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1967
Henderer, James Myron, "The Henderer-Harrison Interpersonal Relations Scale: a picture arrangement
measure of interpersonal functioning" (1967). Masters Theses 1911 - February 2014. 1603.
Retrieved from https://scholarworks.umass.edu/theses/1603
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FIVE COLLEGE
DEPOSITORY
UNIVERSITY OF MASSACHUSETTS
LIBRARY
M
1,967
H495
THE HENDERER- HARRISON INTERPERSONAL RELATIONS SCALE:
A PICTURE ARRANGEMENT MEASURE OF
INTERPERSONAL FUNCTIONING
A Thesis Presented
by
James M. Henderer
MASTER OF SCIENCE
May 1967
A Thesis Presented
by
James M. Henderer
May 1967
Acknowl edgmen ts
This research would not have been possible without the insightful,
Feature Syndicate.
Dr. Richard Johnson, and Dr. Samuel Himmelfarb, member of the final
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
I always have been one to save the best for last. It would be
of this research depends more than anyone else. There are times when
James M« Henderer
Amherst, Massachusetts
August 1966
iii
TABLE OF CONTENTS
PAGE
CHAPTER
INTERPERSONAL FUNCTIONING 1
!. THE NEED FOR A MEASURE OF
8
II. THE NATURE OF THE TEST
9
Content Areas
13
Second Person Categories
17
Plus-Minus Sequences
18
Additional Controls
21
Parallel Forms
22
Validity Measures
Parallel Forms „ 48
Reliability 50
Validity 56
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
of Each Form 37
vi
Matrix Showing the Intercorrelations of Second Person
Revised Test
vii
CHAPTER I
those qualities of life that make his life distinctly human, distinctly
fully experiencing life. A man can only be whole to the extent that his
Rejecting instinct theory, she asserts that neuroses stem from cultural
-
she terms the neurotic need for affection. In so doing, she makes it
give rise to the human condition, and Man is a product of His inter-
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-
Truax. Their work has been extensive and no review will be attempted
5
here. But it is important to be aware of the fact that they have
area, the interpersonal problem that brought about a need for therapy?
Perhaps a concern for this area is limited, but that does not mean
systematic mariner is one that has rarely been tackled. Timothy Leary,
in terms of its distance and direction from the center of [a] Circle.*1
are two distinct drawbacks to his system. First of all, the profiles
basic interpersonal behaviors that are not accounted for. Thus, there
revised beneficially.
is "what are those areas of interpersonal relating that are the most
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
A discussion of the areas that were chosen will be reserved for a more
system provided all the areas that were chosen, but that of Erik Erikson
istic of some of these eight ages are interpersonal relations that are
fact, it is, but it is not a decision that is not lent some support by
Since very little has been done in the way of interpersonal testing
The task then was to build a test that could provide such information.
7
FOOTNOTES
7* Ibid , p. 68.
problems.
Appendix A.
Why Peanuts cartoons were chosen for this test is a simple matter.
In addition, this strip is suited for use in such a test as the HHIRS
when the emotional reaction of the testee to the content of the item
prevents him from arriving at the correct solution within the allotted
the diagnostic use of the WAIS. It is recognized that many items are
failed because they are emotionally loaded for the subject, rather than
dependent upon his ability to deal with the emotional content of the
items. * The fact that the ability to solve scrambled cartoons is partly
was shown that, for solvable cartoons, those which were designated as
Content Areas
referred to as content areas. The six content areas are trust, hostility,
concrete expression of these areas was adopted for use in the test, so
mental goal of the relationship between the newborn infant and the
rather, it refers to the confidence that the second person in the inter-
relationships early in his life, his trusting goes beyond any individual
and life. The individual leads his life with certainty and confidence.
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-
to live in isolation.
Those cartoons chosen to deal with trust on the HHIRS rely heavily
another individual-
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
based on a deep respect for the other person's worth and a recognition
duals concern for the welfare of another and by his acting on this con-
"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-
Again for the purposes of the HHIRS, the cartoons dealing with
forward his (the seducer's) own personal ends, and only apparently
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
all the decisions and to determine the final outcome of the situation.
concern or respect for the interests and integrity of the person whom
power over that person. Such a desire is rooted in one of the funda-
concern the
The cartoons used to deal with dominance on the HHIRS
situation
ability of an individual to control the final outcome of a
his point of
by making the decisions for another person or imposing
guilt tell him that he has adopted a stance which is not allowing him
Guilt cartoons on the HHIRS were concerned with the guilt feelings
that there are two people involved. The implication of this is that
can assume an active stance, while the other assumes a passive stance:
is a two-way relationship.
that any interpersonal relationship
relationship, that must be
Another aspect of any interpersonal
the second person in that relation-
taken into consideration, concerns
behavior
is well-known that any person's
ship. As mentioned above, it
relationship
in a relationship depends
upon the person with whom the
categories.
for t» reasons. The first reason
Mother and Father were chosen
figure was
*The use of the male identification in a^al oriente
was designed tc be given
of thelact that the HHIRS
>
role in his life. Because of their role, they may often be the focus of
the role they play as authority figures: indeed, they are much more
relationship will not only reveal problems with parents, but also with
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-
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
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
the
is a graphic representation of the organization of the content of
test.
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Plus-Minus Sequence
may differ significantly from his ability to deal with that same rela-
addition, it was realized that the mode of expression could vary within
frequency within each content area, the cartoons within that area were
selected so that each pattern appeared once in both the active and the
advantage in that it would prevent the testee from learning that one
him in solving later test items. The resulting matrix of positive and
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
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
entire categories whose intersection is that cell. The HHIRS does not
Additional Controls
stems from the fact that the final panel in a Peanuts cartoon is often
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.
also serve as keys to identify the final panel, and had to be controlled.
cartoon be clearly concerned with the designated content area and with
child was, if possible, pictured alone. In cases where this was not
was the other participant in the cartoon. This is not to say that the
second person
relationship between the identification figure and the
logically sophisticated.
As might be imagined from the number of criteria that any item must
all of the test items from the published works of Charles Schulz. It
with the type of subject matter used by Schulz. Similar standards were
from one or several different Schulz cartoons, and replacing all the
of
completely revised item, it was necessary to consider a great number
of
details, such as consistency of clothing, background, position
considerations
characters, facial expressions and the like, and spatial
that would allow room for the desired working.) The difficulty of
created: only wording was revised. Here again, it was important that
color, and inserting and gluing the new caption into the new balloon.
Parallel Forms
single form of the HHIRS. Actually, the test was constructed in two
Rather, the items in both forms were chosen according to the same
native measure. The two forms could thus be used as pre- and post-
forms could also be used in assessing the reliability of the test: the
At this point, the only other apsect of the parallel form (Form
Valldi ty Measures
test. Although the actual behavior of the individuals who were tested
FOOTNOTES
Method
The four panels of each item were glued, in a scrambled order, onto a
in which the panels might appear, only ten were used. These ten were
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
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
content areas appeared consecutively, and (4) that no more than two
For the purposes of the present research, both forms of the test
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
cases.
eighteen men and seven women. The subjects were students at the
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.
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
for the
appear. For example, the answer recorded on the answer sheet
the
"4213." That is to say, panel four is the first picture in
26
also called attention to the fact that it would be noticeable that new
that such changes provided no special clues for solving the cartoons,
giving reworded cartoons extra attention. It was also pointed out that
there might be more than one acceptable answer for some cartoons. (The
showed that a few of the cartoons had more than one acceptable answer.)
out and the administrator presented three sample cartoons and explained
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.
was
After half of the items had been presented, a five-minute break
allowed. After the second half of the items had been presented, the
Scoring— The Test . Once the data was collected, each answer sheet
was not
was corrected. A score of one was given for each cartoon that
cartoons missed.
solved correctly; the total score was the number of
the 44th item to be presented. A matrix was then made for each subject,
27
M X" placed in the cell of each item that was missed. This
with an
There is little doubt that the subject in question has difficulty with
score obtained for the answer to the question on the questionnaire was
for each form were the total score of each subcontent area and the total
score, which was the number of errors made on both forms of the test.
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
subscore
one subscore for the active form of each content area and one
for the passive form of each content area. There was also one subscore
furthermore, a
each subject for each question on the questionnaire,
score for each item was given. These 65 subscores were those that were
Subscores
used in the analysis of the data from each form of the test.
z
28
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29
were punched on data cards for use in the CDC 3600 computer.
Results
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
Parallel forms . To assess the degree to which the two forms of the
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,
the HHIRS.
the two tests were parallel was a correlation between the total scores
.001 level: the forms of the test by this index are judged to be
parallel
assumption that the two forms of the test were parallel. The fact that
30
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difference between the two means) to the score each subject on the
form with the smaller mean. The matter of correcting for the difference
two forms of the test were randomly mixed and were administered simul-
thus the correlation between the total scores on Form A and Form B.
less than the .001 level. It can therefore be concluded that the
two forms of the HHIRS are measuring very much the same thing.
each subcontent area and each second person category on Form A was
on Form B. Thus, two matrices were formed. These matrices are pic-
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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-
in one form with every other subcontent area in the opposite form was
where they were not predicted. The same procedure was applied to the
it would indicate that the individual items within the two areas con-
correlation were found, this would be felt to indicate that that aspect
areas that were found to be not reliable** The reliability data appears
reliability indices are significant, but also are all the other correla-
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
item with the subcontent area to which it belonged on that form (i.e.,
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
found, the item was examined to determine what subject matter might
account for this high correlation. This subject matter was then removed,
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
(the correlation of an item wi th a second person category score:
that the
item is one part in four [India ink figures in Appendix E])
ol the
value would have to be raised to .54 to account for the effects
appropriate in other
inflation. Similar smaller adjustments would be
to make
instances. However, it was not felt that it was very important
of items
these changes, because the decisions concerning the revision
would be altered only very slightly.
36
item with every other item in the form. The resulting intercorrelation
defined by a value of .40, dtf « 23.) Although this examination was not
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
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
occurred, the item was recommended for revision. The results of this
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
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38
strip, the correlations with the total scores on the two forms showed
that the less familiar a subject was with Peanuts , the more difficulty
at home. It was predicted that the more similar his living arrangements
Again, with reference to the correlation with the total score on the two
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
predicted that the more people whom the subject knew in the room, the
correlations with the total scores are not significant, they are well
area: the healthy person in this age group is actively concerned with
finding a mate. This lends further support to the suggestion that poor
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
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
THE REVISION
areas would be of benefit to the HHIRS. The pilot study results which
particularly indicated the need for revision were the discrepancy between
Test Items . The item analysis produced six criteria that were used
for the determination of an item's need for revision. These six criteria,
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
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
area and second person category. A table summarizing all these indices,
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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
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
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.
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
in sampled athletic areas was assessed. It was felt that this activity
Appendix K.
47
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
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
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
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
by this procedure was allowed only in those cases where the answer was
failing the item gave that answer. There were two such items.
which the two forms were parallel were identical to those used in the
the means of the two forms, a two- tailed t test for correlated samples,
difference between the means was found to be significant, past the .01
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
It was mentioned earlier that certain items that were "easy" on the
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
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
level, a t value of 1.99 is necessary. Thus the variances are not found
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50
It can therefore be seen that the two forms of the HHIRS have been
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
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
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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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-
score on Form B. The results of the correlation are shown in Table 12.
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
that any one scale was descriminately reliable. The results, therefore,
the relative
a male identification figure, the question arose concerning
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55
reliability of the test for males and females. On the basis of the
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
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
concerns the second person categories, the test was more reliable for
males in one category, for females in one category and of equal relia-
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
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.
familiarity with Peanuts and the total score on the two combined
forms
of the revised test (grand total) was -.11 (not significant).
The
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
ability factors.
general validity of the HHIRS. Of these nine, only two produced sig-
predicted that the more names he listed, the better he would perform on
know more people than a poorly functioning person. It was found that
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.
scores) than those who had not sought such help. It was felt that
individuals not seeking help, they would now have benefited from therapy
help. The results indicate that subjects who had not sought help per-
formed significantly better on the test than those who had sought help.
Total Score -.29, Combined Total Score -.32: less errors were made by
persons not seeking help than by those seeking help. This finding was
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
of psychotherapy today.
58
HHIRS. It has been shown that the test offers a highly reliable measure
factors. Other than that, all that can be said is that much more work
FOOTNOTES
Summary
Based upon the conviction that a man can only be whole to the
functioning of individuals.
is often dubbed for the purpose. The four panels are presented in a
total score is the number of sequences which he could not properly order.
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
two parallel forms of the HHIRS and to begin to establish the reliability
In the
and then administered in a pilot study to reveal weak points.
61
variances, but the two forms were found to correlate significantly, and
general reliability of these forms met with success because of the high
personal areas dealt with by the test. All that could be concluded from
the validity as well as the reliability of the test and the parallelness
was the reduction of the time limit per item from 60 seconds to 45
dimensions with which the test dealt. However, support for the general
validity of the text indicated by the pilot study was received. Per-
composed of two parallel forms, exists that can provide a highly reliable
establish more firmly the validity of the HHIRS and to refine its
Implications
HHIRS, it may be seen that the test could benefit from even further
establish more firmly the validity of the test. One means of establish-
ing more clearly the validity of the test might be the administration
"healthy"
of the test to an institutionalized population rather than to a
indeed be
present research indicate that such continued studies would
criterion is available for assessing this ability* the HHIRS would pro-
vide such a criterion. Studies assessing the test's use for this purpose
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
The two major situations in which the test may be used for evaluation
obvious that there are great numbers of possible scoring patterns, many
of which are not congruent with the categories around which the test is
These are only a few of the applications and implications that arise
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
REFERENCES
Gulliksen, Harold. Theory of Mental Tests . New York: John Wiley &
Sons, Inc., 1962.
Homey, Karen. The Neurotic Personall ty of Our Time. New York: Norton,
1937.
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. 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'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.
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PTA MEETINGS I MORE THAN YOUR DAD.. OUT, CHARLIE BROOlN
WE'LL COIN THE GVE VM1HE CAN °,7
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BALL GAME OL' HIGH, HARD YOU
ONE! ANUPSHOOT?
" 3 "
78
78
Form A-1
Guilt I
f i'll drink ^
LATELY /
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TKATS ALL RI6HT...THE onlv I don T want to be A Pitching
1HA.ME TO ;THIN6 THAT MATTERS 15 THE HERO ATVODR EXPtNSEJF YOU
TEAM. ..THE TEAM IS El/EfWTHING.' HADN'T SOT "LITTLE LEA6UERS
Ac UTTU5 i
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m
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OR COOE^E VET, 60INS^RE HES THREATENING ASAlN TO THATS A GOOD IDEA... AND
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t0tan6le it up in 50m£ ONE OF THOSE KITS AND MILE YOU'RE AT IT WHY DON'T
i
telephoned (res (ohere it COT MY HAIR HIMSELF YOU URITE YOUg OWN BOOK'S
! ojill hKhb all summer, And , PAINT YOUK OCUN PAINTINGS AND
i be buffeted 6v the element^/ CO^OSE YOUR 00)N MUSIC?
hooj cruel!!oh, hoaj inhumane!
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80
Form B-1 80
Trust I
2 i
/ANDN0U,AFT£R\ MAYBE
'LISTENING TO THE / WELL, I'M BACK, HE'LL GET L0ST../IWM5E
NINTH CHARLIE BROW, THE OTHER TEAM WILL SEE WMAT
AND I FOUND OUT HE 5 D0(N6, AND BEAT HIM OR..
WE'RE READV TO
SERVE THE CAKE EVERYTHING W
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81
Form B-1
Trust II
C>F SAU-V
jtH4> IWE^ $U£^ -TRUSTS
I THINK HE LIKES
0\D V60 UEA£_ HAVING A SON TO TAKE
THE TO THE BALL GAME...
k A HERO/ IT
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AWY ALREADY? THIS IS VOU CAN DO IT, CHARLIE
ARM \ONlVTHE FIRST 6AME BROUN SHOO) HIM M%K STUFF.'
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THIS (5 A 6G0D SAME...CJHV NOUJ Sfty TA£E "/OUR BOTTOM V^feg feAltV TUe D^t-v
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(T?03E COULO FORM TEAMS I TA££ MV BOTTOM HAND, AND
AND ORGANIZE A LEAGUE i PUT IT ON TOP ANO 60 ON. .SEE 2
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LdHAT IF SHE SAID TO ME what if she came over to UFe: £F Tf4£ SEA MBvojb
"DEAREST CHARLIE BROWN.WON'T me and handed me a bis
VOU BE MY VALENTINE ? fancy valentine with lace
PLEASE? PLEASE? PLEASE?" All Around the edse?
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Dominance I
^CAN T YOU^
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LAST 6AME0F You've been
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. I'M NO GOOD AS A INFLUENCE OF INFLUENCE.'
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INSTRUCTIONS
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
only. During this time, you are to solve the cartoon and write your
You will notice that in some cartoons, new wording has been
supplied. Such changes do not supply any special clues for solving
Each cartoon has one correct solution. However, for some cartoons
Make sure each S puts his seating number on his answer sheet. This
Start experiment
96
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CM CM CM CM CM CM CM CM CM CO CO
t1 t 1 I 11 1 1
1 (
i
1 i i
118
CO to CO o o CO
o O
CO CM CM CM Q r-H O CS o CM o
I I
00 CM CO os OS tO o o m
o
o
CM CM CM o O CM
o
o CM o
Os o o O o o
o
CO o m
o
CO
O
O CO O CM o CO CM CM CO CM <t O
I I I
CM m CM U0 m 00 ON OS OS O o O 00 m o
m CM CM CM O 00 CM o O CM CM
O O O O o o o o o o o o O
O o O O
O
o o o o o o O o o o o o o o
o to m to CO CO CM o o o o o
r-.
CO CM o CO CM O o o o CO CO o o CM CM i—
oo tO CM o o OS in
CM CM CO CO co O o cn o 00 CO CO
l
CO tO I— i—l 00 CM CM o OS o O
o r-H 1— CO 1—1 o O CO o o CM CM o
o o 1 1 1
1 1
1— tO OO tO 00 o 00 00 o OS to to
o CM i— rH CO 1
— i—i CM o I-H CO o o 1—1 i-H 1—1
i
O 1—1 I
oo CM CO o CM CO CO o CO o ^o
OS CM CM CM CM CO o o o o o CM CM 1—1
CO o I
I
Os tO o to o Gs
00
CO
CM
CM
CM O o o o o CO o o
CO
I
00 CM OS to o vO 1—1 00 i—l tO o m O
r-H Os
O
1^ CM CM o o o <t CO t—l r-H i— o o i-H CM
CO
1
1 1 1 1 t—i ! 1 1
vO
i
CM
r->.
CM vO o o o CM CO t— CO CM o <r CM CM r-H
CO
I—l 1 1
OS o OS OS OS 00 00 r-H 00 tO o CM
o
rH OS <t
m
r-H
CO O o vO o O CM 1— t—i r-H CO o CM CO CM
CO
I—l 1
00 o Os CM CM CM vO tO r-. o
o m OS CM r--
<t CM o o r*-
CM CM CM CM i— r— CO O CM CO CM CM
CO 1
r-H 1 1
O 00 r— T— 00 00 00 r-H CO i-H o o
o
CM <t
O
00 CO
CO O CM CO CM CM CM CM CM o CM CM i-H CM r-H
CO 1
i—l 1 1 1
ITEM
CO <r m tO r*» 00 OS O 1— CM CO <J- m tO 00
CO co CO CO CO CO CO <f
APPENDIX G
.
119
Matrix Showing the Correlation of Each Item
to Every Second Person Category for
Form A 1 *'
correlations were used ins tead of the more appropr iate biserial c orrelations for
simplicity in programming the CDC 3600. The values presented here are underestimates
of the true values
2
Correlation coefficients outlined in black are those of items that belong to the
designated interpersonal area. Each correlation coefficient in the black box
should be higher than that of the item in any other second person category.
Significant predicted correlations appear in India Ink, a value of .45 being
needed 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.
121
Matrix Showing the Correlation of Each Item
to Every Second Person Category for
Form *
^
aa
.40 J*+
18. .33 .b» •
• jy
22. .16
7 A* fin*
23. .48
.14 .02 .00 • Uo
24.
- .01
25. -.17 .02
.02 jy** • UO
26. .08 .
.44 .50 • 66
27.
.-»<» • 60
28. .48 .64
.54* .22 .31
29.
-.22 .60* .13
30.
.60* .44 .35
31. .29
.00 .00 ,00
32. .00
.05 .28
33. .54*
.34 .37
34. .31
.53* .44
35. .44
36. .48 .64 .7* .60
-.17 .13 .14
37.
- .25*** .18 .14
38.
.12 .25 .34
39.
.35 .44
40. .45
.08 .06 .20
41.
42. .29 .30 .44
.21 .41** .31
43.
.00 .00 .00
44.
.25 .39 .42
45.
.26 .38 .15
46.
.12 .02 .15
47.
.12 .20 .04
48.
Moment Correlations. Such
The correlations computed here are earson Product
cor relations were used instead of the more
appropriate biserial correlation
values presented here are under
for simplicity in programming the CDC 3600 The
est imates of the true values.
122
3. 27. .08
8. .18 32.
for significance
Significant values appear in India Ink. A value of .45 is necessary
at the .05 level, df = 23.
.
124
1. 9j
S
z. . .10
2. .36 ZD . .27
3. -.29 27.
4. .39
.7?
5. .29 29.
.53
6. .5? SO .12
7. .a'/ 31
J JL
8. -.08 JZ . .00
9. .36 3? .43
11. .27 3S •
St
12. .04 36 .7*
13. •
Si -.01
14. -.16 Jo .
-.18
16. .18 AO SI
17. .17 41. .13
18. 42.
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 of
Male and Female Subjects 1
MALE FEMALE
T-I - 1 2 T-T 1 r
T-II 34 T-TT 1
n
H-I 18 H-T • 1A
iU M
Gv-I • 16 Gv-I . 18 r
TDIICT
IV U O
J. J. ± CV.U iJ JL 6? T?
r
U
k
value of .29 for Females, and .33 for Males, is needed for significance at .05 level,
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Form B-2
Guilt II
—as
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MoM ^AID S'*£'S Git AD 7il£
NEWS HfitPEO ME \ti .
scuucl. Sue. was s&sfty ti^T'i lAlrtM" Kaog >at> HE TOOK U5 TO THE DRIVE-IN
NEW CAR LAST NI6HT...
7 T St? B/VO.
IN HIS
IT'SA REAL NICE CAS. ..IT EVEN
!
very well
pretty well
a little
not at all
Have you ever served in an elective office (check one at each level)
in high school? ____ yes in college? ^ yes
—— no |
no
i
a dormitory a rentc ' ;
apartment
_____ a rented house
other
0
_______ your parents ^ore (specify)
'
engaged
______ unattached _____
_ dating one person steadily .
married
pinned
152
totally evil ^
mostly good* but. partly evil
13,, When on dates, MOST of the people I know have done the following (check as many
as are applicable)
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
'
once a week .
once a year
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.
90 List the first and last names of everyone you can in this roam,
( Turn over and use the back if necessary,
CLASS
APPENDIX L
INSTRUCTIONS
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 also 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, Thi
will be a check on visibility, as well as serve as identification.
Start experiment.
APPENDIX M
155
CD
8
b
5
S
o
2 <u
Ul
5 01 «5C
0*
1
> U)
X
Sto CD fc
>
i
t
>o
s o DD
(0
S^IHH
NOSimh - V323QN3H
APPENDIX N
CHARLES M. SCHULZ
2 162 COFFCC LANE
BED A8TOPOU, CALIFORNIA
Tames M. Henderer
153 Lyman Street
South Hadley. Massachusetts
If
you need any additional information
you are welcome to write bade to me.
Kindest regards.