The California Test of Personality

Tiegs, Ernest W.; Clark, Willis W.; Thorpe, Louis P.

doi:10.1080/00220671.1941.10881063

Cited by 28 publications

(9 citation statements)

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“…The CAT (1963 norms) is a normed, standardized test of reading comprehension for grades K through 12 (Tiegs & Clark, 1977). Children are assessed through multiple choice and open-ended questions.…”

Section: Methodsmentioning

confidence: 99%

Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies

2016

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Numerous twin studies have been published examining the genetic and environmental etiology of reading comprehension, though the etiological estimates may be influenced currently unidentified sample conditions (e.g., Tucker-Drob & Bates, 2015). The purpose of the current meta-analysis was to average the etiological influences of reading comprehension and to explore the potential moderators that may be influencing these estimates. Results revealed an average heritability estimate of h2 = .59, with significant variation in estimates across studies, suggesting potential moderation. Heritability was moderated by publication year, grade level, project, zygosity determination method, and response type. The average shared environmental estimate was c2 = .16, with publication year, grade and zygosity determination method acting as significant moderators. These findings support the large role of genetic influences on reading comprehension, and a small but significant role of shared environmental influences. The significant moderators of etiological influences within the current synthesis suggest our interpretation of how genes and environment influence reading comprehension should reflect aspects of study and sample.

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Section: Methodsmentioning

confidence: 99%

Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies

2016

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“…The last step in the testing procedure was the administration of the California Test of Personality, Secondary Series [10], appropriate for students from the ninth grade to the college level. Two measures of adjustment, personal and social, are given by this test.…”

mentioning

confidence: 99%

Congruence of self and ideal self in relation to personality adjustment.

Hanlon¹,

Hofstaetter²,

O’Connor³

1954

Journal of Consulting Psychology

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THE concept of self has become a stimulus for a great deal of research in recent years. However, a theory is still lacking which adequately explains the processes by which changes in the self occur. Festinger's dissonance theory seems to offer a potential explanation of self-changes, although, in its present form, dissonance theory may be thought of as dealing primarily with changes in attitudes toward social objects other than the self.lThe basic assumptions of dissonance theory are that individuals tend to maintain an internal consistency among cognitions and that behavior tends to be consistent with existing cognitions. The literature is replete with evidence that these assumptions are met in the phenomenon of self-attitudes. Previous studies reveal a tendency for consistency among self-attitudes and a similar tendency for consistency between self-attitudes and relevant behavior.2 Therefore, on this level of reasoning, it may be concluded that the hypothesis of dissonance theory regarding changes in social attitudes may be Leon Festinger, A Theory of Cognitive Dissonance (Evanston, Ill.: Row, Peterson, 1957 ). 2 R. D. Cartwright, "Effects of Psychotherapy on Self-Consistency," J0urnu.l of Counselling Psychology, 4:15-22 (1957); M . Deutsch and L. Soloman, "Reactions to Evaluations by Others as Influenced by Self-Evaluation,'' Socwmetry, 22: 93-112 (1959); M. Engel, "The Stability ," J o u d of Educational Psychobgy, 50:93-104 (1.959); P. H. Mussen and L. W. Porter, "Personal 359 360 THE SOCIOLOGICAL Q U A R T E R L Y applied to changes in self-attitudes. Furthermore, Bergin reports success in an empirical test of the application of Festinger's cognitive dissonance theory to self-attitudes in a study of the effects of dissonant communications upon changes in self-referring attit u d e~.~Dissonance may be aroused in ways other than exposure to dissonant communications ( e.g., following decisions, forced compliance, and social disagreement). This paper reports the findings of a study of the reduction of dissonance resulting from forced compliance and attempted forced compliance. Specifically, the study attempts to determine the extent to which dissonance theory predicts change in attitude toward self as a communicator when monetary rewards are offered for making a one-minute extemporaneous speech.Forced compliance may be brought about through the exertion of threat of punishment for noncompliance or through the offer of a reward for compliance. If the inducement is accepted, a dissonant relation is established if the knowledge of the overt behavior is inconsistent with other existing cognitive elements. (Dissonance should not develop if the overt behavior is consistent with other cognitive elements.) If the offer of reward or threat of punishment is not sufficient to elicit contrary behavior, "the elements corresponding to his opinion and beliefs will be consonant with the cognitive elements corresponding to his overt behavior; but the latter will be dissonant with the knowledge of the reward he has not obtained ...

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“…The California Test of Personality (CTP) is organized around the concept of life adjustment as a balance between social and personal adjustment (Tiegs, Clark & Thorpe, 1953). Personal adjustment is assumed to be based on feelings of personal security and social adjustment on feelings of social security.…”

Section: Subjectsmentioning

confidence: 99%