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Masters Theses 1911 - February 2014
1967
The Henderer-Harrison Interpersonal Relations Scale: a picture The Henderer-Harrison Interpersonal Relations Scale: a picture
arrangement measure of interpersonal functioning arrangement measure of interpersonal functioning
James Myron Henderer University of Massachusetts Amherst
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FIVE COLLEGEDEPOSITORY
UNIVERSITY OF MASSACHUSETTSLIBRARY
M
1,967H495
THE HENDERER- HARRISON INTERPERSONAL RELATIONS SCALE:A PICTURE ARRANGEMENT MEASURE OF
INTERPERSONAL FUNCTIONING
A Thesis Presented
by
James M. Henderer
Submitted to the Graduate School of the
University of Massachusetts in partial fulfillment of
the requirements for the
MASTER OF SCIENCE
May 1967
Major Subject: Psychology
THE HENDERER- HARRISON INTERPERSONAL RELATIONS SCALE;A PICTURE ARRANGEMENT MEASURE OF
INTERPERSONAL FUNCTIONING
A Thesis Presented
by
James M. Henderer
Approved as to style and content by:
(Chairman of Commit teeK
May 1967
Acknowl edgmen ts
This research would not have been possible without the insightful,
patient and timely assistance of a large number of individuals. I am
most grateful to them. I am particularly grateful to the members of
my original Guidance Committee, Dr. Robert H. Harrison, chairman, and
Dr. Myron B. Manley. Nor do I forget the interest and encouragement of
Charles Schulz, author of Peanuts , and James Hennessey of the United
Feature Syndicate.
In addition I would like to thank the chairman of my final committee,
Dr. Richard Johnson, and Dr. Samuel Himmelfarb, member of the final
committee. Their comments have helped to bring order out of chaos.
I would like also to thank Dr. Bernard G. Berenson, Mr. Bissell
Alderman, Mrs. James Thompson, and Mrs. Marcia Mason for their assis-
tance. There are many others. One in particular that I would like to
mention, but cannot because I do not know his name, is a gentleman who
saved the day by making me an extension cord to replace the one I
tripped on and broke during the administration of the test.
I always have been one to save the best for last. It would be
impossible to forget my wife, Sarah, on whom the successful completion
of this research depends more than anyone else. There are times when
I feel it should be her name that is written on the cover.
James M« Henderer
Amherst, MassachusettsAugust 1966
iii
TABLE OF CONTENTS
PAGE
CHAPTER
!. THE NEED FOR A MEASURE OF INTERPERSONAL FUNCTIONING 1
8
II. THE NATURE OF THE TEST
9
Content Areas
13
Second Person Categories
17Plus-Minus Sequences
18Additional Controls
21
Parallel Forms
22
Validity Measures
Ill THE PILOT STUDY: METHOD AND RESULTS
24Method
24Basic Organization
25Subjects
25Presentation
26
Scoring- -The Test
27
Scoring—The Questionnaire
27
Variables29
Results29
Parallel Forms
31
Reliability34
Item Analysis36
Validity41
IV. THE REVISION41
Revising the Test
41
Test Items46
Questionnaire47
Procedure
iv
CHAPTER PAGE
Results of the Revised Test 47
Parallel Forms „ 48
Reliability 50
Validity 56
IV. SUMMARY AND IMPLICATIONS 60
Summary 60
Implications 62
REFERENCES 65
APPENDIX A 67
APPENDIX B 92
APPENDIX C 94
APPENDIX D 95
APPENDIX E 97
APPENDIX F 101
APPENDIX G 119
APPENDIX H 123
APPENDIX I 125
APPENDIX J 126
APPENDIX K 151
APPENDIX L 154
APPENDIX M 155
APPENDIX N 156
v
LIST OF TABLES
TABLE PAGE
I. Matrix Representing the Organization of the HHIRS 16
II. Sample Matrix Showing the Performance of a Subject 28
III. Means, Variances, and Intercorrelations for Both Forms of
the Pilot Study 30
IV. Matrix Containing Results of Intercorrelation of Subcontent
Areas on Forms A and B • . • • 32
V. Matrix Containing Results of Intercorrelation of Second
Person Categories on Forms A and B • 33
VI. Matrix Showing the Correlation between Each Questionnaire
Question and the Totals of Each Subcontent Area, and
Second Person Category for Both Forms of the Test, and
between Each Questionnaire Question and the Total Score
of Each Form 37
VII. Matrix Showing Indices of Revision and Recommendation of
Items for Revision for Form A 42
VIII. Matrix Showing Items of Revision and Recommendation of
Items for Revision for Form B 44
IX. Means, Variances, and Intercorrelations for Both Forms of
the Revised HHIRS 49
X. Matrix Showing the Intercorrelations of Subcontent Areas on
Form A of the Revised Test with the Corresponding Measures
on Form B of the Revised Test 51
vi
Matrix Showing the Intercorrelations of Second Person
Categories on Form A of the Revised Test with the
Corresponding Measures on Form B of the Revised Test . • .
Matrix Showing the Intercorrelation of Content Areas on the
Revised Test
vii
CHAPTER I
THE NEED FOR A MEASURE OF INTERPERSONAL FUNCTIONING
Interpersonal experience is the essence of human life. This is
the basic assumption upon which the following work is predicated. I
would like to state this assumption more strongly. If man is to find
meaning in his existence, he must find it in his interpersonal living.
It is only as he lives interpersonally that he is able to experience
those qualities of life that make his life distinctly human, distinctly
meaningful. It follows that anything that interferes with effective
interpersonal living stands between a man and the possibility of his
fully experiencing life. A man can only be whole to the extent that his
interpersonal living is effective.
The centrality of interpersonal living has not gone unnoticed in
the field of psychology. In her introduction to Principles of Intensive
Psychotherapy , Frieda Fromm-Reichmann emphasizes the interpersonal.
Emotional difficulties in living are difficulties in inter-personal relationships; and a person is not emotionallyhampered, that is, he is mentally healthy, to the extentwhich he is able to be aware of, and therefore to handle,his interpersonal relationships (147). In stating this
and, by implication, defining psychiatry and psychotherapyas the science and art of interpersonal relationships, I
not only wish to say that a person is mentally healthy to
the extent to which he is able to be aware of and to handle
his overt relationships with other people. But I also wish
to refer to a much more far-reaching fact. We can under-
stand human personality only in terms of interpersonal
relationships. There is no way to know about human per-
sonality other than by means of what one person conveys^
to another, that is, in terms of his relationship with him.
Interpersonal living is also basic in the thought of Karen Horney.
Rejecting instinct theory, she asserts that neuroses stem from cultural-
factors, or more specifically, from disturbances in human relationships.
2
In The Neuroti c Personality of Our Time , she presents in detail what
she terms the neurotic need for affection. In so doing, she makes it
clear how disrupted human relationships give rise to neurosis.
Interpersonal factors are also of great importance in the theories
3of Erich Fromm and Harr Stack Sullivan* Fromrn, like Homey, looks to
culture as the source of Man's anxiety. It is human relations that
give rise to the human condition, and Man is a product of His inter-
personal life. For Sullivan, too, personality is defined in inter-
personal terms. Personality is the "relatively enduring pattern of
4recurring interpersonal situations which characterize a human life."
This is basic to his interpersonal theory of psychiatry. Man is known
and understood only through His human relationships.
This recognition of the centrality of the interpersonal in human
life holds implications for the future direction of psychology. First,
it means that psychological health must be defined interpersonally . A
person who is healthy is one who is able to function effectively along
the different dimensions of interpersonal life. Conversely, mental
illness must be understood as an inability to live effectively along
one or a number of interpersonal dimensions. Second, it means that if
psychology is to deal effectively with human problems, it must hold as
one of its goals a greater understanding of human relationships. It
must strive to define the dimensions of effective interpersonal function-
ing. Since psychotherapy is the most available setting in psychology,
it is the logical setting for the investigation of interpersonal
functioning. Although little has been done to investigate the dimen-
sions of interpersonal functioning in psychotherapy, there is a growing
body of literature concerned with such an investigation. What has been
3
done can be roughly subdivided into two categories. The first of
these relates to the problem area that is the focus of the therapeutic
relationship, or the reason why the client seeks therapy. The second of
these areas goes beyond any specific content and centers on those dimen-
sions that are present in any constructive human relationship involving
"more knowing" and "less knowing" individuals. Outstanding among the
work done in this area is that of Robert R. Carkhuff and Charles B.
Truax. Their work has been extensive and no review will be attempted
here.5
But it is important to be aware of the fact that they have
found a number of interpersonal variables that have been shown to be
central to constructive therapeutic relationships. Among these are
the therapist variables of empathic understanding, respect or positive
regard, genuineness, personally relevant concreteness and self-disclosure.
Carkhuff has called these the core of facilitative functioning. It is
upon this core that the interpersonal relationship in therapy depends,
as does the outcome of therapy.
If the outcome of therapy depends on the core of facilitative
conditions, what need is there to be concerned with the specific content
area, the interpersonal problem that brought about a need for therapy?
Perhaps a concern for this area is limited, but that does not mean
that diagnostic information concerning the client can not be helpful.
Reliable and valid information concerning the strengths and weaknesses
of the client's interpersonal life can provide effective and time-
saving leads in dealing with his defensive maneuvering in therapy. If
such information is provided, it is possible to use it to make therapy
shorter and more to the point.
The problem of providing interpersonal diagnostic information in a
4
systematic mariner is one that has rarely been tackled. Timothy Leary,
asserting that the interpersonal can be considered "the most crucial
and functionally important dimension of personality,"6
has set forth a
systematic approach in his Interpersonal Diagnosis of Personality . From
a vast amount of interpersonal information he collected, he derived
what he felt to be sixteen distinct mechanisms or reflexes that could
be used for the classification of interpersonal behavior. His classi-
fication system could be used to rate any individual on his interper-
sonal behavior. Through the use of statistical procedures, information
concerning a given individual can be transformed into a "point which
summarizes all of the interpersonal behavior in any behavioral sequence
in terms of its distance and direction from the center of [a] Circle.*1
Leary's profiles can be used in a number of different ways. But there
are two distinct drawbacks to his system. First of all, the profiles
are not actual measures of interpersonal behavior. Rather, they merely
render a graphic representation of information that must be obtained
beforehand. The second problem concerns the "second person" in the
interpersonal behavior to be rated. It is well-known that a person's
behavior will vary depending on those he is with at a given time.
Leary's system vrould require either some sort of summary representation
of all of a person's different interactions, which might well be
meaningless, or would necessitate a different profile to describe his
behavior with each different person with whom he interacted. This
would be too cumbersome to give a clear picture of his interpersonal
life. Leary's system might also be criticized on the basis of his
sixteen mechanisms that he uses to describe interpersonal behavior.
Many of them appear to be overlapping. In addition, there are some
5
basic interpersonal behaviors that are not accounted for. Thus, there
are a number of ways in which Leary's interpersonal diagnosis could be
revised beneficially.
The present research is an attempt to develop a satisfactory system
of interpersonal diagnosis. The fundamental question to such research
is "what are those areas of interpersonal relating that are the most
basic to human life?" The answer to this question must be partially
subjective. Yet important guidelines may be found in the literature.
Throughout the literature a great many areas of interpersonal relating
are suggested. To sort these out for those which are distinct and
basic is not an easy task. The areas that were chosen are felt to be
comprehensive, yet distinct, and basic: many other dimensions of inter-
personal relating could be considered combinations of these basic ones.
A discussion of the areas that were chosen will be reserved for a more
complete discussion of the system of interpersonal diagnosis. No one
system provided all the areas that were chosen, but that of Erik Erikson
contributed significantly to the selection of areas. In Childhood and
Society , Erikson presents in detail the "Eight Ages of Man." Character-
istic of some of these eight ages are interpersonal relations that are
shown to be fundamental to human life. Erikson has brilliantly woven
these interpersonal extensions into Freudian psychosexual theory and in
so doing has greatly broadened the meaning of Freudian psychology.
Once the basic interpersonal dimensions were chosen, the second
major consideration was "how could an individual's strengths and weak-
nesses be evaluated adequately along these different dimensions?" This
is a question of form: what objective form of measurement could be
used for such an evaluation? A picture arrangement test was decided
upon. Picture arrangement tests comprise a relatively unexplored area
of testing. In view of the dearth of material relating to picture
arrangement tests, this might be viewed as a tenuous decision. In
fact, it is, but it is not a decision that is not lent some support by
the literature. What little reference there is in the literature to
picture arrangement tests is mostly related to the Picture Arrangement
subtest on the Wechsler Adult Intelligence Scale (WAIS). There are
some references to the Picture Arrangement Test (PAT) developed by
Tompkins and Horn. However, this test provides little information
relevant to the construction of an objective measure of interpersonal
functioning. On the other hand, the Picture Arrangement subtest of
the WAIS is generally recognized to be a measure of the social function-
ing of the individual. David Rappaport elaborates on this point in
o
Diagnostic Psychological Testing . . He also points out that this subtest
is a very sensitive one. If errors can be controlled for in some manner
the picture arrangement subtest should provide an accurate picture of
an individual's social functioning. It should also be noted that the
picture arrangement subtest is a performance subtest and is thus well
suited to a direct measurement of social behavior. It is clear that
social behavior relies more heavily upon performance variables, or
"action" variables, and depends less heavily upon verbal abilities.
Since very little has been done in the way of interpersonal testing
if a sensitive test could be constructed to assess objectively and
directly an individual's interpersonal functioning along the basic
dimensions of human relations, it would be possible to provide inter-
personal diagnostic information that heretofore has not been available.
The task then was to build a test that could provide such information.
7
FOOTNOTES
1. Frieda Fromm-Reichmann, Principles of Intensi ve Psychotherapy(Chicago: University of Chicago Press, 1950), p. (xiv).
2. Timothy Leary, Interpersonal Diagnosis of Personality (New York*Ronald Press, 1957), p. 7.
3* Ibid , pp. 7-10.
4. Harry Stack Sullivan, as quoted by Timothy Leary, Ibid , p. 8.
5. Of particular interest are the following!
Carkhuff, R. R. (ed.), The Counselors Contribution to
Facilitative Processes (Urbana, Illinois: Parkinson, 1966).
Carkhuff, R. R. and Truax, C. B., "Toward Explaining Successand Failure in Interpersonal Learning Processes," Personneland Guidance Journal , 1966, 44, 723-728.
Truax, C. B. and Carkhuff, R. R., "Significant Developments in
Psychotherapy Research," Chapter 7, Progress in ClinicalPsychology , (L. E. Abt and B. F. Reiss, eds.)"7^New YorktGrune and Stratton, 1964), pp. 124-155.
Carkhuff, R. R., "Training in the Counseling and TherapeuticProcess: Requiem or Reveille?", Journal of Counseling Psychology ,
1966, 13, No. 2.
6. Leary, 0£» ci
t
. , p. 12.
7* Ibid , p. 68.
8. David Rappaport, Diagnostic Psychological Testing (Chicago: The
Year Publishers, Inc., 1945-46), pp. 214-230.
CHAPTER II
THE NATURE OF THE TEST
The Henderer-Harrison Interpersonal Relations Scale (HHIRS) was
developed to measure objectively an individual's competence to function
effectively across a number of interpersonal dimensions. In the event
that problems in inter-personal functioning appear, the test is designed
to provide information concerning the nature of the interpersonal
problems.
The HHIRS is a picture arrangement test composed of 48 items. Each
item represents a particular content area, e.g., trust, as it must be
dealt with in the context of a particular interpersonal relationship,
e.g., boy-girl. Each individual item is composed of a four-panel Peanuts
cartoon. The four panels are presented in a scrambled order to the
subject, whose task it is to reorder the panels to their original
sequence within a given period of time. An individual's total score
is the number of sequences which he could not properly order. This
score reflects the individual's level of interpersonal competence. The
content of the failed items supplies vital information concerning the
nature of his interpersonal problems. The entire test may be seen in
Appendix A.
Why Peanuts cartoons were chosen for this test is a simple matter.
Humor is assumed to be an integral part of mental health, and Peanuts
is widely acclaimed as one of the nation's most humorous cartoon strips.
In addition, this strip is suited for use in such a test as the HHIRS
because of the large amount of psychological material that has been
woven into the lives of its characters. Peanuts is a "natural for a
psychologi cal tes t
.
9
The test is based on the assumption that an item will be failed
when the emotional reaction of the testee to the content of the item
prevents him from arriving at the correct solution within the allotted
time. This assumption of emotional blocking has long been central to
the diagnostic use of the WAIS. It is recognized that many items are
failed because they are emotionally loaded for the subject, rather than
because they are beyond his intellectual ability. Rappaport, in
Diagnostic Psychological Testing , asserts that an individual's ability
to score highly on the picture arrangement subtest of the WAIS is partly
dependent upon his ability to deal with the emotional content of the
items. * The fact that the ability to solve scrambled cartoons is partly
a function of the emotions has been demonstrated as a sidelight of a
study by Henderer and Oakes, which used scrambled Peanuts cartoons. It
was shown that, for solvable cartoons, those which were designated as
being emotionally loaded were solved significantly less frequently than
2those designated as neutral.
Content Areas
The HHIRS is concerned with six interpersonal areas. These will be
referred to as content areas. The six content areas are trust, hostility,
giving, seduction, dominance and guilt. The following theoretical dis-
cussion of each of these areas makes it clear that it would be difficult
to use them in the test in their extended form. Therefore, a simplified,
concrete expression of these areas was adopted for use in the test, so
that the content could be easily recognized by the testee. A short
explanation of the simplified version of each category will accompany
each theoretical discussion.
Trust. Trust is the most basic of interpersonal dimensions. As
10
Erikson points out, the establishment of a basic trust is the funda-
mental goal of the relationship between the newborn infant and the
mother. In an individual's world the presence of trust means that there
is certainty and stability: there is a quality of knowing what to expect.
This predictability does not refer to the details of any relationship;
rather, it refers to the confidence that the second person in the inter-
personal relationship has, and will maintain, a facilitative approach to
the relationship. If an individual establishes a number of trusting
relationships early in his life, his trusting goes beyond any individual
relationship: trust becomes characteristic of his outlook on the world
and life. The individual leads his life with certainty and confidence.
Without trust, there is no stability in an individual's world. The fears
stemming from the normal unpredictability of everyday life, with which
all people must deal, are underscored, for the untrusting person, by his
basic fear that life will deal harshly with him at every turn. His
overwhelming fears prevent him from acting in the face of the unpre-
dictability of life, and rob him of the opportunity to learn to trust
by establishing trusting relationships in those situations where it is
possible. A vicious circle is established, and the individual is forced
to live in isolation.
Those cartoons chosen to deal with trust on the HHIRS rely heavily
on the identification figure's ability to count on someone: he looks to
another person to provide certainty and stability in his world.
Hostili ty . Hostility is another basic dimension of interpersonal
relationships. It is the desire of one individual to destroy another
individual. Although hostility can be used in a constructive manner,
a purely hostile relationship is characterized by attempts by one
individual to be destructive to another: no attempt is made to employ
the hostility constructively as a basis of inquiring further into the
relationship. The logical extension of the hostile relationship is
thus a life or death battle with the sole objective of destroying
another individual-
The expression of hostility is not always so clearly understood as
a life and death battle. Hostility is expressed in many ways, some
more subtle than others. For the purposes of the HHIRS, hostile cartoons
are those which deal with a more popular conception of hostility. Char-
acters are shown to be angry with each other and, in some cases, to act
out this anger.
Giving . Giving is a basic dimension of interpersonal relating that
is often overlooked by psychologists. It is an interpersonal orientation
that is in direct contrast to hostility: while hostility is destructive,
giving is constructive. Giving, in an interpersonal relationship is
based on a deep respect for the other person's worth and a recognition
of his rights as a free individual. It is characterized by an indivi-
duals concern for the welfare of another and by his acting on this con-
cern. This action involves the individual's putting himself out, a
"risking of himself," either for the sake of the relationship or for the
sake of the other person. Thus we see that a giving person has a con-
structive attitude toward others and is willing to give of himself in
order to implement this attitude.
Again for the purposes of the HHIRS, the cartoons dealing with
giving employ a more popular conception of the term. What is given is
often an object, a compliment or a privilege.
Seduction. Seduction is an interpersonal dimension that is
12
primarily associated with sex; however, it is by no means confined to
sex alone. More generally, seduction can be understood simply as temp-
tation or enticement- to any action or point of view, good or bad. This
enticement is directed primarily to the emotions, rather than at the
intellect. An important aspect of this concept, and one which dis-
tinguishes seduction from hostility, is that the seducer remains aware
of the interests and feelings of the seduced. This awareness serves to
forward his (the seducer's) own personal ends, and only apparently
exists out of genuine concern for the seduced.
In light of the fact that seduction is epitomized, in the popular
mind, by sex, and also because sexual problems are frequent in psycho-
therapy, it was decided the content of the cartoons chosen to deal with
seduction in the HHIRS should be sexual in nature.
Dominance . Dominance, in the interpersonal relationship, is
characterized by the desire of an individual to control completely the
actions of another. The dominating person is one who attempts to make
all the decisions and to determine the final outcome of the situation.
In so doing, he works for an eradication of the individuality of the
dominated person. In contrast to the seducer, the dominator shows no
concern or respect for the interests and integrity of the person whom
he dominates! he simply is interested in acquiring and exercising
power over that person. Such a desire is rooted in one of the funda-
mental characteristics of the destructive person: that he will allow
no man to go further than he himself has gone.
The cartoons used to deal with dominance on the HHIRS concern the
ability of an individual to control the final outcome of a situation
by making the decisions for another person or imposing his point of
view on that person.
13
Guilt . The final area of interpersonal relating to be considered
is that of guilt. Guilt is rooted in an individual's feelings of
inadequacy and incompleteness. Feelings of inadequacy can arise either
from the performance of an act judged (by the individual or by his
society) to be wrong, or from the failure to perfoim an act judged to
be right. In addition, guilt feelings can arise from an individual's
failing to act at all--either "right" or "wrong"--in a situation.
Existential psychologists, who equate living with acting, point out
that failure to act at all is a failure to live. Man's feelings of
guilt tell him that he has adopted a stance which is not allowing him
to live fully; thus guilt, as seen by the existentialist, may serve to
stimulate man to a fuller life. This is in contrast to the under-
standing of guilt presented by Erikson in Childhood and Society . For
Erikson, guilt is the product of the discouragement of initiative, and
3causes an individual to live a repressed and restricted life. Both of
these theories provide valuable insights into the nature of guilt.
Guilt cartoons on the HHIRS were concerned with the guilt feelings
of the individual, that resulted from another individual's impressing
upon him the wrongness of his actions.
Second Person Categori es
In any interpersonal relationship in which these six basic
dimensions—or any others--are involved, it is important to remember
that there are two people involved. The implication of this is that
any interpersonal relationship is a two-way relationship. That is, at
any one point in time, either of the participants in the relationship
can assume an active stance, while the other assumes a passive stance:
one is acting; the other is receiving his action. In light of the
14
fact that an individual may be either acting or acted upon in an inter-
personal relationship, any measure that would assess his ability to
function in such a relationship must take into account his abilities
both as an actor and as a receiver of action. On the basis of this
assumption, each of the six content areas of the HHIRS was divided into
an active and a passive version. In the active version, it was the
identification figure who acted (e.g., who trusted); in the passive
form, it was the identification figure who received the action (e.g.,
who was trusted.) Thus the HHIRS takes into consideration the fact
that any interpersonal relationship is a two-way relationship.
Another aspect of any interpersonal relationship, that must be
taken into consideration, concerns the second person in that relation-
ship. As mentioned above, it is well-known that any person's behavior
in a relationship depends upon the person with whom the relationship
exists. Therefore, who the second person is is a primary consideration
in the evaluation of an individual's functioning in that relationship.
With this in mind, an attempt was made to determine the basic types of
persons to whom the identification figure might relate. It is important
to note that in all cases the identification figure is male.* The
following types of second persons were chosen: Mother, Father, Female
Peer, Male Peer. These will be referred to as the second-person
categories.
Mother and Father were chosen for t» reasons. The first reason
*The use of the male identification figure was
of thelact that the HHIRS was designed tc> be given in a^al oriente
STi^ST!^ =Hf= coTs^tor .men.
15
is an obvious one: an individual's parents play an extremely important
role in his life. Because of their role, they may often be the focus of
psychological problems. A second reason for their inclusion stems from
the role they play as authority figures: indeed, they are much more
than authority figures; they are prototypes which determine, in large
part, the way in which an individual will relate to all authority
figures. Therefore the use of these figures as second persons in a
relationship will not only reveal problems with parents, but also with
all individuals who act as authority figures in relation to the testee.
The choice of the Female Peer as a second-person category was also
made for two reasons. The Female Peer represents a large number of
people with whom the individual comes in contact in his daily living.
Because the identification figure is male, the Female Peer also repre-
sents a potentially very special type of relationship: it is only with
a female peer that society sanctions a sexual relationship. Furthermore,
it is, in most cases, a female peer with whom life is shared.
The Male Peer was chosen for the obvious reason that he represents
the balance, if not the majority, of the individuals wi th whom the male
deals in his interpersonal life.
Each of these four second-person categories is taken into account
in the HHIRS in the following manner. In both the active and the passive
forms of each of the six content areas, each of the four second-person
categories is represented by one test item. The matrix shown in Table 1
is a graphic representation of the organization of the content of the
test.
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17
Plus-Minus Sequence
Now that the basic structure of the system of interpersonal
diagnosis has been derived, attention must be given to the nature of
the individual items. Another apsect of interpersonal relations must be
considered at this point.
Along any content area there may be either a positive or a nega-
tive expression of the content. A person's ability to deal with the
content of a relationship with a given person may be a function of the
positive or negative expression of that content. For example, an
individual's ability to deal in a relationship where trust is extended
may differ significantly from his ability to deal with that same rela-
tionship where trust is withheld. This positive or negative expression
of a content area had to be taken into consideration in the selection
of each individual item. In each cartoon, there could be either a
positive or a negative expression of a content area. For simplicity,
these could be expressed as plus () or minus (-) sequences. In
addition, it was realized that the mode of expression could vary within
a given sequence. A sequence might begin wi th a negative expression
and end with a positive expression of the content: sequences could
be either -+ or +- . To make clear the fact that there was no variation
in the constant sequences, they were designated as or --. Any given
cartoon could take the form of one of these four patterns.
To assure that each pattern of expression appeared with equal
frequency within each content area, the cartoons within that area were
selected so that each pattern appeared once in both the active and the
The number of pictures designated as "beginning" or "ending"
varied from sequence to sequence.
18
passive content areas. The positive-negative sequences of the items
in the passive version of each content area are exactly opposite to
those of their counterparts in the active version. In addition, each
pattern was placed exactly three times in each second-person category.
Attention to the plus-minus sequences of the items was of further
advantage in that it would prevent the testee from learning that one
particular sequence was dominant, a fact that might prove helpful to
him in solving later test items. The resulting matrix of positive and
negative patterns is shown in Appendix B.
It can easily be seen that in any particular combination of content
area and second-person category (within any one cell of the matrix),
there is only one test item, and that only one pattern can be used. An
exhaustive test of interpersonal behavior would be composed of four
items for each cell of the matrix. In the construction of the HHIRS, it
was not felt that such an exhaustive test was necessary. Rather, it
was felt that the sampling of behaviors in any given cell would be
sufficient. As a result, an understanding of an individual's inter-
personal behavior in a given cell depends on the way he scores in the
entire categories whose intersection is that cell. The HHIRS does not
rely on any particular test item, but rather on an individual's per-
formance along the entirety of the particular dimensions.
Additional Controls
There are a number of other variables which had to be taken into
consideration in the selection of individual items for the HHIRS. One
of the primary considerations was that each picture sequence be of
roughly the same difficulty. In addition, the difficulty of transition
between each panel of each item had to be equal. A further consideration
19
stems from the fact that the final panel in a Peanuts cartoon is often
identifiable in a number of ways. For example, Charles Schulz always
places his signature in the final panel. This was corrected by blacking
out his signature and by placing a similar black strip in every panel.
Characteristic facial or verbal expressions or style of printing may
also serve as keys to identify the final panel, and had to be controlled.
An obvious consideration in the selection of items was that each
cartoon be clearly concerned with the designated content area and with
the designated second- person. Since Charles Schultz never pictures
adults, the items calling for mother or father relationships had to
rely on verbal reference to these relationships. In such cases the
child was, if possible, pictured alone. In cases where this was not
possible, another character, of the same sex as the parent concerned,
was the other participant in the cartoon. This is not to say that the
relationship in question in such cartoons was that with the substituted
character; rather, the substituted character and the identification
figure conversed about the relationship between the parent and the
identification figure. Another consideration in the selection of items
was that the thematic content of the cartoon be characteristic of the
relationship between the identification figure and the second person
(e.g., a cartoon dealing with the son-mother relationship might have,
for its theme, something to do with the provision of food.)
All the above variables were considered for one basic reason:
since a failure to solve a given item would be interpreted as emotional
blocking, all other variables that might influence the solution of an
item, must be held constant. The acceptability of an item, on the basis
of all these criteria, was judged by three individuals deemed psycho-
20
logically sophisticated.
As might be imagined from the number of criteria that any item must
meet in order to be included in the HHIRS, it was impossible to obtain
all of the test items from the published works of Charles Schulz. It
was therefore necessary to modify a majority of the cartoons selected
for use. In addition to the criteria already mentioned, certain cri-
teria had to be considered concerning the construction of the items.
The first requirement was that the constructed cartoons be as consistent
with original Peanuts cartoons as possible. Accordingly, the themes
and situations used by Schulz himself were employed whenever possible.
In no case was a theme or situation employed that was not consistent
with the type of subject matter used by Schulz. Similar standards were
set for characters and wording.
In constructing the items, the amount of work varied greatly from
item to item. In some cases, it was only necessary to replace one
caption in an original Schulz sequence. In other cases, it was
necessary to create a completely original cartoon, selecting pictures
from one or several different Schulz cartoons, and replacing all the
words. (In selecting pictures from different cartoons for use in a
completely revised item, it was necessary to consider a great number of
details, such as consistency of clothing, background, position of
characters, facial expressions and the like, and spatial considerations
that would allow room for the desired working.) The difficulty of
construction of any one item might lie anywhere on the continuum
between these two extremes. In no case were any drawings changed or
Graduate students in psychology
21
created: only wording was revised. Here again, it was important that
the printing within the captions resemble as closely as possible that
of Schulz, so that attention was not drawn to the construction. The
actual mechanics of the construction involved cutting out the undesired
balloons, printing the desired wording on paper of similar quality and
color, and inserting and gluing the new caption into the new balloon.
Parallel Forms
So far, the discussion has centered around the construction of a
single form of the HHIRS. Actually, the test was constructed in two
parallel forms. The usual method for constructing parallel tests, as
4described by Gulliksen in Theory of Mental Tests , was not followed.
Rather, the items in both forms were chosen according to the same
stringent criteria and were thus assumed to constitute parallel forms.
The definition of parallel tests that would be used to determine
whether the attempt to construct parallel tests had been successful,
was that given by Gulliksen.5
The degree to which the test proved to
be parallel will be discussed in the results section of Chapter 3. The
reason for the construction of a parallel form was to provide an alter-
native measure. The two forms could thus be used as pre- and post-
measures with the same subjects in subsequent research. The parallel
forms could also be used in assessing the reliability of the test: the
reliability of the test could be defined by using parallel tests in the
6manner presented by Gulliksen.
At this point, the only other apsect of the parallel form (Form
B , as opposed to Form A) that requires consideration concerns the
pattern of plus-minus sequence used in the selection and construction
of items. Each item in Form B is the opposite of its counterpart in
22
Form A in this respect. This can be seen in Appendix B.
Valldi ty Measures
Perhaps the factor of greatest interest concerning any test is
whether or not it is valid. Accordingly, there was an attempt to
collect information that would serve to validate the findings of the
test. Although the actual behavior of the individuals who were tested
was considered to be the ultimate criterion to be used in evaluating
the test, self-reports of behavior were felt to be the most feasible
source of data in this situation. With this in mind, a questionnaire
was designed to provide basic behavioral data concerning each indivi-
dual tested. This questionnaire may be seen in Appendix C.
23
FOOTNOTES
1. David Rappaport, Diagnostic Psvcholofti cal Testing (Chicago: The
Year Publishers, Inc., 1945-46), pp. 214-230.
2. James Henderer and Betty Oakes, "A Study of the RelationshipBetween Ego-strength and the Use of Repression in the Recall of
Completed and Incompleted Tasks'1 (University of Massachusetts,Unpublished Manuscript, 1964.)
3. Erik Erikson, Childhood and Society (New York: Norton, 1963),
p. 255-258.
4. Harold Gulliksen, Theory of Mental Tests (New York: John Wiley
and Sons, Inc., 1962), p. 208-210.
5. Ibid, pp. 28-29.
6. Ibid , pp. 13-14.
CHAPTER III
THE PILOT STUDY: METHOD AND RESULTS
Method
Basic Organization . The HHIRS was designed so that it could be
easily administered either individually or to a large group of people.
The four panels of each item were glued, in a scrambled order, onto a
square of cardboard. Out of the twenty- three possible scrambled orders
in which the panels might appear, only ten were used. These ten were
those scrambled orders in which no two panels were in the order in
which they appeared in the original cartoon. The sequences which were
used were: 2143, 3142, 2413, 4321, 3241, 4132, 3214, 2431, 1432, 4213.
These ten sequences are presented here in random order. Each scrambled
sequence was given a number corresponding to its position in this
randomized list and was assigned to an item. The pattern of assignment
assured that each sequence would appear as seldom as possible in any
given dimension.
Once the panels were glued onto the cards, the cards in each form
were randomized. The order of the cards was examined to determine four
things: (1) that no more than two identical scrambling sequences
appeared consecutively, (2) that no more than two identical plus-minus
sequences appeared consecutively, (3) that no more than two identical
content areas appeared consecutively, and (4) that no more than two
identical second person categories appeared consecutively.
For the purposes of the present research, both forms of the test
The "original" order was determined by a strict numerical pro
gression (i.e., 1234, 1243, 1324, ... 4321).
were presented to the subjects simultaneously. To control for fatigue
and other factors of sequential presentation, the items of the two
forms were combined in random order. The same checks were made that
had been made after each form was randomized. The only exceptions to
the criteria used for ordering the individual forms, was that three
identical content areas were allowed to appear consecutively in a few
cases.
Subjects . In a pilot study, the HHIRS was presented to 25 subjects,
eighteen men and seven women. The subjects were students at the
University of Massachusetts summer school, and were enrolled in an
introductory course in psychology. They participated in the research
because of a course requirement.
Presentation . The combined forms of the HHIRS were presented to
the subjects en masse . The subjects were seated with adequate spacing,
facing a large movie screen. Each subject was provided with an answer
sheet and pencil. The answer sheet appears in Appendix D. The instruc-
tions were read aloud to the subjects by the administrator of the test.
The instructions appear in full in Appendix D. They center around the
explanation of the means by which the items are to be solved. Affixed
to the center of the cardboard square to which each item was glued was
a piece of paper with four typewritten numbers to identify the four
panels of the cartoons. The layout can be seen by referring to the
test items in Appendix A. The subjects are to use these numbers when
indicating on the answer sheet the order in which the panels should
appear. For example, the answer recorded on the answer sheet for the
cartoon pictures as practice item No. 3 in Appendix A would read
"4213." That is to say, panel four is the first picture in the
26
unscrambled cartoon, panel two is the next, and so on. Instructions
also called attention to the fact that it would be noticeable that new
wording had been supplied in some of the captions. It was emphasized
that such changes provided no special clues for solving the cartoons,
and that it would be to the subject's advantage not to waste time by
giving reworded cartoons extra attention. It was also pointed out that
there might be more than one acceptable answer for some cartoons. (The
presentation of the cartoons to judges, prior to the administration,
showed that a few of the cartoons had more than one acceptable answer.)
Following the reading of the instructions, the lights were turned
out and the administrator presented three sample cartoons and explained
the method of solution. Then the administration of the test proper
began. Each item was projected individually onto the screen for a
period of one minute. During this period, the subject was to solve
the cartoon and write his answer. The only interval between test items
was that required to insert the new item into the opaque projector.
After half of the items had been presented, a five-minute break was
allowed. After the second half of the items had been presented, the
subjects were asked to fill out the aforementioned questionnaire.
Scoring— The Test . Once the data was collected, each answer sheet
was corrected. A score of one was given for each cartoon that was not
solved correctly; the total score was the number of cartoons missed.
It was then determined which cell in the HHIRS matrix corresponded
to which item number in the order of presentation. For example, the
cell which represents the boy-father passive trust relationship was
the 44th item to be presented. A matrix was then made for each subject,
27
with an MX" placed in the cell of each item that was missed. This
provided a pictorial representation of each subject's interpersonal
abilities. A matrix obtained by one of the subjects is pictured in
Table 2. As can be seen from this matrix, certain patterns of an
individual's ability (or inability) to function interpersonally, emerge.
There is little doubt that the subject in question has difficulty with
problems of dominance and submission. Such patterns will be discussed
at greater length in the chapter on implications.
Scoring--The Questionnaire . The answers for each question on the
questionnaire were given a numerical rating on a continuum. For any
unanswered question, a score was substituted. This score was an
average of the performance of all other subjects on that question. The
score obtained for the answer to the question on the questionnaire was
correlated with different subscores on the test. The subscores used
for each form were the total score of each subcontent area and the total
score of each second person categories. In addition, a total score for
each form was used.
Variables . As was stated previously, each subject was given a
score, which was the number of errors made on both forms of the test.
In addition to this total score, a number of subscores were also com-
puted for each subject, for each form of the test. The first of these
subscores were total scores for each form of the test. There was also
one subscore for the active form of each content area and one subscore
for the passive form of each content area. There was also one subscore
for each second-person category. Scores were, in addition, given to
each subject for each question on the questionnaire, furthermore, a
score for each item was given. These 65 subscores were those that were
used in the analysis of the data from each form of the test. Subscores
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Results
The analysis of the data was performed to provide information about
four basic aspects of the test: (1) the extent to which the two forms
were parallel, (2) whether or not the test was reliable, (3) whether or
not the test or any aspects of it were valid, and (4) the extent to
which each item related to a number of indices (item analysis).
Parallel forms . To assess the degree to which the two forms of the
test were parallel, the procedure indicated by Gulliksen's definition of
parallel forms, was used. A two-tailed _t test for correlated samples
was computed on the means, df « 24. A t of 4.55 was obtained. There-
fore, _t was highly significant, past the .001 level: in terms of the
means, the tests were not found to be parallel. Table 3 shows the means,
variances and intercorrelation for both forms of the pilot study of
the HHIRS.
A two- tailed _t test for correlated samples was also performed to
assess the difference between the variances of the two forms. At of
2.27 was obtained, df - 23, p <.05. Again, in terms of the variances,
the two forms of the HHIRS were not found to be parralel.
The third computation in the evaluation of the extent to which
the two tests were parallel was a correlation between the total scores
obtained on each form of the test. A Pearson product-moment correlation
was found to be .84, df - 23. This is highly significant, beyond the
.001 level: the forms of the test by this index are judged to be
parallel
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In the light of these results, it would be difficult to make the
assumption that the two forms of the test were parallel. The fact that
30
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the means were significantly different is not of great concern: this
can be corrected for by the addition of a constant (the value of the
difference between the two means) to the score each subject on the
form with the smaller mean. The matter of correcting for the difference
in variances is not too easily accomplished i revisions within the test
itself would be necessary.
Reliabili ty . To assess the degree to which the test is reliable,
the split-half method of determining reliability was used. Since the
two forms of the test were randomly mixed and were administered simul-
taneously, each form of the test could be considered as one of the
halves. The correlation to determine the split-half reliability was
thus the correlation between the total scores on Form A and Form B.
This has already been found to be .84 and to be highly significant at
less than the .001 level. It can therefore be concluded that the
two forms of the HHIRS are measuring very much the same thing.
In an attempt to establish the reliability of the more specific
dimensions of the HHIRS, a number of correlations were performed
between specific dimensions on one form and the corresponding dimensions
on the other form- That is to say, each subcontent area (e.g.,
hostility-passive) on Form A was correlated with each subcontent area
on Form B. Each second person category on Form A was also correlated
with its corresponding second person category on Form B. In addition,
each subcontent area and each second person category on Form A was
correlated with every other subcontent area or second person category
on Form B. Thus, two matrices were formed. These matrices are pic-
tured in Tables 4 and 5. The first correlation, in each case, to be
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considered was the one with the corresponding subcontent area or second
person area on the opposite form (i.e., guilt-active, Form B, with guilt-
active, Form A). In addition, the correlation of each subcontent area
in one form with every other subcontent area in the opposite form was
examined in order to determine if there were high correlations in areas
where they were not predicted. The same procedure was applied to the
second person categories. If an unpredicted high correlation were found,
it would indicate that the individual items within the two areas con-
cerned should be looked at more closely to determine what specific con-
tent of these items might be contributing to this high correlation. If
unpredicted high correlations were not found, and a high predicted
correlation were found, this would be felt to indicate that that aspect
of the test was reliable. If a predicted high correlation were not
found, this would be considered an indication that revision of the areas
in question was necessary.
From Tables 4 and 5, it can be seen that there were a number of
areas that were found to be not reliable** The reliability data appears
in India ink. As concerns the subcontent areas, only the correlations
for trust- active, giving- passive, dominance-active and guilt-active
were significant. Further, all subcontent areas show unpredicted high
correlations. With regard to the second person categories, all the
reliability indices are significant, but also are all the other correla-
tions in the matrix, with the exception of one, boy-mother--boy-f ather.
Accordingly, to provide more information on the individual items, an
item analysis was performed on the items in both forms.
Item Analysis . Ihe item analysis performed on Form A was identical
with that of Form B. Since the procedure was the same for both forms,
only procedure for Iferm A will be discussed. The results of the two
35
analyses will be presented separately.
The first step in item analysis on Form A was to correlate each
item with the subcontent area to which it belonged on that form (i.e.,
trust-active, boy-mother, was correlated to the total score obtained on
all trust-active items.) Since the correlation is recognized to be
"inflated" because of the inclusion in the total score of the item
itself, a correlation of .45, d^ * 23, was deemed necessary for signi-
cance, instead of the usual correlation of *40. If a significant
correlation was not found, it was felt that the subject matter of the
item should be revised in order, to express the content area more clearly.
In addition, each item was correlated with each of the other eleven sub-
content areas. All these correlations for Form A and Form B are shown
in Appendix E. These non- inflated correlations were examined to reveal
unpredicted high correlations. A value of .40 was needed for signifi-
cance for "non- inflated" correlations. If such high correlations were
found, the item was examined to determine what subject matter might
account for this high correlation. This subject matter was then removed,
and appropriate subject matter was substituted. Such procedures will
receive greater attention in the following chapter.
The selection of .45 instead of .40 was arbitrary. All the data
was analyzed using .45 as the criteria. It was subsequently learned
through analysis by McNemar's part-whole correlation (McNenar, 1962)
that, although this arbitrary change would be satisfactory in some
instances, it would not satisfactorily account for the inflation in all
instances. For example, by use of the part-whole correlation, it was
found that in the instance where the correlation would be most inflated
(the correlation of an item wi th a second person category score: the
item is one part in four [India ink figures in Appendix E]) that the
value would have to be raised to .54 to account for the effects ol the
inflation. Similar smaller adjustments would be appropriate in other
instances. However, it was not felt that it was very important to make
these changes, because the decisions concerning the revision of items
would be altered only very slightly.
36
Another aspect of the item analysis consisted of correlating each
item with every other item in the form. The resulting intercorrelation
matrix was examined to reveal significantly high predicted and unpre-
dicted values. (The intercorrelation of items belonging to a given
subcontent area was predicted to be significant, significance being
defined by a value of .40, dtf « 23.) Although this examination was not
used as a criterion for the revision of items, it did supply information
concerning the subject matter of cartoons that proved useful in revising
items. The intercorrelation matrices are presented in Appendix F.
The same steps used in the item analysis of the content areas were
repeated with regard to the second person categories. The data for the
second person categories appears in Appendix G.
A third aspect of the item analysis was the correlation of each
item in the form with the total score on the form. Again, a correlation
of .45 was considered significant, df - 23. This step provided the more
general information of how an item contributed to the measure of the
overall interpersonal functioning of the subject. If nonsi gni f i cance
occurred, the item was recommended for revision. The results of this
correlation are shown in Appendix H.
Validi ty . The validity of the HHIRS was assessed by correlating
the answers to six questionnaire items to a number of different scores
on both forms of the test. Again, the scores used for each form were
the total score of each subcontent area, the total score of each second
person category, and simply a total score on the entire form. The
resulting matrix is shown in Table 6. A correlation of .40 was considered
significant. As can be seen from Table 6, a number of correlations were
found to be significant. Several correlations were of special interest.
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38
Concerning the subject's familiarity with the Peanuts cartoon
strip, the correlations with the total scores on the two forms showed
that the less familiar a subject was with Peanuts , the more difficulty
he had with the test in general. In regard to the subject's grade
point average, there was found to be little or no correlation with per-
formance on the test (total score on a form). This is felt to indicate
that success on the test depended on the subject's ability to solve
interpersonal problems and not on his ability to solve academic problems.
It was assumed that a subject's living arrangements would correlate
with his ability to function interpersonally. His living arrangements
were rated on a continuum ranging from living in a dormitory to living
at home. It was predicted that the more similar his living arrangements
were to "home," the less ability he would have to function interpersonally.
Again, with reference to the correlation with the total score on the two
forms, this prediction was confirmed. The significant correlations seen
in the table in the son-father and boy-girl categories might suggest
that such lessened ability might stem from a struggle, on the part of
the child, to break with home rule (father) and to establish himself as
a unit of society (husband or wife).
With regard to the sixth question on the questionnaire, it was
predicted that the more people whom the subject knew in the room, the
better would be his ability to function interpersonally. Although the
correlations with the total scores are not significant, they are well
in the predicted direction. It is not surprising that significant
correlations appear on both forms of the test in the active seduction
area: the healthy person in this age group is actively concerned with
finding a mate. This lends further support to the suggestion that poor
scores of those subjects who live at home reflect problems in self-
establishment.
There was no relationship found between the fact that a subject
had or had not sought professional psychological help and his total
score on the two forms of the test, nor was there a relationship found
between the number of dates a subject might have during a week's time
and his performance on the test.
Although the validity of a number of aspects of the test was
supported, it was felt that a good deal more validation was desireable.
This and many other weaknesses, that have been referred to above,
strongly suggested that the test could benefit from the revision of a
number of i terns
•
FOOTNOTES
N. M. Downey and R. W. Heath, Basic Statistical Methods (New York:
Harper and Row, 1965), p. 306.
CHAPTER IV
THE REVISION
Revising the Test
On the basis of the results and the experience of administering
the pilot study, it was clear that a number of revisions in several
areas would be of benefit to the HHIRS. The pilot study results which
particularly indicated the need for revision were the discrepancy between
the variance of the forms and a number of poor indices of reliability.
The revisions performed will be discussed below.
Test Items . The item analysis produced six criteria that were used
for the determination of an item's need for revision. These six criteria,
in order of importance, are: (1) item difficulty, (2) the correlation
of the item with the total score of the subcontent area to which it
belongs, (3) the correlation of the item with the total score of the
second person area to which it belongs, (4) the correlation of the item
with the total score of the form in which it appears, (5) the occurrence
of high, unpredicted correlations of the item with other subcontent
areas, and (6) the occurrence of high unpredicted correlations of the
item with other second person categories. Item difficulty was defined
by the mean score obtained on that item. The correlations that were
computed between the item and every item on the form were checked but
were not used as criteria, because it was felt that these correlations
would be reflected in the correlation of the item with every subcontent
area and second person category. A table summarizing all these indices,
and showing which items were indicated to be in need of revision, is
shown in Tables 7 and 8.
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46
A mean of less than .12 or greater than .88 was felt to indicate
that an item was too easy or too difficult. The correlations that were
considered indicative of a need for revision in the subcontent areas
were those which were under .40. For the second person categories, a
Pearson r of .30 was needed if the item was to remain unrevised. Only
item- total correlations that were very low (below .10 or negative) were
considered to indicate a need for revision. It should be noted that
none of these criteria was used as the sole determinant for an item's
revision: an item's performance across all the indices was the final
determining factor.
Once it was indicated that an item was in need of revision, the
subject matter of this item was examined to determine what might be
eliminated or added in order to make the item more satisfactory. The
same processes that were employed in the construction of the test were
employed once again here. In the revision, items that performed very
well on the various indices of revision were used as models. All revised
test items appear in Appendix J.
Questionnaire . A new questionnaire was designed in another attempt
to establish the validity of the test. Questions that appeared relevant
on the first questionnaire were included; all others were eliminated.
New questions were added to obtain behavioral information in the specific
areas measured by the test. For example, the behavior of an individual
in sampled athletic areas was assessed. It was felt that this activity
would be related to a subject's ability to function interpersonally along
the dimension of hostility. Such an assumption was based on the theoreti-
cal suggestion that athletics offer a socially acceptable outlet for
hostility. A complete copy of the revised questionnaire appears in
Appendix K.
47
Procedure * The procedure for the administration of the revised
version of the HHIRS was largely the same as that used in the pilot
study. Therefore, only those parts which differ will be dealt with
here. The subjects were 38 male and 47 female undergraduate students
in an introductory psychology course at the University of Massachusetts.
A few minor changes were made in the instructions for the sake of
clarification. The only major procedural change that was made concerned
the time limit allowed for the solution of each item. The time limit
was reduced from 60 seconds to 45 seconds. This change was based on
two observations. During the administration of the pilot study, it was
clear that most of the subjects had excess time on most of the items.
Further, the results of the pilot study showed that there were a great
many items that were missed by only a small number of subjects. It was
felt that these items could be made more difficult merely by changing
the time limit rather than by revising them.
The only other procedural change concerned scoring. The answers of
each subject to questions that had been failed by 85% of the subjects in
the pilot study were examined to see if there were an answer that could
be called correct by consensus. The determination of a correct answer
by this procedure was allowed only in those cases where the answer was
judged to be acceptable and where at least 75% of those originally
failing the item gave that answer. There were two such items.
Results of the Revised Test
The results of the administration of the revised HHIRS were
reviewed in a manner similar to that of the pilot study.
48
Parallel Forms . The procedures used to determine the degree to
which the two forms were parallel were identical to those used in the
pilot study. To determine the significance of the difference between
the means of the two forms, a two- tailed t test for correlated samples,
df « 84, was used, which yielded a t value of 2.95. For significance
at the .01 level, a t value of 2.64 is necessary. Therefore, the
difference between the means was found to be significant, past the .01
level. Although this difference is not as great as on the pilot study,
it is still quite large. Table 9 shows the means, variances and inter-
correlations for both forms or the revised HHIRS. As can be seen from
Table 9, the difference between the means can be easily corrected for
by adding a constant of one to the score of each subject on Form A.
It was mentioned earlier that certain items that were "easy" on the
first administration of the test, but which were not indicated to be in
need of revision by other criteria, would be made more difficult merely
by reducing the time allowed for the solution of each item. Nine such
items were examined to determine the effects of the shortened time limit
on the difficulty of the items. Of these nine, five were made more
difficult, while four remained roughly equally difficult.
A two- tailed t test for correlated samples, df - 83, was also per-
formed on the variances of the two forms to assess the degree to which
they differed. At of 1.60 was obtained. For significance at the .05
level, a t value of 1.99 is necessary. Thus the variances are not found
to differ significantly. This is a substantial improvement over the
original version of the HHIRS. As a result, the two forms of the
revised test are judged by this criterion to be parallel.
The final measure of parallel forms, intercorrelation, yielded a
to
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50
result of .82. For significance at the .001 level, df - 83, a value of
.35 is necessary. The intercorrelation is thus seen to be highly sig-
nificant, as was that on the pilot study.
It can therefore be seen that the two forms of the HHIRS have been
rendered parallel by the revision.
Reliabili ty . The procedures that were used to determine reliability
on the pilot study were used on the revised test. The results of these
procedures for the revised test are pictured in Tables 10 and 11. The
values appearing in india ink are the reliability indices. To achieve
significance at the .05 level, a correlation of .21 is necessary, df «
83. Concerning the subcontent areas, it can be seen that the reliability
indices for only four ( trust- active, hosti li ty- active, giving- active
and Dominance- Passive) were non- significant. The finding for the
reliability indices for the second person categories was similarly good:
all the predicted correlations are significant. When these results are
compared with the corresponding results of the original test, the effects
of the revision can be ascertained.
As concerns the reliability of the subcontent areas, the following
was observed: four correlations improved, six correlations remained the
same, and two correlations decreased. The number of significant inter-
correlations between subcontent areas on the pilot study was four; there
were eight on the revised test. Of these eight, seven were more signifi-
cant than the original four. With regard to the second-person categories,
two correlations improved, one remained the same, and one decreased.
All four correlations were significant on both the pilot study and the
revised test. The correlation between the total scores on both forms on
the revised test was the same as that on the original test. In both
51
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TABLE 11
Matrix Showing the Intercorrelat ionsof Second Person Categories on FormA of the Revised Test with the Corres-ponding Measures on Form B of the
Revised Test
BOY-MOTHER BOY-PATHER BOY-GIRL BOY-BOY
BOY-MOTHER .1*1* .^5* .55* .53*
BOY-FATHER .56* M2* .53* .52*
BOY-GIRL .55* • ^9* .Sfc* .50*
BOY-BOY .56* .62* .51* .U*
* Significant value, a value of .21 being needed forsignificance at the .05 level, df = 23.
Values Appearing in India ink are reliability indices.
53
cases, the correlations were highly significant.
In addition to the measures of reliability that were performed on
the pilot study, two additional measures were employed on the revised
test. A total score for each content area of Form A (e.g., guilt-
active plus guilt-passive) was correlated with the corresponding content
score on Form B. The results of the correlation are shown in Table 12.
Table 12 shows all correlations predicted to be significant (those in
red) were indeed significant. Again, a correlation value of .21 was
required for significance.
The second measure that was computed was the intercorrelation of
total scores for the active aspects of each form. A similar procedure
was followed for the passive aspects. The results of these correlations
were .69 and .72 respectively. Both these correlations were highly
significant.
It can clearly be seen from Tables 10, 11, and 12 that almost every
correlation in the matrices is significant. In fact, every correlation
in both Table 11 and Table 12 is significant. Indeed many correlations
that were predicted to be nonsignificant are higher than those pre-
dicted to be significant. It is felt that these numerous significant
correlations are indicative of the interrelatedness of the test.
However, in the face of such interrelatedness, it would be hard to say
that any one scale was descriminately reliable. The results, therefore,
indicate that the revised version of the test is a highly reliable
measure of general interpersonal functioning, but that it is not a
reliable measure of specific aspects of interpersonal functioning.
In light of the fact that items of the HHIRS were constructed with
a male identification figure, the question arose concerning the relative
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55
reliability of the test for males and females. On the basis of the
fact that women identify easily with a male identification figure in
this male-oriented society, and because women are known to take testing
more seriously than men do, it was expected that the test might be more
reliable for women than for men. To check the relative reliability for
men and women, the data was analyzed separately for each sex. When the
results were compared, it appeared that the test was roughly equally
reliable for males and females.
More specifically, examination of the reliability in the subcontent
areas showed that the test was more reliable for males in three sub-
content areas, equally reliable in five and more reliable for females
in four areas. With regard to the content areas, the test was seen to
be more reliable for the males in two cases, more reliable for the female
in one case, and of equal reliability in the remaining three cases. As
concerns the second person categories, the test was more reliable for
males in one category, for females in one category and of equal relia-
bility in two categories. It is interesting to note that the test is
more reliable for females in the mother category and more reliable for
males in the father category. The correlation between the total score
for the two forms was the same for both sexes. It should be noted that
the reliability of every aspect of the test was significant for both
sexes. The only exceptions to this rule appeared in the subcontent
areas. There were five insignificant correlations for males; of the
corresponding correlations for females, two were significant and three
were not. There were four insignificant correlations for females; of
the corresponding correlations for males, only one was significant.
Thus, the unreliable subcontent areas for one sex overlap largely with
those for the other sex. The comparative reliability data for the two
56
sexes is presented in Appendix I.
ValiditY - As was stated previously, a revised questionnaire was
administered to the subjects in an attempt to assess the validity of the
HHIRS. There were 25 questions, each of which was intended to provide
behavioral data relevant to one aspect of interpersonal functioning
measured by the test.
Once again the subject's familiarity with Peanuts cartoon strip was
examined to see if such familiarity was related to his performance on the
test. In both cases, there were no significant relationships established.
(Significance for all questionnaire data was defined at the .05 level,
df - 83, as a value of .21.) The correlation between the question on
familiarity with Peanuts and the total score on the two combined forms
of the revised test (grand total) was -.11 (not significant). The
direction of correlation indicates that subjects who knew the cartoon
strip well performed better on the test. It should be noted once again,
however, that the correlations were not significant. This was felt to
indicate that the subject's score on the test was independent of his
knowledge of Peanu ts and based on interpersonal, rather than academic,
ability factors.
Nine additional questions were asked in an attempt to ascertain the
general validity of the HHIRS. Of these nine, only two produced sig-
nificant correlations. Question 19 asked the subject to list the first
and last names of as many individuals in the room he could. It was
predicted that the more names he listed, the better he would perform on
the HHIRS. The assumption was that a well-functioning subject would
know more people than a poorly functioning person. It was found that
ere was a positive relationship between the number of poeple listedth
57
and the subject's performance on the test as a whole. The correlation
was .22. This is directly opposite to the prediction. From this question,
though, it would be difficult to state that the HHIRS was not valid.
Perhaps all it is possible to say is that the assumption on which the
prediction was based is invalid.
The second of these questions, number 5, inquired if the subject
had ever sought professional psychological help. It was predicted that
those individuals who had sought professional psychological help would
perform no differently on the test (as reflected in the three total
scores) than those who had not sought such help. It was felt that
although they might have once been functioning interpersonal ly below
individuals not seeking help, they would now have benefited from therapy
and be functioning as well as— perhaps better than-- those not seeking
help. The results indicate that subjects who had not sought help per-
formed significantly better on the test than those who had sought help.
The correlations were as follows: Form A Total Score -.33, Form B
Total Score -.29, Combined Total Score -.32: less errors were made by
persons not seeking help than by those seeking help. This finding was
not in accordance with the prediction. Again, it would be difficult to
say the HHIRS was invalid on the basis of this finding, especially in
light of the favorable results to this inquiry in the pilot study. The
results could simply indicate that those who did poorly on the test were
people whose psychological problems continue to affect their inter-
personal functioning adversely. If this is the case such a finding
holds implications concerning the ineffectiveness of the large portion
of psychotherapy today.
58
Fourteen questions were asked in an attempt to establish the
validity of the more specific aspects of the HHIRS. None of these
questions produced significant findings in the areas which they were
designed to tap. In light of the fact that specific reliabilities were
not established, even if significant correlations had been obtained, it
would be impossible to suggest that such findings could offer descri-
minatable validity to a given aspect of the test.
As a result, very little can be said about the validity of the
HHIRS. It has been shown that the test offers a highly reliable measure
of general interpersonal functioning. This measure appears to be un-
related to a subject's familiarity with the Peanuts cartoon strip and
seems to be rooted in interpersonal, rather than academic ability
factors. Other than that, all that can be said is that much more work
is required to establish or discredit the validity of the HHIRS.
59
FOOTNOTES
1. L. Podell and J, C. Perkins, "A Gutttnan Scale for Sexual Experience—A Methodological Note," Journal of Abnormal and Social Psychology,May 1957 (Vol. 54, No. 3), pp. 420-22.
2. Harvard Educational Review, reference lost!
3. Erikson, ££. cit . , pp. 247-251.
CHAPTER V
SUMMARY AND IMPLICATIONS
Summary
Based upon the conviction that a man can only be whole to the
extent that his interpersonal living is effective, the Henderer-Harrison
Interpersonal Relations Scale was created to evaluate the interpersonal
functioning of individuals.
The HHIRS is a picture-arrangement test** There are two forms, each
has 48 items. Each item is concerned with a unique combination of some
of the factors operating in an interpersonal relationship. This combin-
ation is portrayed by a four-panel Peanu ts cartoon; the wording of which
is often dubbed for the purpose. The four panels are presented in a
scrambled order to the subject, whose task it is to reorder the panels
to their original sequence within a given period of time. An individual's
total score is the number of sequences which he could not properly order.
This score is intended to reflect his level of interpersonal competence.
The content of the failed items is intended to supply vital information
concerning the nature of his interpersonal problems. The test is based
on the assumption that an item will be failed when the emotional reaction
of the subject to the content of the item prevents him from arriving at
the correct solution within the allotted time.
The task of the present research was to achieve the development of
two parallel forms of the HHIRS and to begin to establish the reliability
and validity of these forms as measures of interpersonal functioning.
The test was constructed according to a number of strict specifications
and then administered in a pilot study to reveal weak points. In the
61
pilot study, all 96 items were presented in random order to 25 under-
graduate psychology students at the University of Massachusetts summer
school. The results were analyzed by the CDC 3600 computer.
Following Gulliksen's definition of parallel forms, the two forms
of the HHIRS were found not to be paral lei wi th regard to means or
variances, but the two forms were found to correlate significantly, and
in this respect were considered parallel. The attempt to establish the
general reliability of these forms met with success because of the high
intercorrelation, but the reliability of a number of specific aspects
of the test proved impossible to establish. Accordingly, it was diffi-
cult to make a statement concerning the validity of any specific inter-
personal areas dealt with by the test. All that could be concluded from
the administration of a questionnaire in an attempt to validate the
HHIRS was that the test appeared to be tapping an individual's general
interpersonal abilities, and that more work would be needed to bolster
the validity as well as the reliability of the test and the parallelness
of its two forms.
A revision of the HHIRS was undertaken. An item analysis was per-
formed to aid in the revision of the specific items. The questionnaire
was rewritten as well. The most important procedural change incorporated
was the reduction of the time limit per item from 60 seconds to 45
seconds. The revised HHIRS was administered to 85 undergraduate psy-
chology students at the University of Massachusetts.
The results of the revision were gratifying. The test could be
judged parallel by all three of Gulliksen's indices. Again the general
reliability of the HHIRS was readily established, but the attempt to
carry reliability to the more specific aspects of the test failed.
62
Accordingly, it was impossible to claim validity for any specific
dimensions with which the test dealt. However, support for the general
validity of the text indicated by the pilot study was received. Per-
formance on the HHIRS was judged independent of knowledge of the Peanuts
cartoon strip and dependent on interpersonal ability factors rather than
academic ability factors. Nevertheless, validity findings were very
disappointing and need even further work.
VJhat is clearly established by the present research is that a test
composed of two parallel forms, exists that can provide a highly reliable
measure of an individual's general ability to function interpersonally
.
It is also established that a great deal more work can be expended to
establish more firmly the validity of the HHIRS and to refine its
measurement of more specific aspects of interpersonal functioning.
Implications
From a general review of the results of testing with the revised
HHIRS, it may be seen that the test could benefit from even further
revision. In addition to improving the reliability, there is a need to
establish more firmly the validity of the test. One means of establish-
ing more clearly the validity of the test might be the administration
of the test to an institutionalized population rather than to a "healthy"
population. Once this is completed, the test would be standardized for
a large number of populations. The positive results obtained from the
present research indicate that such continued studies would indeed be
worthwhile. The result would be a relevant psychological measure of
greater reliability and validity than those currently in use.
The uses for a test such as the HHIRS are numerous. The HHIRS is
basically a diagnostic tool. Its use as such holds implications for
63
nosology: there is a need for the redefinition of diagnostic categories
in terms of interpersonal functioning, terms that are relevant to the
central concern of psychology. This redefinition is called for, if for
no other reason than for practicality in hospital administration. The
assignment of patients to hospital wards is presently done on the basis
of the patient's ability to function interpersonal ly, but no objective
criterion is available for assessing this ability* the HHIRS would pro-
vide such a criterion. Studies assessing the test's use for this purpose
are called for.
But the HHIRS is much more than a diagnostic tool. It is a measure
of interpersonal functioning, and as such can be used to assess inter-
personal functioning wherever such an assessment is desired. It would
be of particular use in situations where an attempt is made to change
the level of this functioning. The fact that the test has two parallel
forms, which can be used as pre- and post-measures adds value to its use
in situations of this kind. Another aspect of the HHIRS that makes it
amenable to use in studies is the fact that it can be projected onto a
screen and thus administered to a large number of people simultaneously.
The two major situations in which the test may be used for evaluation
are psychotherapy and therapist training. In the case of psychotherapy,
its success will be reflected in the degree to which a patient's per-
formance on the HHIRS improves. In the case of therapist training, the
test can be used in a similar manner to evaluate entire training programs
as well as any aspect of these programs, such as supervision. These will
be judged on their ability to bring about an improvement in a student's
interpersonal functioning, since the success of therapy depends both
directly and indirectly on the therapist's ability to relate to people.
64
Directly, success in therapy depends on the ability of the therapist
to "get through" to the patient and establish a relationship with him.
Indirectly, success depends on the patient's using his interpersonal
relationship with the therapist as a model around which to reconstruct
the faulty interpersonal relations that permeate his life.
Another aspect of the HHIRS which might be investigated concerns
the pattern of scoring that might be obtained by a subject. It is
obvious that there are great numbers of possible scoring patterns, many
of which are not congruent with the categories around which the test is
built. It would be of interest to determine the behavioral bases of
various scoring patterns.
These are only a few of the applications and implications that arise
from the development of a measure of interpersonal functioning such as
the HHIRS. There are many more. It is hoped that the present research
will stimulate the use of the HHIRS and will lead to further inquiry
into additional areas of application.
REFERENCES
65
Downey, N. M. and Heath, R. W. Basic Statistical Methods , New York:Harper & Row, 1965.
Erikson, Erik. Childhood and Society . New York: Norton, 1963.
Ferguson, George A. Statistical Analysis in Psychology and Education .
New York: McGraw-Hill, 1959.
Fromm-Reichmaiui, Frieda. Principles of Intensive Psychotherapy .
Chicago: University of Chicago Press, 1950.
Gulliksen, Harold. Theory of Mental Tests . New York: John Wiley &Sons, Inc., 1962.
Henderer, James and Oakes, Betty. A Study of the Relationship BetweenEgo-Strength and the Use of Repression in the Recall of Completedand Incompleted Tasks, University of Massachusetts, UnpublishedManuscript, 1964.
Homey, Karen. The Neurotic Personall ty of Our Time. New York: Norton,1937.
Leary, Timothy. Interpersonal Diagnosis of Personali ty . New York:Ronald Press, 1957.
Levinson, D. J. and Hoffmann, P. E. Traditional family ideolology and
its relation to personality. Journal of Personality , Vol. 23,
1954-55.
McNemar, Quinn. Psychological Statistics . 3rd. edition. New York:
Wiley & Sons, 1962.
Podell, L. and Perkins, J. C. A guttman scale for sexual experience--
a methodological note. Journal of Abnormal and Soci al Psychology ,
May 1957, Vol. 54, No. 3.
Rappaport, David. Diagnostic Psychological Testing . Chicago: The
Year Book Publishers, Inc., 1945-46.
Schulz, Charles. But We Love You , Charlie Brown . New York: Holt,
Rinehart and Winston, 1959.
Schulz, Charles. As You Like _It, Charlie Brown. New York: Holt,
Rineharl and Winston, 1964.
Schulz, Charles. Go Fly^ a Kite , Charlie Brown . Holt, Rinehart and
Winston, 1960.
66
Schulz, Charles. It's a Dog's Life, Charlie Brown. New York: Holt,Rinehart & Winston, 1962.
Schulz, Charles. Peanuts Every Sunday . New York: Holt, Rinehart &Winston, 1961.
Schulz, Charles. Snoopy , Come Home . New York: Holt, Rinehart &Winston, 1962.
Schulz, Charles. Sunday's Fun Day , Charlie Brown . New York: Holt,Rinehart & Winston, 1965.
Schulz, Charles. You Can Do It , Charlie Brown . New York: Holt,
Rinehart & Winston, 1963.
Schulz, Charles. You Can't Win, Charlie Brown . New York: Holt,
Rinehart & Winston, 1962.
Schulz, Charles. You Need Help , Charlie Brown . New York: Holt,
Rinehart & Winston, 1965.
Schulz, Charles. We're Right Behind You , Charlie Brown . New York:
Holt, Rinehart & Winston, 1964.
Tompkins, S. S. and Miner, J. B. The Tompk ins-Horn Picture Arrangement
Test . New York: Springer Publishing Company, 1957.
Wechsler, David. Wechsler Adult Intelligence Scale . New York: The
Psychological Corporation, 1955.
APPENDIX A
67
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ARM \ONlVTHE FIRST 6AMEHURTS.J OF THE SEASON WOUR
ARM CAN'T HURT ALREADY!
^0 6^1QK> SjO° >^ .
VOU CAN DO IT, CHARLIEBROUN i SHOO) HIM M%K STUFF.'
VOO'RE A BETTER MAN THANHE IS, CHARLIE BROtJN i
IP riL!/ ^
CMON, CHARLIE
BROUN, PITCH
IT TO HIM
THROIO IT f?ISHT PAST HIMCHARLIE 8ROC0N..VOI; CAN DOIT.'UJE KNOW VOU CAN DO IT!
3 * * / / 3 ^ £ /
VI X / / 2 1 + (
82
Form 3-1
Hostility I
/A \
2
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OjHAT FATHERS
R£H T*et£
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AS A MATTER OF FACT, I Do!I SVPPQ6E VOO'RE 60NNASTART IN ON ME NOLO ii
2
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NO, I ITS A GOODIDEA... I MEAN, IF ITMAKE5¥00 FEEL MORE SECURE, THENVOU £M0UU> CARRV ITOJITH VOUi
^ X 4 (
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6,0 StoiHMiPb A^D you
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83
Form B-1 ,2
Hostility II
3 a cf (
i ifss the: M.d^in>6 •
/Hc^r Moweas Ap.e so
HE 00E5NT ACTUALLY HATE
ME.. .ME -JUST THINKS I
M
VTOO SARCASTIC'
MONDAY NI6HT HE WENT TO APTA McET(N6, TUESDAY NIGHT IT
0JA5 THE SCHOOL SQAfiD, GOED-
HESOM N(6MT IT U)A6 THE BOARDOf DEACONS AND LAST NlSHT
IT WAS 500)UNG!
2
50 THIS M0GNIN6 HE6AVSTO ME/
1
141, THERE!" AND I
5AlD,"DJHOAR£VC0?I_OQM'T RECOGNIZE W!"
2 •
H"
WELL.WH0 CARESL'JMATVOUTHINfC?!
I THINK YOU'RE AVERY PERSON
. /, le:Tus!houj MANYTOYS DID HE BRING Y0U?|.'
f I WAS A VICTIM
VpF FALSE DOCTRINE.
I RISE OP OUT OF TOE PUMPWN]
PATCH,AMD BRING TOYS TO ALL
THE CHILDREN ON MALLOOOEEM'
3l <J ( 1>
84
3 x <± <
-
_
n
1
3
2
If
Form B-1
Giving I
xt ¥ 3
iBDT He U30jo't U&T -v^/BBLAfOfc-CT £q x &>eS^
ILL,,
r. CAtot u=T cap <sq
VOU WANT TO BEHAPPV ALLwr Lire?
2
OH, FORGET [T... I COVLDNEl/K SM SOMETHING LIKETHAT TWICE IN ONE DM I
BUT ADVERSITY (5 WHAT MAKESYOU MATURE...THE GROWINGSOUL IS WATERED BESTTEARS OF SADNESS...
-TU^Tl
5 JUST a fsesqjt
p^Op'uS U^HrO ORE^tA UPSOgJg Silt* . .
2
/^3\c °*
\ rCo?
2 U- 1 33
85
Form B-1 ,2
Giving II
ITS TtU<> LUAV AU.weeic AMD tfs because
i
ALL MY T^IM^iA8tf>r "tWAr stupid
2 i
If
VOCJ HAVE THE ONLVMOTHER WHO CAN PUTdka-SPiH ON THE CUE BALL I
fso VooVe got A Poor
^LUNCH...BE PPOUD...
it-ve PCX^Mp He Csui-O/TPa LT> THOUGH, lufmo^rT££\iSiK>£> the p^vce HAP A-1?lG
\
PASCImM^d MS: .
A LOUSV PLA/ER LIKE VOW?/ DOVOUlJANTMETOKISS IT?
A CKOCOLATE -CREAM ANDA FRIENDLY PAT ON TWEBAa
L0HAT5 THECORE FOR
DISILLUSIONMENT,
CHARLIE BSOON?
3 /</ 2-
Form 3-1,2
Sex I
%Vr\ 3 ) A * * I
ibo 0U> vo£ rwvr stuff M>p a* big e.gTMxy
2 if^MOio AA.y p^t>U*»*to
THIS (5 A 6G0D SAME...CJHVDON'T WE TELL OTHERS ABOUT(T?03E COULO FORM TEAMSAND ORGANIZE A LEAGUE i
NOUJ Sfty TA£E "/OUR BOTTOMHAND, AND Pl/T ITON TOR.TKENI TA££ MV BOTTOM HAND, ANDPUT IT ON TOP ANO 60 ON. .SEE 2
THEN I POT M HAND ONTOP Of WRS...NOUJ
( VOU PUTWUR OTHER HAND ON TOP OFMINE... THEN I'LL PUT MV OTHER
j
HAND QH TOP OF ^OORS...
^OU POT tfWR
HAND ON THETABLE Flf&T
V^feg feAltV TUe D^t-vOWE uuHo CAo po TKeo^3
5 .
7 x w^t> t?ecit>e^ K»6r>
f 3 a/
Form B-1
Sex II
LdHAT IF SHE SAID TO ME
,
"DEAREST CHARLIE BROWN.WON'T
VOU BE MY VALENTINE ?
PLEASE? PLEASE? PLEASE?"
what if she came over tome and handed me a bisfancy valentine with laceAll Around the edse?
D BETTER 60 IN... I TH(N^I'M CRACKING UP...
IS
2
/ UJOULDN T IT BE/ 6SEAT (F THATLITTLE RED-HAIRED
I GIRL 6AVEMEA\ VALENTINE
}y TOMORROW?
I iftx 3
Voj££ R\ [ THE 5g<"UFe: £F Tf4£ SEA MBvojb
1
J
3
Read ir?
2-3 H/
1
paOTVie^ lssv;^ AcnoiTtes,
r
jUAW "DID S£>0 C€ClD£ TtVWT"?
t£y tc? aaakg: MOM GWG it- ooea
eu-.
Form B-1 ,2
Dominance I
TtVA-r &e?vLLq S'rfpcc^ t+im
UP KV Tt>^ dO^T" CMC£TOO OFT&ti
.
1
U)UENEV£R A MANA6ER TALKS TO,
ONE OF HS PLAVEf?5, ME SHOULD; MAKE SURE THAT HIS CAP DOESN T: TOUCH THE PLAYER'S CAR..
I i
'lookuucv.This is ourLAST 6AME0FTHE
^CAN T YOU^PlAY ANYbetter thanYou've beenPlAYlNGf j
: 1
MOVE YOUR HEAD SO\YOUR CAP UJON'T TOUCH
MY CAP... __Ji
^CJl'S0K3?PE0i-iii av sails
YOUR CAP IS
TOUCHING MYCAP, CHARLIE
BROWN...
^3 (
2
4
SlVE Me A StfSSESTlON UJlLL
VOL;, CHARLIE BROldN?INE\£R
CAM THINK OF ANYTHING TO 6ffl
WHEN 2 LOSE A BALLSAME, DO T s£T SENTTO THE SHOWERS ?M©.5
WHEN OTHER PITCHERS LOSEBALL GAMES, THEV SETSENT TO THE SHOWERS...
2
X HAVE TO TAKEA £ATH .'
2
/ALL RI6HtA-MOM...ALL^SHT^y'
Form 3-1,2
Dominance II
>c/3 /
MV DAD SAVS REPORTCARD
0JA$ $0 POOR I HAVE TOSW IN ...
( Ml, CHARLIE BPOLOW! COHERE
I HAVE VOD BEEN? GJEVE BEEN
^ [JAlTlNS FOR voo...
Vol; ojanted id be themana6er.and voo're coin6to be the mana6er/h0m.vou
2
k
- I CAN'T 60 OUT-" TKt£E TODAY, LUCY.
. I'M NO GOOD ASAi MAMA6El?..l'M
5CARED!
SCARED?WHY, WDBLOCKHEAD.'
WELL.ATRR5TI THOUGHT I
WOULDN'T BE ABLE TO MAKE IT,
BUT I FINALLY SOT HERE UNDER THEINFLUENCE OF INFLUENCE.'
tW-H) t3tr\££ 'gm_^OT
AFTER ALL, ITS NOTTME(JINNINS THAT C0UMT£...THE
FUN IS IN THE PLAINS!
1
3
2
if
1) t<4 Z
90
Form B-1
Guilt I
5 SoSS X'uu
If
u~x £e-r £MiH rioe.^-
l4APt> TO PA6fe^ A ^00D
T3H& u>rrnC3r
2
If
'
1/L^U
CHARLIE SRCUJN CAN TMANAGE OUR TEAM TODAYBECM6E HE MAS TO PUSHH£ 3ABY SISTER A£OUNP
(N HER STROLLER'
<5ji i—VV^V
5^r j?~<*c»vBy |
5 THIS TRUE ?/f)
I can't help it if /our little
SISTER FOLLOWS ME AROUND.'
WHAT DO VOU WANT ME TO DO,
TELL HER TO GO AWAV?.'
WHAT'S GOING ON HERE?!
2
Itw td Be* A UlTTLE
El
/ YOU'VE 60T/ this All wrong,I CHARLIE
C
91
Form B-1
Guilt II
DON'T SM THAT, CHARLIE5ROlON...l'M SURE THAT AS*U6R0W OLDER WLL FINOTHAT YOU HAVE MAW TALENTS
IT
P 4) J
\
^o^p-ce of tafrCFPRTTPTHE tuE^aV AMD
2
JOT
SO YOU DROPPED THE FLY'
BALL, AND WE L05T THECHAMPIONSHIP.. IT'S NOTTHEEND OF THE WORLD...
2
DON'T FEEL
BAD, CHARLIE
BROOM....
%l¥SL 5-/
APPENDIX B
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APPENDIX C
94
im well do you k w the Igg&Rts. caslcoa ctrlf? (check one)
vosry «aJ.l
— pretty wll
x- - a lifcfcla
,
not ai: all
8hat la your cwmlafciv* avasrn^;rf
,
Havo you ever aoagfct pmfaaatattal psychological help? (chart aaa)
Ara you man living la (aback one)
tiaas 4o yoo data during a 7&day
Liat tha flrat aa* i*at of avaryaoa you can la this room
APPENDIX D
95
INSTRUCTIONS
This is a picture arrangement test. You are going to be shown
some series of pictures, one series at a time. The pictures in each
series have been scrambled. Before they were scrambled, they composed
a complete cartoon. You are to put the pictures in their original order,
thus re-creating the original cartoon. The pictures are numbered so that
you can use the numbers in organizing them. I'll show some samples in a
minute. You will be shown each series of pictures for seconds
only. During this time, you are to solve the cartoon and write your
answer on the answer sheet provided
.
You will notice that in some cartoons, new wording has been
supplied. Such changes do not supply any special clues for solving
a cartoon, so it will be to your advantage not to waste time by giving
reworded cartoons extra attention.
Each cartoon has one correct solution. However, for some cartoons
there may be an alternative answer which will be acceptable. Every
cartoon can be solved.
Make sure each S puts his seating number on his answer sheet. This
will be a check on visibility, as well as serve as identification.
Show sample and explain. Ask about visibility.
Explain answer sheet.
There must be no talking.
Start experiment
.
96
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APPENDIX G
119
Matrix Showing the Correlation of Each Itemto Every Second Person Category for
Form A 1'*
Item #1.
2.
3.
4.
5.
6.
7.
8.9.
10.
11.
12.
13.14.15.
16.
17.
18.
19 .
20.
21.
22.
23.
24.25.26.27.
28.
29.
30.
31.
32.
33.34.
35.
36.
37.
38.
39 .
40.41.42.43.44.45.46.
47.48.
Boy-Mother.3$**
SI
.11
.SH
.01
.22**
.39**
.28
.tl
.$«*
Boy-Father Boy -Girl
.15
.04
.01
.02
.48*
-.01
.05*
.54*
.12
.54*
.08
.47*
.01
.00
.22***
.42
.09
.31
.00
.54*
.16
.12
.06
.00
.54
.35
-.11
.00
-.09
.28
.34
-.04
.13
-.17
.36
.21
.24
.45
.50
-.11
.28
.49
-.02
.00
.03
.18
.23
.41
Boy -Boy
.17**
.09**
.15
.34**
.34
.38**
.32**
.V?.15
.*7.37
.01
.00
.15
.05
.03
.68*
.00
.40
.01
.15
.04
.00
.49
.61*
.02
.00
.19
.10
.12
.04
.10
.24
.09
.27
.29
.15
.41
.20
.17
.34
.15
.21
.11
.17
.33
.42
.17
.31***
.15
.09
.22
.15
-.12
.34
.34***
.34
-.10
.06
.33**
.00
-.03.42**
.09**
.33
.00
.5*'
.*r
.34**
.28**
.00
.34
.19
-.08
.00
-.03
.25
.38
.06
.25
.06
.39
.17
lThe correlations computedcorrelations were used ins
simplicity in programmingof the true values
.
here are Pearson Product
tead of the more appropr
the CDC 3600. The values
Moment Correla
iate biserial c
presented here
tions . Suchorrelations for
are underestimates
2
Correlation coefficients outlined in black are those of items that belong to the
designated interpersonal area. Each correlation coefficient in the black boxshould be higher than that of the item in any other second person category.Significant predicted correlations appear in India Ink, a value of .45 beingneeded fgr significance at the .05 level, df =23.
*
Important unpredicted significant correlations, a value of .40 needed for
significance at the .05 level, df = 23.**
As predicted, the highest of the four correlations, although not significant***
Correlation coefficient helpful in strengthening the predicted correlation.
Matrix Showing the Correlation of Each Itemto Every Second Person Category for
Form *^
121
Item # Boy -Mother Boy-Father Boy -Girl Boy -Boy/. a.44 1 O.38o a.24 • 33
. jo*** - .15
.33 • 31
.Jo*** - .03
• 69* .440 Q.28 •26
• 13 - .30
.15 1 o.18
.10 •46*
.26 • 11
.14 - ,07
.36 • 38A T.07 0 A- .24
' .15 1 A.14
.04 1 Q.18
• .04 - .04a a.40 • J*+
.33 .50*
.76* • OU*
.36 9 7• ^ /
• jy7 A* fin*
.00 •Uo- .01
. jy** •UO
• 66
.-»<» • 60
.31
.13
.44 .35
.00 ,00
.28
.37
.44
.7* .60
1.
2.
3.
4.
5.
6.
7.
8.
9 .
10.
11.
12.13.
14.
15.
16.
17.18.
19.
20.
21.22.
23.
24.
25.26.
27.
28.
29.
30.
31.32.
33.34.
35.
36.
37.
38.
39.
40.41.42.
43.
44.45.46.
47.
48.
.26
37** .26
- .03 - .29
25 .39***
.25 .24
.27 .45
.«»o .39
.29 -.20
.19
.27 .25
.37** .10
.35** .05
.42 •77- .25*** -.10
.12 .05
.34 .33
.26 .34**
.33 .b»
.12 .38
.48
.14 .31
.16
.48
.14 .02
-.17
.08
.44
.48
.54*
-.22
.29
.00
.54*
.31
.44
.48
-.17- .25***
.12
.45
.08
.29
.21
.00
.25
.26
.12
.12
.02
.02
.50
.64
.22
.60*
.60*
.00
.05
.34
.53*
.64
.13
.18
.25
.35
.06
.30
.41**
.00
.39
.38
.02
.20
.14
.14
.34
.44
.20
.44
.31
.00
.42
.15
.15
.04
Thecorfor
est
correlations computed here are earson
relations were used instead of the more
simplicity in programming the CDC 3600
imates of the true values.
Product Moment Correlations. Such
appropriate biserial correlation
The values presented here are under
122
Correlation coefficients outlined in black are those of items that belong to
the designated interpersonal area. Each correlation coefficient in the blackbox should be higher than that of the item on any other second person category.Significant predicted correlations appear in India Ink, a value of .45 beingneeded for significance at the .05 level, df "23.
Important unpredicted significant correlations, a value of .40 being needed for
significance at the .05 level, df = 23.
As predicted, the highest of the four correlations, although not significant
Correlation coefficient helpful in strengthening the predicted correlation.
APPENDIX H
123
Table Showing the Correlationof Each Item in Form A with the
Total Score for Form A
ITEM # CORRELATION
1. .34
2. .¥•7
3.
4. .05
5. .27
6. frb•
7. .13
8. .18
9. .19
10. .33
11.
12. .ft
13. .18
14. .15
15. -.01
16. .09
17. Ml18. .13
19. .04
20.•
21. .26
22.
23. .10
24. .42
ITEM #
25.
25.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
CORRELATION
.12
.00
.08
.39
.09
.si
.00
.26
.26
.12
.00
Ml-.02
.00
-.01
.35
Ml.12
.35
-.07
.39
Significant values appear in India Ink. A value of .45 is necessary for significance
at the .05 level, df = 23.
124
Table Showing the Correlationof Each Item in Form B with the
Total Score for Form B1
ITEM # CORRELATION ITEM # CORRELATION
1. 9 Sz. j . .10
2. .36 ZD . .27
3. -.29 27.
4. .39 .7?5. .29 29. .536. .5? SO .12
7. .a'/ 31J JL
8. -.08 JZ . .00
9. .36 3? .43
10. .32 Q/,j4 .
11. .27 3S St•
12. .04 36
.
.7*
13. Si• -.01
14. -.16 J o .-.18
15. .06 39. .31
16. .18 AO SI
17. .17 41. .13
18. 42.
19. .40 43. .35
20. .7? 44. .00
21. .34 45.
22. .43 46. .39
23. .n 47. .18
24. .06 1 48. .16
^nificant values appear in India Ink. A value of .45 is necessary for significance at the°5 level, df = 23.
APPENDIX I
I
125
Comparative Reliability ofMale and Female Subjects 1
MALE FEMALE
AREA r « AREA r* HIGHER VALUES
T-I - 1 2 T-T1
1 r
T-II 34 T-TT 1 n
H-I 18 H-T 1 A• iU M
H-II .31 H-II r
Gv-I • 16 Gv-I . 18 r
Gv-II .64 Gv-II .46 M
S-I . 17 S-I .31 r
S-II .49 S-II .11 M
D-I .26 D-I .30 F
D-IE .13 D-II .16 F
Gt-I .47 Gt-I .35 M
Gt-II .30 Gt-II .43 F
TDIICTJ. IVUO J. ± CV.U iJ JL 6? T?r
HOb 1 1L1 1Y TT/~\C T1 T T TTV 1 Q 1 1T?r
GIVING .50 GIVING .48 M
SEDUCTION .46 SEDUCTION .32 M
DOMINANCE .57 DOMINANCE .43 M
GUILT .45 GUILT .49 F
BOY-MOTHER .60 BOY-MOTHER .75 F
BOY-FATHER .49 BOY-FATHER .36 M
BOY -GIRL .55 BOY -GIRL .60 F
BOY-BOY .67 BOY-BOY .62 M
TOTAL .82 TOTAL
U.83 F
k value of .29 for Females, and .33 for Males, is needed for significance at .05 level,
-arson Product Moment Correlations
APPENDIX J
126
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" DEAR SON, THIS 16 TO WISHVOU WELL IN YOUR STUDIESTODAS<..YOUR FATHER ANO I
LOVE YOU VERY MUCH ...
"
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DON'T BE DISCOURAGED, CHARLIE
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THERE ARE ALWAV5 SOMEBITTER PILLS TO 6E SWALLOtOED..
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136
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144
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<+3 £ I
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; WHAT IF SHE SAID TO ME
.
NEAREST CHARLIE BROWN, WON'T
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PLEASE? PLEASE? PLEASE?"
WHAT IF SHE CAME OVER TOME AND HANDED ME A BISFANCV VALENTINE WITH LACEALL AROUND THE EDGE?
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146
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Dominance II
WHEN 2 LOSE A BALLj
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OJA^ 50 POOR I HAVE TO STAY IN ...\
Mi, CHARLIE SROlGU! COHEREHAVE VOO 3=EM?0JEV£KEM
^ UAlTlNS FOR VOU..
YOU> WANTED ID BE THEMANA6ER.AND YOO'RE GOINGTO BE THE MANA6ERff;5a#y0UezrmiKS£At2!>i!lAHA6EI£f
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. I'M \C GOOD A5A!MANAS3?,. I'M
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well, at first i thought r
WOULDN'T SE ABLE TOMA^E IT,' &UT I FINALLY GOT HERE UNDER THEINFLUENCE OP INFLUENCE.'
^ —AFTER ALL, ITS NOT THEWINNING THAT C0WT5...THE
FUN 1$ IN THE PLAVIN6!
2
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148
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CHARLIE BROUJN CAN tMANAGE OUR TEAM TODAYBECAUSE HE HAS TO PUSHHIS BABY 51STER A£0UNP
IN HER STROLLER!
IS THIS TRUEST)\ in/
\ 1 CANT HELP IT IF /OUR LITTLE; SISTER FOLLOWS ME AROUND
!
WHAT DO YOU OJANT ME TO DO,
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Y YOU'VE 00T
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I CHARLIE\ BROtON
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I SPILLED A WHOLE MALTEDMiL£ DOWN THE REAR SPEAKER!
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HE TOOK U5 TO THE DRIVE-IN
IN HIS NEW CAR LAST NI6HT... !
IT'S A REAL NICE CAS. ..IT EVEN
! HA5 A RADIO WITH A PROMTi SPEAKER AMD A REAR SPEAKER.,
j
APPENDIX K
How well do you know the Peanuts cartoon strip? (check one)
very wellpretty wella littlenot at all
What is your cumulative average?
How many people are there in your immediate family?
Have you ever served in an elective office (check one at each level)in high school? ____ yes in college?
^ yes
—— no|
no
Have you ever sought professional psychological help?mmmmmm
ves_
no
Are you now living in (check one) , a rented room
i
a dormitory a rentc ' ;
apartment
_____ a rented houseother
_______ your parents 0 ^ore ' (specify)
List the names of all the professors you can Q
In what broad category of religious(check one)
Orthodox Jewish
___^^ Christian ScientistFundamentalist Protestant
.
AgnosticMormon
* Roman Catholic
affiliation would you place yourself?
Liberal ProtestantReformed JewishAtheistOrthodox Churches
( Greek and Russian )
Conservative Jewish
Which best characterises your dating? (check one)
______ unattached _____ engaged
_ dating one person steadily.
married
pinned
152
lQ n How many people give you presents at Christmas time?
\l n What do you consider to be th«. nature 3f Man? (check one)
totally evil^
mostly good* but. partly evil
mostly evil, but partly good Totally good
_____ equally evil and good
120 List as many of your mother °« lady friends as you can 0
13,, When on dates, MOST of the people I know have done the following (check as many
as are applicable)
have sexual intercourse pe*
kiss and neck k* ve or*1 contact with genitalia
manipulate genitalia to orgasm
i4 To how many people do you give presents at Christmas time?
15o Assuming Christianity to be true* which aspect of Christianity holds the
most meaning for you? (check one)
^
provision of a moral code|
salvation from damnation
^ "life more abundant" provision of a 'Vay of life"
forgiveness of sins
16o Check any^ of the following sports in which you have participated in any way
squash lacross
Skiing (snow or water) sailing'
weight lifting tennis'
track and field boxing
soccer swimming
17. How often do you attend religious services? (check one)
more than once a week a few times a year
once a week .once a year
once a month never
Which best describes the atmosphere of your home? (check one)
if given the opportunity most children would show that they were capable"of handling more responsibility than is generally expected.
the saying M Father knows best " still has more than a grain of truth.
9 0 List the first and last names of everyone you can in this roam,
( Turn over and use the back if necessary,
)
VOtTR NAME AGE
CLASS
APPENDIX L
INSTRUCTIONS
This is a picture arrangement test. You are going to be shownsome series of pictures, one series at a time. The pictures in eachseries have been scrambled. Before they were scrambled, they composeda complete cartoon. You are to put the pictures in their original orderthus re-creating the original cartoon. The pictures are numbered so thatyou can use the numbers in organizing them. I'll show some samples in aminute. You will be shown each series of pictures for if ST secondsonly. During this time, you are to slove the cartoon and write vouranswer on the answer sheet provided.
You will notice that in some cartoons, new wording has beensupplied. Such changes do not supply any special clues for solvinga cartoon, so it will be to your advantage not to waste time bygiving reworded cartoons extra attention.
Each cartoon has one correct solution. However, for some cartoonsthere may also be an alternative answer which will be acceptable. Everycartoon can be solved.
Make sure each S puts his seating number on his answer sheet, Thiwill be a check on visibility, as well as serve as identification.
Show sample and explain. Ask about visibility.
Explain answer sheet.
There must be no talking.
Start experiment.
APPENDIX M
So
8
155
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APPENDIX N
CHARLES M. SCHULZ2 162 COFFCC LANE
BED A8TOPOU, CALIFORNIA
November 13, 1964
Tames M. Henderer153 Lyman StreetSouth Hadley. Massachusetts
Dear Mr. Henderer,
You certainly may have my permissionto use "Peanuts' 1 in your thesis. Ifyou need any additional informationyou are welcome to write bade to me.
Kindest regards.
