Earl Jennings

Profile stability involves the consistency of a set of scores over time. That is, does a profile of scores change on retesting and does this change affect clinical decisions? While psychologists routinely examine the reliability of individual scores, little research has examined the stability of a profile or set of scores. The first study described in this paper examined potential measures of profile stability using a simulation computer program. The results suggest that several measures show promise in this context, particularly Cattell's coefficient of pattern similarity (r(p)), salient variable similarity index (S), and the D(2) coefficient. In the second study, selected measures of profile stability were applied to Wechsler test-retest data. The results suggest that profiles composed of IQ and index scores demonstrate acceptable stability and can be usefully interpreted in clinical and research situations. However, subtest score profiles are inherently less stable and provide little useful clinical information.

This paper is concerned with the solution of typical analysis of variance problems using general purpose multiple regression computer programs. Specific models, restrictions on the parameters for hypothesis testing, and computational aspects are discussed. It is argued that this approach has many pedagogical advantages over traditional procedures.

The view that anxiety is associated with dissatisfaction with self and others is widely held, and it has found support in a number of studies (2, 3, 5, 7, 13, 17). However, in previous research only slight attention has been given to the characteristics of the Ss which were studied. Consequently, little is known about the effects which such characteristics have on anxiety relationships. Yet, it seems reasonable to believe that the development of anxiety and the occasions in which anxiety occurs are conditioned by and depend to some extent on the individual's personal characteristics and experiences. As an underlying assumption of this research, it was reasoned that differences in relationships between anxiety and attitudes toward self and others would be explicable in terms of the theoretical formulations of Rogers, Sarason, and others (4, 9, 10o, 12, 15). This rationale may be briefly summarized as follows: When an individual is unable to make responses which lead to success, frustration is produced and anxiety is aroused. In the beginning, this anxiety leads to self-dissatisfaction and increased goaloriented reactions. The self tends to be perceived as responsible for the frustration, and there is increased awareness of needs, of the obstacles to the satisfaction of needs, and of instrumental ways of overcoming obstacles. But as frustrations continue and anxiety grows more intense, behavior becomes more and more centered on the reduction of anxiety through defense mechanisms. As a result, defense-oriented reactions increase and others are perceived as responsible for the frustrations. The specific purpose of the study reported here was to investigate the effects of intelligence on relationships between anxiety and attitudes toward self and others. If bright Ss tend to be less frustrated and more successful,