- sisted of forty sophomores and forty freshmen. Each group of forty was composed of the ten with the lowest and the ten with the highest SCT scores; the ten whose drawings showed the most sexual characteristics, and the ten whose drawings showed the least sexual characteristics. Since the distri- bution of drawings was found to be heavily weighted toward minimal representation of sexual characteristics, the low group consisted of subjects who had drawn both persons clearly identifiable as children, or had entirely omitted sexual characteristics. Separate groups were formed based on the two tests after it was found that there was virtually no correlation (r<.l) between performance on the DAP and SCT. Apparatus For the stereoscope experiment, the apparatus consisted of a modified stereoscope designed by Engel (1956). Light intensity was held constant at .2 candles/ft. in both fields. An interval timer attached to the stereoscope maintained exposure time of stimulus figures at .5 seconds throughout the experiment. 22 Stereoscope Material The stimuli consisted of forty—five pairs of stereograms. The stereograms were 2" x 2" pieces of cardboard covered with non-glossy white paper on which the stimuli words were typed. All word pairs were centered so that when the stereograms were placed in the stereoscope, the lettere overlapped per- fectly. No more than two letters were different in any words paired in the rivalry situation.. The stereograms took such form as: tree tree ' bank bark .___.._W.i M.- rnfi H.._. —- except that sexual connotation as well as meaning was used. The test stimuli consisted of thirteen paired stereo— grams in which a meaningful, sexually-related phrase or word pair was matched with a non sex—related, less meaningful or nonsense phrase or word pair, i.e., make make or touch touch love lost penis pines For each of these test slides (sex slides), there were two controls. One control consisted of the sex-related test word in a non sex-related, meaningful phrase or word pair, matched with a less meaningful or nonsense phrase or word (lllllyl III" III“ IlI.‘ I l.| ll I‘ll! III. I ll Illl 1' r l: 23 pair, i.e., in in or man man The second control love lost penis pines consisted of the sex-related test word in a non meaningful or nonsense phrase or word pair matched with a meaningful pair containing the control word, i.e., hairpin hairpin or tree love lost penis tree pines Along with the test slides and their controls, four paired lie slides were used to check on the subjects' re- porting. in content to the test stimuli were used. Also, were as follows. (a) Test and control slides: four matched word pairs that were unrelated The slides used excite excite in in erection election (#30) heat beat (#8) building building summer summer erection election (#40) heat beat (#49) vote vote policeman's policeman's erection election (#1) heat beat (#36) unwed unwed sleep sleep mother matter (#18) with wait (#3) loving loving talk talk mother matter (#12) with wait (#7) substance substance short short mother matter (#27) with wait (#34) Become become overdue overdue pregnant fragrant (#32) period perish (#23) mother mother comma comma pregnant fragrant (#17) period perish (#24) smell smell insects insects pregnant fragrant (#39) period perish (#48) sex sex touch touch penis pines (#10) penis pines (#13) man penis needles penis date pet dog pet total pet kiss breast bra breast drop breast make love in love hairpin love (b) Lie slides: green grass house penis (0) Non series: tree bark money bank man pines needles pines date net dog net total net kiss breaks bra grease drop breaks make lost in lost hairpin lost green grass house penis tree bank money bark (#14) same (#11) (#46) (#47) (#2) (#21) (#42) (#37) (#35 (#5) (#26) (#6) (#31) (#29) (#22) tree penis pregnant coed studious coed ice coed fondle breast same bacon breast car breast desk erection string 100p chicken coop tree pines pregnant cold studious cold ice cold fondle grease bacon grease car breast desk erection string coop chicken loop (#33) (#15) (#25) (#16) (#9) (#43) (#28) (#44) (#4) (#20) 25 Administration Only seventy of the eighty subjects chosen for the stereoscope experiment were used for analysis due to unco- operativeness or complete eye dominance. All subjects saw all forty-five slides in individual sessions. The slides were presented in random order, once each. Within each pair, presentation to each eye was randomized so that each eye would be randomly exposed to the more meaningful pair. Before showing the slides to the subjects, the experi- menter adjusted the slide holder for optimal fusion. Sub- jects who wore glasses used them. The instructions for the experiment were as follows: I "Look into the eye piece with both eyes open. You will see a pair of words flash on for a very short time. I want you to read aloud what you see. There are no wrong answers. Please close your eyes while I put the slides in and remove them."' If subjects complained that the words being perceived did not make sense, they were encouraged to report what they saw anyway. Responses were scored verbatim on individually pre-coded response blanks. RESULTS The two projectives were not found to be measuring the same thing (correlation .001 .025 )7 election, erection, other (in favor of election) (in favor of election) Note the strong pull of election pregnant .005 >.025 coed, cold, other (cold) (cold) studious N.S. N.S. coed, cold, other (trend to coed) (trend to coed) ice >.001 >.001 cold, coed, other (cold) (cold) Meaning works except when Opposed to sex content. kiss N.S. >.025 breast, breaks, other (trend to breast) (breast) bra .OOS N.S. breast, breaks, other (breast) (trend to breast) drop 'N.S. N.S. breaks, breast, other (trend to breaks) fOndle .05 N.S. breast, grease, other (breast) (trend to breast) bacon . N.S. N.S. grease, breast, other (trend to greast) (trend to grease) Generally, meaning works. make >.025 N.S. love, lost, other (love) . (trend to love) in .005 .005 love, lost, other (love) (love) hairpin .005 N.S. love, lost, other (love) (trend to love) 'Love’ is dominant. 51 Slide Freshmen Sophomores sleep 7 .005 .05 with, wait, other (with) (with) talk >.005 >.025 with, wait, other (with) (with) short » >.05 N.S. wait, with, other (with) (trend to wait) Note the pull to 'with.’ become .005 >.005 pregnant, fragrant, other (pregnant) (pregnant) mother >.005 N.S. pregnant, fragrant, other (pregnant) (pregnant) smell >.025 .005 fragrant, pregnant, other (pregnant) (pregnant) Strong pull to 'pregnant.‘ overdue .05 N.S. period, perish, other (perish) (trend to period) comma N.S. N.S. period, perish, other (trend to period) (trend to period) insects N.S. N.S. ‘perish, period, other (trend to perish) (trend to perish) Meaning tends to work except in the test slide in freshmen where meaning is avoided. sex N.S. .05 penis, pines, other (trend to penis) (penis) man ‘ N.S. N.S. penis, pines, other (trend to penis) (trend to penis) needles .005 >.001 pines, penis, other (other) (other) touch _ N.S. >.005 penis, pines, other (trend to penis) (penis) tree N.S. N.S. pines, penis, other (trend to other) (trend to pines) Quite a few choices fall into 'other' on these combinations due probably to the great structural similarity between 'penis' and 'pines.‘ tree N.S. N.S. bark, bank, other (trend to bark) (trend to bark) money .005 N.S. bank, bark, other (bank) (trend to bank) string .005 >.025 loop, coop, other .(loop) (loop) chicken .005 N.S. coop, loop, other (loop, other) (trend to coop) Meaning generally works.