Victor H. Noll

Simulation by College Students of a Prescribed Pattern on a Personality Scale

ditioned by several fairly obvious factors. Among these are, one, his knowledge of and insight into his own behavior; two, his desire to be truthful; three, his insight into the implications of the questions, four, the subtlety of the instrument; and five, the intelligence, maturity, sex and other characteristics of the subject. Two approaches to the study of this problem may be employed. The first is to compare results of self-report type personality tests with ratings, clinical diagnoses, and the like. This technique does not seem to have been much used. The second approach is to have subjects attempt to simulate or slant scores into a specified category or in a wanted direction and then to determine how successfully this has been done.

Relation of Scores on Davis-Eells Games to Socio-Economic Status, Intelligence Test Results, and School Achievement

upon performance on conventional intelligence tests. Such tests since the time of Binet have been under scrutiny for evidence on this point. Group intelligence tests have long been criticized by laymen as well as professionals on the grounds that they measured only what the individual has had an opportunity to learn and that such opportunities vary widely not only between different cultures but even within the same culture.