Comparisons were obtained between the standard MMPI and the Mini-Mult for a sample of 39 male and 39 female patients in an outpatient psychiatric service of a large urban hospital. The findings indicated that while the Mini-Mult is sensitive to psychopathology, it underestimates extreme scores and is not an accurate substitute for the MMPI in predicting clinical types.The standard Minnesota Multiphasic Personality Inventory (MMPI), while still in wide use as a diagnostic and research tool, is often criticized for the time and motivation it requires from the person being tested. This is especially critical in outpatient clinics, where contact with patients is much more limited than in institutional settings.Recently, an abbreviated 71-item Mini-Mult, designed to predict the clinical and validity scales of the standard MMPI form, was introduced by Kincannon (1968). Kincannon reports high correlations, ranging from .70 to .96, between comparable scales of the Mini-Mult and the standard MMPI for recent psychiatric admissions. Lacks (1970) reports similarly high correlations with inpatients. In addition to the high correlations for individual scale scores, both of these investigators found the Mini-Mult to be an effective predictor of several standard MMPI indexes of psychopathology. Lacks and Powell, 5 however, in an unpublished study of applicants for positions as psychiatric attendants, report significant differences between the Mini-Mult and the standard MMPI on

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AND CONCLUSIONSIn the Taffel verbal operant conditioning paradigm, High and Low GPA Ss evidenced similar I-We response increments over 80 trials. Also contrary t o expectation, High GPA Ss did not have a higher proportion of Aware Ss than Low GPA Ss. However, consistent with one of the experimental hypotheses, aware Ss, regardless of their GPA classification, revealed increments in their performance over the four trial blocks. The conclusions are that (1) grade point average is unrelated to performance increments or the Ss' ability to become aware of the experimental arrangements in the Taffel conditioning task, and (2) awareness of the response-reinforcement contingency is what the S primarily learns in the Taffel verbal operant conditioning paradigm. The present experiment is therefore considered to lend additional support for the cognitive-mediational position in verbal Conditioning.