Self-image disparity, repression-sensitization, and extraversion-introversion: a unitary dimension?

To determination (1) whether self-image disparity, repression-sensitization, and extraversion-introversion intercorrelated to a degree indicative of a unitary personality dimension and, (2) whether the interrelationships among these variables was accounted for by cognitive developmental variance, Byrne's Revised Repression-Sensitization Scale, Giedt and Downing's Extraversion-Introversion Scale, and two measures of self-image disparity were administered to 20 male college freshmen and 20 male seniors. All the correlations among the four measures were significant, but none correlated significantly with cognitive development, as measured by SATs. Factor analysis yielded a clearcut personality factor and a clearcut cognitive factor, indicating that the personality measures reflect a unitary dimension, even after cognitive developmental variance is extracted.

A longitudinal study of relations between outer-directedness and IQ changes in preschoolers

The study was designed to determine whether outer-directedness, measured by glances at E during object assembly tasks administered according to the Turnure and Zigler (1964) procedure, predicts changes in preschoolers' Binet IQs over 6 months. With MA as a covariate to control for the small but significant relationship betweeen glances and developmental level, an ANOCOVA showed a significant interaction resulting from increases in the IQs of non-outer-directed Ss and declines in the IQs of outer-directed Ss. Glances at E's puzzle while S assembled his own were unrelated to glances at E or to IQ changes, but, unlike glances at E, were significantly related to improvements in performance from puzzle 1 to puzzle 2.

Surprise and memory as indices of concrete operational development

Normal and retarded children's use of color, number, length, and continuous quantity as attributes of identity was assessed by presenting them with contrived changes in these properties. Mean Binet MAs were 6.3 for normals and 6.2 for retardates. Surprise to the change of color occurred at lower MAs than surprise to all quantitative properties among normals and to continuous quantity and (nonsignificantly) to length among retardates. More retardates than MA-matched normals were surprised at the change of quantity ( p = .058), but there were no other significant group differences. Study II employed normal children with mean MA = 5.2. Significant relations between surprise and both recognition and reconstruction memory were found for color and number. Surprise and correct memory responses for color preceded those to number, which preceded logical verbal responses to a conventional number-conservation task.