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The principal purpose of the present study was to discover to what extent there are sex differences in level of aspiration. Previous studies have indicated that sex differences may occur, but the data are in some cases ambiguous. The influence of other factors has not been investigated sufficiently, and therefore differences in age and scholastic achievement have been taken into account in the present study. METHODThe measuring instrument used in this study was comparable in all essential respects to the 'aspiration board' developed by J. B. Rotter. 1 This task has been proven valid in previous experiments concerned with levels of aspiration and appears to be equally novel, at all age levels, for the members of both sexes.Eighty subjects were used. All were pupils in the laboratory schools at Illinois State Normal University. Ten boys and ten girls were selected at random from each of the following grades: fourth, 6ixth, eighth, and twelfth. An equal number of boys and girls were taken from each grade to facilitate statistical analysis of differences between the sexes and the various grade levels.Each subject was tested individually without any knowledge * Based upon portions of a thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Education,

PROBLEMAccording t o House-Tree-Person (HTP) theory, the more basic personality characteristics are revealed in chromatic drawings. During more than 25 years of chromatic H T P usage, hypotheses (presumably derived from clinical evidence regarding the probable significance of color choice) have been advanced(2; 3* pp. 72-73. 4, p. 154* 6; 7 , pp. 11-15). For example it has been claimed that the use of purple may indicate paranoid tendencies or a need for power, t h a t drawing a black and green tree indicates a schizo-affective reaction, and that the use of orange indicates an ambivalent attitude combining sensuality and hostility. Such hypotheses are difficult to validate but it is feasible t o correlate color choices with measured personality traits as was suggested by Bieliauskis". p . 51) in 1965. Accordingly, this study tested the hypothesis that there are correlations between color choices and personality traits. RlETHODTwo hundred ninety-nine students, 146 men and 153 women, enrolled in elective undergraduate psychology courses drew an H T P in color a few weeks after they had produced an achromatic one and taken the Sixteen personality Factor Questionnaire. Forin C (IGPF). Form C includes a seventeenth experimental factor, Motivational Distortion (MD), designed t o measure S's candor. This study, in contrast t o former ones(*, 9 * l o ) , is concerned solely with 20 characteristics, drawn from H T P literature. involving the choice of colors, singly or in combination, for each of the three drawings.' Eight crayons, black, blue, brown, green, orange, purple, red and yellow were available for use. (In the interest of verbal economy, black is referred t o as a color.) RESULTSIncidence of characteristics. The number of characteristics appearing in the drawings of one S varied from 0 to 9 for men, and 0 to 10 for women.2 The frequency distributions were of similar shape and the medians were 5.8 and 6.1 respectively. The characteristic that occurred most frequently was Red in the House drawing (other than chimney) (111)3, present in 44.5% of the men's drawings and 53.6y0 of the women's. p . '%)considered this a deviant use of color. Least frequent among the men's drawings was purple in the Tree drawing (121), 4.1y0; among women's, black and green Tree (117)' 3.9y0.Seven characteristics showed sex differences in incidence significant a t least at the .01 level. More men than women drew a brown and green Tree (116) and used only one color in the person drawing (126). (Women may have drawn just as many brown and green Trees as men but they added other colors.) More women than men used six or more colors in the House (110) and in the Tree (119), used yellow in the House drawing (other than for light in window) (112), outlined the Person in yellow (122), and used green in the Person drawing (123). Following a procedure introduced by RIaxwell ( 1 1 ) , a canonical variate was derived. This variate had weights *Requests for reprints should be sent to Ur. Stanley S. Marzolf, Department of Psychology, Illinois State Uni...

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PROBLEMIncreased interest in the study of brain-injured children requires that instruments useful for such investigations be available. Benton has already demonstrated the suitability of certain materials for detection of possible astereognosis in children. The present study is directed toward determining the utility of the Goldstein-Scheerer Stick Test and the Weigl-Goldstein-Scheerer Color Form Sorting Testsc4) as means of investigating possible brain injury in children. We need not, for this purpose, become involved in the controversy relative to the meaning of the results obtained by these tests used with adults. C3# 6 , PROCEDUREThe Stick Test materials consist of 20 plastic sticks of which four are two inches, 12 are three inches, and four are four inches long. Half of the sticks of each length are used by the examiner and half by the subject. A standard set of 30 designs is provided. The test is given individually. First the examiner makes one of the designs with sticks from his pile, and then asks the subject to copy the design with his sticks. After this has been done with each of the 30 designs of varying difficulty, the procedure is repeated except that instead of the subject's copying the design he is required to reproduce it after the examiner's design has been withdrawn. The subject is allowed to look at the examiner's design for varying lengths of time from five to 30 seconds. The score is the number reproduced, both from the examiner's design and from memory. Whenever S succeeded in copying the design when it was before him, he was also able to reproduce it from memory.The Color Form Sorting Test materials consist of 12 plastic pieces approximately one-fourth inch thick, of which four each are squares, equilateral triangles, and circles. The four objects of the same shape are each of a different color, namely, red, green, yellow, and blue. The upper surfaces only are colored; the sides and bottoms of the pieces are white. For this test the first task requires the subject to group together those objects which seem to him, for any reason, to belong together. After this sorting has been done, each subject is asked to give his reason for sorting as he did. The next task is to group the objects in another manner. If S sorts them first by color, it is then necessary for him to sort them by shape. Finally, if S groups the objects first according to color and can not shift to grouping by form, the blocks are turned over so that only the white sides are in view. S is then asked to group the figures which were alike. After successfully grouping the figures in this manner, the blocks are turned over and S is retested to see if he can then sort and shift the method of sorting voluntarily. If S sorts first by form and can not shift to color grouping, E sorts the blocks for him according to color. S is then asked if the figures could be grouped in this manner and, if the response is "Yes," he is then asked for the reason. As soon as S sees the color relationship, the blocks are reshuffled and S is given another...