Test-retest reliabilities of continuous scores on the Myers-Briggs Type Indicator scales were examined for 64 male and 70 female college students, using an 8-wk. test-retest interval. Reliabilities were generally satisfactory ( rs ranging from .73 to .87) with the exception of scores for males on the Thinking-Feeling scale ( r = .56).

The rated quality of participation in class discussions is found t o be related t o a personality variable.The Myers-Briggs Type lndicator (Myers, 1962) is a personality test whose broad research applicability and nonpejorative, easily communicated results make it very appropriate for use in psychology courses. The author has not only found it to be a valuable and interesting topic for classroom presentation, but data to be presented below also suggest that it can be a useful predictor of discussion group performance.The Test. The Myers-Briggs Type lndicator attempts a psychometric representation of Jung's (1923) theory of psychological types. The MBTl consists of 166 forcedchoice items, of which 95 are scored (Form F). A short version (Form G) omits 40 of the unscored items. Three scales measure the attitudes of extraversion vs. introversion (E-I) and the functions of sensing vs, intuition (S-N) and thinking vs. feeling (T-F). A fourth scale (J-P) measures the attitudes of judgment vs. perception, constructs the test authors felt were implicit in Jung's work and necessary to the proper application of Jungian typology. Each of the four independent scales yields both simple dichotomous preferences and measures of the strength of each preference.Looking briefly at the four scales, extraverts focus primarily on the outside world of people and things, preferring to act upon the environment; introverts focus primarily on the inner world of concepts and ideas, preferring reflection and understanding more than action. Sensing types prefer to perceive the world concretely and objectively, relying on tangible, observable data; intuitive types prefer to perceive the world more indirectly and unconsciously, deallng more with possibilities, implications, and potential relationships. Thinking types prefer to make judgments ~mpersonally on the basis of logical and critical analysls of the situation; feeling types prefer to make judgments subjectively on the basis of their own values and feelings. Judging types approach the outside world in a judging attitude, coming to decis~ons and conclusions about it with min~mum delay; perceptive types approach the outside world in a perceiving attitude, delaying making decisions in order to maximize the process of perceiving the situation.Use in Courses. The MBTl I S relevant and worthy of discussion ~n such courses as introductory psychology, personality, psychometrics, adjustment, educational psychology, industrial psychology, counseling, and social psychology, as applications and representative research are numerous in these areas. A summary of nearly 500 studies will not be attempted here, but a complete bibliography (Center for Applications of Psychological Type, 1977) and newsletter (McCaulley, 1976-). are available, as is a regularly published research journal (Carskadon, 1977-).Test materials are available from Consulting Psychologists Press. Form G of the MBTl can be filled out in class or at home in 20 to 40 minutes, with Form F taking 25 to 45 minutes Either form can be hand sc...

In an extension of previous studies, 88 presumably normal Ss were given the Draw-A-Person Test and were asked to make Semantic Differential ratings of their same-sex and opposite-sex figure drawings, as well as their real, ideal, and least-liked selves. Significant positive correlations were found between same-sex figure ratings and ratings of both real self and ideal self, and there was a significant negative correlation between ratings of same-sex figure drawings and ratings of least-liked self. There were no significant correlations between ratings of opposite-sex figure drawings and actual, ideal, or least-liked self ratings. Thus a significant relationship among three components of self-concept and normal Ss' perceptions of their human figure drawings emerged, but only for same-sex figures.

Examined the relationship between conceptual systems and preferences for behavioral or client-centered approaches to therapy. One hundred and forty college students were administered measures of their conceptual systems and of their therapy preferences; the latter included descriptions of the two therapies. Two weeks later, they were exposed to audiotaped excerpts of one of the two therapies and afterward indicated again their preferences between the two therapies. It was hypothesized that therapy preferences would be distributed nonrandomly across conceptual systems, with a greater proportion of persons in the more abstract systems who preferred client-centered approaches than in the more concrete conceptual systems. This hypothesis was supported at the .001 level. It also was found that therapy preferences were relatively stable, with very few Ss who actually changed their perferences after they had listened to the demonstration tapes.

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