207Frankl is describing, (b) something different from the usual neuroses, and (c) a characteristic of psychopathological as distinguished from "normal" groups.The results of 225 subjects, comprising two nonpatient and three patient samples, consistently support the noogenic hypothesis: (a) The relationship between the scale and a questionnaire designed by Frankl to describe the factors involved in his concepts was high; (b) the relationship of the scale to an established measure of traditionally conceived psychopathology, the M MPI, was low; and (c) the scale significantly distinguished patient from nonpatient populations, showing a predicted progressive drop in scores to match the level of pathology assumed by the nature of the group.Further study of iioogenic neurosis by the Purpose i l l Life Test and other methods is needed in order to answer a number of questions which present data treat only partially, to define the dynamic properties which would make possible diagnostic isolation of this syndrome, and to determine the variables which affect it. The work reported herein is considered primarily heuristic and exploratory rather than definitive. REFERENCES 1. CRONBACH, 1,. J. nnd MEEHL, P. E. Construct validity in psychological teats. Peychol. Bull., 2. EBEL, R. L. Must all teuts be valid? Amer. Psycho 4. FRANKL. V. E. The will to meaning. J . pasha1 Care, 1958,ld, 82-88. 5. FRANKL, V. E. From death-camp to m'stentialim. Boston: Beacon he, 1959. 6. FRANKL, V. E. Beyond self-actualization and self-expression. J . ezistmt. Psych&., 1960, 1 , 7 . GARRETT, H. E. Slatiatica i n psychology and education (3rd 4.). Xew York: Longmane, Green 8. KOTCHEN, T. A. Existential mental health: an empirical approach. J . indiv. Psyehol., 1960, 9. 1955, 64 281302. at, 1961, 10,640-647. 3. FRANKL, V. E. Thedodorand fhesoul. New York: % red A. Knopf, 1955.

395a high level of internal consistency. A multivariate analysis of variance involving the ten scales and six groups indicates the presence of two highly significant patterns. One pattern includes primarily the Sex Drive and Interest scale and the college student group. The second pattern involves primarily the Loss of Sex Control scale, but also several other scales, and the group of sex offenders. Discriminant scores place the college group at the higher extreme on the sex drive continuum with the drug addiction group falling at an intermediate position between the students and the other four groups which cluster toward the lower extreme. On the loss of sex control continuum the sex offender group is at the higher extreme with the student group ranking next, but appreciably lower, followed by the drug addiction group with the three felon groups again clustering at a lower point. A final comparison was made between groups whose sex offenses involved either the same or the opposite sex which revealed differences on two scales, Loss of Sex Control and the Homosexuality scale. REFERENCES 1. ALLEN, R. M. and HAUPT, T. D. The Sex Inventory: Testrretest reliabilities of scale scores 2. THORNE, F. C. The sex invento J . clan. Psych., 1966,22, 367374. 3. THORNE, F. C. and HAUPT, T . 3 . The objective measurement of sex attitudes and behavior and items.

PROBLEMAlthough current intelligence tests such as the Revised Stanford Binet(') and the Wechsler scales(6) contain items tapping perceptual proc~88es, the relationship between perceptual functioning and intellectual efficienc still has not been definitively established. 8actor analytic studies(*-8 , 6 ) have found consistent1 that perceptual skills separate out as distinctL different from a general intellectual factor. This h u e is particularly important in relation to the education of mental retardates where the child with perceptual disturbances is handicapped in his ability to read, to compute and to maintain prolonged attention in the classroom. This stud investi ates the contribution of perce tual skilc to inteiectual functioning in a retar& population b cornparin4 scores on the Frostig Develop menta7 Test of Visual Perception(') with WISC results.METHOD Sixty-five educable retardates attending public school s ecial education classes were administered t ! e Frostig Test and the WISC. The Frostig test measures the followin five aspects of visual perceptual development: f) hand-e e coordination; 11) form constancy; 1111 igureground perception; IV) osition in space; and V) spatial relationships. T ! e total score is reflected as a perceptual quotient (PQ).Of the 65 retardates, the 20 obtaining high PQ scorn (good erformance) comprised the high perceiver ( H 4 group showin no marked impairments in the perce tual sdls tap ed by this teat. A second group of20 children wlo obtained low PQ scores (poor performance) constitute the low perceiver (LP) group, demonstrating marked defects in one or more areas of visual perceptual functioning. Table 1 presents the means, standard deviations, and the significance of the differences between the two groups' Fraqtig Test PQs, WISC verbal, performance and full scale IQs. RESULTS A N D DISCUSSIONThe division on the ba+s of perceptual skills clearly separates the Ss mto two bands of intellectual functioning. The H P group achieved borderline intelligence while the LPe obtained a mean WISC full scale I of 65.1, lacing them achieved &her scale scores on each of t\e 11 WISC subtests than the latter.' The greateat disparity in level of functioning was on the five performance subtests in which the HP children are significantly more proficient than the LP group. Comprehension and Vocabulary, of the six verbal subtests, most clearly differentiate between the two groups. The HP grou is consistently superior to LP children in vergal skills.These data indicate that the retarded child with apparently intact visual perceptual abilities is generally more efficient than the retarded child with impaired rceptual development as measured by the &C performance subtests. The H P group superiority appears to result from the more meanin ul Organization of the environfrom irrelevant faceta of the perceptual world. SUMMARY This study compared the performance of 65

PROBLEM This is a report of the test-retest reliabilities of the ten scale scores and 200items of T h~r n e ' s (~) Sex Inventory (SI). The ten scales are: Scale A-Sex Drive and Interests; Scale B-Sexual Frustration and Maladjustment; Scale C-Neurotic J-Masculinity-Femininity. These scales are described in Thorne (3. 4 , and Thorne and Haupt ( 6 ) along with their item compositions. PROCEDUREThe SI was administered on two occasions, three months apart, to volunteer students at the University of Miami. The group consisted of 84 Ss, 56 males and 28 females. The Ss ranged in age from 18 to 36 years, mean 22.06 year, SD 3.25. Sixty-nine Ss were single, 11 married and four divorced or separated. The sample included five sophomores, 30 juniors, 46 seniors, and 3 graduate students.The instructions were those printed on the SI questionnaire. Identifying data required only the Ss' age, years of education, sex, and religious preference. Every assurance for anonymity was given to the S. Test-retest protocols were identified by symbols chosen by the students and used on both occasions.The test-retest reliabilities of the scale scores and the responses t o individual items were determined by means of the intraclass corre1atiohQmethod outlined by Snedecor ('1. This method provides ratios essentially comparable to Pearson product-moment correlations and is particularly appropriate for the dichotomous data obtained with the SI, whose items are scored either true or false. Because of the extremely limited range of scoring, the resulting correlations are somewhat lower than those which might be obtained with data whose scores fall along a wider continuum. The Ss were instructed not to answer questions which they did not understand, therefore the N s from item to item varied to some extent.An S's score on a particular scale was derived by totaling the points contributed by scorable responses on the scale and then dividing this sum by the number of scale items answered. For example, if an S encircled T for a predetermined T response, this contributed one point to the sum of points for the scale. If the scale contained 30 items and the S responded to only 28, then the denominator would be the latter number. This metho: of scoring does not penalize an S for failing t o comprehend a particular question. RESULTSReliability oj Scale Scores. Except for Scale C (T = .67), the test-retest ratios for all of the s c d c s are .75 and above (Table 1). The correlational ratios with the scale scores suggest that the separate scales are measuring relatively stable attitudes, interests, drives and patterns. Further, these ratios appear to represent very acceptable limits of test-retest reliability for the scale scores, particularly in view of the nature of the psychological states being measured.I n view of the expectation of change over time, it should be noted that scale scores which fall along the middle and lower portions of the continuum of possible scale scores may be similar due to responses to different scale items on the two testing perio...

From a population of public school, educable, retarded children two groups, a high-perceiver and a low-perceiver group who were similar in CA, were selected using Frostig Test scores as the criteria. All Ss were administered the WISC and the PPVT. Results indicate significant differences between groups for mean WISC Verbal, Performance, and Full Scale IQs and for PPVT IQs and MAs. From the point of view of the level of visual perceptual development, the PPVT is a satisfactory estimate of intellectual efficiency for retarded children whose visual perceptual development is appropriate for their MAs. However, the PPVT significantly overestimates the intellectual efficiency in retarded children with severe impairment in visual perceptual development.