The Seeking of Noetic Goals Test (SONG) along with the Shipley Vocabulary Scale, Rotter's I-E Locus of Control Scale, the Purpose-in-Life Test, MMPI, the State-Trait Anxiety Inventory, and the Kuder Preference Record (Personal Form) were administered to 40 normal male and 40 schizophrenic male Ss. The data indicate that the SONG is positively related to anxiety and depression, and negatively correlated with ego strength and purpose in life.

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3 groups of Ss received avoidance training in 1 of 3 distinct platform jumping boxes. 1 subgroup from each group received ECS in Box A, another in Box B, and another in Box C. The Ss were then retrained in the box where they received original learning. The more similar the stimulus situations in which ECS and training occurred, the longer were the latency of responses and the less frequent were the avoidance responses, i.e., the effects of ECS generalized to similar situations in the same manner as any other CR. These results are consistent with the conditioned competing response hypothesis of ECS.

20 20 referred a t some point in their elementary school experience have a significantly higher EEIS score than children who are not referred.As the HFDs can be influenced by intelligence, 20 pairs of Ss in the referred and non-referred groups were matched for age, sex and intelligence. The results are summarized in Table 1, and strongly suggest that the EEIS does not merely reflect differences in intelligence level. The results indicate that the EEIS did predict those children needing help beyond what the regular classroom teacher could provide. TABLE 1. MEAN EEIS SCORES, IQs AND AQES FOR REFERRED AND NONREFERRED S w~~c r s 9.75 4.88 107.20 7.36 66.8 2.4 2.00 1.78 107.10 8.23 67.1 3.1 I x Age SD EEIS 1 IQ SD SD x Group Referred Nonreferred d = 13.83; p < .001. SUMMARYThe kindergarten HFDs of 36 referred and 81 nonreferred 8 s currently enrolled in 4th and 5th grades were scored for ten weighted items comprising the EEIS.Predictions of school problems based on the EEIS scores were compared with observed frequency of actual referrals by computing Chi-square values. Mean EEIS score differences between groups were analyzed by t tests. Results indicated that the referred children had significantly higher scores on the EEIS than nonreferred children. Results did not appear to be significantly influenced by intelligence. Initial results point to the use of the EEIS as an early screening device a t the kindergarten level for identifying children who will have problems during their elementary school experience. REFERENCES 1. LANDSMAN, M. and DILLARD, H. The Evanah Early Zdentij?cdion S&: Test and Manual. 2. KOPPITZ, E. M. 8motional indicators on human figure drawings and school achievement of first 3. KOPPITZ, E. M. Emotional indicators on human figure drawings of children. A validation 4. ~N E , S. R. and EISEN, V. W. The Goodenough Draw-A-Man teat and signs of maladjustment Chicago: Follett, in reas. and second graders.PROBLEM In his review of the literature, Baughman(l) pointed out the necessity for placing greater stress on the study of the stimulus variables of the Rorschach test. A vast percentage of the studies reviewed by Baughman were attempts to delineate the effect of color on responding. One result of this review was that the effect of color on responding was equivocal. A major difficulty with previous studies on the *The manuscript is based, in part, on a pa er presented at the Southeastern Psychological Association Convention in Atlanta, Georgia in Apri& 1967.

Four groups of Ss were trained to cross a hurdle in a straight runway. Twu groups were reinforced by being able to come in contact witll another rat. Two groups received nu reinfurcement. One reinforcement group and one no-reinforcement group received ECS. ECS interfered with the socially motivated instrumental response. The results of this study are consistent with the competing respullse or fear hypothesis of ECS.