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When an answer sheet for the Strong-Campbell Interest Inventory is marked with all likes (L), all indifferences (I), or all dislikes (D), the resulting Occupational Scale (OS) scores reflect the use of either L, I, or D responses on each scale. The name skeleton has been coined for such a profile because it shows the bare bones of the test construction. When a student's response style is also greatly skewed, the OS profile tends to reflect the pattern of the underlying skeleton rather than the student's own interests. In this study, correlating the skeleton profiles with college students' profiles showed that the common variance may average around 35% when a predominance of any one response (L, I, or D) reaches 60%. A/s for the comparison sets ranged from 712 to 836. A factor analysis of a structured sample (N = 24) of high-L, -I, and -D students from engineering, business administration, liberal arts and sciences, architecture, art, and urban planning resulted in factors related to response style rather than curricula.

The present study compared the values of college-bound students with those of high school seniors-in-general on the Work Values Inventory. College-bound males scored significantly lower than the standardization sample on 13 of the 15 scales; college-bound females obtained lower scores on 10 scales. Rank-order comparisons indicated appreciable similarity in the value-hierarchy of collegiate men and women. The findings suggest the need for the development of normative data for more meaningful use in counseling college students.

100 students were asked to label item responses on two multiple-choice tests as sure, uncertain, and guess. The uncertain category was significantly different from the sure and guessed response categories, and from the theoretical chance expectancy level. This demonstrates that the basic assumption of the correction-for-errors scoring formula (that all wrong responses are pure guesses) penalizes the student by utilizing only those responses of which he feels certain.