AN EVALUATION OP TEACHING TECHNIQUES AS EVIDENCED BY …/67531/metadc... · AN EVALUATION OP TEACHING TECHNIQUES AS EVIDENCED W THE GUILFORD-MARTIN TEMPERAMENT INVENTORY THESIS ;

AN EVALUATION OP TEACHING TECHNIQUES

AS EVIDENCED BY THE GUILFORD-METIS fSKPEBAMlSf INVENTORY

APPROVED

Ma for Props ssor

or ProMssor

Director of tb* &p^tffl©nt of Education

AN EVALUATION OP TEACHING TECHNIQUES

AS EVIDENCED W THE GUILFORD-MARTIN TEMPERAMENT INVENTORY

THESIS ;

Presented to the Graduate Cornell of the

North Texas Stat© College in Partial

Fulfillment of the Requirements

For the Degree of

MASTER OF ARTS

By

180144 John R, P irks ton, B. A«

Fort Worth f Texas

August, 1950

18014-

TABLE OP CONTENTS

Pag® LIST OP TABLES vill

Chapter I. UlTRODUCTIOK 1

The Problem Specific Problem Significance and Origin of the Problem Definition of Terms Limitations latter© of the Stiidy Treatment of the Data Method of Procedure

Statistical Procedures Used in Securing Data

XI. RELATED READINGS . . . 17

III. PRESENTATION AND INTERPRETATION OP DATA . * 22

IV. CONCLUSIONS AND RECOMMENDATIONS . 41

Conclusions

Recommendat ions

APPENDIX . 45

BIBLIOGRAPHY 67

iii

LIST OF TABLES

Table Pag©

1, The Mean, Standard Deviation, Standard Error of the Moan, Standard Error of the Difference, and Critical Ratios ©f the first Teats of Groups C and 1 on the STDGR Factors . . . . . . . . . . 24

2m The Mean, Standard Deviation, Standard Error of the Wean, Standard Error of the Difference, and Critical Ratios of the first Teste of Groups C and I on the OAKIN Factors • • • • • • • • « • 26

3« The Mean, Standard Deviation, Standard Error of the Mean, Standard Error of the Difference, and Critical Ratios of the first Tests of Groups Q and £ on the 0 Ag Co Factors » • • • • • • . . 28

4« The Mean, Standard Deviation, Standard Error of the Mean, Standard Error of the Difference, and Critical Ratios of the Test and Re-test of Group C on the STDCR Factors 50

&• The Mean, Standard Deviation, Standard Error of the Mean, Standard Error of the Difference, and Critical Katies of the Test and Re-test of Group C on the GAMIN Factors • • • • • • • » * 52

6« The Mean, Standard Deviation, Standard Error of the Mean, Standard Error of the Difference, and Critical Ratios of the Test and Re-test of Group 0 on the 0 Ag Co Factors 54

7# The Mean, Standard Deviation, Standard Error of the Mean, Standard Error of the Difference, and Critical Ratios of the Test and Re-test of Group E on the STDCR Factors 36

Qm The lean., Standard Deviation, Standard Error of the Mean, Standard Error of the Difference, and Critical Ratios of the Test and Re-test of Group E on the GAMIH Factors • 38

LIST OP TABLES (Cont'd.)

Table Page

9* The Mean, Standard Deviation, Standard Error of the Mean, Standard Error of the Difference, and Critical Ratios of the first Test and R©~test of Group 1 on the 0 Ag Co Factors . . . . . . . . 40

•tr ' !

oukrtm i

The Problem

' tt* primary pmWimm of tbl* gtwly wae t® wnlvmtm ttat

effactiTanaaa ol* two fcMM&iag in relation t© tfaoir

raapactlY® iiaflw©»e® en 4feft»sl&£ bahavlo* % * group game****

Baeawe® of the sample* lo©ml©# leebsl^me and ®amy otfear

fastora, ©vnimtion, or fetus traiisfertjsg of #wsltifttl*t tmtmmm

is difficult* thar* arista th» nMMflty, therefore* for ®a©li

nevly instituted program to hate its own evaluation and Inter**

pr©tation,

fb© use of a control and eaqpesr&NBtal group *fe North Texas

Stat® Collegs in Denton, texas ws« thought to i>@ desirable

to teat tli# effeetlveneee of the t»o teeing situations to

t#fm§ of fcaparoraNMit as ladle®ted. % til#

Inventory* (three ferae, STDC&, a AXIS end a Ag

Co)*

dXMIQiflO BPOblO®

tfae speeifle problem of this study was threefold!

(1) to e«»#»re tt» teet and re-test aeore# of t&e control

group, (2) to eospare the test and r#»teet aeorea of the \

caqNMFiMMitM& gp©tt » and (3) To eoatpare and evaluate fc&©

critical ratios of th® control arid eaqperlssntal group®•

*Cf* Appendix, p. 60.

Significance and Origin of th© problem

Recent trends have been away from a matter of simple

counseling of individuals to a complex program of interrelat-

ed services which are concerned with personal relationships

and internal adjustment. Progress has been made in the

direction toward a more dynamic concern with stimulation to

growth in self-decision and emotional maturity.

Freshman orientation is now an accepted procedure in

almost every college'personnel program* A study mad# by

Kenan and Wrenn in 1946 indicated that one hundred per cent

of the four-year colleges and universities of the• Sorth Cen-

tral Association now.have orientation programs.® Seventy

per cent have orientation or introductory education courses

extending throughout the first semester of the first year.

This was not the case twenty years ago. The nfreshman week"

idea, wherein it was assumed that all a new student needed

could be presented to him .'in three or four days, is unrealis-

tic and hat been regoghised as such.

The terms teaching and guidance cover an unlimited

number of activities in which one or several person®, are

assisted in learning new behavior patterns. Used by psy-

chologists, however, guidance usually denotes specific

counseling situations conducted by certain technical workers

with specialised psychological training* Guidance -i® essen-

tially a learning situation and, in a sense, all teaching

%UB. Kaffis and O.G. Sfrenn, "Current Developments in Student Personnel Programs and the Needs of the Veteran, School and Society, £XV{1947), pp. 89-92.

is guidance. It ©an reasonably be assumed, therefore, that

teaching and group guidance should not exist as separate

activities of an effect!1?© educational program, The guid-

ance and counseling of youth should inhere in the teaching

methods themselves»

It is from the educational philosophy of teaching a#

guidance that the problem of this thesis evolved# Cam a

teaching program so organized as to utilize basic psycho-

logical principles produce more favorable results in the

individual *s personal adjustment than a program in which

subject-matter teaching and guidance activities exist as

separate entitle®f

Definition of eras

C0UKSELI1G - the psychotherapeutic relationship in which

an individual receives direct help from an advisor

or finds an opportunity to release negative feelings

and thus clear the way for positive growth in per-

sonality*

KOS-DIRKCTIVB <* a counseling technique which assists the

client in finding his own solution for his difficulties

and encourages free expression of negative feelings#.

DIRECTIVE - a counseling technique which utilises advice,

orders, suggestions, threats, cajoling, and the like,

in an inter-personal relationship dominated by the

counselor, who asks certain questions and takes the

responsibility for assisting the client to formulate

the answers, plan a new mode of adjustment, and

£****%A 4 #*f*4 mil m

GUIDMCfi » the us# of psychological techniques of appraisal

for th* pianos® of assisting the individual, either

through directive or non-directive counseling, to make

a better adjustment to his environment.

COHTRGL » an experiment, or a subject, used in an experiment,

which is designed to cheek or verify fee results ob-

tained in another experiment of the same type but In*

solving some additional factor#

EXPERIMSITAL - a situation involving the testing of a certain

variable factor which is known to be present in addition

to other constant factors In a similar situation,

TRAIf - a distinctive pattern of behavior which is More or

less permanent; hence a group of habits, such as per-

sistence, introversion, accuracy, and the like.

Limitations

A number of limitations were encountered in this investi-

gation. One important factor to be considered is that the

studj continued for only one semester. Also, no follow-up

has been made in order to check for fluctuation In the

scores• The most important limitation which was encountered

was the subjective teaching asethods of C and, E group instruc-

tors. However, every effort was made to obtain the optimum

of effectiveness of teaching techniques in the experimental

group, details of which will be described later in this

chapter.

Paper and pencil tests in general have definite limi-

tations as psycho®©trie ins truaents» Blchards, in his

discussion of -personality questionnaires and inventories

statess 8None of the personality scales of this questionnaire

sort so far devised is so foolproof that it carrnot be falsi-j

fied deliberately in ways that may disguise real attitudes and

feelings .-••however, pathological score® on such personal-

ity scales, even though sometimes the result of deliberate

distortion, are always of interest for they suggest malad-«

Justment oven if indirectly,"

Mature of the Study

Two groups were utilized for this study. A control

group was designated as group C and an experimental group

was designated as group 1. Th® C group contained forty-four

college freshmen* This ip*oup consisted of twenty-nine girls

and fifteen boys. The E group contained forty-five college

freshmen, of which twenty-seven were girls and eighteen were

boys.

Each of the groups contained students from two separate

introductory education classes, Jhe professors teaching

those members of the control group presented their materials

in a strictly traditional "textbook* method. Whereas the

same textbook was used in the £ group, the Banner of presen-

tation was one which allowed for group participation and

class discussion. Every effort was aad© by the professors

of the E group to cover the same materials as those of the C

Group, but in a non-directive manner. In short, the learning

^T.W. Richards, Modern Clinical Psychology, p. 143.

6

situation of the C group was teacher-dominatedj while in the

E group it was one that was student-centered.

Th® method used in the experimental sections was baaed

upon the concept of group therapy, a belief that major changes

can b® effected in personality structure, effectiveness of

scholorshlp, and general adjustment by creating a situation

in which the individual in a group situation has the opportun-

ity to modify behavior patterns and learn new skills and

habit patterns#

The method used can be characterized by the following

procedures?

1. Th© Instructor begins the ©lass by developing the

idea that subject-matter is not to be stressed# Th& course

is for th© development' 'of. the individual® in the class and

Is to be based upon the"- Interests and problems which are

real to them*

2* Some time is spent in getting the member® of th®

class acquainted with' one another in an informal fre# sit-

uation*

3. toe of the objectives of the course Is that•of

knowing oneself* As n.saeans of accomplishing this purpose,

4

diagnostic tests were administered. Kie testa given weres

Kelson-Penny Reading Test, Mooney Problem Check List, College

4Cf, Appendix, pp. 43-66*

Form, Guilford-Martin Temperament Inventory, (three forms,

STUCK, GAMJH, and 0 ig Co) and Ruder Vocational Preference •

Record,

4. Results of the tests were handed to each student and

general Interpretation of the teats was mad®»

5, Problems raised from a study of Mooney Problem Check

List were selected for study and action by the group on th®

basis of class interest and significance as indicated by

test results# •

6« Groups were formed to study th® problems and to

carry on activities which were designed to change behavior

pattern® in group situations of various kinds* As an example:

on# of the problems generaly indicated by freshiwn is being

ill at ease in social situations. A group would talk over

the reasons why a person feels H I at ease, and read some

articles related to developing poise,. They would then

practice introductions and beginning and carrying on con*

versations# Th© instructor and the froup drew generalisat-

ions from the activities In the changing of behavior patterns

and learning of social and oomnunlcative skills,

A number of sections of this course other than those

chosen for this experiment were offered during this particular

semester. There was nothing distinctive about any one of the

sections which would tend to cause the students to favor one

The investigator believed it advisable to give a listing of all tests administered to the E group# Although it does not pertain directly to the thesis, it ws® necessary to give toe reader a better understanding of th# E group mm fcVirui m -

8

over another* Since it was desirable to obtain a random

sampling, and the highest possible validity throughout the

semester, th© students were unaware of the fact that any

of the classes were participating In an experiment. By

virtue of the fact that one of the requirements for regis-

tration in any section of this course is that & student

be a beginning freshman, the possible factor of choice of a

particular te-acher because of previous acquaintance was

negligible*

The Guilford-M art in Temperament Inventory (factors STDCR,

GAMH, 0 Ag Co), wag administered to both C and B groups

during the regular class periods* The initial test was ad-

ministered during Sovember of 1948 and re-test was made in

January of 1949* The Q group was then left to continue with

its traditional textbook procedures*

Treatment of the Data

All data utilised in this study were obtained from

eighty-nine college freshman student# at North fexas State

College in Benton during the fall semester of 1948* The

Guilf ord-M art in Teaperaaent Inventory (factors STDCR, GfiK IN,

and 0 Ag Co) was administered to both experimental and con-

trol groups of an introductory education course in November,

1948* He-test was made in January, 1949* A critical analy-

sis of these thirteen factors will be made and comparisons

drawn by utilising the following methods of treatmenti (1)

Determining critical ratios between the various factors on

9

test and re-test, (2) Comparison of critical ratios of control

and experimental groups to evaluate any differences which may

have evolved# Statisticians usually evaluate the reliability

of a difference by obtaining the ratio of difference to the

standard error of the differences. It is customary to con-

eider a difference as thoroughly reliable if this ratio is

3,0 (meaning that the difference Is three times the standard

error of the difference, and the chances are 99 out of 100

that the true difference Is not sore than three time's the

standard error away from the difference.) However, In this

study, differences of 95 to 99.9, or from the fifth to the

first level of significance, will be considered statistically 5

significant.

Method of Procedure

The data collected to determine the significance of this

experiment were results of scores obtained from the administra-

tion of the Gullford-Martin Temperament Inventory (factor#

STDCR, GAMIK and 0 Ag Co) to both C and £ groups. Both group*,

as mentioned in Chapter One, were given th® test early In

November and again in January.

The letters S I D C H, 3 A M I I » a 0 Ag Co are used

to designate the various personality traits in lieu of actual

trait names and accompanying Interpretations, for the obvious

utility value of time and space saving.

Van Ormer and 0.0. Williams, Elementary Statistics for Students of Education and Psychology, p. 62f.

-J

10

The Investigator believed it advisable, therefore, to

clarify the aforementioned by listing each, of the cod© letters

and. its respective interpretation. These are a® follows:

GUILFORD'S IMVEHTORY OF FACTORS S Y D O R ;~v"

S - Social Introversion~Extraversion* •*- A high C~score

ft tendency to seek social contacts and to enjoy the

company of others* A low C»score indicates shyness,

a tendency to withdraw from social situations and

to be seclusive* A high C-score is more desirable

for mental health than 'Is a low C-score* A very

low C~score on S indicates a need for guidance

directed toward increased social participation*

f - fhinking In trover s ion-Extraver® ion, — A high (>*Score

indicates a lack of Introspectiveness said an extro-

vert ive orientation of the thinking processes• b

low C*score indicates an inclination to meditative

thinking, philosophising, analysing one fs self and

others, and an introspective disposition# The

middle rang® of C-score is more desirable for mental

health than either extreme on trait T* Each extreme,

however, ®ay have its value for certain types of

occupation.

D » Depression* «•» A high G-score indicates freedom

from depression, a cheerful, optimistic disposition*

A low C-seore indicates a chronically depressed

mood including feeling® of tmworthlnese and guilt*

The higher the C-score on trait D, the better Is

11

like!j to be the ©motional adjustment of the

individual.

C - OyeloM Disposition# —» A high C-score Indicates

stable emotional resetloss and moods, and freedom

from cycloid tendencies mm shomi la strong emotion-

al reactions, fluctuations in mood, and a disposi-

tlon toward flightiness and instability, fhe

higher the 0-score ©a trait C, the better will be

the emotional adjustment of the individual, except

that scores that are too high m&j indicate a color-

less, Inert individual.

B - Rhathymia. *— A high C-score indicates a happy-go-

lueky or earefree disposition, liveliness, and

impulsiveness • 4 low C-score lndloates an inhib-

ited disposition and as overcontrol of the impulses,

loth extremes of the C-scores mmj represent psycho-

logical maladjustments and a C-score in the middle

range is desirable for mental health.

qUILPOHD-MRflM 1KVEKTQEY OF FACTORS S A i 1 I

ffl - General Activity. — A 'high C-score indicates a

tendency to engage In vigorous overt action. A

low C-score indieates a tendency to inertness and

a dislnclinatlon for motor activity. An extremely

high 0-score on trait Q may represent a manic

tendency while an extremely low C-score may be an

indication of a hypothyroid condition or other

causes of inactivity. Thus, for good sental health

12

& C~ecore on 0 In the silddle range is usually

most desirable,

-j A - Ascendance-Submiss ion . — A high C-score indicates

social leadership and a low C-score social passive-

ness. fhe C-score of a person on trait A must he

interpreted in the light of his other characteris-

tics of teE£>eraent as shown en the profile chart,

and no general rule can he set forth as to what

C-scores on trait A are moat desirable for mental

health* However, there Is emphasis in our culture

on the general desirability of a high C-score on

trait A* . Females tend to have distinctly lower

C-scores on A than do males.

M - Masculinity-Femininity. — A high C-score on this

trait Indicates masculinity of emotional and

temperamental make-up and a low G-score indicates

femininity. The €-scores of the laajority of males

are above 5 and the majority of females have

C-scores below 5* Hales whose C~scores are very -

low are sometimes found either to lack their full

quota of male hansones or to have an oversupply

of female harmones.

I - Inferiority-Feelings. — A high C-score indicates

self-confldence and a lack of inferiority feelings.

A low G-score indicates a lack of confidence, under-

evaluation of one's self, and feelings of inadequacy

and inferiority, fhe higher the G-score on trait

I, the better for mental health, with the exception

18

of extremely high case* la which clinical Investi-

gation may reveal a superiority compensation for

hidden inferiority feelings. Many psychoneurotic*

have very low O-seores on trait I*

i Hervousness. — A high C-score indicates a tendency

to he calm, unruffled, and relaxedj a low G-seore

indicates juopiness, jitteriness, and a tendency

to be easily distracted, Irritated, and annoyed.

The higher the C-acore on trait N, the better for

mental health unless there are clinical Indications

that an overly sluggish and torpid condition is

the ha®is for an extremely high 0-score# Extremely

low C-scores in some cases may involve a lack of

calcium in the blood. In isany cases, a mental

conflict atay be the basis for the emotional ten-

sion expressed in jitteriness and irritability. •

0P3£g0BP»MARTIH PBRSOHKEL IBVMTORY I

0 - Objectivity* — A high C-score on this trait indi-

cates a tendency to view on®»s self and surround-

ings objectively and dispassionately. Jk low

G-score indicates a tendency to take everything

personally and subjectively said to be hypersensi-

tive. fhe higher the C-score on trait 0, the

better for mental health. Pathological cases

may develop paranoid ideas of reference and

delusions of persecution.

14

Co - Oooperativeness« —• A high C-> score Indicates a

willingness to accept things and peopi© as they

are and a generally tolerant attitude. 4 low

C—score indicates an overcriticalneas of people

and things and an intolerant attitude* She higher

the C-score on trait Co, the batter for mental

health unless the Q-score on 0 or clinical sigas

indicate a torpid and sluggish condition to be the

basis of the lack of critiealness* Over-or itioal~

ness is often a compensation for hidden feelings

of inadequacy. Pathological eases may exhibit a

paranoid projection of their conflicts and impulses•

Ag - Agreeableness* — A high G-score indicates an

agreeable lack of quarrelsomeness and a lack of

domineering qualities# A loir C-score Indicates a

beligerent, domineering attitude and an overreadi-

ness to fight over trifles* Very low scores on

trait Ag indicate an extreme craving for superior-

ity as an end in itself developed as a compensation

for some chronic frustration and in pathological

eases may lead to paranoid delusions of grandeur*

It is possible that a sadistio component may occur

in some of the pathological cases. Further inves-

tigation should be made of the psychological struc-

ture of extremely low C-scores on traits 0, Co,

and Ag, as the paranoid area of temperament which

they cover is predisposing toward troublemaking

behavior in industry, marriage, and other social

situations*

15

Statistical Procedures Used in Securing Data

Results fro® the Guilford-Martin Temperament Inventory

were tabulated into two muter charts. These figures served

only a# a point of reference for doing further analysis# The

data war© presented on chart® showing the mean averages of

the test and re-teat of both the G and 1 groups.

The teat and re-teat means were processed through a

series of steps which revealed the standard error of the

mean, the standard error of the difference of the mean, and

difference between the two means, or critical ratios for the

two tests in the 0 group and the two tests in the 1 group.

The critical ratios were then compared by tablea.

In eoaputing the teat score®, the raw scores were added

and the arithmetic mean was determined. The arithmetic mean

was used throughout since it is a more accurate measure of

central tendency than either the median or the mode# The

mean Is a point on the seal© where the sum of the deviations

above a selected point is exactly equal to the sum of the

deviations below the point# The formula for the arithmetic

mean for grouped data 1st

M = (x*

N The standard error of the various mean® was computed

by dividing the standard deviation by the square root of the

number# The purpose of the standard error of the mean it to

show the fluctuation of variability from the true mean, The

16

formula for the standard error of the mean 1st

i<M N

Whatever the value of the true man, It can reasonably

he assumed that two out of three sample means would fall

within (plus or minus) one standard error of the mean.

The standard error of the difference between the means

Is computed by securing the standard error of the mean for

the two means to he compared• These are then squared and

added, and the square root of this sum gives the standard

error of the difference between the means* The formula 1st

~ J m y-

The critical ratios are found by subtracting the arith-

metic mean of the two samples to be compared, and dividing

the results by the standard error of the difference between

the means of th© two samples# The formula is ?

difference between means _

CHAPTER II

m i A T m READINGS

Nathaniel Cantor, of the University of Buffalo, has

been an advocate of the non-directive group instruction and

therapy as a method for developing social sensitivity and

self-insight in hie student a.*"

During one of the summer sessions a partially standard-

ized seal© for measuring aelf-insight was given to one group

of students who registered for Cantor*® course in "The

Dynamics of Learning11 and to another group of students who

•registered for John Doe's course in ^Principles of 2£e<momlcs;»n

Both groups were believed to be comparable as to age* level

of .education and socio-economic status, although It was im-

possible to match students in accordance with a rigorous

experimental design. At the end of the five weeks--'the scale

'was given again to both "groups in order to measure the rela-

tive change in scores between the two groups during the

Interim, ;

The correlation of the test and re-test of the scale

lent weight to the interpretation that Cantor's method does

encourage the'development of self-insight on the part 'Of a

Majority of the students, though it may fall to reachn

certain minority of the class.

^•Nathaniel F. Cantor, wAn Experimental Study of the Validity of the Ion-DirectIve Method of teaching," Journal of Psychology^ XXVI (July-Got*, 1948), pp. 124-128.

1?

18

Florence Brumbaugh, Hunter College Elementary School,

New York City, found in an experiment conducted with small

grade school children that age is not of prim© importance

in group instruction. *'roia her observation she found that

individual needs can be recognised and cared for better if

groups are formed. More interest is stimulated and maintain-

ed and there is greater cooperation. Social skills and n©w

behavior patterns were in evidence after a few weeks of

group instruction# Lastly, better academic achievement re-

sulted for individuals of the lower academic level,®

Eiaever, in his report presented to the American

Educational Heae&rch Association, listed many of the im-

plications of non-directive counseling for classroom

teaching* The high school that participated in on experi-

ment conducted an in-service training program for the

teachers who were to carry out the program. Academic achieve*

•meat began to increase early in the classes. Interest and

motivation were also Increased. New social skill# were dev-

eloped, but on a slower schedule than the others* Several

of "the teachers reported uncovering severe ©motional problems

•and expressed their appreciation for the therapy involved in •at

this technique.

Florence Brumbauh, "A Successful Method of Teaching," grade Teacher, IX (Jan., 1945), pp. 59-61*

3P •£. Eisever, "Report to the American Educational Research Association," Educational Research Bulletin, XXVIII (1949), pp. 32-39.

10

Bettis, in Mew York City, compiled all statistical^-

algnifleant studies on group relatione and published a summary

of the results that may be expected for group instruction,

whether for educational or therapeutic purposes. They are

as follows«4

(1) Developing insight Into human relatione depends more up-n changing attitudes than merely transitory facts »

(2) Group discussion® are likely to be more effective than lectures in changing deep-seated

• attitudes toward oneself and others# (3) Group discussion# are especially effective

when they grow out of comionly shared experiences such as movies, psychodrsmas or recordings#

(4) The ease with which a group gains insight is closely related to its consciously felt need for acquiring such insight#

{5} The likelihood of no attitude change Is heightened if the group feels itself under attack,

(6) The likelihood of attitude changes Is heightened If the group feels free to express the very attitudes to be changed.

(7) When the group Itself arrives at Insight-ful attitudes, these attitudes are likely to b© _ more lasting and influential In affecting behavior.

Frances iauek, previously a faculty member In the

School of Hcsae Economics at Ohio State University, states

that the idea back of the group discussion method outlined

below was threefold!

%»0 # Bettis and others, "Deepening a Group*s Insight Into Hu«an Relations* * Compilation of Aids," Journal of Clln-ical Psychology, V{April, 1949), pp. 138-141#

5Ibid, p. 140.

6Frances F. Mauck, wExperimenting With The Group Dis-cussion Method,rt Journal of Home Economics, XLI(0ct., 1949), pp. 454—4S5.

so

First, we wanted to interest each student enough to sake her want to talk. Second, we hoped to provide a spw that would overcome her hesitation, if she belonged to the non-talk-ative group. Third, we gave each an opportunity for independent library research so that she could establish an opinion? then we gave her &n opportunity to defend her opinion when it was challenged,™

The author made twelve trials of this method, utilizing

groups of twenty to fifty members. Her conclusions were as

follows:

We believe It provides the soil for growth of the ability fo read thoroughly, to formulate aii opinion, and to express thoughts clearly. It presents a procedure easily recognized and under-stood by class members, and one by which ©ach student becomes a semi-authority on a phase of subject material because she has done more refer-ence reading than the class as a whole. We be-lieve that it provide! proper and sufficient stimulus to the timid and non-expressive student and proper restraint for the asaured and talkative student4® .

Albreeht, an associate of Nathaniel Cantor, non-directive

teaching*® chief exponent, developed a set of psychological

principles for learning and described the classroom procedure*

?h® author has had approximately two years* teaching experience

in using the method# Like most of the' studies thus far pre-

sented, there has been little actual statistical ©valuation

made, The following conclusions are noted from observation and

study. He foundi9

7Ibid, p. 454.

elbid„ p, 455,

^M.G. Albrecht, *Non-Directive teaching," Sociology and Social Research. XXXII(May, 1948), pp.. 874-800.

21

(1) Kon-directiv© method of instruction seems in certain respects to meet problems logically and appropriately.

(2) fh© non-directive method minimizes memori-zation of facts in absolute, or permanent or fixed bit® of knowledge, but emphasizes learning as a continuous process of discovery and renunciation, of appraisal, intergration and creation.

(3) There is a great need for more study on this subject* Evidence Is favorable, but not enough is accurately known to form reliable conclusions. Aside fro® common standards of "success,® students taught by non-directive methods show greater emotional stability and insight and demonstrate greater social responsibility than do students who remain oriented with traditional methods.10

1QXbld«. p. B78,

CHAPTER ill

PRKSKHTATIOK ABO INTBRPRISTATIOH OF DATA

The Qullford-Mart in temperament Inventors (factors

STDCR, OAMIH and 0 Ag Co) was administered to groups C and

& and the results were tabulated into nine tables. The in-

vestigator believed it advisable to compare the November

tests for C and E groups in order to determine whether or

not there was any significant statistical difference between

the respective groups. As Mentioned in Chapter One, every

effort was laade to obtain a random sampling# A number of

sections other than those chosen for this experiment were

offered during this particular semester, fhere was nothing

distinctive about any one of the sections which would tend

to cause the students to favor one over another. Since it

was desirable to obtain a random sampling, and the highest

possible validity throughout the semester, the students were

unaware of the fact that any of the classes were partici-

pating in an experiment. By virtue of the fact that one of

the requirements for registration in any section of this

course is that a student be a beginning freshman, the

possible factor of choice of a particular teacher because

of a previous acquaintance was negligible, fhere arose the

obvious necessity of showing the critical relationships be-

tween groups C and S in order to determine the actual validity

of the samples.

25

In order for fell© sanple to to© considered statistically

valid, tla® critical relationship between the November tests

of group® C and 1 should not show a critical ratio of statis-

tical significance.* This is necessary in order to be able

to assume that both C and I groups ware approximately the

same at the beginning of the experiment. It may be con-

cluded, therefore, if this be true, that any change that

is shown in the comparison between the test and re-test

scores, with regard to specific traits, may be considered

basically reliable.

fable 1 shows the mean, standard deviation, standard

error of the mean, standard error of the difference and

critical ratios of the first tests of groups C and I on the

STDCR factors#

fhe mean score for S-Soeial-Introversion-Extraversion

on the first test for group C was .18. Oroup 1 had a ®ean

score of 18.71. The critical ratio was .18, or §7 chances

in 100 of indicating a true difference, which is probably

not significant*

fhe mean score for T-ffainking-Introversion-Extraversion iinnLmriirniiiiw 11 inn im mi •imiiij) <11111 >11 iwfjrwliiiii, in«ii|) iiw»ji<0iiriin«i*»*>iiwiiiii» ii-ii:i;<.*iii ww inwn immi 1 iiuwih >nnw '.n nunii iiii'iwiw>ii".wiw«!niniw imwiwuwxifii wmwurt r iiiirlmiiimiiLi

on the first test for group C was 35.45. Group 1 had a mean

score of 33.86. The critical ratio was 1.1, or 8© chances

in 100 of indicating a true difference# this is probably

not significant.

Oraer and 0.0. William* Elementary Statistics for Students of Education and Payeholofty* 62f. ' ' '

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The MEAN score for C~Cyclold Disposition OR the first

test for group 0 was 33.18. Group £ had a mean score of

33.57« The critical ratio was .15, or 56 chances in 100 of

Indicating a true difference, and is probably not significant.

The man score for R-Bhathyala ©a the first test for

group C was 44.75. Group E had a mean score of 45#13# The

critical ratio was *18, or 57 chances in 100 of indicating

a true difference, and is probably not significant.


error of the seam, standard error of the difference and

critical ratios of the first tests of groups C and S on

the 3AMXH factors•

the mean score for Q-Oaneral Activity on the first test

for group G was 12#75# Group E had a mean score of 15#SI*

The critical ratio was *40, or 65 chances in 100 of indica-

ting a true difference• This is probably not significant#

fhe mean score for A-Aaoendance-Submission on the f irst

test for group C was 18,78# Group M had a mean score of

19.04* The critical ratio was *32, or 63 chances in 100 of

indicating a true difference* This is probably not signifi-

cant#

The mean score for M-Maacullnlty-Femininity on the first

test for group 0 was 16.09# Group S had a mean score of

14*02. The critical ratio was 1.00, or 84 chance* to 100

of indicating a true difference. This is probably not

significant#

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The mean score for I-Inferiority Feelings on the

first test for group G was 29*45* Group I had a »ean

score of 50.05. The critical rati© was .51, or *62 chances

in 100 of indicating a true difference, and i® not signifi-

cant.

The mean score for 8-Hervouaneas on the first taat for

group G wis 22.65. Group E had a mean score of 81.15* The

critical ratio was 1.00, or 34 chances in 100 of indicating

a true difference* This ia probably not signifieat*

fable 3 shofis the mean, standard deviation, standard

error of the a»«n# standard error of the difference and

critical ratios of the first tests of groups C and £ on the

0 Ag Go factors•

..The mean score for 0-Objectivity on the first test for

group C was 41.93. Group 1 had a mean score of 39.2$, The

critical ratio was 1.00, or 84 chances in 100 of indicating

a true difference, which is probably not significant*

fh® m m score for Ag-Agreeableness on the first test

for grou C was 31.22. Group E had a mean score of 31.86.

The critical ratio was .29, ©r §2 chances in 100' of indica-

ting a true difference. This is probably not significant*

The mean scor© for Co-0ooperativenesa on the first

test for group C was 54.56., 'Jroup 1 had a mean scor# of

50.40. The critical ratio was 1.40, or 92 chance© in 100

of indicating a true difference. This nay be significant*

28

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29

The data presented in Tables 1, 2 and 3 showing results

of the Hovember tests for 0 and 1 groups indicate that at

the beginning of the experiment differences between the two

groups were not of sufficient statistical significance to

be considered a true difference,


err©r of the mean, standard error of the difference and

critical ratio# of the test and re-test of group C on the

STBCR factors#

The mean score for S-Soelal*Introveralon-l3gtraveraIon

on the first test for group G was 18.00. fhe mean score of

the C group- on re-test was 17.54, fhe critical "rati# u s

•32, or 63 chances in 100 of indicating a true difference

In favor of the re*test, which :'is not significant,

the mean score for T~Thinking- Introvers ion-Extraverslon

on the first test for group C was 35*43, fhe m a n score of

the <3 group on re-test was 33,29. The critical ratio was

•92, ©r 82 chances in 100 of indicating a true difference

in favor ©f the re-test* which probably is not significant*

fhe mean score for D-Depresslon on the first test for

group O was 24,02, fhe mean score of the C group on re-test

was 22,84, The critical ratio was ,43, or 66 chances in 100

of indicating a true difference in favor of the re-test,

which Is not significant*

fhe mean score for C-Oyclold Disposition on the first T T —1-r f..„.^. r.- r r r r |T | .M .1||| l|[|.nitT |..||.!|7.ri|||1|)ri[|..|| |tr|. iinnmmup-imjg

test for group C was 33,18, The mean scons of the C group

on re-test was 30,36, The critical ratio was ,94, or 83

>41 . «< lr»

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31

The w a n BOOT® for R-Bfaathymla ©a the first test for

group C was 44*76* Th© asan seor© of the C group on re-teat

was 40.77# The critical ratio was* 71, or 76 chances In 100

of Indicating a trm difference in favor of the r@-teat,

which tt not significant*

Table 5 shows the mean, standard deviation, standard


critical ratios of test and re-test ©f group G on the GAMIH

factor#

Th# mean score for Q-£ener&l Activity on the first

teat for group C was 12.75* The aesn score of the C group

on re-test was 12*90* The critical ratio waa *07, or 55

chance* in 100 ©f indicating a true difference in favor of

the re-test, which is not significant*

The mean score for A-A&candance-Submlss ion on the first

test far group C was 18*75* The mean score of the C group

on re-test was 18*68. The critical ratio waa *05, or 52

ch&neas in 100 of indicating a trw@ difference in favor of

the re-teat, which la not significant*

The mean score for M-MasculInlfry-Femininity on the

first test for group C waa 16.09. The as® an score of the

C group on re-test was 14.68. The critical ratio waa #70,

or 76 chances in 100 of indicating a true difference in

favor of re-test, which is not significant*

The mean seore for X-Inferiorlty Feellm&a on th® first

teat for group C was 29*45* The mean score of the G group

m

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The m&n score for 8-Nervousness on the f irst test for

group G 22.65, The mean score of the 0 group on re-test

was 23.52. The critical ratio was .54, or 71 chance# in 100

of indicating a true difference in favor of the re-test,

which is not significant*

Table 6 shows the m&n, standard deviation, standard

error of the a®sua, standard error of the difference and

critical ratios ©f test and re-test of group C .en tfaa- Q

Ag 0® factors* }

The man score for 0* Objectivity on the fir ft- test

for group C was 41.93. fhe mean score of the C group on

re-test was 43.86. The critical ratio was *60, or 73

chances in 100 of Indicating a'true difference in favor

of the re* test, which is. not significant.

The mean score for Ag-Agreeableness on the first test

for group C was 31.22. The mean score of the C group on

re*test was 32.65. fhe critical ratio was .-§9, or 73

chances In 100 of indicating a true difference in favor of

the re-test, which is not significant.

The mean score for Co-Cooperatlveness on the first

test for group C was 54.56. The mean score of the G group

on re-teat was 57.26. The critical ratio was .69, or 76

chances in 100 of indicating a true difference in fa^or of

the re~teat, which is not significant*

34

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35

Table 7 shows the mean, standard deviation, standard


critical ratio® of test and re-test of group 1 on the

STDCB factors.

The mean score for S-Soc lal- In trovers ion-ExtraversIon

on the first test for group B was 18,71, The mean score

of the S group ©n re-test was 15,02, The critical ratio

was .70, or 76 chance® in 100 of indicating a true difference

in favor of the re-test, which is not significant.

The mean score for T-ThInking-Introverslon-Bxtraversion

on the first test for group I was 33.86# The mean score of

the E group on re-test was 33*11* The oritleal ratio was

,33, or 63 chances in 100 of indicating a true difference

in favor of the re-test, which is not significant.

The mean score for D-Deproaslon on the first test for

group 1 was 25,04, the mean score of the 1 group on re-test

was 21,28, The critical ratio was 1,70, or 95 chances in

100 of indicating a true difference in favor of the re-test,

which is significant to the fifth level.

The mean score for C-Cyoloid Disposition on the first

test for group E was 33.57, The mean score of the 1 group

©n re-test was 28,40* The critical ratio was 2»10# or 98

chances in 100 of indicating a true difference in favor of

the r test, which Is significant to the second level.

The Man score for K-Rhathyala on the first test for

group E was 45,13, The mean score of the 1 group on re-test

was 47,37, The critical ratio was ,94, or 83 chances in

36

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37

100 of indicating a true difference In favor of the re-test,

which is probably not significant#



critical ratios of the test and re*test of group B on the

G&MIM factors.

The mean score for 5-Qeneral Activity on the first

teat for group £ was 13.31. The ro@an score of the E group

on re-teat was 13.31. The critical ratio was .00, or 50

chances in 100 of being different# There was no signifi-

cant change*

The mean score for A-Ascendanca-Sub-alasion on the

first test for group E was 19.04. The mean score of the

E group on re-test was 21.62. The critical ratio was

2.35, or 99 chances in 100 of indicating a true difference

in favor of the re-test, which is significant to the second

lev#l.

The wean score for M-laaeulinltj-Feailnlnlty on the

first test for group E was 14.02, The mean score of 'the

2 group on r@-t©st was 14.80. The critical ratio was .61,

or 73 chances in 100 of indicating a true difference in

favor of the re-test, which is not significant.

The mean score for I-Inferiority Peelings on the first

test for group S was 30.02. The mean score of the E group

on re-test was 35.53. Th© critical ratio was 2.10, or 98

chances in 100 of Indicating a true difference in favor of

the r©»t#st, which is significant to th© second level.

D O

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39

The mean score for K-Nervousness on the first test

for group 1 was 21.15* The mean score of the S group on

re-test was 24*22, The critical ratio was 1.80, or 96

chances is 100 of indicating a true difference In favor of

the re-test, which is significant to the fourth level#

Table 9 shows the Man, standard deviation, standard


critical ratios of the test and re-test of group 1 on the

0 kg Go factors.

The mean score for 0-Objectivity on the first test

for group E was 39,26. The mean seore of th# 1 group on

re-test was 45,66. The critical ratio was 3.00, or 99.9

chances in 100 of indicating a true difference in favor

of the re-test, which Is significant to the first level.

The mean score for Ag-Aareeablenes a on the first test

for group E was 31.86. The mean score of the B group on

re-test was 33.84. The critical ratio was .97, or 83

chance# in 100 of Indicating a time difference in favor

of the re-test, which probably is not significant.

The mean score for Co-Cooperativeness on the first

test for group E was 50.40* The mean score of the S group

on re-test was 59.73. The critical ratio was 3*00, or 99

chaiiGes in 100 of indicating a true difference in favor of

the re-test, which 1# significant to the first level*

40

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CHAPTER V

CONCLUSIONS 4MB RSCOMMEHDATIOKS

Conclusions

This study presented an Investigation and analysis of

the effectiveness of two teaching technique* In relation to

their respective influence on the changing of behavior

pattern®. This study was raade during the Pall semester of

1948# In order to determine their relative importance in

modifying behavior patterns and learning new skills and

habits the Guilford-Martin Temperament Traits (factors

STDCR, GAM11, and 0 Ag Co) was administered in early Nov-

ember and the re*test late in January of the same semester#

The following conclusion# appear to be warranted by

this investigation*

1, The C group shewed no statistically significant

is^rove&Nmt on re-test#

2# The E group showed statistically significant

improvement on re-test# Improvement was shown on the seven

traits listed belowi

a# There was shown an increased freedom from

depression, a eheerful, optimistic disposition#

b# On the trait Cycloid Disposition there was

an Increase in freedom from cycloid tendencies# and

Indicates stable emotional reactions and moods.

41

, . ! I i . V ' ' ' 1 : ' ' Si!

1 ' . • • • . - ' • 42

G# Social leadership IN THE Aseendanee-SubailSSion

trait was increased.

d» There was shown an Increasing freedom from •

inferiority feelings*

Bm There was &n increased freedom from nervous-

ness*

f • A. tendency to view oneself and ones surroundings

objectively and dispassionately, as indicated by the

Objectivity trait, was also increased.

g* The Agreeablensss trait, lack of quarrelsome-

ness and dominating qualities shows Improvement.

Recommendations

-Several recommendations are made as a result of the

; foregoing study? .

1# In future research of this nature there should be

a greater length of time designated for the experiment.

2# Edueators should try to utilise this experiment®! -

teaching technique with trained instructors who are well

•qualified to carry out this program in an effort' to determine

what are the most effective method# of guiding youth.

3» Sine# this: study has shown that the fi group teaching

^techniques prove to he effective as an aid la the building

of better Behavior patterns# they should he applied In more

than one course, and should possibly be extended over a

longer period of'time. However, before broad generaliza-

tions are made, it-Is recommended that more studies of this

nature toe made la many different localities.

APPENDIX

THE CLAPP-YOUNG SELF-MARKING TESTS

Patented March 19, 1929. Also Licensed under U S. Patent 1,586,628

Edited by Frank L. Clapp, Professor of Education, University of Wisconsin

THE NELSON-DENNY READING TEST FOR COLLEGES AND SENIOR HIGH SCHOOLS

VOCABULARY AND PARAGRAPH. FORM A.

By M. J. Nelson, Ph.D., Dean of the Faculty, and E. C. Denny, M A , Professor of Education, both of Iowa State Teachers College, Cedar Falls, Iowa

Copyrighted, 1929, by M. J. Nelson and E. C. Denny

TEST FOLDER

To be used with a special Answer Booklet

DIRECTIONS TO STUDENTS

A. Do not open this Test Folder or turn it over until directed to do so. During the test, do not put any marks of any kind in it.

B. Your Answer Booklet is sealed and under no circumstances are you to open it during the test.

C. How to adjust the Test Folder to the Answer Booklet: (Follow each step as the Examiner reads.)

a. Lay your Answer Booklet on the desk with the title-page up. Lay the Test Folder on top of the Answer Booklet so that the right-hand edge comes just along the short column of squares in the Answer Booklet headed "Sample Exercises." Move the Test Folder up or down until each of the three arrows on the right-hand edge of this page points directly towards an arrow in the Answer Booklet, like this »—>•<—®. Read the Sample Exercises, including the " N o t e " below.

SAMPLE EXERCISES - >

1. A linguist is trained in 1. art 2. law 3. language 4. writing 5. history Note. — In the exercise above, "language" is the correct word. This is indicated, as you!see, by placing a mark " x " in the square which is numbered " 3 " in the Answer Booklet. This is the way you indicate your answers in the test. If you find you have marked in a wrong square, do not erase it, but simply draw a circle around it and mark in tlje square ^ that you think is the right one. Bear firmly on your pencil when you make the marks. Note Exercises 2 and 3 below.

2. A dog is 1. a reptile 2. a plant 3. a stone 4. an animal 5. a book

3. Bread is to 1. eat 2. wear 3. play with 4. read 5. write with

b. Turn this leaf of your Test Folder clear back and under your answer Booklet, creasing it at th^ fold so that it will lie flat. ®—>

c. Note that you have Page 1 of the test before you. Move the Test Folder to the right until its right-hand edge comes just along the column of squares in the Answer Booklet headed "For Page 1." Move the Answer Booklet up or down until the arrows point toward each other. Wait for the signal to begin.

HOUGHTON MIFFLIN COMPANY Boston • New York . Chicago . Dallas - Atlanta • San Francisco

PRINTED IN THE U.S.A.

43

Page 1

VOCABULARY TEST (beginning)

»

1. A detestable person is 1. dangerous 2. carefree 3. hateful 4. delightful 5. anxious

2. An impenetrable shield cannot be 1. worn 2. seen 3. described 4. pierced 5. carried m—>

3. To gain eminence means to gam 1. wealth 2. weight 3. distinction 4. happiness 5. knowledge

4. Ecstasy generally refers to excessive 1. appetite 2. grief 3. joy 4. drinking 5. care

5. An illiterate person is 1. untidy 2. unwary 3. unskilled 4. unwise 5. unschooled

6. Idolatry involves 1. worship 2. masonry 3. laziness 4. thieving 5. preaching

7. A pudgy man is 1. dirty 2. handsome 3. powerful 4. amiable 5. short and fat

8. A falcon is a 1. part 2. pennant 3. hawk 4. horn 5. mammal

9. When fruit maturates it becomes 1. spoiled 2. wormy 3. greenish 4. poisonous 5. ripe

10. A felon is a 1. tramp 2. juvenile 3. keeper 4. follower 5. criminal

11. A decrepit article is 1. treacherous 2. firm 3. worn out 4. deep 5. changing

12. A conflagration is a 1. disease 2. gathering 3. religious ceremony 4. conclusion 5. fire

13. An indictment is a 1. charge 2. statute 3. commission 4. warning 5. proclamation

14. A penitent person is 1. inconstant 2. embittered 3. sorry 4. unlearned 5. awestruck

' 15. Omnipotent means 1. all-wise 2. forgiving 3. tolerant 4. avenging 5. all-powerful

16. Forbearance is 1. vexation 2. disapproval 3. disgust 4. restraint 5. transportation

17. To harass is to 1. annoy 2. defame 3. locate 4. appease 5. salute

18. To feign is to 1. fret 2. faint 3. molest 4. pretend 5. portend... . ®—>

19. A commodious box is 1. strong 2. watertight 3. tricky 4. porous 5. roomy

20. A brazen person is 1. shameless 2. strong 3. impatient 4. timid 5. opinionated

21. A heinous act is 1. timely 2. altruistic 3. impulsive 4. sincere 5. outrageous

22. To consecrate is to 1. publish 2. proclaim 3. hallow 4. free 5. pardon

23. A casualty is an 1. expedition 2. accident 3. effect- 4. insurance .5. accusation

24. A frugal person is 1. homely 2. profane 3. saving 4. gallant 5.. ill-mannered

25. An ominous cloud is 1. high 2. fleecy 3. black 4. threatening 5. stationary

26. A metropolitan person is 1. city-minded 2. polite 3. cultured 4. boorish 5. rural-minded

27. To predominate means to 1. withdraw 2. prevail 3. disdain 4. preside 5. corrupt

28. One who is amenable is 1. irresponsible 2. submissive 3. unruly 4. saucy 5. envious

29. Dogma is a system of 1. mathematics 2. psychology 3. faith 4.^biology 5. marriage

30. When fears are allayed they are 1. calmed 2. increased 3. expressed 4. ignored 5. united

31. Concatenated objects are 1. opened 2. sharpened 3. linked together 4. separated 5. gilded . . .

32. The phlox is an 1. apple 2. onion 3. animal 4. herb 5. enclosure »—*

33. To mangle is to 1. mend 2. mix 3. crugh 4. disgorge 5. weave 34. Desultory study is 1. rambling 2. sincere 3. rapid 4. strenuous 5. concentrated

Without waiting for directions continue this same test on Page 2. Turn this page just as you did the first one.

Page 2

VOCABULARY TEST (cont'd)

Move Answer Booklet over to the column headed "For Page 2." Be sure the arrows point toward each other.

35. An innovation is something 1. unlawful 2. complicated 3. imported 4. new 5. silly . . .

36. To relinquish is to 1. droop 2. forsake 3. demand 4. relive 5. lengthen . . .

37. Juniper is a 1. fern 2. tree 3. creeper 4. resin 5. weed

38. To parley is to 1. surrender 2. skirmish 3. overflow 4. converse 5. exchange . .

39. Binary means 1. ancient 2. two-fold 3. obstructive 4. enclosed 5. unnecessary . . .

40. To prate is to make a foolish 1. calculation 2. vow 3. boast 4. experiment 5. inquiry

41. A parable is a 1. dialogue 2. fable 3. playlet 4. doctrine 5. miracle

42. A baroscope is used in 1. botany 2. photography 3. metal work 4. hauling 5. weather forecasting.. .

43. Alabaster is a variety of 1. plant 2. rock 3. coaL 4. fowl 5. sea-weed

44. A verdant plant is 1. wilted 2. decayed 3. injurious 4. fresh 5. woody

45. To pervert is to 1. corrupt 2. employ 3. enlist 4. disfranchise 5. return i *.

46. To emboss is to 1.* command 2. inspect 3. urge 4. paint 5. decorate

47. A rampart is a 1. ramrod 2. tower 3. ditch 4. barricade 5. dungeon

48. An adze is used by a 1. teacher 2. carpenter 3. mathematician 4. decorator 5. musician

49. A gradation of colors refers to 1. arrangement 2. lack of harmony 3. washed-out appearance 4. symbolic meaning 5. production by sunlight

50. To decoy is to 1. estrange 2. tease 3. entice 4. defy 5. bluff

51. A loquacious person is 1. silent 2. talkative 3. dull 4. ill 5. out of place

52. A seraph is an 1. imp 2. unbeliever 3. outcast 4. automaton 5. angel

53. Dissension involves 1. freedom 2. forgiveness 3. flight 4. discord 5. harmony

54. A filigree is a 1. villain 2. hog 3. thief 4. young mare 5. decorative work I

55. To supplant is to 1. displace 2. transfer 3. resume 4. reset 5. alternate

56. A prelate is high in the 1. navy 2. church 3. drama 4. government 5. lodge

57. To show clemency is to show 1. wisdom 2. fear 3. leniency 4. revenge 5. tolerance

58. To enhance is to 1. protect 2. enter 3. capture 4. enlarge 5. pursue

59. Impervious materials are 1. imperfect 2. impetuous 3. impenetrable 4. "dangerous 5". obstructive

60. A mutable thing is 1. constant 2. rough 3. changeable 4. noiseless 5. destructive

61. A potentate is a 1. slave 2. marine 3. supervisor 4. consul 5. sovereign •

62. A filiform object is 1. threadlike 2. opaque 3. incandescent 4. sharp 5. uniform

63. A myriad group is 1. merry 2. misguided 3. angry 4. treacherous 5. innumerable

64. Extraneous materials are 1. weighty 2. useful 3. foreign 4. singular 5. strong

65. To recapitulate is to 1. behead 2. withdraw 3. oppose 4. surrender 5. summarize

66. A grot is a 1. creature 2. metal 3. cave 4. stove 5. race of people

67. Rapine means 1. boxing 2. plundering 3. conspiring 4. betting 5. longing

Without waiting for directions continue this same test on Page 3. Turn this page just as before.

Page 3


Move Answer Booklet over to the column headed "for Page 3." Be sure the arrows point toward each other.

68. A scorpion is a 1. spider 2. wasp 3. bee 4. larva 5. beetle

69. A moorland is 1. woodland 2. wheatland 3. wasteland 4. highland, 5. a homestead

70. A guilder is a 1. fiber 2. coin 3. brush 4. mixer 5. jewel

71. A pterodactyl is a 1. fingernail 2. weapon 3. flying reptile 4. sovereign 5. disease

72. Disepalous is a term used in 1. medicine 2. art 3. music 4. millinery 5. botany

73. A lewd person is 1. shallow 2. stingy 3. sanctimonious 4. depraved 5. shrewd

74. A whelp is an animal that is 1. fierce 2. lazy 3. sly< 4. cunning 5. young

75. A lanyard is most often used in 1. ships 2. houses 3. shops 4. butchering 5. surveying.. . . . .

76. A gratuitous assumption is 1. false 2. without proof 3. well-balanced 4. irritating 5. witty . .

77. A believer in heresy is a 1. dissenter 2. magician 3. pagan 4. idolator 5. scientist

78. A palpable object is 1. injurious 2. obvious 3. ghostly 4. spiritual 5. powerful

79. A seminiferous plant is 1. noxious 2. perennial 3. old 4. seedbearing 5. disease carrying....

80. A palliative tends to 1. display 2. complete 3. diminish 4. dignify 5. produce

81. To seek sanctuary is to seek 1. independence 2. permission 3. proof 4. salvation 5. shelter . .

82. A succinct statement is 1. concise 2. satirical 3. muttered 4. secret 5. long

83. Pneumatic pressure is 1. powerful 2. hydraulic 3. uneven 4. gaseous 5. intermittent

84. A vulpine creature is 1. sick 2. slow 3. wounded 4. vulgar 5. crafty

85. Bigotry refers to 1. dual marriage 2. immensity 3. secrecy 4. intolerance 5. drawing

86. Tellural objects pertain to 1. man 2. animals 3. banking 4. earth 5. worship

87. A salutary effect is 1. speedy 2. snappy 3. perplexing 4. wholesome 5. hesitant

88. An incumbent burden is 1. obligatory 2. hateful 3. annoying 4. bulky 5. bearable

89. One who is astute is 1. severe 2. amazed 3. crafty 4. stupid 5. envious

' 90. A salubrious climate is 1. damp 2. healthful 3. cold 4. hot 5.- changeable

91. Philology is the science of 1. stars 2. races 3. words 4. atoms; 5. planting

92. A scurrilous attack is 1. hurried 2. feeble 3. desperate 4. abusive 5. inoffensive

93. To eschew is to 1. antagonize 2. shun 3. masticate 4. revile 5. attack

94. By scoria is meant 1. slag 2. contempt 3. amount 4. opening 5. marking

95. A sedulous person is 1. unhappy 2. happy 3. quiet 4. alluring 5. diligent

96. Lanugo is a term used in 1. mathematics 2. anatomy 3. farming 4. shipping 5. commerce ..

97. A lintel is used in making 1. dresses 2. quilts 3. auto-polish 4. butter 5. buildings

98. Hirsute means 1. smooth 2. sympathetic 3. ugly 4. shaggy 5. mouthy ' . . .

99. A troglodyte is a 1. cave dweller 2. crystal formation 3. surveyor's instrument 4. singer 5. small insect

100. An eschalot is a variety of 1. animal 2. boat 3. weapon 4. bird 5. onion

END OF VOCABULARY TEST

If time has not yet been called, you may look back over your work. Wait for directions.

46

PARAGRAPH TEST (beginning)

Wait for the signal to begin

The night was cloudy, and a drizzling rain, which fell without inter-mission, added to the obscurity. Steadily, and as noiselessly as possibly the Spaniards held their way along the main street, which had so lately resounded to the tumult 'of battle. All was now hushed in silence; they were only reminded of the past by the occasional presence of some solitary corpse, or a dark heap of the slain, which too plainly told where the strife had been hottest. As they passed along the lanes and alleys which opened into the great street, they easily fancied they discerned the shadowy forms of their foe lurking in ambush, ready to spring upon them. But it was only fancy; the city slept undisturbed even by the prolonged echoes of the tramp of the horses, and the hoarse rumbling of the artillery and baggage trains. At length, a lighter space beyond the dusky line of buildings showed the van of the army that it was emerging on the open cause-way. They might well have congratulated themselves on having thus escaped the dangers of an assault in the city itself, and that a brief time would place them ih comparative safety on the opposite shore.

1. What activity is described in the paragraph? 1. A surprise attack. 2. A spying party. 3. A night march. 4 Capture of a city. 5. A midnight execution.

2. What did the soldiers see in their imagination? 1. Their homes in Spain. 2. Hidden enemies. 3. Ghosts of the slain. 4. Horses. 5. Dark buildings.

3. What cause for congratulation did the soldiers have? 1. A renowned leader. 2. Good horses. 3. Enemy sentinels were asleep. 4. Artillery and baggage were saved. * 5. They emerged from the city unmolested.

4. What kind of night was it? 1. Freezing. 2. Hot and sultry. 3. Raining steadily. 4. Calm and still. 5. Frosty, starlight.

II

The government of Henry the Seventh, of his son, and of his 'grand-children was, on the whole, more arbitrary than that of the Plan-tagenets. Personal character may in some degree explain the differ-ence; for courage and force of will were common to all the men and women of the House of Tudor. They exercised their power during a period of one hundred^ and twenty years, always with vigour, often with violence, sometimes with cruelty. They occasionally invaded the rights of the subject, occasionally exacted taxes under the name of loans and gifts, and occasionally dispensed with penal statutes; Nay, though they never presumed to enact any permanent law by their own authority, they occasionally took upon themselves, when Parlia-ment was not sitting, to meet temporary exigencies by temporary edicts. It was, however, impossible for the Tudors to carry oppression beyond a certain point, for they had no armed force, and they were surrounded by armed people. Their palace was guarded by a few domestics, whom the array of a single shire, or of a single ward of London, could with ease have overpowered. These haughty princes were therefore- under a restraint stronger than any which mere law can impose.

II

1. With whom is the paragraph chiefly concerned? 1. The Tudor Kings. 2. The Plantagenet Kings. 3. The palace guards. 4. The London populace. 5. The English people.

2. How were new "laws secured when Parliament was not sitting? 1. They were made by a single London ward. 2. Old laws were revived. 3. They were made by the army. 4. The King issued an edict. 5. They were made by the Princes' council.

3. Under what guise were taxes sometimes collected? 1. Fines. 2. Loans. 3. Tariffs. 4. Commissions. 5. Sale of public offices.

4. What personal trait was always displayed by the rule of the dynasty discussed in the paragraph? 1. Cowardice. 2. De-ceit. 3. Vigour. 4. Vacillation. 5. Forbearance.

I l l

The poet, in shabby finery, holding a manuscript, was earnestly endeavoring to persuade the club to hear him read a poem which he had composed. But against this all the members warmly objected. They insisted that the law should be observed where reading in com-pany was expressly noticed. It was in vain that the poet pleaded the peculiar merit of his piece; he spoke to an assembly insensible to all his remonstrances: the book of laws was opened, and read by the secre-tary, wher6 it was expressly enacted, "That whatsoever poet, speech-maker, critic, or historian should presume to engage the company by reading his own works, he was to lay down six-pence previous to open-ing the manuscript, and should be charged one shilling an hour while he continued reading: the said shilling to be equally distributed among the company as a recompense for their trouble." Our poet seemed at first to shrink at the penalty, hesitating for some time whether he should deposit the fine, or shut up the poem; but looking round, and perceiving two strangers in the room, his love of fame outweighed his prudence, and, laying down the sum by law established, he insisted on his prerogative.

I l l

1. What was the subject of the argument? 1. Amending the book of laws. 2. Presence of two strangers. 3. Suspending a fine. 4. Reading a poem. 5. The quality of a poem.

2. What did the club laws forbid? 1. Excessive fines. 2. Dis-tributing money to individuals. 3. Reading to the club. 4. Reading one's writings to the club without paying a fine. 5. Reading a piece of peculiar merit.

3. What was the poet's financial condition or attitude towards money? 1. Poor and saving. 2. Well supplied with money. 3. Reckless with money. 4. Despised money. 5. Money no concern.

4. By what was the poet most swayed? 1. Sense of justice. 2. Desire to better humanity. 3. Love of money. 4. Love of fame. 5. Stage fright.


47

Page 5

PARAGRAPH TEST (cont'd)


IV

The countries of the temperate zone are especially fit for the devel-opment of manufacturing industry; for the temperate zone is the

'region of intellectual and physical effort. If the countries of the torrid zone "are little favored in reference to manufactures, they possess, "on the other hand, the' natural monopoly of many precious commodities which the inhabitants of the temperate climates greatly prize. A country of the torrid zone would make a very fatal mistake should it try to become a manufacturing country. Having received no invita-tion to that vocation from nature, it will progress more rapidly in riches and civilization if it continues to exchange its agricultural productions 'for the manufactured products of the temperate zone. It is true that tropical countries sink thus into dependence upon those of the temperate zone, but that dependence will not be without compensation if com-petition arises among the nations of temperate climes in their manu-facturing industry, in their trade with the former, and in their exercise of political power. This competition not only insures a full supply of Manufactures at low prices, but will prevent any one nation from taking advantage of its superiority over the weaker nations of the torrid zone.

IV

1. .What is the writer's attitude toward developing manufactur-ing in the torrid zone? 1. Nations of the temperate zone should encourage it. 2. The torrid zone should remain an agricultural land. 3. Private concerns should supply capital for developing manufacturing. 4. Manufacturing in the tor-rid zone means dependence. 5. Competition renders manu-facturing there necessary.

2. Why is there so much manufacturing in the temperate zone? 1. Because of its trading with the torrid zone. 2. Because the torrid zone has a monopoly of many commodities. 3. Be-cause its governments are superior to those in the tropics. 4. Because its people possess great industry. 5. Because of * vast capital.

3. What compensation does the torrid zone have for its lack of manufacturing? 1. Articles greatly desired by the temperate zone. 2. Pleasure resorts. 3. A large commerce. 4. It is \ region of intellectual and physical effort. 5. More political freedom.

4. What policy should a tropical country pursue in order to foster its development and civilization? 1. Build up its manufacturing. 2. Increase its number of ships. 3. Trade its farm products for manufactured wares. 4. Establish a ^ stable form of government. 5. Foster intellectual and physi-cal effort in its people.

Man grew in the temperate zone, was born in the Tropics. That first crude human product of Nature's Pliocene workshop turned out in the steaming lowland of Java, and now known to us as the Pithe-canthropus erectus, found about him the climatic conditions generally conceded to have been necessary for man in his helpless, futile infancy. Where man has remained in the Tropics, with few exceptions he has suffered arrested development. His nursery has kept him a child. Though his initial progress depended upon the gifts which Nature put into his hands, his later evolution depended far more upon the powers which she developed within him. These have no limit, so far as our experience shows;.but their growth is painful, reluctant. Therefore they develop only where Nature subjects man to compulsion, forces him to earn his daily bread, and thereby something more than bread. This compulsion is found in less luxurious but more salutary geographic conditions than the Tropics afford, in an environment that exacts a tribute of labor and invention in return fpr the boon of life, but offers a reward certain and generous enough to insure the accumulation of wealth which marks the beginning of civilization.

1. The climate believed most conducive to later human evolu-tion is: 1. The Tropics. 2. The far North. 3. The Tem-perate Zone. 4. Java.; 5. Pliocene.

2. What does the author think about the possibilities of human development? 1. They are very limited. 2. Development occurs most readily in the Tropics. 3. It is futile to expect development. 4. It is fully arrested. 5. There are no limits.

3. Under what conditions does man reach the highest degree of civilization? 1. Where his wants are supplied by Nature. 2. Where he is compelled to work, for food. 3. Where all of mail's time is necessamy devoted to food-getting. 4. Where; nature is most prodigal. 5. Where vegetation is luxurious.

4. What does the author believe to be an indication of the initial stages of civilization? 1. The amassing of a surplus over one's immediate needs. 2. Migration from the Tropics. 3. Th& beginning of the Pliocene Era. 4. Painful, reluctant growth. 5. Salutary geographic conditions.


Page 6


Move Answer Booklet over to the column headed "For Page 6," Be sure the arrows point toward each other.

VI

On one hand, the masses of the people in this country are preparing to take a much more active part than formerly in controlling its destinies; on the other hand, the aristocracy, using this word in the widest sense, to include not only the nobility, but also those rein-forcements from the classes bordering upon itself, which this class constantly attracts knd assimilates, while it is threatened with losing its hold on the rudder of government, its power to give to public affairs its own bias and direction, is losing also that influence on the spirit and character of the people which it long exercised. This will be warmly denied by some persons. Those who have grown up amidst a certain state of things, those whose habits, and interests, and affections, are closely concerned with its continuance, are slow to believe that it is not a part of the order of nature, or that it can ever come to an end. But what is here laid down, will not appear doubtful either to the most competent and friendly foreign observers of this country, or to those Englishmen who have applied themselves to see the tendencies of their nation as they are.

VI

1. What does the author think about the power of the aristoc-racy? It is 1. More actively in control. 2. Gaining power. 3. Entirely lost. 4. Gradually diminishing. 5. Entrenched.

2. Who are the slowest to realize the change which is taking place? 1. The masses. 2. Foreign * observers. 3. The aristocrats. 4. Government officials. 5. Students.

3. What other class does the author link with the nobility? 1. The masses. 2. Competent foreigners. 3. The educated. 4. The studious. 5. The upper middle class.

4. The author compares his own views with those held by: 1. The masses. 2. Able and kind foreigners. 3. The aristocracy. 4. The middle class. 5. The nobility.

VII

The only banking system in which a guaranty-fund provision is actually incorporated at the present time is that of Canada. Accord-ing to the terms of the banking law of 1890, the notes of the bank are made a first charge upon all the assets of the issuing bank; also each stockholder may be forced to contribute his shares" and a like amount in cash. In addition to this, banks are required to keep on deposit with the Minister of Finance a sum equal to 5 per cent of the average amount of their notes outstanding during the fiscal year preceding. In case of the suspension of any bank, its notes outstanding draw interest at 6 per cent from the date of suspension until the date set for their redemption. If such a day is not fixed by the directors of the defunct bank within two months from suspension, the Minister of Finance is authorized to appoint a date upon and after which they will be redeemed from the redemption fund. Until the fund is made good from the assets of the failed bank, all the banks of the system are required to contribute in their due proportion p,t a rate not exceeding 1 per cent on their circulation each year.

VII

1. What results in case the assets of a failed Canadian bank are not sufficient to redeem its outstanding notes? 1. The notes are paid as presented as long as the assets last. 2. All note-holders suffer a pro rata loss. 3. The Canadian Government makes good the loss. 4. Other Canadian banks make good the loss. 5. The band's directors make the loss good.

2. In case the officials of a failed bank do not set a date for redeeming its notes, how is such a date established? 1. The Minister of Finance appoints the date. 2. The date is set % law as two months after suspension. 3. The stockholders fix a date. 4. The creditors fix a date after two months. 5. There is no provision for specifying a date.

3. What is the largest amount a stockholder of a failed bank can be forced to contribute? 1. Five per cent of his shares. 2. An amount fixed by the directors. 3. An amount fixed by the Minister of Finance.^ 4. His shares plus their face value in cash. 5. To the fulr extent of his assets.

4. Why are banks required to keep a sum on" deposit with the Minister of Finance? 1. As insurance on their assets. 2. To protect holders of their notes. 3. To guarantee a 6 per cent rate of interest. 4. To assist banks that may fail. 5. To protect stockholders of the bank.


49

Page 7

PARAGRAPH TEST (cont'd) *


VIII

Assuming that the physical and moral well-being and the stable social order, which are the indispensable conditions of permanent industrial development, are secured, there remains for consideration the means of attaining that knowledge and skill, without which the battle of competition cannot be successfully fought. A vast system of elementary education has now been in operation among us for sixteen years, and has reached all but a very small fraction of the popu-lation. I do not think that there is any room for doubt that, on the whole, it has worked well, and that its benefits have been, immense. But, as might be expected, it exhibits the defects of all our educational systems — fashioned as they were to meet the wants of a bygone con-dition of society. There is a widespread and I think well justified complaint that it has too much to do with books and too little to do with things. I am not disposed to make the primary school a mere annex of the shop. It is not so much in the interests of industry as in that of broad culture that I echo the common complaint against the bookish and theoretical character of our primary instruction.

VIII

1. How many of the people are reached by the present system .of elementary education? 1. Almost all. 2. A very few. 3. About half. 4. About one in sixteen. 5. Everyone.

2. What criticism is made of the present school system? It is: 1. Too old. 2. Limited to a few. 3. Too much like a shop. 4. Too much concerned with books. 5. Too widespread.

3. What does the author seem to consider the chief function of the school? To provide for: 1. Help to industry. 2. The-oretical reasoning. 3. General refinement. 4. Universal education. 5. Bookish training.

4. What is cited as one of the basic conditions necessary for permanent industrial development? 1. Universal education. 2. Industrial education. 3. Primary education. 4. Proper educational theory. 5. Established society.

IX

A complex device used in two or more parts of the world suggests a connection between them in very proportion to its complexity. A combination of two or even three elements might conceivably have been repeated independently. A combination of five or even ten parts serving an identical purpose in an identical manner must neces-sarily appeal as impossible of having been hit upon more than once. One thinks almost under compulsion, in such a case, of historical con-nection, of a transference of the idea or machine from one people to the other. If the resemblance includes any inessential or arbitrary parts, such as an ornament, a proportion that so far as utility is con-cerned might be considerably varied but is not, a randomly chosen number, or a name, the possibility of independent development is wholly ruled out. Such extrinsic features would not recur together once in a million times. Their association forces an assumption of common origin, even though it be difficult to account for the historical connection involved. Therefore, in the degree that the form as well as the substance of such culture traits coincide, does the probability of an independent evolution diminish in favor of some sort of historical connection.

IX

1. If two tribes living in widely separated parts of the earth each possess a similar tool having several identical elements, what conclusion could safely be drawn respecting the past of these tribes? 1. Each tribe has had a great inventor. 2. They are in very similar stages of civilization. 3. There has been a connection of some sort between the two tribes. 4. They use languages closely related. 5. They have had no relationship.

2. The probability of the independent evolution of two tribes is diminished if: 1. Each tribe has ornamental devices. 2. Each possesses a very similar tool having identical arbitrary parts. 3. Each possesses a tobl having extrinsic features. 4. Each possesses a tool having inessential parts. 5. Each has developed complex machines.

3. The probability of separate-evolution of two tribes is com-pletely overthrown if the two tribes are using similar machines that are: 1. Complex devices. 2. Alike with respect to use. 3. Highly decorated. 4. Identical in inessential parts. 5. Used in many parts Q| the world.

4. What conclusion is drawn if two tribes each possess a machine bearing an identical number selected by chance? 1.- Historical connection is firmly established. 2. Independent develop-ment is quite possible. 3. The number is regarded as an ornament. 4. Separate evolution is confirmed. 5. There is but small likelihood of transference of ideas.

END OF ALL THE TESTS

. ao

THE CLAPP-YOUNG SELF-MARKING TESTS Patented March 19,1829. Also Licensed under U.S. Patent 1,586,038

Edited by Frank L. Clapp, Professor of Education, University of Wisconsin

THE NELSON-DENNY READING TEST FOR COLLEGES AND SENIOR HIGH SCHOOLS

VOCABULARY AND PARAGRAPH. FORM B.

By M. J. Nelson, Ph.D., Dean of the Faculty, and E. C. Denny, M.A., Professor of Education, both of Iowa State Teachers College, Cedar Falls, Iowa

Copyright, 1930, by M. J. Nelson and E. C. Denny

TEST FOLDER

To be used with a special Answer Booklet

DIRECTIONS TO STUDENTS

A. Do not open this Test Folder or turn it over until directed to do so. During the test, do not put any marks of any kind in it.

B. Your Answer Booklet is sealed and under no circumstances are you to open it during the test.

C. How to adjust the Test Folder to the Answer Booklet: (Follow each step as the Examiner reads.)

a. Lay your Answer Booklet on the desk with the title-page up. Lay the Test Folder on top of the Answer Booklet so that the right-hand edge comes just along the short column of squares in the Answer Booklet headed " Sample Exercises." Move the Test Folder up or down until each of the three arrows on the right-hand edge of this page points directly towards an arrow in the Answer Booklet, like this W — X — R e a d the Sample Exercises, including the " N o t e " below.

SAMPLE EXERCISES

1. A linguist is trained in 1, art 2. law 3. language 4. writing 5. history Note. — In the exercise above, "language" is the correct word. This is indicated, as you see, by placing a mark " x " in the square which is numbered " 3 " in the Answer Booklet. This is the way you indicate your answers in the test. If you find you have marked in a wrong square, do not erase it, but simply draw a circle around it and mark in the square that you think is the right one. Bear firmly on your pencil when you make the marks. Note Exercises 2 and 3 below.

2. A dog is 1. a reptile 2. a plant 3. a stone 4. an animal 5. a book.

3. Bread is to 1. eat 2. wear 3. play with 4. read 5. write with

b. Turn this leaf of your Test Folder clear back and under your Answer Booklet, creasing it at th^fold so that it will lie flat.

c. Note that you have Page 1 of the test before you. Move the Test Folder to the right until its right-hand edge comes just along the column of squares in the Answer Booklet headed "For Page 1." Move the Answer Booklet up or down until the arrows point toward each other. Wait for the signal to begin.

HOUGHTON MIFFLIN COMPANY Boston • New York • Chicago • Dallas . Atlanta • San Francisco

PRINTED IN THE U.S .A.

8 1

Page 1

VOCABULARY TEST (beginning)

1. A miniature portrait is 1. defaced 2. small 3. ancient 4. imperfect 5. obtrusive.

2. An incompetent person is 1. young 2. selfish 3. unable 4. stingy 5. boastful

3. An inexhaustible supply is one that cannot be 1. burned 2. uncovered 3. used up 4. found 5. opened

4. An epitaph is an 1. inscription 2. oath 3. officer 4. event 5. irritation

5. Primitive art is 1. lost 2. classic 3. vulgar 4, ancient 5. enduring

6. An arrogant person is one who is 1. haughty 2. wealthy 3. subdued 4. unsuccessful 5. arrested

7. An irksome task is 1. lengthy 2. filthy 3. profitable 4. pleasant 5. wearisome

8. To insinuate is to 1. devise 2. err 3. convict 4. hint 5. officiate .

9. A punctilious person is one who is 1. precise 2. puny 3. punished 4. witty 5. pugilistic

10. Guise refers to 1. stride 2. strength 3. spirit 4. appearance 5. disposition

11. One who is morose is usually 1. harmless 2. gloomy 3. jealous 4. inferior 5. happy

12. To interpose means to 1. write 2. intrude 3. weaken 4. remain fixed 5. secede

13. An acrid taste is one which is 1. sweet 2. milky 3. soothing 4. bitter 5. neutral

14. A man of perseverance is 1. low-bred 2. yielding 3. antagonistic 4. trained 5. steadfast

15. A spontaneous reply is 1. embarrassing 2. unconsidered 3. fierce 4. provoking 5. erroneous...

16. To infuse is to 1. enhance 2. contend 3. summon 4. instill 5. temper

17. An infidel rejects 1. science 2. government 3. Christianity 4. medicine 5. militarism

18. One who has fortitude has 1. courage 2. good luck 3. fear 4. frankness 5. prophetic powers... W — >

19. A cymbal is used in 1. gardening 2. surgery 3. painting 4. sculpture 5. music

20. Divers means 1. artificial 2. complete 3. explanatory 4. insufficient 5. several

21. To dilate means to cause to 1. expand 2. die 3. be tardy 4. grow dim 5. grow thin

22. Ethereal means 1. rugged 2. idling 3. inhospitable 4. airy alternate

23. An indolent person is 1. unfaithful 2. inquisitive 3. coarse 4. crooked 5. lazy

24. To grant immunity means to give 1. permission 2. trust 3. reward 4. exemption 5. parole . . .

25. To outstrip is to 1. disinter 2. dismantle 3. disrobe 4. register 5. outrun

26. A tendril is part of a 1. game 2. joint 3. plant 4. muscle 5. tent

27. The meridian of life refers to life's 1. climax 2. beginning 3. close 4. fortunes 5. failures

28. Affluent means 1. poor 2. abusive 3. sincere 4. profane 5^ abundant

29. To environ is to 1. arrest 2. surround 3. pester 4. envy 5. dissever

30. A caustic remark is 1. flattering 2. sharp 3. pleasing 4. subdued 5. inadequate

31. A garrulous person is 1. talkative 2. homely 3. sedate 4. poor 5. huge

32. Inveterate hatred is 1. unmerited 2. deep-rooted 3. inherited 4. nationalistic 5. legalistic

33. Succor means 1. reward 2. presents 3. money 4. aid 5. council

34. An odious deed is 1. brave 2. helpful 3. generous 4. skillful 5. repulsive

Without waiting for directions continue this same test on Page 2. Turn this page just as you did the first one.

52

Page 2



35. When two statements are congruous they are 1. in accord 2. both correct 3. ambiguous 4. con-tradictory 5. foolish

36. A person of prowess is 1. large 2. exacting 3. fierce 4. strong 5. irritable

37. The turret of a ship is its 1. tower 2. derrick 3. propeller 4. stem 5. prow

38. A prerogative is a right that is 1. unearned 2. unwanted 3. unmerited 4. unknown 5. unques-, donable

39. One who is discreet is 1. deceitful 2. ambitious 3. prudent 4. sincere 5. greedy

40. A variegated article is 1. green 2. hashed 3. party-colored 4. ill-fitting 5. dirty

41. A sylvan place is 1. wet 2. shady 3. haunted 4. artistic 5. level

42. A cowl is-generally worn by a 1. mason 2. miner 3. woman 4. boy 5. monk

43. An authentic document is 1. false 2. old 3. worn 4. genuine 5. sanctioned m—>-

44. Tendinous material is 1. tender 2. soft 3. sinewy 4. jointed 5. strained

45. To revile is to 1. gloat 2. frolic 3. infect 4. beweep 5. slander

46. A jut is a 1. tool 2. road 3. depression 4. projection 5. law

47. Poignant means 1. stilted 2. unnecessary 3. piercing 4. insincere 5. poisonous

48. A suppliant person is 1. defiant 2. entreating 3. active 4. aged 5. diseased

49. Infinitesimal objects are 1. awkward 2. ponderous 3. disagreeable 4. everlasting 5. very small

50. Iniquity is 1. harshness 2. insult 3. inquiry 4. blasphemy 5. wickedness

51. An ogre is a 1. fish 2. demon 3. deserter 4. heathen 5. sorcerer

52. Terrestrial objects are 1. satanic 2. earthly 3. heavenly 4. sacred 5. lordly

53. To extol is to 1. exalt 2. compare 3. re-tell 4. complain 5. ponder

54. A lascivious person is 1. lustful 2. humorous 3. contrary 4. partisan 5. industrious

55. A tractable student is 1. hateful 2. quarrelsome 3. manageable 4. listless 5. athletic *—>

56. To satiate is to 1. glut 2. fast 3. slay 4. pose 5. defame...

57. Homeopathy is a branch of 1. domestic science 2. physics 3. Sociology 4. religion 5. medicine

58. An insolent person is 1. scheming 2. bankrupt 3. haughty 4. dishonest 5. heedless

59. A promontory is a 1. bayou 2. headland 3. marsh 4. watch-tower- 5. shelter

60. An officious person is 1. meddlesome 2. thoughtful 3. queer 4. faithful 5. democrat ic . . . . . . . .

61. To reiterate is to 1. repeat 2. regain 3. renounce 4. review 5. recall

62. A presumptuous person is 1. humble 2. designing 3. audacious 4. witty 5. subtle m—>

63. Usury is a form of 1. bankruptcy 2. embezzlement 3. interest 4. counterfeit 5. doweiy

64. Rampant means 1. uncouth 2. unearthly 3. intense 4. unrestrained 5. riotous

65. A salam is 1. a lizard 2. a fish 3. an insult 4. a salutation 5. a snake

66. An igneous appearance is 1. ugly 2. beautiful 3. hopeful 4. unworthy 5. firelike

67. To tether is to 1. worry 2. limit 3. ridicule 4. agitate 5. mow ". Without waiting for directions continue this same test on Page 3. Turn this page just as before.

53

Page 3


Move Answer Booklet over to the column headed "for Page 3." Be sure the arrows point toward each other.

68. If a government is nugatory it is 1. ruled by experts 2. autocratic 3. ineffectual 4. severe 5. a monarchy

69. A virile person is 1. sickly 2. old 3. sinful 4. hateful 5. manly

70. When a person is recalcitrant he shows 1. opposition 2. good taste 3. inertia 4. honesty 5. fear

71. To issue a reprieve is to grant a 1. pardon 2. meeting 3. trial 4. delay 5. payment

72. To inter means to 1. break open 2. hinder 3. enter 4. seek 5. bury m—>

73. A nave is a part of a 1. palace 2. theater 3. church 4. factory 5. museum

74. A pusillanimous person is 1. war-like 2. weak-spirited 3. sincere 4. hopeful 5. ignorant

75. Propensity means an 1. intuition 2. opportunity 3. effort 4. inclination 5. aspiration

76. A litigious matter is 1. disputable 2. transparent 3. flexible 4. settled 5. painted

77. A prosaic person is 1. witty 2. intelligent 3. dull 4. abusive 5. a writer

78. A nascent germ is 1. just beginning to grow 2. dying 3. deadly 4. foul-smelling 5. decayed..

79. A noxious plant is 1. odorous 2. injurious 3. sweet-scented 4. distasteful 5. green

80. A pertinent speech is always 1. saucy 2. personal 3. long 4. valueless 5. bearing on the subject

81. To perpetrate means to 1. delay 2. check 3. commit 4. disdain 5. favor »—•

82. An agnostic is one who professes 1. religion 2. knowledge 3. sincerity 4. ignorance 5. helplessness

83. To express opprobrium means to express 1. love 2. fear 3. gratitude 4. sympathy 5. reproach-ful disdain

84. An ingenuous person is 1. stealthy 2. poor 3. mechanical 4. frank 5. wicked

85. A liege is a 1. citizen 2. vassal 3. thief 4. savant 5. soldier

86. To accost means to 1. assist 2. defy 3. greet 4. identify 5. arrest

87. A barouche is a type of 1. ornament 2. carriage 3. weapon 4. disinfectant 5. ruler

88. A timbrel is a kind of 1. horn 2. fife 3. banjo 4. drum 5^ organ

89. One who is craven is 1. cowardly 2. insane 3. black 4. bird-like 5. greedy

90. To salify is to make 1. peace 2. salty 3. stale 4. enough 5. solid

91. Things which are recondite are 1. contradictory 2. stubborn 3. hidden 4. evident 5. illumined

92. By vertigo is meant 1. gout 2. dizziness 3. green 4. perpendicular 5. wanderlust m—>

93. A laconic reply is 1. false 2. quick 3. flattering 4. concise 5. wordy

94. A specious reason is 1. emphatic 2. concise 3. funny 4. questionable 5. convincing

95. A maudlin person is 1. ignorant 2. dirty 3. tearful 4. insane 5. criminal

96. A serranoid is a type of 1. plant 2. overture 3. fish 4. noise 5. diseased condition

97. An arrant villain is 1. half-hearted 2. thorough 3. cowardly 4. easy-going 5. ragged

98. A solvent business is 1. unexhausted 2. expanding 3. bankrupt 4. ungainful 5. large

99. A lanuginous substance is 1. hard 2. sticky 3. downy 4. long 5. slow-moving

100. A pinnace is a 1. tempest 2. masthead 3. deck 4. propeller 5. boat

END OF VOCABULARY TEST

If time has not yet been called, you may look back over your work. Wait for directions.

54

Page

PARAGRAPH TEST (beginning)

Wait for the signal to begin.

In each class are born a certain number of natures with a curiosity about their best selves, with a bent for seeing things as they are, for dis-entangling themselves from machinery, for simply concerning them-selves with reason and the will of God, and doing their best to make these prevail; — for the pursuit, in a word, of perfection. To certain manifestations of this love for perfection mankind have accustomed themselves to give the name of genius; implying by this name, some-thing original and heaven-bestowed in the passion. But the passion is to be found far beyond those manifestations of it to which the world usually gives the name of genius, and in which there is, for the most part, a talent of some kind or other, a special and striking faculty of execution, informed by the heaven bestowed ardour, or genius. It is to be found in many manifestations besides these, and may best be called the love and pursuit of perfection; culture being the true nurse of the pursuing love, and sweetness and light the true character of the pursued perfection. Natures with this bent emerge in all classes — among the Barbarians, among the Philistines, among the Populace.

II

It now became evident that the city must be abandoned at once. There was some difference of opinion in respect to the hour of departure. The daytime, it was argued by some, would be preferable, since it would enable them to see the nature and extent of their danger, and to provide against it. Darkness would be much more likely to embarrass their own movements than those of the enemy, who were familiar with the ground. A thousand impediments would occur in the night, which might prevent their acting in concert, or obeying the orders of the com-mander. But, on the other hand, it was urged that the night presented many obvious advantages in dealing with a foe who rarely carried his hostilities beyond the day. The late active operations of the Spaniards had thrown the Mexicans off their guard, and it was improbable they would anticipate so speedy a departure of their enemies. With celerity and caution, they might succeed, therefore, in making their escape from the town, possibly over the causeway, before their retreat should be discovered; and, could they once get beyond that pass of peril, they felt but little apprehension for the rest of the journey.

1. One finds people with curiosity about their best self: 1. Or among the aristocrats. 2. Only among poor people. 3. Or among the poets. 4. In all classes. 5. Only among t Barbarians.

2. Such persons are concerned with the pursuit of: 1. Mom 2. Prestige. 3. Power. 4. Genius. 5. Perfection.

3. To certain aspects of the desire to be perfect, men have oft given the name: 1. Ability. 2. Courage. 3. Initiate 4. Genius. 5. Common sense.

4. What is the chief topic discussed in this paragraph? 1. Ge ius. 2. Culture. 3. Pursuit of perfection. 4. Passic 5. The will of God.

II

1. What is the main topic of debate mentioned in the paragrap 1. Whether or not to abandon the city. 2. Whether to by night or by day. 3. Whether to depend on speed or caution. 4. Whether or not to try the causeway. 5. Whetl they should fight or flee.

2. Why would the Mexicans probably not expect a retref 1. They greatly feared the Spaniards. 2. Spanish re-enfor* ments were approaching. 3. Bad weather conditio] 4. The Spaniards had been quiet of late. 5. The Spaniai had been lately active.

3. What objection was urged against a night retreat? 1. would look cowardly. 2. Difficulty of transporting baggaj 3. Difficulty in acting in concert. 4. Artillery of little u 5. Moon would reveal their movements.

4. What place was considered most dangerous to their retret 1. City gates. 2. 'The fort. 3. Mexican guard hou 4. The causeway. 5. Enemy sentinel posts.

I l l

The blue of the sky and the red of the setting sun are due to selective scattering of the constituents of white solar light by small particles, such as dust and cloud-drops. Such particles, if not too large, scatter light of short wave-length more than that of longer wave-length. As the action takes place everywhere throughout the atmosphere, more blue than red reaches the eye when we look away from the sun, and we attribute the color to the*"sky." At great heights on mountains or in airplanes the sky is noticeably darker, because there is less of the atmos-phere above, and so less scattered light reaches the eye. The sun itself seems redder because of the blue light removed by scattering, and this effect increases as the sun sinks, owing to the increase of length of path through the atmosphere. The same explanation applies to the blueness of the smoke from the burning end of a cigar, as compared with the relative whiteness of the smoke from the mouth. The latter consists of particles loaded with water vapor, which are too large to exert the same selective scattering. The colors of rainbows are due to refraction and dispersion of sunlight by raindrops.

I l l

1. The smoke at the end of a burning cigar appears blue becai of the: 1. Sulphur in the cigar. 2. Rarity of the atm< phere. 3. Lack of atmosphere. 4. Selective diffusion light. 5. Nicotine.

2. When less scattered light reaches the eye, the sky appea 1. Lighter. 2. Darker. 3. More red. 4. Denser. 5. Whi

3. The reason that sn^>ke mixed with water vapor appears wh is that the: 1. Vapor is white. 2. Smoke will not mix wi water. 3. Particles of vapor are too large to cause selecti scattering. 4. Red waves cannot be refracted. 5. Smoke so near the ground.

4. The sky ordinarily appears blue instead of red becaus 1. Small particles scatter the short wave lengths more th the longer ones. 2. The red waves are too short. 3. T particles in the air are so large. 4. Only a portion of t atmosphere is affected. 5. There are not enough small pi tides in the air.


55

-PARAGRAPH TEST (cont'd)


IV

Because trusts are monopolies, they are less likely to adopt new inventions or improvements. Competition means the introduction of improved methods, but monopoly means stagnation. John Stuart Mill gave a classic indictment when he declared that protection against competition was protection in mental dullness. Trusts, to be sure, have made improvements, but they have encountered much opposition in maintaining their position save where they were protected by patents or enjoyed the control of natural resources. Again, trusts are subjected to financial outlays which individual enterprises or combinations have in lesser degree. Trusts generally own a number of scattered plants necessitating an extensive and costly supervising force. Some trusts are burdened with old and inefficient plants which were bought to stave off competition. If they were paid for in stock, the profits were natu-rally reduced; if bonds or cash were used, they formed a permanent drain on the revenues. Some trusts have been forced to buy up competitors almost continuously and this has acted as an added drain on the re-sources, no matter whether the competing concern was bought outright at a high figure or after a price war. Authorities dislike change, and enthusiasm and initiative in subordinate officials are, therefore, fre-quently checked.

IV

1. Why have trusts used improved methods and new inventic Because of 1. Monopolies. 2. Enthusiasm of subordir officials. 3. A desire to better society. 4. Competit 5. Buying new factories.

2. Which one of the following is a cause of lowered net earn; of trusts? 1. Lack of initiative in subordinate offic' 2. Purchase of rival businesses. 3. Monopolies. 4. J inventions. 5. Poor business management.

3. Which one of the following represents Mill's oppositior trusts? 1. They own scattered plants. 2. They buy competitors. 3. They discourage mental alertness. 4. T control natural resources. 5. They possess vast capital.

4. Which one of the following is listed as an effect of buying rivals? 1. A better product is produced. 2. Articles sold for less money. 3. Articles are sold for more moi 4. Net earnings are increased. 5. Net earnings are din ished.

Great statesmen who looked far behind them and far before them were at the head of the House of Commons. They played their part with keenness, coolness, dexterity and perseverance. They were re-solved to place the King in such a situation that either he must conduct the administration in conformity with the wishes of Parliament, or make outrageous attacks on the most sacred principles of the constitu-tion. They accordingly doled out supplies to him very sparingly. He found that he must govern either in harmony with the House of Com-mons, or in defiance of all law. His choice was soon made. He dissolved his first Parliament, and levied taxes by his own authority. He con-voked a second Parliament, and found it more intractable than the first. He again resorted to the expedient of dissolution, raised fresh taxes without any show of legal right, and threw the chiefs of the opposi-tion into prison. At the same time a new grievance, which the peculiar feelings and habits of the English people made insupportably painful, excited general discontent and alarm. Companies of soldiers were bil-leted on the people; and martial law was, in some places, substituted for the ancient jurisprudence of the realm.

1. What is the chief topic treated in this paragraph? 1. Attei to establish a constitution. 2. The levying of taxes. 3. 1

right to billet soldiers. 4. The break between King and ] liament. 5. The use of martial law.

2. What grievance was insupportably painful to the English tion? 1. Billeting soldiers on the people. 2. Forced ser-in the army. 3. Imprisoning their chiefs. 4. Convol Parliament. 5. Collecting taxes illegally.

3. What trait of the King's character is revealed? 1. Milil ability. 2. Power of decision. 3. Tendency to comproir 4. Cowardice. 5} Legislative ability. ^

4. Why did Parliament grant supplies sparingly to the Ki 1. Taxes were too high. 2. Because the King billeted diers on the people. 3. To maintain the power of Pai ment. 4. Because certain chiefs were in prison. 5. To ins re-election.


Pa|



VI

The fundamental principle of the true arch is the integration of its elements. Such an arch is nothing until it is completed; but from that moment its constituents fuse their strength. This integration is made possible by the taper of the sides of the blocks and by the keystone, the last stone placed, which locks itself and all the others. A true arch in the process of erection would instantly collapse if it were not held up; it can be built only over a scaffold. Once, however, the keystone has wedged its parts together, it not only stands by itself but will support an enormous weight. The greater the pressure from above, the more tightly are the blocks forced together. Instability in a true arch is not due to the bending stress coming from the superimposed mass, as in the corbelled arch or a horizontal roofing. The blocks are subjected only to crushing pressure, which stone and brick are specially adapted to with-stand. The weakness of the arch is that it turns vertical into horizontal thrust. With more weight piled on top, the sidewise thrust, the inclina-tion to spread apart, becomes greater, and must be resisted by but-tressing.

VI

1. What is the effect of overhead pressure on an arch? 1. Ur its elements firmly. 2. Tends to split the keystone. 3. I ders buttressing unnecessary. 4. Produces bending st] 5. Makes scaffolding necessary...

2. How is integration in an arch brought about? 1. Byasu imposed mass. 2. By iron beams. 3. By wooden timl 4. By wedge-shaped units. 5. By horizontal roofing.

3. Why does the arch have a tendency to collapse? 1. keystone is easily dislodged. 2. Lateral pressure is produ 3. Lack of overhead pressure. 4. Too much buttressir used. 5. I t is due to the bending stress of the superimp mass.

4. What is the basic principle of an arch? 1. Proper scaffolc 2. Use of great pressure. 3. Use of an adhesive substa 4. Fusing of its unit®. 5. Perpendicular thrust.

VII

That unique and most English class of gentlemen, not of the landed class, or of the nobility, but cultivated and refined, are a very seemly product of the energy and of the power to rise in our race. Without, in general, rank and splendour and wealth and luxury to polish them, they have made their own the high standard of life and manners of an aristo-cratic and refined class. Not having all the dissipations and distractions of this class, they are much more seriously alive to the power of intellect and knowledge, and the power of beauty. The sense of conduct, too, meets with fewer trials in this class. To some extent, however, their eontiguousness to the aristocratic class has now the effect of materializ-ing them, as it does the class of newly enriched people. The most pal-pable action is on the young amongst them, and on their standard of life and enjoyment. But in general, for this whole class, established facts, the materialism which they see regnant, too much block their mental horizon, and limit the possibilities of things to them. They are deficient in openness and flexibility of mind, in free play of ideas, in faith and ardour.

VII

1. With what class of people is this paragraph concerned? ! class of cultured land owners. 2. A refined wealthy c 3. A cultured and refined landless9 class. 4. The roy 5. A class possessing splendour and luxury.

2. What has produced the refinement found in this c 1. Noble birth. 2. Inherited splendour. 3. Hank. 4. We 5. Their own efforts.

3. What serious defect does the author see at present in class? 1. They are without sufficient wealth. 2. Their ir are not readily adaptable. 3. Their intellect is insuffic 4. Their familieskdo not possess rank. 5. They lack oppoi ity for cultivation.

4. To what does the author attribute their material outl 1. Their nearness to the aristocracy. 2. Their newly quired wealth. 3. Too much attention to the power of beg 4. Their emphasis on the intellect. 5. Their faith and arc


57

Page



VIII

Wherever there is universal agreement that a stage of development was Neolithic, pottery is present. And conversely, wherever pottery occurs, no one has yet doubted that a true Neolithic stage existed. Second in importance is the bow, which in general appeared contempo-raneously with pottery. The evidence for its existence is sometimes less clear. Pottery is imperishable and unmistakable. The bow and arrow are made of materials that decay in a few years. Only the stone or bone point preserves, and this cannot always be distinguished with positiveness from the head of a light spear. These two culture ele-ments, pottery and the bow, signalized an enormous advance over the past. Both required definite technical skill to manufacture; both were of the greatest service. Whole lines of foods could now be utilized that had formerly been passed by: soups, stews, porridges. Plants whose seeds or parts were inedible were added to the diet. The bow made possible long range fighting, the pursuit of large game, and the capture of many small mammals and birds previously difficult to take. The harpoon had been developed chiefly for fishing It had proved to be of little help in killing birds, rabbits, etc., or large and dangerous animals like wild cattle.

VIII

1. Which one of the following was an effect of the introduct of pottery? 1. Urged the capture of large game. 2. r. Neolithic age was ushered in. 3. For many years the efi was scarcely noticeable. 4. Porridges were added to the d 5. It led to the invention of the bow and arrow.

2. How can the investigator determine that a tribe had ente the Neolithic Age? 1. By their possession of cattle. 2. their having possessed pottery. 3. By their having posses weapons. 4. By their use of fish as a food. 5. By their ha\ left records or picturegrams.

3. Which one of the following resulted from the invention of bow? 1. The taking of rabbits. 2. The harpoon was placed. 3. Pottery was invented. 4. The dog was dome cated. 5. The use of the light spear was discontinued.

4. What probably was the relationship between the developm of the bow and the harpoon? 1. The bow was developed fore the harpoon. 2. The harpoon was useless for kill birds. 3. The harpoon had no relation to the Neolithic I 4. One of these displaced the other. 5. The bow was de1

oped after the harpoon.

IX

We still feel it necessary to retain capital letters, especially for proper names. A suggestion to begin these also with small letters would be met with the objection that a loss of clearness would be entailed. In reality, the cases in which ambiguity between a common and proper noun might ensue would be exceedingly few; the occasional inconvenience so caused would be more than compensated for by increased simplicity of writing and printing. Children would learn their letters in about half the time, the printer would operate with half as many characters, and typewriters could dispense with a shift key. Spanish designates proper adjectives without capitals and encounters no misunderstanding. Eng-lish telegrams are sent in a code that makes no distinction. When we read the newspapers and think that the mixture of capital and small letters is necessary for our easy comprehension, we forget that this same news came over the wire without capitals. We have become so habit-uated to the existing method that a departure from it might temporarily be a bit disconcerting. We rationalize our cumbersome habit, explaining that this custom is logically best; although a moment's objective reflection shows that the system costs us time, energy, and money without adequate compensation.

IX

1. What is the writer's attitude with respect to the use of cap letters? 1. They are needed to distinguish proper from c< mon nouns. 2. They should be used to avoid errors in t grams. 3. The telegraphic code is often responsible for mistakes in newspapers. 4. We should cease using cap letters for proper nouns. 5. We should be governed by trj tion.

2. What habit do we excuse to ourselves? 1. Mistaking a c< mon for a proper noun. 2. Taking too much time to le the alphabet. 3. Using capital letters. 4. Reading ch newspapers. 5. Using a code in telegrams.

3. Which one of the following would result from eliminating of capitals? 1. Greater clearness would result. 2. Itwoulc easier to translate Spanish. 3. Cost of printing would reduced. 4. Telegrams could no longer be sent in cc 5. It would be overthrowing a logical custom.

4. If we were to discontinue the use of capitals for proper nan what gain would be made to compensate in part for the los clearness? 1. It would be temporarily disconcerting. 2. W ing would be a simpler process. 3. There would be a wi use of the telegraphic code. 4. Rationalization would ce: 5. It would be easier to avoid ambiguity between comn and proper nouns.

END OF ALL THE TESTS

58

PROBLEM CHECK LIST

COLLEGE FORM

By Ross L. MOONEY

Please fill out these blanks:

Date of birth- Sex..

Class in college

College in which you are enrolled.

Name of the person to whom you are to turn in this paper

(Freshman, Sophomore, etc.)

(Arts, Education, etc.)

Your name or other identification, if desired

Date...

DIRECTIONS FOR FILLING OUT THE CHECK LIST

This is not a test. It is a list of troublesome problems which often face students in college—problems of health, money, social life, relations with people, religion, studying, selecting courses, and the like. You are to go through the list, pick out the particular problems which are of concern to you, indicate those which are of most concern, and make a summary interpretation in your own words. More specifically, you are to take these three steps:

(1) Read the list slowly, pause at each item, and if it suggests something which is troubling you, underline it, thus "34. Sickness in the family." Go. through the whole list, underlining the items which suggest troubles (difficulties, worries) of concern to you. ;

(2) After completing the first step, look back over the items you have underlined and circle the numbers in front of the items which are of most concern to you,

thus, " (34y Sickness in the family."

(3) After completing the first and second steps, answer the summarizing questions on pages 5 and 6.

Copyright, 1941, by Bureau of Educational Research

Ohio State University Columbus, Ohio

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First Step: Read the list slowly, and as you come to a problem which troubles you, underline it. Page 2

1 Tiring very easily 2 Being underweight 3 Being overweight 4 Not enough exercise 5 Not enough sleep

6 Not enough suitable clothes to wear 7 Too little money for clothes 8 Having less money than friends have 9 Managing my finances poorly

10 Needing a part-time job now

11 Not enough time for recreation 12 In too few student activities 13 Lacking a place to entertain friends 14 Wanting to learn how to entertain 15 Being ill at ease at social affairs

16 Shyness 17 Being slow in making friends 18 No real friends in college 19 Being called "high-hat" 20 Feelings too easily hurt

21 Too self-centered 22 Taking things too seriously 23 Nervousness 24 Getting too excited 25 Not having any fun

26 Too few dates 27 Not mixing well with the opposite sex 28 Lack of sex attractiveness 29 "Going steady" 30 Being in love with someone I can't marry

31 Being criticized by my parents 32 Mother 33 Father 34 Sickness in the family 35 Parents sacrificing too much for me

36 Belonging to a minority religious group 37 Belonging to a minority racial group 38 Affected by religious or racial prejudice 39 Missing spiritual elements in college life 40 Bothered by vulgarity in college talk

41 Feeling lost in college 42 Purpose in going to college not clear 43 Disliking college 44 Don't know how to study effectively 45 Attending eollege on insistence of family

46 Restless at delay in starting life work 47 Doubting wisdom of my vocational choice 48 Family opposing my choice of vocation 49 Being told I will fail in chosen vocation 50 Doubting economic value of college degree

51 College too indifferent to students' needs 52 Dull classes 53 Too many poor teachers 54 Teachers lacking grasp of subject matter 55 Teachers lacking personality

56 Not as robust as I should be 57 Not enough outdoor air and sunshine 58 Frequent illnesses 59 Threatened with a serious ailment 60 Afraid I may need an operation

61 Going in debt for college expenses 62 Graduation threatened by lack of funds 63 Needing money for education beyond college 64 Going through school on too little money 65 Doubting college is worth my financial struggle

66 Boring week ends 67 Too little social life 68 Awkward in meeting people 69 Slow in getting acquainted with people 70 Unskilled in conversation

71 Unpopular 72 Being made fun of 73 Being talked about 74 Being watched by other people 75 Feeling inferior

76 Moodiness, having the "blues" 77 Failing to get ahead 78 Not doing anything well 79 Too easily discouraged 80 Sometimes wishing I'd never been born

81 Too inhibited in sex relations 82 Uninterested in opposite sex 83 Doubting sexual virility 84 Disturbed by ideas of sexual acts 85 Wondering if I'll ever get married

86 Parents separated or divorced 87 Death in the family 88 Father not living 89 Mother not living 90 Feeling I don't really have a home

91 Wanting communion with God 92 Too little chance to develop my own religion 93 Wanting more chances for religious worship 94 Confused in my religious beliefs 95 Confused on some moral questions

96 Getting low grades 97 Fearing failure in college 98 Enrolled in wrong courses 99 Wanting to change to another college

100 Wanting to leave college

101 Unable to enter desired vocation 102 Not physically fit for desired vocation 103 Not interested in any vocation 104 Dreading to think of a life of hard work 105 Doubting college prepares me for working

106 Hard to study in living quarters 107 No suitable place to study on campus 108 Too few books in the library 109 Textbooks hard to understand 110 Inadequate high-school training

PageS

111 Poor posture 112 Poor complexion 113 Too short 114 Too tall 115 Not very attractive physically

116 Needing money for better health care 117 Having to watch every penny I spend 118 Poor living quarters 119 Family worried about finances 120 Disliking financial dependence on family

121 Living outside the stream of life 122 Nothing interesting to do in spare time 123 Having no hobby 124 Not enjoying many things others enjoy 125 Wanting to learn how to dance

126 Being left out of things 127 Being regarded as queer 128 Being criticized by others 129 Hurting people's feelings

130 Losing friends

131 Unhappy too much of the time 132 Worrying about unimportant things 133 Daydreaming 134 Forgetting things 135 Afraid when left alone

136 Embarrassed in discussions of sex 137 Insufficient knowledge about sex matters 138 Venereal disease 139 Afraid of close contact with opposite sex 140 Wondering if I'll find a suitable mate

141 Friends not welcomed at home 142 Home life unhappy 143 Family quarrels 144 Not getting along with brother or sister 145 Not getting along with a step-parent

146 Failing to go to church 147 Disliking church services 148 Being forced to go to church 149 Rejecting earlier religious beliefs 150 Doubting value of worship and prayer

151 Carrying too heavy a class load 152 Absent f rom classes too often' 153 Not enough time fo r study 154 Poor memory 155 Not fundamentally interested in books

156 Wondering if I'll be successful in life 157 Needing to plan ahead for the fu tu re 158 Not knowing what I really want 159 Trying to combine marriage and career 160 Concerned about military service

161 Being without a good college adviser 162 Having no fr iends on the faculty 163 Teachers lacking interest in students 164 Teachers lacking understanding of youth 165 Too little freedom in classes

166 Frequent sore throat

167 Frequent colds 168 Nose or sinus trouble 169 Speech handicap (stammering, etc.) 170 Weak eyes

171 Living in an inconvenient location 172 Lacking privacy in living quarters 173 Too little money for room rent 174 Having financial dependents 175 Too many financial problems

176 Unsure of my social etiquette 177 Awkward in making a date 178 Not knowing what to do on a date 179 Not knowing how to select clothes

180 Not fitting in the group with which I live

181 Not getting along well with other people 182 Disliking certain persons 183 Being disliked by certain persons 184 Getting into arguments 185 Being jealous

186 Losing my temper 187 Stubbornness 188 Carelessness 189 Laziness 190 Not taking things seriously enough

191 Going with a person my family won't accept

192 Being in love 193 Deciding whether I 'm in love 194 Thinking too much about sex matters 195 Finding it hard to control sex urges

196 Heavy home responsibilities 197 Parents expecting too much of me 198 Clash of opinions between me and parents

199 Talking back to my parents 200 Parents ' drinking

201 Failing to see relation of religion to life 202 Doubting existence of God 203 Losing fa i th in religion 204 Science conflicting with my religion 205 Never having had a religion

206 Slow in mathematics 207 Slow with theories and abstractions 208 Weak in logical reasoning 209 Not smart enough in scholastic ways 210 Unable to express myself in words

211 Not knowing the kind of person I want to be 212 Not knowing where I belong in the world 213 Needing to decide on an occupation 214 Needing information about occupations 215 Needing to know my vocational abilities

216 Not enough chances to talk to teachers

217 Classes too large 218 Teachers doing too much of the talking 219 Teachers too theoretical 220 Teachers not practicing what they preach

Page h

221 Frequent headaches 276 Poor teeth 222 Menstrual disorders 277 Poor hearing 223 Lack of appetite 278 Tired feet 224 Digestive troubles 279 Physical handicap 225 Not getting proper diet 280 Being clumsy and awkward

226 Tiring of same meals all the time 281 Doing more outside work than is good for me 227 Too little money for board 282 Working late at night on a job 228 No regular source of income 283 Working for all my expenses 229 Needing a job in vacations 284 Getting low wages 230 Too little money for recreation 285 Dissatisfied with my present job

231 Not enough time to myself 286 Unable to lead a well-rounded life 232 Too little time for sports 287 Too little chance to do what I want to do 233 Too little chance to enjoy ar t or music 288 Too much social life 234 Too little chance to listen to the radio 289 In too many student activities 235 Too little chance to go to shows 290 Too little chance to read what I like

236 Wanting a more pleasing personality 291 Failing to get the confidence of people 237 Lacking leadership ability 292 Being snubbed 238 Too easily led by other people 293 Feeling tha t nobody understands me 239 Being a poor judge of people 294 Having no one to tell my troubles to 240 Picking the wrong kind of friends 295 Dislike talking about personal affairs

241 Afraid of making mistakes 296 Too many personal problems 242 Can't make up my mind about things 297 Unwilling to face a serious problem now 243 Lacking self-confidence 298 Bad dreams 244 Lost—no sense of direction in my life 299 Insanity 245 Can't see the value of daily things I do 300 Thoughts of suicide

246 Girl fr iend 301 Disappointment in a love affair 247 Boy friend 302 Breaking up a love affair

248 Engagement 303 Petting and necking

249 Marriage 304 Going too f a r in sex relations 250 Put t ing off marriage 305 Wanting love and affection

251 Not telling parents everything 306 Getting home too seldom

252 Parents not t rust ing me 307 Living a t home, or too close to home 253 Being treated like a child a t home 308 Wishing I had a better family background 254 Being an only child 309 Relatives interfering with family affairs 255 Wanting more freedom a t home 310 Afraid of someone in the family

256 Bothered by ideas of heaven and hell 311 Moral code weakening 257 Having a guilty conscience 312 Trying to break off a bad habit 258 Yielding to temptations 313 Sometimes being dishonest

259 Can't forget some mistakes I've mad© 314 Drinking

260 Getting a bad reputation 315 Cheating in classes

261 Worrying about examinations 316 Afraid to speak up in class discussions 262 Not getting studies done on time 317 Vocabulary too limited

263 Unable to concentrate well 318 Weak in writing

264 Trouble in outlining or note-taking 319 Weak in spelling or grammar

265 Trouble in using the library 320 Slow in reading

266 Needing vocational training beyond college 321 Afraid of unemployment a f te r graduation

267 Doubting I can get a job in chosen vocation 322 Don't know how to look fo r a job 268 Wanting advice on next steps a f te r college 323 College of little help in getting a job

269 Choosing courses to take next term 324 Lacking work experience to get a job

270 Choosing best courses to prepare for a job 325 Doubting ability to handle a good job

271 Wanting courses not offered by the school 326 College system too arbi trary

272 Wanting courses I'm not allowed to take 327 Forced to take courses I don't like

273 Courses too unrelated to each other 328 Too much work required in some courses

274 Having an unfair teacher 329 Grades unfa i r as measures of ability

275 Not getting along with a teacher 330 Having unfa i r tests

Second Step: Look back over the items you have underlined and circle the numbers in front of the problems which are troubling you most.

TOTAL Third Step:

Cir. | Tot. HPD

F L E

SRA

SPR

PPR

CSM

H F

MR

ACW

FVE

CTP

Pages 5 and 6

Page S

Third Step: Answer the following five questions:

SUMMARIZING QUESTIONS

1. Do you fee! that the items you have marked on the list give a well-rounded picture of your prob-lems? Yes No. If any additional items or explanations are desired, please indicate them here.

2. How would you summarize your chief problems in your own words ? Write a brief summary.

(Questions are continued on next page-*)

Page 6

3. Have you enjoyed filling out the list? Yes No.

4. Whether you have or have not enjoyed filling out the list, do you think it has been worth while doing? Yes No., Could you explain your reaction?

5. If the opportunity were offered, would you like to talk over any of these problems with some-one on the college staff? .Yes No. If so, do you know the particular person (s) with whom you would like to have these talks ? Yes No.

Note to Counselors: Normally the statistical summary is to be made by the counselor. In some situations, however, the counselor may want students to make their own summaries. In these cases, students should be given definite instructions and a demonstration of the method, preferably after they have filled out the check list.

Instructions for Making a Statistical Summary

For convenience in summarizing results on an individual case or on groups of students, the 330 problems are classified in eleven areas: (1) Health and Physical Development (HPD) (6) Courtship, Sex, and Marriage (CSM) (2) Finances, Living Conditions, and Employment (7) Home and Family $HF)

(FLE) (8) Morals and Religion (MR) (3) Social and Recreational Activities (SRA) (9) Adjustment to College Work (ACW) (4) Social-Psychological Relations (SPR) (10) The Future: Vocational and Educational (FVE) (5) Personal-Psychological Relations (PPR) (11) Curriculum and Teaching Procedures (CTP)

There are thirty problems in each area, these being arranged in groups of five items across the six columns of problems. The first area is the top group, the second area is the second group, and so on down the pages.

, On page 4, at the end of each group, is a box in which to record the count of problems marked in each area. In the left half of the box put the number of items circled as important; in the right half, put the total number marked in the area (including the circled items as well as those underlined only). At the bottom of the page enter the totals for the list. If desired, the area totals can be recopied to the first page for greater convenience in later reference.

THE GUILFORD-MARTIN TEMPERAMENT PROFILE CHART

How to Use the Chart For each trait indicated by the letter at the top of the column, find the class interval below in which the raw score for that particular trait falls and

encircle in colored pencil or in ink the pair of scores representing that class interval. When all the traits are designated on the profile in this way, a line should be drawn connecting the circles for each neighboring pair of circles.

The C-scores (scaled scores) are indicated at the extreme left and right of the chart in an 11-point scale, 0 representing the lowest 1% of the 500 cases used in deriving these norms, 1 the next 3%, 2 the next 7%, 3 the next 12%, 4 the next 17%, 5 (middle C-score) 20% of the cases, 6 the next 17%, 7 the next 12%, 8 the next 7%, 9 the next 3%, and 10 the highest 1% of the cases. Because the distribution of scores for trait M is bimodal, C-score 4 on the chart for trait M represents 20% of the cases, C-score 5, 14%, and C-score 6, 20%.

Interpretation of the Scores on the 13 Temperament Traits

From Guilford's Inventory of Factors S T D C R

S — Social Introversion-Extraversion.—A high C-score indicates sociability, a tendency to seek social contacts and to enjoy the company of others. A low C-score indicates shyness, a tendency to withdraw from social situations and to be seclusive. A high C-score is more desirable for mental health than is a low C-score. A very low C-score on S indicates a need for guidance directed toward increased social participation.

T — Thinking Introversion-Extraversion.—A high C-score indicates a lack of introspectiveness and an extrovertive orientation of the thinking processes. A low C-score indicates an inclination to meditative thinking, philosophizing, analyzing one's self and others, and an introspective disposition. The middle range of C-score is more desirable for mental health than either extreme on trait T. Each extreme, however, may have its value for certain types of occupation.

D — Depression.—A high C-score indicates freedom from depression, a cheerful, optimistic disposition. A low C-score indicates a chronically depressed mood including feelings of unworthiness and guilt. The higher the C-score on trait D, the better is likely to be the emotional adjustment of the individual.

C — Cycloid Disposition.—A high C-score indicates stable emotional reactions and moods, and freedom from cycloid tendencies. A low C-score means the presence of cycloid tendencies as shown in strong emotional reactions, fluctuations in mood, and a disposition toward flightiness and instability. The higher the C-score on trait C, the better will be the emotional adjustment of the individual, except that scores that are too high may indicate a colorless, inert individual.

R — Rhathymia.—A high C-score indicates a happy-go-lucky or carefree disposition, liveliness, and impulsiveness. A low C-score indicates an inhibited dis-position and an overcontrol of the impulses. Both extremes of C-scores may represent psychological maladjustments and a C-score in the middle range is desirable for mental health.

From the Gui l ford-Mart in Inventory of Factors G A M I N

G — General Activity.—A high C-score indicates a tendency to engage in vigorous overt action. A low C-score indicates a tendency to inertness and a dis-inclination for motor activity. An extremely high C-score on trait G may represent a manic tendency while an extremely low C-score may be an indication of a hypothyroid condition or other causes of inactivity. Thus, for good mental health a C-score on G in the middle range is usually most desirable.

A — Ascendance-Submission.—A high C-score indicates social leadership and a low C-score social passiveness. The C-score of a person on trait A must be interpreted in the light of his other characteristics of temperament as shown on the profile chart, and no general rule can be set forth as to what C-scores on trait A are most desirable for mental health. However, there is emphasis in our culture on the general desirability of a high C-score on trait A. Females tend to have distinctly lower C-scores on A than do males.

M — Masculinity-Femininity.—A high C-score on this trait indicates masculinity of emotional and temperamental make-up and a low C-score indicates femi-ninity. The C-scores of the majority of males are above 5 and the majority of females have C-scores below 5. Males whose C-scores are very low are sometimes found either to lack their full quota of .male hormones or to have an oversupply of female hormones.

I _ inferiority Feelings.—A high C-score indicates self-confidence and a lack of inferiority feelings. A low C-score indicates a lack of confidence, under-evaluation of one's self, and feelings of inadequacy and inferiority. The higher the C-score on trait I, the better for mental health, with the exception of extremely high cases in which clinical investigation may reveal a superiority compensation for hidden inferiority feelings. Many psychoneurotics have very low C-scores on trait I.

N — Nervousness.—A high C-score indicates a tendency to be calm, unruffled, and relaxed; a low C-score indicates jumpiness, jitteriness, and a tendency to be easily distracted, irritated, and annoyed. The higher th» C-score on trai t N, the better for mental health unless there are clinical indications that an overly sluggish and torpid condition is the basis for an extremely high C-score. Extremely low C-scores in some cases may involve a lack of calcium in the blood. In many cases, a mental conflict may be the basis for the emotional tension expressed in jitteriness and irritability.

a> O) <

From the Gui l ford-Mart in Personnel Inventory I

0 — Objectivity.—A high C-score on this trait indicates a tendency to view one's self and surroundings objectively and dispassionately. A low C-score indicates a tendency to take everything personally and subjectively and to be hypersensitive. The higher the C-score on trait O, the better for mental health. Patho-logical cases may develop paranoid ideas of reference and delusions of persecution.

Co—Cooperativeness.—A high C-score indicates a willingness to accept things and people as they are and a generally tolerant attitude. A low C-score indi-cates an overcriticalness of people and things and an intolerant attitude. The higher the C-score on trait Co, the better for mental health unless the C-score on G or clinical signs indicate a torpid and sluggish condition to be the basis of the lack of criticalness. Overcriticalness is often a compensation for hidden feelings of inadequacy. Pathological cases may exhibit a paranoid projection of their conflicts and impulses.

Ag—Agreeableness.—A high C-score indicates an agreeable lack of quarrelsomeness and a lack of domineering qualities. A low C-score indicates a belligerent, domineering attitude and an overreadiness to fight over trifles. Very low scores on trait Ag indicate an extreme craving for superiority as an end in itself developed as a compensation for some chronic frustration and in pathological cases may lead to paranoid delusions of grandeur. It is possible that a sadistic component may occur in some of the pathological cases. Further investigation should be made of the psychological structure of extremely low C-scores on traits 0, Co, and Ag, as the paranoid area of temperament which they cover is predisposing toward troublemaking behavior in industry, marriage, and other social situations.

Copyright 1948, Sheridon Supply Company, Beverly Hills, California All rights reserved

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DU .W: iTE ON THIS TEST Name N. I. i>, iu. UlUilSeling BufMU S e x Date

No. _ Scores: S T.. D C R

INSTRUCTIONS: Below you will find some questions which are to be answered by encircling either "Yes," "?," or "No." Read each question in turn, think what your behavior has usually been, and draw a circle around the answer that describes your behavior best. Encircle the "?" only when you are unable to decide between the "Yes" and the "No." BE SURE TO ANSWER EVERY QUESTION. There is no implication of right or wrong in any of these questions.

1. Do you express yourself more easily in speech than in writing? Yes ? No 1 2. Are you inclined to limit your acquaintances to a select few? Yes ? No 2 3. Do you generally prefer to take the lead in group activities? Yes ? No 3 4. Are you ordinarily a carefree individual? Yes ? No 4 5. Do you like work that requires considerable attention to details? Yes ? No 5 6. Are you inclined to be moody? Yes ? No 6 7. Do you usually have difficulty in starting conversations with strangers? Yes ? No 7 8. Are you inclined to act on the spur of the moment without thinking things over? Yes ? No 8 9. Do you work much better when you are praised? Yes ? No 9

10. Do you like to change from one type of work to another frequently? Yes ? No 10 11. Are you self-conscious in the presence of your superiors? Yes ? No 11 12. Do you daydream frequently? Yes ? No 12 13. Do you subscribe to the philosophy of "Eat, drink, and be merry, for tomorrow we

die?" Yes ? No 13 14. Are you inclined to worry over possible misfortunes? Yes ? No 14 15. Are you frequently somewhat absent-minded? Yes ? No 15 16. Are you relatively unconcerned about what others think of your actions? Yes ? No 16 17. Are you inclined to keep in the background on social occasions? Yes ? No 17 18. Are you more interested in athletics than in intellectual things? Yes ? No 18 19. Are you impatient when waiting for a member of your family or for friends?.; Yes ? No 19 20. Do you like to speak in public? Yes ? No 20 21. Are you inclined to live in the present, leaving the past and the future out of your

thoughts? Yes ? No 21 22. Do you have frequent ups and downs in mood, either with or without apparent cause?..Yes ? No 22 23. Are you inclined to be slow and deliberate in movement? Yes ? No 23 24. Are your feelings rather easily hurt? Yes ? No 24 25. Do you enjoy getting acquainted with most people? Yes ? No 25 26. Are you inclined to keep quiet when out in a social group? Yes ? No 26 27. Do you adapt yourself easily to new conditions, that is, new places, situations,

surroundings, etc? Yes ? No 27 28. Do you express such emotions as delight, sorrow, anger, and the like, readily? Yes ? No 28 29. Are you inclined to think about yourself much of the time? Yes ? No 29 30. Are you inclined to analyze the motives of others? Yes ? No 30 31. Do you usually keep in close touch with things going on around you? Yes ? No 31 32. Do you often have the "blues"? Yes ? No 32 33. Do you "get rattled" easily at critical moments? Yes ? No 33

(Publisher: Sheridan Supply Co.. Beverly Hills, Calif.) (Copyright 1940, by I. P. Guilford)

62

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34. Is it usually difficult for you to make decisions? .* Yes ? No 34 35. Do you ever feel that the world is distant and unreal to you? Yes ? No 35 36. Is it difficult to "lose yourself" even at a lively party? ...Yes ? No 36 37. Do you shrink from speaking in public? Yes ? No 37 38. Do you have difficulty in making new friends? Yes ? No 38 39. Would you rate yourself as an impulsive person? ...Yes ? No 39 40. Were you ever the 'life of the party?" Yes ? No 40 41. Are you frequently in low spirit? Yes ? No 41 42. Does it bother you to have people watch you at your work? Yes ? No 42 43. Do you frequently find yourself in a meditative state? Yes ? No 43 44. Are your daydreams frequently about things that can never come true? ..Yes ? No 44 45. Are you inclined to be shy in the presence of the opposite sex? ..Yes ? No 45 46. Are you inclined to be overconscientious? Yes ? No 46 47. Do you often crave excitement? ..Yes ? No 47

48. Do your interests change very quickly? ..Yes ? No 48 49. Are you inclined to ponder over your past? ..Yes ? No 49 50. Do you ever feel "just miserable" for no good reason at all? ..Yes ? No 50 51. Are you often troubled about feelings of guilt? Yes ? No 51 52. Do you often experience periods of loneliness? Yes ? No 52 53. Are you much depressed when others criticize you? ..Yes ? No 53 54. Are you worried about being shy? ...Les ? No 54 55. Would you rather spend an evening reading at home than to attend a large party?.. ..Yes ? No 55 56. Do you worry over humiliating experiences longer than the average person? Yes ? No 56 57. Would you like a position in which you changed from one kind of task to another

frequently during the day? Yes ? No 57 58. Do you often find that you have made up your mind too late? Yes ? No 58 59. Would you rate yourself a s a tense or "high-strung" individual? Yes ? No 59 60. Does your mind often wander while you are trying to concentrate? Yes ? No 60 61. Do you nearly always have a "ready answer" for remarks directed to you? Yes ? No 61 62. Are you inclined to "jump at conclusions"? ...Yes ? No 62 63. Do you usually prefer to let some one else take the lead on social occasions? Yes ? No 63 64. Do you ever daydream? ..Yes ? No 64 65. Do you ever change from happiness to sadness, or vice versa, without good reason?.... ..Yes ? No 65 66. Do you usually derive pleasure from being "in the limelight" on social occasions? Yes ? No 66 67. Is it difficult to hurt your feelings, even when the joke is on you? ' Yes ? No 67 68. Do you often try to find the underlying motives for the actions of other people? ...Yes ? No 68 69. Are you inclined to stop and think things over before acting? * Yes ? No 69 70. Do you generally feel uncomfortable when you are the center of attention on a

social occasion? Yes ? No 70 71. Do you consider yourself less emotional than the average person, that is, less easily

upset? Yes ? No 71 72. After a critical moment is over, do you usually think of something you should have

done but failed to do? ...Yes ? No 72 73. Would you rate yourself a s a lively individual? ...Yes ? No 73 74. Are you philosophically inclined? Yes ? No 74 75. Do you often have a feeling of unworthiness? Yes ? No 75 76. Can you usually keep cheerful in spite of troubles? Yes ? No 76 77. Do you like to play pranks upon others? Yes ? No 77 78. Do you often feel that people are observing you on the street? Yes ? No 78 79. Do you feel lonesome even when with other people? ...Yes ? No 79 80. Are you troubled with feelings of inferiority? ...Yes ? No 80 81. Would you rather be a scientist than a politician? Yes ? No 81 82. Are you inclined to take life too seriously? Yes ? No 82

PAGE 3

83. In social conversations, are you usually a listener rather than a talker? .... 84. Do you frequently feel that people around you are talking about you? 85. Do you like to have time to be alone with your thoughts? 86. Do you find it difficult to go to sleep at night because experiences of the day keep

87. Are you inclined to avoid meeting certain people on the street (bill collectors and

89. Do you find it easy, as a rule, to make new acquaintances? 90. Are you inclined to be quick and sure in your actions? 91. Are you troubled about being self-conscious? 92. Do you often feel restless while listening to a lecture? 93. Do you believe that people often misunderstand what you say? 94. Do you limit your friendships mostly to members of your own sex? 95. Does your mind wander badly so you lose track of what you are doing? 96. Are you often in a state of excitement? 97. Do you dislike to talk about yourself, even to close friends? 98. Do you prefer to be conservative in the matter of dress and personal appearance?... 99. Do you like to discuss the more serious questions of life with your friends?

100. Are you inclined to keep your opinions to yourself during group discussions (not class discussions)?

101. Do you enjoy thinking out complicated problems? 102. Are you inclined to be introspective, that is, to analyze yourself? 103. Are there times when you seek to be alone and you cannot bear the company of

anyone? 104. Are you much concerned over the morals of others? 105. Do you frequently take time out just to meditate about things in general? 106. Are you usually unconcerned about the future? 107. Do you usually become so absorbed in watching an athletic contest that you com-

pletely forget yourself? 108. Can you relax yourself easily when sitting down? 109. Are you usually a "good mixer"? 110. Do you usually prefer a "slapstick" comedy to a serious drama at the movies? 111. Do you frequently find it difficult to go to sleep at night, even though you are tired?. 112. Would you rate yourself as a happy-go-lucky individual? * 113. Do you ever take your work as if it were a matter of life or death? 1 114. Do you often "have the time of your life" at social affairs? 115. Do you think there is a great deal more happiness in the world than misery? 116. Are you frequently "lost in thought"? 117. Have you often lost sleep over your worries? 118. Do you like to mix socially with people? 119. Do you believe that the morals of modem youth are generally superior to those of

former generations? 120. Are you inclined to think over your failures long after they are past? 121. Are there times when your mind seems to work very slowly and other times when

it works very rapidly?.. 122. Are you inclined to avoid all people whenever possible? 123. Do you enjoy participating in a showing of "Rah Rah" enthusiasm? 124. Do you usually feel disappointments so keenly that you cannot get them out of your

mind? 125. Do you derive more real satisfaction from social activities than from anything els< 126. When you stop to consider your future, does it usually seem very optimistic? 127. Are you sometimes so "blue" that life seems hardly worth livina?

...Yes ? No 83

...Yes ? No 84 Yes ? No 85

...Yes ? No 86 Yes ? No 87

...Yes ? No 88

...Yes ? No 89 Yes ? No 90

...Yes ? No 91

...Yes ? No 92

...Yes ? No 93 Yes ? No 94

...Yes ? No 95 Yes ? No 96

...Yes ? No 97

...Yes ? No 98 Yes ? No 99

Yes ? No 100 ...Yes ? No 101

Yes ? No 102

Yes ? No 103 ...Yes ? No 104 ...Yes ? No 105

Yes ? No 106

...Yes ? No 107 Yes ? No 108 Yes ? No 109 Yes ? No 110 Yes ? No 111 Yes ? No 112 Yes ? No 113

...Yes ? No 114 Yes ? No 115

...Yes ? No 116 Yes ? No 117 Yes ? No 118

...Yes ? No 119 Yes ? No 120

...Yes ? No 121 Yes ? No 122 Yes ? No 123

...Yes ? No 124

...Yes ? No 125 Yes ? No 126

...Yes ? No 127

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28. Do you usually take the initiative in making new friends?. , Yes ? No 128 29. Do you spend a great deal of time in thinking over past mistakes? Yes ? Ho 129 30. Would you be very unhappy if you were prevented from making numerous social

contacts? Yes ? No 130 31. Do you often feel that there are very few things in life worth living for? Yes ? No 131 32. Do you often run over in your mind the events of the day before going to sleep at

night? Yes ? No 132 33. Do you often feel that social affairs are a waste of time? Yes ? No 133 34. Do you frequently feel grouchy? Yes ? No 134 35. Are you annoyed when a boisterous person attracts attention to himself in public? Yes ? No 135 36. Are you frequently bored with people? Yes ? No 136 37. When failing to have your own way, do you often resort to resentful thinking? Yes ? No 137 38. Do you usually keep in fairly uniform spirits? Yes ? No 138 39. Do you usually prefer to take your recreations with companions rather than alone? Yes ? No 139 40. Are you usually in good spirits? Yes ? No 140 41. Have you ever been bothered by having a useless thought come into your mind

repeatedly? Yes ? No 141 42. Are you usually well-poised in your social contacts? Yes ? No 142 43. Does it upset you much to lose in a competitive game? Yes ? No 143 44. Do you spend much time in thinking over good times you have had in the past? Yes ? No 144 45. Are you often hesitant about meeting important people? Yes ? No 145 46. Do you feel tired most of the time? Yes ? No 146 47. Do you ever have a queer feeling that you are not your old self? Yes ? No 147 48. Is it easy for you to act naturally at a party? Yes ? No 148 49. Do you get tired of people rather quickly? Yes ? No 149 50. Do you like to have many social engagements? Yes ? No 150 51. Do you ever have to fight against bashfulness? Yes ? No 151 52. Are you frequently "lost in thought" even when supposed to be taking part in a

conversation? Yes ? No 152 53. Do people find fault with you more than you deserve? Yes ? No 153 54. Do you often feel conspicuous in a group of people? Yes ? No 154 55. Are you sometimes bubbling over with energy and sometimes very sluggish? Yes ? No 155 56. Do you often speculate about why. people behave as they do? Yes ? No 156 57. Do you find it almost impossible to take another person fully into your confidence? Yes ? No 157 58. Have you found books more interesting than people? v Yes ? No 158 59. Have you often felt listless and tired for no good reason? * Yes ? No 159 60. Do you prefer action to planning for action? Yes ? No 160 61. Do you often philosophize about the purpose of human existence? i Yes ? No 161 62. Do you become angry very quickly and also recover very quickly? Yes ? No 162 63. Do you often think or dream of what you will be doing five years from now? Yes ? No 163 64. When you are bored do you feel like stirring up some excitement? Yes ? No 164 65. Do you usually feel well and strong? Yes ? No 165 66. Do you enjoy entertaining people? Yes ? No 166 67. Is your own mood very easily influenced by people around you, that is, by happy

people or sad people? 3 . Yes ? No 167 68. Does it embarrass you a great deal to say or do the wrong thing in a social group? Yes ? No 168 69. Do you like to indulge in a reverie (daydreaming)? Yes ? No 169 70. Do you believe that "every cloud has a silver lining"? Yes ? No 170 71. Do you often feel ill at ease with other people? Yes ? No 171 72. Can you usually let yourself go and have a hilariously good time at a gay party?..* Yes ? No 172 73. Do you dislike to stop and analyze your own thoughts and feelings? Yes ? No 173 74. Are you inclined to avoid all complicated problems of any sort? Yes ? No 174 75. Do you think such questionnaires as this one are "silly"? Yes ? No 175

Mr.

Name MJjhu (Cross out two)

THE GUILFORD-MARTIN

INVENTORY OF FACTORS G A M I N ( A b r i d g e d Edit ion)

DO NOT WRITE ON THIS TEST N. T, S. C. Counseling Bureau

No... ...Date.

Nearest age (encircle):

15 20 25 30 35 40 45 50 55 60

Raw Scores: G~

C-Scores:

A... M N_

DIRECTIONS: Below you will find some questions which are to be answered by encircling either "Yes" or "No." Read each question in turn, think what your opinion or your behavior has usually been, and

draw a circle around the answer that best describes your behavior or opinion. Encircle the "?" only when you are unable to decide between the "Yes" and "No." BE SURE TO ANSWER EVERY QUESTION. There is no right answer to any of these questions except the answer that tells how you think or feel about it.

1. Do you believe that you know your own characteristics about as well as most people know theirs? Yea ? No 1

2. Does your personality stand out as being quite different from that of other people? Yes ? No 2 3. When climbing stairs do you often take the steps two at a time? Yes ? No 3 4. Do you often feel the need for a rest during the day? Yes ? No 4 5. When you think you recognize someone you see in a public place, do you inquire of

him whether you have met him before? Yes ? No 6 6. Do you have one or more abilities in which you believe you are superior to most other

people? Yes ? No 6 7. Do you express such emotions as delight, sorrow, anger, and the like, readily? Yes ? No 7 8. Do you feel that people almost always treat you right? Yes ? No 8

Do you become very annoyed when you find a window stuck when you want to open it? Yes ? No 9 10. Do you find it difficult to get rid of a salesman to whom you do not care to listen or

give your time? Yes ? No 10 11. Have you ever kept a personal diary of your own accord ? Yes ? NO 11 12. When going somewhere in an automobile, does it bother you considerably to get caught

in slow-moving traffic? Yes ? No IS 13. Are you afraid of deep water? Yes ? No 13 14. Are you inclined to be quick in your actions? Yes ? No 14 15. Do you frequently feel thwarted because you cannot do as you want to? Yes ? No 15 16. Do you usually hesitate to take a seat in the front of a lecture room or church if .to do

so makes you appear conspicuous? Yes ? No 16 17. Do you cry rather easily? Yes ? No 17 18. Do you believe you have been bossed too much for your own good? Yes ? No 18 19. Are there ever times when you feel so jumpy you could throw things at people If you

did not control yourself? Yes ? No 19 20. Do you always know what to do next? Yes ? No 20 21. At work or at play, do other people find it hard to keep up with the pace you set? Yes ? No 21 22. Do you often wish you were stronger so you could "smash" some one who is stronger

than you? Yes ? No 22 23. Do you (or would you) ever haggle over a price with a tradesman or dealer? Yes ? No 23 24. Do you often find that you can think of smart things to say only after it is too late?.. Yes ? No 24 25. Do you find It easy to start a conversation with a stranger' . Yes ? No 25 26. Do you often become irritated over little annoyances? Yes ? No 26 27. If an acquaintance of yours has been spreading untrue and uncomplimentary stories

about you, do you usually "have it out" with the person? Yes ? No 27

Copyright 1943 by Sheridan Supply Co., Beverly Hilk, Calif.

(Not io be reproduced in whole or in part without written permission of the copyright owner.)

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18. Do you feel deeply sorry for a mistreated h o r s e ? . . . . . . . . . f t . Do you always feel that you can accomplish the things you want to do?. 80. Are you happiest when you get involved in some project that calls for rapid ac t ion? . . . 81. Do you sometimes crave something intensely without knowing what it is you w a n t ? . . . SS. Do you feel bored much of the time? 38. When a parent, teacher, or boss scolds you, do you ever feel like weeping? 84. Are you rather good at bluffing when you find yourself in difficulty? 86. Are you inclined to be slow and deliberate in movement? 86. Would you rate yourself as a tense individual? 87. When you are suddenly upset emotionally, does it take much time to recover your

composure? 88. When a clerk in a store waits on others who should come after you, do you usually call

his attention to the fact? 89. Does it annoy you to hear someone make fun of your clothes? 40. Have you often felt that you are a rather awkward person? 41. Do you wake up feeling tired in the morning? 41. Do you usually eat more rapidly than the average person, even though there Is plenty

of time? 48. Do you dislike to have people watching you while you are working? 44. In a group activity do you often find yourself compelled to play an unimportant par t? . 46. When troubled or upset because things go wrong, are you inclined to suffer from indi-

gestion, acid stomach, or other distress? 46. Do you like love scenes in a movie or play? 47. Do you feel that you are lacking in self-control? 48. Have you ever, on your own initiative, organized a club or group of any kind? 49. Are you ever afraid that you cannot live up to the standards your parents set for you? 50. Do you feel strongly against kissing a friend of your own sex and age? 61. Have you ever been afraid of contracting tuberculosis or some other serious disease?.. 68. Does it sometimes seem to you that in life's competitions you are usually left behind? 68. Have you ever been hesitant about making application for a job in person?. 64. Do you prefer the study of mathematics and science to that of literature and music?. . 66. Do you get angry very easily? 66. Do you feel confident that you can cope with almost any situation that you will meet

in the future? 67. Does it bother you considerably to have your teacher or your boss call upon you

unexpectedly in a group? 68. Can you go into a dark cellar or basement alone without even the slightest trembly

feeling? 69. When you are walking with others, do they often have difficulty in keeping up with

you? . . . . . . . . . 60. Does it make you uncomfortable to be "different"? 61. Is your health generally better than that of most people? . . . ;

63. Do you often become tense or excited either at a movie or when listening to the radio? 68. Would you rather work for a good boss than for yourself? * 64. Would you rather be a florist than a miner? 66. Do you sometimes wish you were in another office (or school or factory) where your

companions were more congenial? 66. Do you feel tired out most of the time?

67. Do you (or would you) like to take on new and important responsibilities such as organizing a new business enterprise?

68. Are you very good at making money as compared with others of your owi iage and sex? f . . . . . . . . .

6». Are you afraid of snakes? 70. Are you particularly uneasy when waiting for a slow person to finish either saying or

doing what he s t a r t e d ? . . . . . 71. Are you oversensitive to criticism of yourself? 72. Do you feel sorry for a fish that is caught on a hook? 73. Are you the kind of person who is "on the go" all the time he is awake? 74. Arc you easily startled by unexpected stimuli? 75. Do you find it difficult to say "No" to a salesman who tries to sell you something you

do not really want?

Yes ? No 28 Yes ? No 29 Yes ? No 30 Yes ? No 31

Yes ? No 32 Yes ? No 33 Yes ? No 84 Yes ? No 36 Yes ? No 36

Yes ? No 37

Yes ? No 18

Yes ? No 39 Yes ? No 40 Yes ? No 41


Yes ? No 46 Yes ? No 46 Yes ? No 47 Yes ? No 4S Yes ? No 43 Yes ? No 50 Yes 7 No 51 Yes ? No 52

Yes ? No 53 Yes f No 64 Yes ? No 55

Yes ? No 56

Yes ? No 57

Yes ? No 68

Yes ? No 59

Yes ? No 60 Yes ? No 61

Yes ? No 62


Yes ? No 65

Yes ? No 66

Yes 7 No 67

Yes 7 No 68 Yes ? No 69

Yes ? No 70


Yes ? No 73

Yes ? No 74

Yes 7 No 75

76. Do you frequently feel self-conscious In the presence of Important people?. 77. Would you rather be an art ist than a political organizer?. 78. Do you usually work faster than the average person of your sex and age?.

79. Were you happier when you were younger than you are now? 80. Do your interests tend to change quickly? 81. When you are at tracted to a person of the opposite sex whom you ha re not met, do you

usually make an active at tempt to get acquainted even though the circumstances may make this quite difficult?

, 82. Does the sight of large bugs and spiders ever give you a "creepy" feeling? 83. Do you suffer keenly f rom feelings of Inferiority? 84. Can you relax easily when sitting or lying down? 85. Do you find it difficult to solicit funds even in a cause in which you a re in te res ted? . . . . 86. Do you become nervous and tense when competing In a contest, such as tennis, golf,

or debating?

87. Do younger people have an easier and more enjoyable life than you do?

88. When you become emotional do you sometimes come to the point of tears? 89. Do you usually s tar t to work on a new project with a great deal of e n t h u s i a s m ? . . . . . . . 90. Does it seem to you that you never do things in a way tha t wins the attention and

approval of others? 91. Do you usually speak out in meeting to oppose someone who you feel sure is wrong? . .

92. Do you often find it difficult to sleep at n igh t? . . . » 93. Do you ever fear that you are getting lost? 94. Are you inclined to keep quiet when out in a social group? 95. Would you rather be a building contractor than a nurse? 96. Do you sometimes want to move to a new town or community because you do not find

congenial people where you are? 97. Do loud noises tend to upset you?. 98. Are you disgusted at the sound of foul l a n g u a g e ? . . . . 99. Can you turn out a large amount of work in a short time?

100. When promotions in rank, salary, or position are being made, does it seem tha t you are given less attention than others?

101. Do you usually shrink f rom meeting a crisis or emergency? 102. Do odors of perspiration disgust you? 103. Do you find it difficult to go on with your work if you do not receive enough encour-

agement? 104. While not otherwise occupied, are your hands almost always busy in such acts as

drumming on the table, twisting a chain or rubber band, etc. ? . 105. Do you often find yourself hurrying to get places even when there is plenty of t i m e ? . . 106. Do you let others "run over you" more than you should for your own good? 107. Would you ra ther be a private secretary than an explorer of new geographic terr i tory? 108. Do you ever wish you could have been born a t a different t ime or place or in a

different family than you were? 109. Can you usually sit still without fidgeting? I . . 110. Would you rate yourself as a talkative individual? 111. Have there been many people with whom you have come in contact who did not care

to associate with you? 112. Are you disgusted at the sight of ragged or soiled fingernails? 113. Do you usually feel restless when listening to a lecture?. 114. In being thrown by chance with a stranger, do you usually take the initiative In intro-

ducing yourself? 116. Do you ever wish tha t you were taller or shorter than you are? 116. Are you frequently in a state of inner excitement or turmoil? 117. Can you (or could you) walk past a graveyard alone a t night without feeling uneasy? 118. If you hold an opinion that is radically different from tha t expressed by a lecture*, do

you usually tell him about it either during or af ter the lecture? 4... 119. Are you frequently absent-minded? 120. Do you feel deeply sorry for a bird with a broken wing? 121. Do screeching sounds (like a fingernail scratching on the blackboard) send terrific

"chills" up and down your back? 122. Can you always think of a good excuse when the situation demands i t? 123. Are you usually confident of your abilities? 124. Would you rate yourself as an impulsive individual? 125. Do you feel compelled to change your bodily posture frequently while s i t t i ng? . . . 126. Do you feel tha t the average person has made a better adjus tment to life than you

have? 127. Do you have nervous habits such as chewing your pencil or biting your fingernails?..

Page 3

Yes No 76 Yes No 77 Yes No 78 Yes No 1»

Yes No 80

Yes No 81 Yes No 82 Yes No 83 Yes No 84 Yes No 86

Yes No 86 Yes No 87 Yes No 88 Yes No 8 t

Yes No 00 Yes No 91

Yes No 92 Yes No 03 Yes No 34 Yes No 96

Yes No 96 Yes No 97 Yes No 98 Yes No 9»

Yes No 100 Yes No 101 Yes No 102

Yes No 103






Yes No 121 Yes No 122 Yes No 123 Yes No 124 Yes No 125

Yes No 126 Yes No 127

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128. Do you ever take the initiative to enliven a dull party? 129. When you were a child were you usually made the "goat" by your playmates (sueh as

being forced t© be on the unpopular side while playing games) ? 130. Do you like to speak in public?.. 131. Do you feel physically inferior to your associates? 132. Would you rather be a dress designer than a forest ranger? 133. Are you able to come back to a state of calm readily after an exciting situation is

past? 134. Do you like to bear responsibilities alone? 135. Do you (or would you) like to go hunting with a rifle for wild game?. 136. When present, with others, at the scene of an accident, do you usually take an active

part in helping out if needed? 137. When you become angry, do you get over it rather quickly when the cause for anger

is past? 138. Do you tend to prefer quiet rather than exciting amusements? 139. Do you often wish your appearance were different than it is? 140. When you find that a piece of merchandise you have bought is defective, do you find it

easy to demand an exchange or refund? 141. Can you stick to a tiresome task for a long time without being prodded or encouraged? 142. Does it make you jittery to handle a loaded gun? 143. Are you frequently afraid that other people will not like you?. 144. Have you ever been regarded as a daredevil? 145. Do you consider yourself a nervous person? 146. When in a restaurant you are served stale or inferior food, do you usually make a

vigorous protest about it? 147. Does your mind often wander so badly that you lose track of what you are doing? 148. Does it annoy you to see a person biting his fingernails? 149-. Are you easily discouraged when things become difficult? 150. Does a difficult decision or emotional crisis ever leave you so exhausted that you cannot

go on with your regular activities? 151. Are you inclined to rush from one activity to another without pausing for rest? 152. Do you always stand up for your rights when they are endangered? 153. Do your friends seem to have a better time than you do? 154. Does the sight of pus disgust you? 155. Do you sometimes wish that you were more attractive than you are? 166. Do you ever experience a feeling of vague uneasiness without knowing the reasons?.. 157. Do you have any nervous habits like twitching your face, neck, or shoulders? 158. Are you disgusted at the sight of an unshaven man? 159. Are you able to play your best in a game or contest against an opponent who is much

superior to you? 160. Do long-continued noises "get on your nerves"? 161. Do you generally prefer to take the lead in group activities? 162. Do you often wish that you were physically stronger than you are? 163. Are you fearful of burglars? 164. Do you think you use up more energy than the average person in getting things done? 165. Do you like to sell things (that is, to act as a salesman) ?. 166. Do you have one or more hobbies or skills at which you are outstanding?.. . t 167. Are you often so much "on the go" that sooner or later you wear yourself out?. 168. Does it annoy you to see a person clean his fingernails in public? 1691. Are there times when you feel as if your nerves were raw or "on edge"?. 170. Do people usually give you credit for having good judgment? .1 171. Do you often feel bubbling over with excess energy? 172. Are you easily disturbed by distracting stimuli when doing mental work? 173. Do you often feel reluctant to meet the most important person at a party or reception? 174. Do other people regard you as a lively individual?. 176. Do you have a strong dread of fire?. 176. Do you often feel that few obstacles can stand in the way of your reaching your final

goals? 177. As a child, did you often naturally fall into positions of leadership? . j 178. Do you ever have the feeling that there is nothing to live for? 179. Do you often find that you cannot make up your mind until the time for action is

past? 180. Do you prefer going to a dance rather than to a prize-fight? 181. Do you seek to avoid all troublesome situations? 182. Do you often show yourself up to your own disadvantage? 183. Do you become upset rather easily? 184. Are you willing to take a chance alone in a situation where the outcome is doubtful?.. 185. Do you have any hestitation about calling down a person who does not play fair? 186. Do you resent being "kidded" about your peculiarities?

BE SURE YOU HAVE ANSWERED EVERY QUESTION

Yes ? No 128



Yes ? No 136


Yes ? No 140 Yes ? No 141 Yes ? No 142 Yes ? No 143 Yes ? No 144 Yes ? No 145


Yes ? No 150 Yes ? No 151 Yes ? No 162 Yes ? No 153 Yes ? No 154 Yes ? No 155 Yes ? No 156 Yes ? No 157 Yes ? No 158

Yes ? No 159 Yes ? No 160 Yes ? No 161 Yes ? No 162 Yes ? No 163 Yes ? No 164 Yes ? No 165 Yes ? No 166 Yes ? No 167 Yes ? No 168 Yes ? No 169 Yes ? No 170 Yes ? No 171 Yes ? No 172 Yes ? No 173 Yes ? No 174 Yes ? No 175


Yes ? No 179 Yes ? No 180 Yes ? No 181 Yes ? No 182 Yes ? No 183 Yes ? No 184 Yes ? No 185 Yes ? No 186

DO NOT WRITE ON THIS ItSl N. T. S. C. Counseling Bureau

No

THE GUILFORD-MARTIN PERSONNEL INVENTORY 00 NOT WRITE ON THIS TEST

Name.. ...Ji T, _S,..C,..£o.uiiseJ.i.ng.. Bureau . Date

No.

Sex Nearest age (encircle): 15 20 25 30 35 40 45 50 55 60

Raw Scores: O Ag. Co

C-Scores: DIRECTIONS: Below you will find some questions which are to be answered by encircling either

"Yes," " " or "No." Read each question in turn, think what your opinion or your behavior has usually been, and draw a circle around the answer that best describes your behavior or opinion. Encircle the " ? " only when you are unable to decide between the "Yes" and "No." BE SURE TO ANSWER EVERY QUESTION. There is no right answer to any of these questions except the answer that tells how you think or feel about it.

1. Do you believe that each person is better fitted to succeed in one kind of job than he is in most other jobs? Yes ? No 1

2. Do you believe it is more important for a person to like his work than it is for him to make a lot of money at it? Yes f No 2

3. Is a person likely to rise to the top in his kind of work if he is not suited to it? Yes ? No 3 4. Do you believe that almost any kind of person can succeed in almost any kind of

job if he tries hard enough ? Yes ? No 4 5. Are most people you know well suited to the jobs they hold? Yes ? No 5 6. Do you prefer a supervisor who tells you clearly what to do rather than one who

expects you to decide what to do next? Yes ? No 6 7. Does it seem to you that human beings hardly ever learn to avoid making the same

mistakes twice? .Yes ? No 7 8. Do you feel that there are too many useless laws which hamper an individual's personal

freedom? Yes ? No 8 9. Do you lack patience with the ' 'shrinking violet" type of man? Yes ? No 9

10. Are you inclined to be thinking about yourself much of the time? .Yes ? No 10 11. Do you think that most people who help others secretly dislike going to the trouble

to do so? .Yes ? No 11 12. Do you feel disgusted when someone escapes paying the full penalty of the law through

some technicality?. Yes ? No 12 13. Do you frequently seek the advice of other people ? Yes ? No 13 14. When you are criticized does it disturb you badly? Yes ? No 14 15. Do you despise a "yes" man? Yes ? No 15 16. Do you find that very few workmen nowadays do a job as it should be done? Yes ? No 16 17. Does it bother you a lot to see someone else bungling a job that you know perfectly

well how to manage ? Yes ? No 17 18. Have you found that, in general, people higher up tend to dodge the dirty work, leaving

it for others to do f Yes ? No 18 19. Are you annoyed when people tell you how you should do a thing? . Yes ? No 19 20. Do you get upset rather easily? Yes ? No 20 21. Are you ever bothered by the idea that someone is reading your thoughts ? Yes ? No 21 22. Do you have days in which it seems that everything goes wrong ? Yes ? No 22 23. Generally speaking, do you think the head of a firm should have risen through the

ranks, that is, having worked his way up in the business ? Yes ? No 23 24. Are you inclined to worry too long over humiliating experiences ? Yes ? No 24

Copyright 1948 "by Sheridan Supply Co., Beverly Hills, Calif. (Not to &e reproduced in whole or in part without written permission of the copyright owner.)

64

Page 2

25. Do you think that the kind of person who would " t u r n the other cheek" deserves to get slapped?. , Yes ? No 25

26. Have you ever had fears about other people that you later found to be without foundation f . Yes ? No 26

27. Do you think that large business corporations should be prohibited! Yes ? No 27 28. Do other people often try to take the credit for things you yourself have accomplished?. Yes ? No 28 29. At a movie or a play do you often feel that one of the main characters is a bit like you?. Yes ? No 29 30. When a person has gone out of his way to be nice to you, do you t ry to see what

his real reasons are? Yes ? No 30 31. Do you usually feel that in group undertakings your own plans are best? Yes ? No 31 32. Do you think that in most places the traffic regulations are seriously in need of

improvement? Yes ? No 32 33. Is money necessary for complete happiness ? Yes ? No 33 34. Do you think that all secret societies should be done away with? Yes ? No 34 35. Do many men deserve higher pay than their bosses? .Yes ? No 35 36. Have you ever been severely punished for something you didn' t do? Yes ? No 36 37. Does your conversation tend to center around your own interests and hobbies rather

than those of other people? Yes ? No 37 38. Do you sometimes feel sorry for a person who is convicted of a crime even though

you realize he is guilty?. Yes ? No 38 39. Are you often getting into scrapes which you did not seek to stir up ? Yes ? No 39 40. Have certain people talked about you and yet you were unable to prove it? Yes ? No 40 41. Do you sometimes think that most people are stupid ? Yes ? No 41 42. Do you frequently unburden your troubles to others ? Yes ? No 42 43. Do you know of any people at present who are intentionally trying to avoid you ? Yes ? No 43 44. Do some people become so rude that you feel the urge to " s i t on them" or to " te l l

them off"? Yes ? . No 44 45. Do you think that most people live far beyond their income ? Yes ? No 45 46. Do you believe in the parole system for prisoners ? Yes ? No 46 47. Do people sometimes offend you without knowing it because you hide your feelings

from them? Yes ? No 47 48. Have you ever felt that someone was hypnotizing you and forcing you to do things

you did not want to do? .Yes ? No 48 49. Are you inclined to let other people have their own way even when it disturbs your

peace and comfort?. Yes ? No 49 50. Do other people deliberately say or do things to annoy you? Yes ? No 50 51. When you enter a new group (business or social) do you like to be tipped off as to who

are the important people to line up with? Yes ? No 51 52. Do you enjoy taking part in a good fight? Yes ? No 52 53. Do you believe that only people with money can be sure of getting a square deal in

courts of law? Yes ? No 53 54. Do you believe that most people will tell a lie now and then in order to get ahead ? Yes ? No 54 55. Are there some things about yourself concerning which you are rather touchy? Yes ? No 55 56. Do other people often watch you on the sly? . . .Yes ? No 56 57. On the whole, are your own ideas of how things should be done superior to the plans

suggested by others? Yes ? No 57 58. Do you think that an unusually bright person is likely to be physically weak? Yes ? No 58 59. Do you often feel very badly about other people's troubles? Yes ? No 59 60. Were you ever ignored or given a " r a w dea l" through spite? .) Yes ? No 60 61. Do most groups of people behave like a bunch of sheep, that is, blindly follow a leader?. Yes ? No 61 62. Do you suspect that most people who do you a good turn are really expecting some-

thing in return for it ? Yes ? No 62 63. Do you often feel that a lecturer is talking about you personally? Yes ? No 63 64. If a person is not playing fair, do you like to see someone beat him at his own game?. .Yes ? No 64 65. Do you believe that most people shirk their duties whenever they can without

appearing to do so? Yes ? No 65 66. Do you hate to lose an argument even when the issue is of little importance? Yes ? No 66 67. Does it seem to you that other people generally "have all the luck"? Yes ? No 67 68. Does it distress you considerably to see aonther person in pain? Yes ? No 68

Page 3

69. 70. 71. 72. 73.

74. 75.

76. 77.

78. 79.

81.

84.

87.

90. 91.

94.

Is there anyone you know personally whom you would like to see behind prison bars!. Yes !

.Yes

.Yes

.Yes

.Yes

Do you feel that many young people get ahead today because they have "pull Are most people thoughtless of the rights of others! Are you continually comparing yourself with other people? Do a lot of people you have known tend to form "cliques" or closed groups!.'. Generally speaking, do you believe that the boy who has not learned to defend himself deserves to " take a beating"! Yes Do you find that generally if you want a thing done right you must do it yourself!. .Yes Can a person get ahead by his own efforts if he does not look out for himself at every turn!. Yes Do you consider yourself a rather nervous person! Yes Do you think your generation has as many opportunities for success as your parents' generation h a d ! . . . . . .Yes Do other people pay more attention to your comings and goings than they should!.. .Yes When things become dull do you feel the urge to stir up some excitement! Yes Do you think the educational system in this country is seriously wrong in many respects! .Yes ! Do you usually receive criticism of yourself without resenting i t ! Yes ! Have you ever found out that a person who was supposed to be an expert did not know as much as you did about something! Yes !

if

97. 98.

99.

100.

101.

102. 103. 104.

105.

106.

107. 108.

Are there important changes you would make immediately in-your manner of living you could have a substantial increase in income! Do you think that most people are overpaid for what they really contribute to society! In most situations is it. all right to conceal the truth when by doing so you give aid to a friend!. Have you very much resented having friends or members of your family give you orders! Are you as quick as other people to pay compliments when they are deserved! Do people frequently talk about you behind your back!. Is it almost unbearable for you to see a close friend or relative suffering intense pain! Is it true that people will generally have contempt for a person who does not assert himself once in a while ! Have you known many "two-faced" individuals personally! Can most people be trusted completely!. Do you derive considerable satisfaction from making other people do as you want them to! Do you believe that all public office holders sooner or later look out for their own interests first! Should the government take over more and more the management of»private business!. Are your feelings rather easily hurt! Generally speaking, do you believe that people use a veneer of politeness to cover up what is usually "cutthroat" competition! Do you usually get more than your share of the blame when things go wrong!. Are there many kinds of work that you would not consider doing because they are beneath y o u ! . . . . . . . Do you think that a lot of people exaggerate their hard luck in order to gain sympathy from others ! Do people ever accuse you of being selfish, and with some reason!. Have you often felt that certain persons are secretly trying to get the better of you! Would you prefer a hard job that is very interesting to an easy one that is uninteresting! Have you frequently wished for enough money or power to impress people who regard you as an inferior! Have you frequently become involved in conflicts in defense of your friends or members of your family! Is it difficult for you not to bear a grudge against someone who has injured you? If you could have your way about it would you change a lot of things about human nature!.

Yes Yes

Yes

Yes Yes

Yes Yes

Yes

Yes Yes JL CO

Yes Yes

Yes Yes Yes Yes

Yes Yes Yes

Yes ?

Yes !

No No No No

No No

! No ! No

No No

No No

No No

Yes ? No

! No ? No ! No ! No

! No ! No ? No

Yes ? No

No

69 70 71 72

73 74

No 75 No 76

77 78

! No 79

80 81

83

84

85

86

87 88 89 90

91 92 93

94

95

96 97

! No ! No

? No 98 ! No 99

! No 100

f No 101 ? No 102 ! No 103

No 104

No 105

? No 106 ! No 107

Yes ? No 108

Paee 4

109. Are many of your supposed friends really insinceref . . . . . . . . . Y e s f No 109 110. Do many people think you are "hard-boiled"! . . . . . . . . . Y e s ! No 110 111. Does everything that happens seem to have a relationship to your own life or

experience! . . , . . . . . . Yes ? No 111 112. Do some people become so bossy or domineering that you want to do the opposite of

everything they tell you to d o ! . . . . . . . . . . Yes ! No 112 113. Do other people often deliberately make things hard for you!. Yes ! No 113 114. Are there times when it seems that everyone is against you!. Yes ! No 114 115. When criminals make a daring escape from prison do you sometimes secretly hope

that they will avoid capture!. .Yes f No 115 116. Do you sometimes feel contempt for the opinions of others!. Yes ! No 116 117. Does it bother you to have other people tell you what you should do! Yes ! No 117 118. Do you often feel that you are left out of things, perhaps unintentionally, in group

act ivi t ies! . . . . . . . . Yes ! No 118 119. Is it difficult for anyone to impose upon you for the reason that you are usually

wise to their intentions! .Yes ! No 119 120. Does the United States Government owe every one of its citizens a decent living!.. .Yes ! No 120 121. Is the person who carelessly leaves valuable property lying around as much to blame

as the person who appropriates it for his own use ! . . . . . Yes ! No 121 122. Have some people criticized you unjustly to others!. Yes ! No 122 123. Will most people in business bear close watching when you are dealing with them!.. .Yes ! No 123 124. Are you deserving of things far better than is your present lot!. Yes ! No 124 125. Do you think no one would keep to the "straight and narrow path" were it not for

the fear of being caught!. Yes f No 125 126. When you lose something do you often begin to suspect someone of either having

taken it or having misplaced i t ! .. .Yes ! No 126 127. Do you think that most people who allow themselves to come under the rule of a

dictator are to blame for their plight! Yes ! No 127 128. Is there any subject on which you would like to hold a public indignation meeting

for the purpose of organizing a mass protest!. Yes ! No 128 129. Were you ever seriously double-crossed!. Yes ? No 129 130. Do you believe the parole system works more to the advantage of the prisoner

than to the advantage of society!. .. .Yes ! No 130 131. Do you tend to let people run over you more than you should for your own good!... .Yes ! No 131

Have you frequently felt like telling "nosey" people to mind their own business! .Yes ! No Have you often found it necessary to stand up for what you believe to be right!. Yes ! No

134. Do you usually seek to become an officer in any organization to which you belong!. .Yes ! No 134 Were you ever so deeply in debt that you did not know where the money was coming from to pay what you owed! Yes ! No 135 In group undertakings do you usually manage to have your own plans put into effect! .Yes ! No 136

137. Do other people often blame you for things unfairly!. Yes ! No 137 138. In most cases is it important to get what you want even if you have <to come into

conflict with other people in order to get i t ! Yes ! No 138 139. Have other people been too ready to accept credit which rightfully belongs to you!. .Yes ! No 139 140. Do you sometimes feel sorry for all the people in the world! .Yes ! No 140 141. Have you had more than your share of hard luck! Yes ! No 141 142. Do other people often try to put things over on you when you are not watching!... .Yes ! No 142 143. Is there any person whom you would particularly like to "put in his (or her) place"!. Yes ! No 143 144. Do you believe that most people require someone to tell them what to J|o!. Yes ! No 144 145. Is there any piece of music that usually makes you weep when you hear i t! Yes ! No 145 146. Are people in general out to get more than they give! Yes ! No 146 147. Do you often find it necessary to return merchandise to a store because it turns out to

be not as r e p r e s e n t e d ! . . . . . . . . . . . . . . . . . . . . .Yes ! No 147 148. Do people near you sometimes whisper or look knowingly at one another when they

think you are not noticing them! Yes ! No 148 149. If someone rudely crowds ahead of you in line, do you tell him where he belongs!... .Yes ! No 149 150. Have you marked an answer ("Yes," " !," or "No") for every one of the above

questions! Yes ! No 150

ME. Print Last »Fir»t

A G E .SIX. M or F

. G R O U P . .DATS OF TiST

REPRODUCTION BY ANY MEANS STRICTLY PROHIBITED

S ELF- INTERPRETING

PROFILE SHiET for the

KUDER PREFERENCE RECORD

VOCATIONAL

Form C

MEN and WOMEN

DIRECTIONS FOR PROFILING

Copy the V-Score from the back page of your answer pad in the box at the right

If your V-Score is 37 or less, there is some reason for doubting the value of your answers, and your other scores may not be very accurate. If your V-Score is 45 or more, you may not have understood the directions, since 44 is the highest possible score. If your score is not be-tween 38 and 44, inclusive, you should see your adviser. He will probably recommend that you read the directions again, and then that you fill out the blank a second time, being careful to follow the directions exactly and to give sincere replies.

If your V- Score is between 38 and 44, inclusive, go ahead with the following directions.

Copy the scores 0 through 9 in the spaces at the lop of the profile chart. Under "OUTDOOR" find the number which is the same as the score at the top. Use the numbers under M if you are a man and the numbers under F if you are a woman. Draw a line through this number from one side to the other of the entire column under OUTDOOR. Do the same thing for the scores at die top of each of the other columns. If a score is larger than any number in the column, draw a line across the top of the column: if it is smaller, draw a line across the bottom.

With your pencil blacken the entire space be-tween die lines you have drawn and the bottom of the chart. The result is your profile for the Kuder Preference Record—Vocational.

An interpretation of the scores will be found on the other side.

NWMmI fey SCIENCE RESEARCH ASSOCIATES,

228 Sevtk Waba*h Avenue, Chicago 4 , IWnoii.

Copyright 1948, by G. Frederic Kuder.

Copyright wirier MematMal Copyright Union.

I right* reterved tinder Foerili International American Convention (1910).

Printed hi the U.S.A. Copyright 1948 In Canada.

100

90

80

60

SO

20

M F

8 39 38 m 3* 35 34 33-32 31 29

65

64

63

62

61

60 59

58

57

56

55

54

53

52

50 49 48 47 46 45 44 43-42 41 40

38 38 37 36 35

<44«f 34< 43 33

M

68

M F

48

47

46

45

44

43 42 41 40

39

38

37

36

35

34

33

32

31

30

- 2 9

28

27

26

25

24

•23'

22

M

70 69

68 67 66

65

64

63

62

61

60

59

58 57 56 55 54 53

52

51

50

—4 9.

48 47 46

45

44 43 42

M F

75 74 73 72

u 69 68

67 66 65 64 63 62 n 59 58 57 56 55 54 53 52

•51 50

49

4 8

47

46 - 4 5 4 44 4 3 42 41 40

39

38

37

~m 35 34 33 32 31 30 29

- 2 8 -

27 26 25 24 23 22

21 20 19

18 17 16 15 14 13 12 11 to 9 8 7 6 5 4 3 2 1

M F

31

30

29

28

.27.

26

25 24

23

22

54

M F

42

41

40

39

38 37 36 35

34

33

32

31

30

29

28

27_

26

25

24

23

2 2 .

21

* F M

4Z

40

39

38

37

36

35

1_34_ 33

32

31

30

29

28

27

26 25 24

23 22 21 20

19 18 17 16 15

14

13

12 10

6

76

74

73 72 71

70

69

68 67

66 65

64

8? 62 61 60 59

JUL 57

56 55 54 53 52 51 50

M

87

85 84 83 82

80

78

76 74

72 71 70

68 67 66 65 64 63

61 60 59

58

57

56 5 5 "54* 53 52 51 50 49 48 47

4 8

96

95

M

92

90 89 88 87

85 84

83

82

81

80

79 78 77 76 75 74 73 72 71 70 69

- 6 8 -67 66 65 64 63

u 59

,57_

55

53

51 50 49 48 47

U 6 -45 44 4 3 42 41 40 38 38 37 36 35 34 33 32 31 30 29 28 27 26

25

24

123 22 21 20 19

17

15

100

90

70

60

50

20

10

65

1 2 - 9 U

your INTEREST PROFILE

Your profile on the Kuder Preference Record—Voca-tional tells you about your interests. You probably know something already about what you like and dis-like, but your profile measures your interests in ten important areas and shows how you compare with other people. It, therefore, can help you understand yourself better and plan your future more wisely.

Your profile gives you a picture of your interest in the ten areas listed across the top of the profile. The lines drawn on the profile show your scores.

This is what the ups and downs on the profile mean:

If your score is above the top dotted line, it is a high score and shows that you like activities in that area.

If your score is between the two dotted lines, your interest is about average.

If your score is below the bottom dotted line, it is a low score and shows that you dislike activities in that area.

Like most people, you are probably high in some areas of interest. First look at your highest score. This score shows the area of activities that you probably like best. If you have more than one score above the top dotted line, it shows that you have a combination of high interests.

Look at your low scores, too. They should be consid-ered because they indicate the kinds of activities you probably do not enjoy.

Remember that high interest scores are not better or worse than low scores, nor are some interests better than others. Your own pattern of interests is the im-portant thing.

Here is what your scores on the Preference Record mean:

OUTDOOR interest means that you prefer work that keeps you outside most of the time and usually deals with animals and growing things. Forest rangers, naturalists, and farmers are among those high in out* door interests.

MECHANICAL interest means you like to work with machines and tools. Jobs in this area include automo-bile repairmen, watchmakers, drill press operators, and engineers.

COMPUTATIONAL interest means you like to work with numbers. A high score in this area suggests that vou might like such jobs as bookkeeper, accountant, or bank teller.

SCIENTIFIC interest means that you like to discover new facts and solve problems. Doctors, chemists, nurses, engineers, radio repairmen, aviators, and dieti-cians usually have high scientific interests.

PERSUASIVE interest means that you like to meet and deal with people and to promote projects or things to sell. Most actors, politicians, radio announcers, min-isters, salesmen, and store clerks have high persuasive interests.

ARTISTIC interest means you like to do creative Work with your hands. It is usually work that has "eye ap-peal" involving attractive design, color, and materials. Painters, sculptors, architects, dress designers, hair-dressers, and interior decorators all do "artistic" work.

LITERARY interest shows that you like to read and write. Literary jobs include novelist, historian, teacher, actor, news reporter, editor, drama critic, and book reviewer.

MUSICAL interest shows you like going to concerts, playing instruments, singing, or reading about music and musicians.

SOCIAL SERVICE interest indicates a preference for helping people. Nurses, Boy or Girl Scout leaders, voca-tional counselors, tutors, ministers, personnel workers, social workers, and hospital attendants spend much of their time helping other people.

CLERICAL interest means you like office work that requires precision and accuracy. Jobs such as book-keeper, accountant, file clerk, salesclerk, secretary, statistician, and traffic manager fall in this area.

Your scores in these interest areas give you clues to your vocational likes and dislikes. The occupations named in each area arte only examples. There are many others. You will also find that many school courses and leisure-time activities fit into your high interest areas.

Often a certain combination of interests points to occu-pations and school courses that you will want to con-sider particularly. Fijr help in getting the most out of your profile, consult your vocational counselor.

Interest is important, but there are other things to consider, too. What you can do well depends on a lot of things in addition to interest—particularly your abilities. Try to get all the information you can. The more you know about yourself, the more opportunity you have to make wise plans for your future.

66

MBhimmrm

Books

York,

Van Ormer, 3. B., and »V 111 lams, C. 0.# Elementary Statist!m for Students of Education and Psychology,

Tork, * wrr?IT"""

Articles

Albrecht, M* C., *Bon-Directive Teaching," Sociology a M Social Research. XXXI1 1948), 87-

Bettic, >?. C. , and others, "Devslopin^ a Group *s Insight Into Human Relations t A Compilation of A Ida," Journal of Clinical Psychology^ V (April, 1949), 138-1<

Brumbaugh, Florence, nA Successful Method of Teaching, Grade Teacher. LX (Jan., 1945), 59-61,

Cantor, Uathaniel F., "An Experimental Study of the Validity of the Kon-Directive Method of Teaching.11

Journal of Psychology. XXVI (July-Oct#, 1948), 124-128.

Eisever, P. E», "Report to the American Educational Research Association.11 Educational Research Bulletin. XXVIII(1949)» *8-89.

i

Kamm, 1# B., and Wrenn, C. G«, "Current Developments in Student Personnel Programs and the Needs of the Veteran,® School and Society* LXV (194T), 89-92.

Kauck, Prances F., "Experimenting With the Group Discussion Method.* Journal of Home Economics. XLI (Oct*. 1949). 454-455. ' ' "

6?

Documents

AN EVALUATION OP TEACHING TECHNIQUES AS EVIDENCED BY …/67531/metadc... · AN EVALUATION OP TEACHING TECHNIQUES AS EVIDENCED W THE GUILFORD-MARTIN TEMPERAMENT INVENTORY THESIS ;