THE EFFECTS OF STIMULUS DEPRIVATION ON STORIES TOLD TO THEMATIC APPERCEPTION TEST DESCRIPTIONS by MARGUERITE CHARLOTTE THOMSON B.A., Uni v e r s i t y of B r i t i s h Columbia, 1959 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in the Department of Psychology We accept this thesis as conforming to the required standard. THE UNIVERSITY OF BRITISH COLUMBIA September, I960 In presenting t h i s thesis i n p a r t i a l fulfilment of the requirements for an advanced degree at the University of B r i t i s h Columbia, I agree that the Library s h a l l make i t f r eely available for reference and study. I further agree that permission for' extensive copying of t h i s thesis for scholarly purposes may be granted by the Head of my Department or by his representatives. I t i s understood that copying or publication of t h i s thesis for f i n a n c i a l gain s h a l l not be allowed v/ithout my written permission. The University of B r i t i s h Colombia, Vancouver 8, Canada. Department of ;/~'/)jJf. THE EFFECTS OF STIMULUS DEPRIVATION ON STORIES TOLD TO THEMATIC APPERCEPTION TEST DESCRIPTIONS Abstract The purpose of this study was to investigate the hypothesis that stimulus deprivation leads to anxiety which, in turn, causes cognitive behavior to become impaired and disorganized. This hypothesis, which is derived from a model recently developed by Kenny ( 1 9 5 9 ) , assumes that anxiety produces a disruption in a person's schema (ima-ginative trains or sequences of thought) causing his sche-mata to be more c o n s t r i c t i v e and his cognitive functions, therefore, more disorganized. In addition, i t i s predicted that, as TAT pictures become more drive-structured (and, therefore, less ambiguous), anxiety w i l l c o n s t r i c t the schemata of strong drive subjects, and the richness of their s t o r i e s for a given drive should consequently decrease. In this study twenty female subjects in an experimental group were completely deprived of pattern v i s i o n and audio and tactual stimulation was p a r t i a l l y eliminated. At the end of a twenty minute accommodation period members of both the experimental and the control groups were asked to t e l l s t ories around descriptions of six TAT cards which were arranged into three groups according to the amount of aggression found in each description ( i . e . low, medium and high in aggressive content). The anxiety aroused by the experimental conditions was expected to be manifested in the stories of the experi-mental group. These stories would show greater disorgani-zation, c o n f l i c t and stereotypy than those given by a control group. Subjects in the experimental group would also introduce more aggression in stories given in response to medium aggressive cards, less aggression on high aggres-sive cards and the same amount as the control group in res-ponse to low aggressive cards. In addition, they would rate themselves higher on an anxiety questionnaire than would the subjects in the control group. Since eight out of f i f t e e n predictions were borne out by the analysis, the results are interpreted as being p a r t i a l l y in support of Kenny's model - that i s , since exper-imental subjects rated themselves higher on the anxiety questionnaire, and introduced more aggression in their s t o r i e s to the medium aggressive descriptions, i t is be-lieved that the condition of stimulus deprivation was success f u l in producing anxiety, which, In turn, caused a d i s -ruption i n cognitive functioning. This disruption was wit-nessed in the organization and presentation of the st o r i e s given by the subjects in the experimental group. ACKNOWLEDGMENT I would l i k e to express my sincere ap-preciation to Professor D.T. Kenny who not only proposed the subject of my thesis to me and suggested the methods by which to proceed with the research but also gave me a great deal of guidance and encouragement during the course of t h i s study. I am also extremely grateful to Professor E.S.W. Belyea, Professor Reva Potashin and Professor W.H. Read for their help and valuable suggestions, and to Professor D.L.G. Sampson, Mr. A.E. Cox, and Mr. A.F. Shirran for their time, and assistance in obtaining subjects for various phases of the study. I wish to thank these, and other members of the Faculty and Staf f in the Depart-ment of Psychology for the i r interest and kind support while I was doing t h i s research. V CONTENTS CHAPTER PAGE Abstract i i i I STATEMENT OF THE PROBLEM 1 The model providing the basis for the study 1 0>bject of the experiment 1 L i s t of predictions made on the basis of the model 3 II REVIEW OF THE LITERATURE 5 H I METHOD 11 Procedure prior to the experiment 11 1. Rank ordering of f i f t e e n TAT card descriptions 11 2. Selection and ordering of the six descriptions to be used in the experiment 12 Subjects If? Apparatus 16 Experimental procedure 1 7 IV ANALYSIS OF THE DATA AND DISCUSSION OF RESULTS 20 Questionnaire analysis 20 Discussion of the results of the ques-tionnaire analysis 22 Analysis of the story for organization and presentation 26 Discussion of the res u l t s of the ana-l y s i s for organization and presentation 3k Analysis of the stories for aggression 36 Discussion of the results of the ana-l y s i s for aggression 38 SUMMARY REFERENCES APPENDIX A: Instructions given to a class of f i r s t year Psychology students on ranking f i f t e e n descriptions of TAT cards APPENDIX B: Instructions given to experimental group with regard to experimental apparatus and procedure APPENDIX C: Instructions given to control group with regard to adaptation task APPENDIX D: Instructions given to control group with regard to adaptation task APPENDIX E: Instructions given to both groups for story t e l l i n g APPENDIX F: Anxiety Questionnaire APPENDIX G: Elaboration of scoring procedures APPENDIX H: Reactions to experiment given verbally by experimental group TABLES Rank Order Given by 1 3 1 Subjects (3k f e -males, 9 7 males) According to Amount of Aggression Expressed in Each of Fifteen TAT Card Descriptions Median Values for Card Rankings, F i r s t and Third Quartile Values, and the Differences Between F i r s t and Third Quartiles Significance of the Difference Between the Experimental and Control Subjects on the Anxiety Questionnaire Significance of the Differences on the Individual Items of the Anxiety Questionnaire Statements on the Anxiety Questionnaire Which DID and DID NOT Evoke Si g n i f i c a n t Differences Between the Two Groups Significance of Differences Between Experimental and Control Subjects Significance of Differences on Aggression Manifestation CHAPTER I STATEMENT OF THE PROBLEM Although a few pioneering studies have investigated the relationship of stimulus deprivation to performance, l i t t l e has been done to provide a model for prediction, l i n k i n g the par t i c u l a r conditions of stimulus deprivation to intervening variables and thence to level of performance on a task. There i s , indeed, some evidence which gives support to the idea that given a condition of external stimulus deprivation, a decline i n performance on a s p e c i f i c task w i l l ensue, but because of the nature of the studies producing this evidence i t i s s t i l l very d i f f i c u l t to make any d e f i n i t e statements about the c r u c i a l variables influencing perfor-mance and, consequently, to make any clear-cut predictions. The purpose of th i s research i s to investigate the hypothesis that stimulus deprivation w i l l lead to anxiety, and as a consequence of the anxiety, cognitive behaviour w i l l become impaired and disorganized. The model from which this hypothesis i s derived i s one recently developed by Kenny ( 1 9 5 9 ) . This model is primarily designed to provide the impetus for a series of integrated studies on the stimulus properties of the Thematic Apperception Test cards. The 2 central core of t h i s model consists of stating two i n t e r -dependent problems: ( l ) "...the c r i t i c a l relevance of the stimulus properties of the pictures in the determination of the thematic s t o r i e s " , and (2) "...the level of person-a l i t y functioning reflected in thematic apperceptive s t o r i e s . " Several hypotheses, as well as suggestions for the means of studying these hypotheses, result from aware-ness of these two problems. One assumption, that sensory stimulation ( i c e . a TAT picture) after being categorized ("perceived" or " i d e n t i f i e d " ) i s assimilated into schema (imaginative trains or sequences of thought), has been expanded into a theory of "personality revealingness" and becomes pertinent to the study presented here. I t i s assumed by the model that anxiety can produce a disruption i n a person's schema making his schemata more c o n s t r i c t i v e . As a direct result of the c o n s t r i c t i o n , therefore, cognitive behaviour w i l l be disorganized. In addition, the model makes some interesting predictions concerning the interaction effects of anxiety and the cue properties of TAT cards. S p e c i f i c a l l y , the theory predicts that high-drive subjects w i l l reveal themselves more on a set of medium-drive structured TAT cards than on either low-or high-drive structured cards. The rationale for t h i s prediction rests on the supposition that there i s a c u r v i -linear relationship between stimulus ambiguity and 3 personality revealingness for high-drive subjects. In other words, as picture stimuli become more drive-structured (and therefore, less ambiguous), anxiety w i l l constrict the schemata of strong drive subjects and the richness of th e i r s t o r i e s for the given drive should decrease. In the present experiment, subjects in the experi-mental group are deprived of normal pattern v i s i o n , and auditory and tactual stimulation. According to the model, this experimental operation should arouse anxiety and the c o n s t r i c t i o n i n the experimental subjects* schemata should be witnessed in terms of: (1) greater d i f f i c u l t y in organ-izing and presenting stories told to descriptions of six TAT cards ( r e l a t i v e to a control group) and (2) in comparison with the low-drive control group, greater manifestation of aggression in their stories to medium-drive structured cards, r e l a t i v e l y less on the high-drive structured cards and the same amount on the low-drive structured cards. More s p e c i f i c a l l y , the stories told by members of the experimental group, when compared to the control group are predicted to show: A. Greater disorganization and stereotypy through the following measures: (1) More disorganized, as measured by: -(a) uncertainty of story or i t s outcome (b) loosely structured s t o r i e s k (c) l i t t l e elaboration (d) slower reaction time to begin f i r s t stories (e) slower reaction time to begin a l l s t o r i e s (2) More c o n f l i c t f u l , as measured by: -(a) ratings of distressing and c o n f l i c t f u l elements in the story (b) number of ambivalent constructions (3) More stereotyped, as measured by: -(a) briefness - fewer number of words In each story (b) use of short sentences - number of words per story divided by number of sentences (c) number of word and phrase repetitions B. More aggression, in response to medium aggressive cards. C. Less aggression, i n response to the highly structured cards, and no difference between the i r stories and those of the control group i n response to the low aggressive cards. D. They would also rate themselves higher on a ques-tionnaire designed to measure anxiety. CHAPTER II REVIEW OF THE LITERATURE In spite of the great interest shown i n the McGill studies on deprivation, there are a c t u a l l y few published studies that have been conducted on the relationship of stimulus deprivation to behaviour change. The f i r s t study (Bexton, Heron & Scott, 1954) to appear from the McGill laboratory was designed to i n v e s t i -gate the effects of prolonged perceptual i s o l a t i o n on cogni-t i v e functioning. Twenty-two subjects were paid $ 2 0 to l i e on a comfortable bed in a p a r t i a l l y sound-proofed cubicle 21+ hours a day. They wore translucent goggles which trans-mitted diffuse l i g h t , gloves and cardboard cuffs extending from below the elbow to beyond the f i n g e r t i p s . They were therefore completely deprived of pattern v i s i o n , and auditory and tactual stimulation were p a r t i a l l y eliminated. The length of time that the subjects remained under these conditions varied from two to three days. As a r e s u l t of these conditions, the average performance of these subjects, as compared with a control group, was i n f e r i o r on such tasks as problem solving, block design and the Wechsler D i g i t Symbol Test. They also reported both auditory and visual h a l l u c i n a t i o n s , a f e e l i n g of "otherness" and bodily "strangeness", some disturbance of v i s u a l per-ception, as well as an unpleasant restlessness and a marked i n a b i l i t y to think systematically and productively. Two very similar studies were conducted at McGill in 195k and 1 9 5 6 . The f i r s t , by Hebb, Sheath and Stuart was designed "to determine the generalized effects of a sharp loss in the auditory sphere alone", and to study "the extent of individual differences in response." (p. 1 5 2 ) . The s i x subjects were paid to wear earplugs for three days and to keep a diary recording changes they observed in themselves during this period. The physical I r r i t a t i o n from the plugs, which was observed to affect only one person considerably, was discounted as having any major effect on other members of the group. As a r e s u l t of the p a r t i a l deprivation of audio stimulation, one subject f e l t a lowering in motivation to study. Other subjects experienced i r r i t a b i l i t y and personal inadequacy, as well as a desire to keep to themselves and d i f f i c u l t y in gauging the loudness of t h e i r voices. In the l a t t e r study made by Heron, Doane and Scott, the experimenters themselves served as subjects. Making use of the same apparatus as that employed by the 195k study of Bexton, Heron and Scott, the three experimenter subjects experienced the following effects after three days of deprivation of pattern v i s i o n : " ( 1 ) there was f l u c t u a t i o n 7 d r i f t i n g and swirling of objects and surfaces in the visual f i e l d ; (2) the position of objects appeared to change with head or eye movements; (3) shapes, l i n e s , and edges appeared distorted; (k) after-images were accentuated; (5) colours seemed very bright and saturated, and there seemed t© be an exaggeration of contrast phenomena." (p. 18) Walters and Karal (i960) were interested in exam-ining "the claims by some psychologists that there are s o c i a l drives analogous to physiological d e f i c i t states in t h e i r effect on human behaviour." (p. 105) ( I n i t i a l l y , then, they were more interested in the effects of s o c i a l deprivation than in the effects of sensory deprivation found in the preceding studies.) One of the predictions they derived from the claim concerning s o c i a l drives was that If s o c i a l deprivation gives r i s e to a drive state, which has an energizing factor, the rate of verbal respon-siveness (an indice of social responsiveness) would increase. S o c i a l l y deprived subjects would then emit opinion statements faster than s o c i a l l y satiated subjects. They also i n v e s t i -gated the hypothesis that s o c i a l reinforcement would be more eff e c t i v e following s o c i a l deprivation than following s o c i a l s a t i a t i o n and that, therefore, s o c i a l l y deprived subjects would condition more ra p i d l y than s o c i a l l y satiated sub-j e c t s . This would be manifested through an increase in the rates at which deprived subjects gave opinion statements. 8 As a t h i r d means of studying the claim, the following rationale was used: - "There is some evidence - by no means conclusive - that habit strength, at least when b i o l o g i c a l functions are involved, is influenced by the amount of prior deprivation (Bindra, 1959). I f the analogy between soc i a l deprivation and food or sex deprivation is pushed to i t s l i m i t s , one might expect a specified number of r e i n -forcements to Increase the habit strength of the conditioned responses of deprived Ss more than that of the conditioned responses of satiated Ss." (p. 9 3 ) An extinction period was included t© provide some measure of habit strength, therefore, where deprived subjects were expected to respond more ra p i d l y than satiated subjects. Perhaps the best way to present the procedure used by Walters and Karal to test these hypotheses, and the results obtained, i s to quote from the summary of the ex-periment: (p. 1 0 5 - 1 0 6 ) In the f i r s t experiment, 1 2 adult Ss were interviewed three times, once under each of the following conditions: s o c i a l deprivation, so c i a l s a t i a t i o n , and non-deprivation (an uncontrolled condition). Ss rate of verbal response, both over the t o t a l period of the interview and while speak-ing, were selected as indices of verbal responsive-ness. No confirmation was obtained of the pre-d i c t i o n that the mean rate of response of Ss under the three conditions would vary as follows: deprivation> nondeprivation> s a t i a t i o n . In the second experiment, 3 6 freshmen were interviewed concerning their reactions to uni-v e r s i t y l i f e . Before the Interview commenced, 1 8 Ss were exposed to a b r i e f period of s o c i a l de-p r i v a t i o n ; the remaining Ss were engaged in con-versation by two graduate students. A f t e r the operant level of each S for making statements of opinion had been estimated, half the deprived 9 and half the satiated Ss were reinforced each time they gave an opinion statement. During t h i s phase of the interview, a l l Ss gave 20 opinion statements. During Phase 3 of the interview, a l l Ss gave 10 unreinforced opinion statements. Each S was then l e f t alone for $ min. After t h i s i n t e r v a l , the interview was resumed for a further 5 min. period, during which no opinion statements were reinforced. Deprived and s a t l a t e d i Ss did not d i f f e r in t h e i r operant level of making statements of opinion. During the second phase of the interview, satiated Ss responded in the predicted manner; those who were reinforced gave opinion statements at a faster rate than those who experienced no reinforcement. Results for later phases of the interview seemed to be primarily a function of the phase during which the reinforcement variable was introduced. The results did not substantiate the concept of s o c i a l drive; the authors suggested, therefore, that "an analogy between s o c i a l deprivation and sensory deprivation might be more pr o f i t a b l e than one between social depriva-t i o n and organic d e f i c i t states." (p. 106) The foregoing studies were designed only as observational studies investigating the general effects of stimulus deprivation on cognitive and perceptual functions. However, for the sake of c l a r i f y i n g the stage reached by t h i s area of i n t e r e s t , some of the methodological problems raised by these studies should be mentioned. F i r s t of a l l , only one of the McGill studies employed a control group. Second-l y , these studies made no systematic attempt to investigate the influence of degrees of deprivation on various tasks. T h i r d l y , the studies did not i s o l a t e the c r u c i a l variables in the deprivation s i t u a t i o n which produced the r e s u l t s . About a l l one can say, therefore, i s that the t o t a l experi-mental s i t u a t i o n in some way or other produced the obtained r e s u l t s . In summary, a great deal more investigative work on various kinds of deprivation conditions i s required befor the detailed relationships between stimulus deprivation and behaviour change are isolated. CHAPTER III METHOD Procedure p r i o r to the experiment Because of the nature of the experimental con-d i t i o n s , i t was necessary to give verbal descriptions of the TAT cards to both the experimental and control groups rather than present the cards themselves. Lebo and Harrington (1957) found that method of presentation (verbal or visual) made l i t t l e difference in the emotional tone, level of response and common themes given by subjects under these conditions. Prior to the experiment proper, therefore, f i f t e e n of Murray's descriptions of TAT cards were selected from the t o t a l number as containing a certa i n amount of aggression. Each member of a class of 131 f i r s t year Psychology students was asked to rank order these descriptions according to the amount of aggression shown in each. The descriptions, which were arranged (to prevent position effects) so that there were four complete sets of d i f f e r e n t l y and randomly presented scenes, were of pictures 1, 3BM, k, 6BM, 8BM, 8GF, 9BM, 9GF, 11, 12M, 15, 17GF, 18BM, 18GF and 2G. As there were four sets, i t was so arranged that each student received a d i f f e r e n t l y ordered series of f i f t e e n from his neighbour to make copying and comparing d i f f i c u l t . The instructions (see Appendix A) asked the subjects to rank order the verbal descriptions in terms of the amount of h o s t i l i t y expressed in each. A l i s t was provided of thoughts or attitudes i l l u s t r a t i n g h o s t i l i t y . These were categorized as physical h o s t i l i t y acts, h o s t i l e attitudes and verbal h o s t i l i t y . Since the class of 131 students was com-posed of ninety-seven males and thi r t y - f o u r females, a study was made to determine whether there was s u f f i c i e n t c o r r e l a t i o n in the median rankings given by the two sexes to j u s t i f y combining their data. The corr e l a t i o n between the rankings of males and females was . 9 8 , s i g n i f i c a n t at less than . 0 1 level of si g n i f i c a n c e . The rankings of the two sexes, which are reported in Table 1 were therefore combined. The rank order of the cards, from least aggres-sive to most aggressive, was as follows: 9BM, 8 G F , 1 , 2 0 , 1 1 , 6BM, 9 G F , 1 7 G F , 1 5 , 12M, 3BM, k, 8BM, 1 8 B M , 1 8 G F . Table 2 reports the median values for the rankings of the cards along with the f i r s t and second quart!le figures, and the differences between these q u a r t i l e s . Six descriptions were chosen from the f i f t e e n : the two which were ranked as showing the least h o s t i l i t y , (9BM - "Four men in overalls are lying on the grass taking i t easy."; and 8GF - "A young woman s i t s with her chin i n her hand looking off into space."), the two which ranked highest in h o s t i l i t y , (18BM - "A man i s clutched from behind TABLE 1 Rank Order Given by 131 Subjects (3I4. females, 9 7 males) According to Amount of Aggression Expressed in Each of Fifteen TAT Card Descriptions Rank Rank order order given by given by females males A l l Card No. (n = 3k) (n = 9 7 ) (n = 1 3 D 9BM 15 8GF Ik 1 13 20 12 11 9 6BM 11 9GF 8 17GF 10 15 7 12M 6 3BM k 3 8BM k 18BM 2 18GF 1 15 15 Ik Ik 13 13 12 12 11 11 10 10 9 ft 9 ft \j 7 7 6 6 k 5 k 3 3 2 2 1 1 N.B. The rank order reports descriptions of cards showing least aggression to cards showing most aggression. TABLE 2 Median Values for Card Rankings, F i r s t and Third Quartile Values, and the Differences Between F i r s t and Third Quartiles Card Number Median Qi $ 3 Q 3 - Ql 11 9 . 3 6 6 . 3 3 I I . 8 3 5 . 5 0 1 1 2 . 0 3 9.55 1 3 . 2 8 3 . 7 3 4 5.21 2 . 5 8 6 . 5 9 l+.oo 18BM 2 .1+3 1 . 7 7 3.79 2.02 6BM 9 . 5 3 7.55 1 1 . 2 5 3 . 7 0 17GF 8 . I 4 5 . 7 2 11 .69 5 . 9 7 18GF 1 . 1 8 .81+ 1 . 5 2 .68 12M 6.01+ If - 01*. 8 . 7 3 1+.68 8BM 5 . 1 + 7 3 . 3 6 7 . 7 3 1 + . 3 6 9GF 9 . 0 7 6 . 7 5 1 1 . 3 8 4 . 6 3 20 10.11+ 8.02 1 1 . 8 3 3.81 1 5 7 . 0 9 5.22 9.1+3 4.21 8GF 1 3 . 6 6 12.61 11+.20 1.60 3BM 1 + . 7 0 3 . 1 1 8 . 7 5 5 . 1 4 9BM 11+.87 1 U . 5 5 1 5.19 . 6 3 by three hands. The figures of his antagonists are i n v i s i b l e , and 18GF - "A woman has her hands squeezed around the throat of another woman whom she appears to be pushing backwards across the banister of a stairway."), and two, which f e l l in the seventh and eighth places, which were considered to be between these two extremes, (17GF - "A bridge over water. A female figure leans over the r a i l i n g . In the background are t a l l buildings and small figures of men."; and 1 5 - "A gaunt man with clenched hands i s standing among gravestones.") That i s , the rank order of the six descriptions that were chosen for the study was, from least to most aggressive, 9BM, 8GF, 17GF, 15", l8BM and 18GF. Having thus determined the six cards that were to be used, the descriptions of these cards were given to a di f f e r e n t class of f i f t y - o n e students who were asked to rank them according to the amount of aggression present in each. This was to provide a check on the s t a b i l i t y of the ordering when the other nine TAT card descriptions were removed. Instructions given to this group were i d e n t i c a l to those used previously. (See Appendix A) The rank order obtained from thi s class corresponded exactly with the previous ranking, ( i . e . 9BM, 8 G F , 17GF, 1 5 , 18BM, and 18GF.) Subjects The subjects were f o r t y female volunteers from f i r s t year Psychology classes at the Un i v e r s i t y of B r i t i s h Columbia who were assigned, at random, to the experimental and control groups. The mean age and standard deviation of members of the experimental group were 18.25 and .85, respectively. Similar values for the control group subjects were 18.03 and 1.06. Apparatus In order to achieve a homogeneous visual f i e l d s i m i l a r to that achieved by Hochberg, Triebel and Seaman (1951), each member of the experimental group was required to wear eyecaps which were cut from table-tennis b a l l s to f i t the shape of the eye socket. These were held in place with Elastoplast Adhesive which also eliminated visual cues from the edges of the eyecaps. A l i g h t was projected through a red f i l t e r from SVE Skyline Model B (with 300 W. bulb and f3.5 lens) at a distance of four feet from where the subject was seated. Light d i f f u s i o n effects were decreased through the use of black screens which extended from either side of the projector to the cushioned, foam rubber headrest. The subject placed her chin on t h i s headrest, which was then adjusted according to her height. Tactual stimulation was cut down as much as possible through holding the limbs away from the body by using foam rubber cushioning under the arms, which f e l l just away from the side of the body, and placing the feet on blocks which were spaced in such a way as to keep the legs from touching each other; the fingers were fanned apart. Audio stimulation was e f f e c t i v e l y eliminated through the use of Elnahar Antiphones - a p l a s t i c which can be molded to f i t the outer ear space. The stories t o l d by both groups were recorded by a concealed wire recorder. Experimental procedure In order to keep the s i t u a t i o n i t s e l f as ambiguous as possible, subjects in both groups (who were introduced into the experimental s i t u a t i o n one at a time), were advised that no information about the procedure or aim of the experi-ment would be given to them. The subjects in the experimental group were seated at a table and the necessary apparatus, i . e . eyecaps, ear-plugs and cushioning, was put on them. To allow time for the condition of stimulus deprivation to have i t s f u l l e f f e c t s , members of t h i s group were then asked to s i t as s t i l l as possible and to keep the i r eyes open for twenty minutes during which time they were not allowed to t a l k . (See Appendix B for exact i n s t r u c t i o n s ) . Every possible step was taken to insure a minimum amount of noise and d i s t r a c t i o n . The room was darkened and the projector was turned on simultaneously. The "accommodation period" of twenty minutes was timed from t h i s point. For the same length of time, twenty minutes, each member of the control group was required to rate pictures of various types of fashions - dresses, coats, s u i t s , etc., according to their d e s i r a b i l i t y . This p a r t i c u l a r task was designed to allow the same conditions, extraneous to the experimental conditions, which were affect i n g the experi-mental group to affect the control group in the same way. As i t was meant to be as engrossing and yet as anxiety-free as possible, the subjects were informed that there were no ri g h t or wrong answers and that they were to take their time. Appendix D contains these instructions. At the end of the twenty minute accommodation period, members of both groups were given further instruc-tions concerning th e i r approach to the TAT s t o r i e s . Members of the experimental groups were s t i l l under conditions of stimulus deprivation, except that they were spoken to i n a loud voice so that hearing the instructions was possible. Subjects were required to make up as dramatic a story as possible for each of the descriptions, incorporating into them (1) the events leading up to the scene, (2) what i s happening at the moment, (3) what the characters are feeling and thinking, and (1+) the outcome. They could make up any kind of story they pleased, speaking their thoughts as they came to mind. The exact instructions are given in Appendix E. Each description of a TAT card was read twice to the subject and, at the end of the second description, she was told to begin her story. The card descriptions were presented in random order, each subject having a di f f e r e n t order so as to minimize s e r i a l position e f f e c t s . The sub-ject's stories were wire recorded. In order to eliminate questions by the control subjects concerning method of recording, the experimenter appeared to be j o t t i n g down notes as the subjects told their s t o r i e s . A f t e r completing the six s t o r i e s , the subjects in the experimental and control groups were asked to rate themselves on an anxiety questionnaire which was designed to assess the following aspects of anxiety: fear, tension, and desires to escape or avoid the experimental s i t u a t i o n . A copy of the questionnaire i s found in Appendix F. As a further means of obtaining additional cues and information regarding their reactions to the experi-ment, subjects were asked questions regarding such things as their thoughts during the experimental accommodation period, the length of time they thought they were s i t t i n g there, what they thought the experiment was about, and so fo r t h . CHAPTER IV ANALYSIS OF THE DATA AND DISCUSSION OF RESULTS This research was an attempt to discover whether (1) conditions of stimulus deprivation produce anxiety, and (2) as a result of t h i s anxiety, d i f f i c u l t y in organizing and presenting their stories w i l l be more evident in those stories given by the experimental group than in those given by the control group. The analysis of the data and a d i s -cussion of the results w i l l therefore be reported under the following headings: A. Questionnaire analysis B. Analysis of the stories for organization and presentation C. Analysis of the stories for aggression A. Questionnaire analysis Before the results of the experiment proper are examined, i t is desirable to see i f the experimental opera-tion of stimulus deprivation a c t u a l l y did arouse anxiety in the experimental s i t u a t i o n . The anxiety questionnaire results provide a check on th i s matter. (1) 0 n the basis of the to t a l scores to the twelve statements significance of the mean differences was computed and the res u l t s as given in Table 3. TABLE 3 Significance of the Difference Between the Experimental and Control Subjects on the Anxiety Questionnaire Exp Con SE Measure Mean Mean D i f f t P Individual scores on the anxiety questionnaire 31.20 21.1$ 2.28 4 . 4 I .01 The experimental subjects manifested s i g n i f i c a n t l y more anxiety than the control subjects, offering some support for the b e l i e f that the experimental operation of stimulus deprivation did arouse anxiety. (2) A chi-square analysis was performed to test for the significance of differences between the two groups i n their ratings on the individual items of the anxiety questionnaire. For each question the rating scores from the experimental and control groups were combined and dichoto-mized at the median. Table k presents the obtained c h i -squares for each of the questions, along with the frequencies below and above the median anxiety r a t i n g . I t w i l l be observed from Table I4, that s i x of the twelve items produced s i g n i f i c a n t chi-squares. Amongst those questions which showed no s i g n i f i c a n t differences between the two groups are questions 2, 3, 8, 9, 1 1 , and 1 2 . The questions which evoked s i g n i f i c a n t l y d i f f e r e n t ratings from the two groups were questions 1 , 1+, 5 , 6, 7, and 1 0 . The level of s i g n i -ficance for t h i s study, which was a one-tailed test of significance was at . 0 5 with 1 degree of freedom. Discussion of results of questionnaire analysis In view of the fact that half of the statements on the questionnaire were able to discriminate between the two groups, the question arises whether there was a d i f f e r -ence in the type of statements that discriminated from those TABLE k Significance of Differences on the Individual Items of the Anxiety Questionnaire Question Above Median Below Median Chi-Square 1 Exp 15 5 6.1+2 Cont 6 ik 2 Exp 6 . 1 3 Cont k 16 3 Exp 10 10 • i H Cont 7 13 k Exp 5 15 3 . 5 8 Cont k 16 5 Exp 17 3 1 2 . 2 2 Cont 5 15 6 Exp 7 13 3 . 9 1 Cont l 19 7 Exp ik 6 6.1+2 Cont 5 15 8 Exp ik 6 . 9 4 Cont 10 10 9 Exp 9 11 • 4 3 Cont 6 Ik 10 Exp 19 1 8 . 0 3 Cont 10 10 11 Exp 12 8 2 . 5 3 Cont 6 ik 12 Exp 11 9 2 . 6 0 Cont 5 15 that did not. To some extent, perhaps, there was. It may well have been the differences in tone of the c r u c i a l word or words contained in each sentence which determined the way in which each subject ranked h e r s e l f . That i s , within the statements which evoked no s i g n i f i c a n t difference between the groups in their ratings, there may have been a stronger or more d e f i n i t e meaning conveyed to the subject than those which achieved s i g n i f i c a n t differences. Table 5 l i s t s the two sets of statements with the c r u c i a l words underlined for easy comparison. The ratings may have been strongly influenced, for example, by the s o c i a l d e s i r a b i l i t y variable, that i s , the desire to give s o c i a l l y acceptable answers. This can be exemplified by questions 1 and 3, 2 and Ij., and 5> and 9 where the word "terminate" Is probably associated less with "undesirable" elements i n everyday l i f e than "avoid." Words l i k e "nervous", "worrying", and "restlessness" have a much more acceptable connotation - and are probably found more frequently in everyday conversation, than words l i k e "anxiety", "fear", "emotional f e e l i n g s " and "tension". The difference in definiteness between statements 6 and 12 (although they are similar in meaning) might account for the fac t that one allowed for s i g n i f i c a n t differences in res-ponses and the other did not. "I would not mind being a subject in a similar kind of experiment" may have meant 25 TABLE 5 Statements on the Anxiety Questionnaire Which DID and DID NOT evoke s i g n i f i c a n t Differences Between the Two Groups Question No. Statements evoking s i g n i f i c a n t differences Question No. Statements NOT evoking s i g n i f i c a n t differences 1 1 iked p a r t i c i p a t i n g 3 . in this experiment. * d i s l i k e d some of the things I had to do in this experiment. k. I believe I was more nervous than others during this experiment. 2. I experienced some anxiety or fear during the experiment. 7. I found myself worrying 11. about something during the experiment. I f e e l that my performance in the experiment was affected by my emotional f e e l i n g at the time. 5 . I had a desire to t e r -minate the experiment before i t was over. 9 . I would have liked to avoid certain parts of this experiment. 6. I would not mind being 12. I would volunteer a subject in a similar kind of experiment. for a similar kind of experiment. 10. I had periods of res t -lessness during the experiment when I found i t hard to s i t s t i l l . 8. I performed under some tension during the experiment. 26 to the subject that to show no objections could mean that she would be asked to p a r t i c i p a t e in a similar kind of experiment. Whereas "I would volunteer" gives the subject the opportunity to give a s o c i a l l y commendable answer -without the actual commitment to p a r t i c i p a t e in another experiment. Assuming the construct v a l i d i t y of the question-naire, i t is believed that members of the experimental group did experience anxiety as a result of the experi-mental conditions. This was shown through the analysis of both the t o t a l scores to the twelve statements and the individual statements. The fact that s i x of the twelve state-ments were unable to produce s i g n i f i c a n t differences between the responses of the two groups was possibly the r e s u l t of the influence of s o c i a l expectancies causing the subjects to " p u l l in t h e i r horns" on certain of the questionnaire items. Of course, t h i s l a t t e r speculation needs to be v e r i f i e d before i t s p l a u s i b i l i t y can be accurately assessed. B. Analysis of the stories for organization and presentation Based on the expected difference in performance e f f i c i e n c y between the experimental and control groups, the analysis of the s t o r i e s was designed to discover whether the stories obtained from the experimental group, compared 27 with the control group s t o r i e s , would be: (1) more d i s -organized, (2) more c o n f l i c t f u l , (3) more stereotyped. The following categories were analyzed through the use of the t test for significance between means at the .05 l e v e l of significance and the results are given in Table 6. Since the predicted d i r e c t i o n of the mean results were made In advance of the data c o l l e c t i o n , a one-tailed test of significance was used. (1) More disorganized, as measured by: (a) Uncertainty of story or Its outcome The scoring procedure was s i m p l i f i e d by dividing the stories into (1) body, and (2) outcome. One point was given for every uncertain element occuring i n the body of the story (each uncertain element, however, was counted only once even though i t recurred), and one point for an uncer-t a i n t y In the outcome. Also omission of outcome was scored with one point, as was the inclusion of alternative outcomes. (See Appendix G for amplification of scoring procedure). It was expected that the mean of the experimental, group would exceed the mean of the control group. (b) Loosely structured stories I t was required of the subjects that they incor-porate certain elements into their s t o r i e s : i.e. what the events were that led up to the scene, what i s happening at the moment, what the characters are fe e l i n g and thinking, and the outcome. A well-structured story, therefore, would 28 TABLE 6 Significance of Differences Between Experimental and Control Subjects Measure Exp Mean Con Mean SE D i f f t Uncertainty of story or i t s outcome 1.43 .81 .23 2.71*" Loosely structured st o r i e s 3.82 4-72 .39 2.34*' L i t t l e elaboration (transcendence) 6.84 8.78 1.73 1.12* F i r s t story reaction time 16.55 6 .05 4.01 2 .68* ' Reaction time of a l l stories 8.12 6.61 1.52 .99 Number of words per second 1.94 1.73 .62 .34 Distressing and c o n f l i c t f u l statements .57 .29 .15 1.91* Ambivalent constructions .06 .04 .03 .57 Number of words in each story 66.71 88.37 23.32 .93 Average number of words per sentence 15.76 15.31 1.07 .42 Number of word re p e t i t i o n s -number of words .061 .039 .0187 1.18* * S i g n i f i c a n t at less than .05 level of significance ## S i g n i f i c a n t at less than .01 level of significance have each of these elements incorporated in l o g i c a l sequence, with "what i s happening at the moment" and "what the char-acters are fe e l i n g and thinking" as interchangeable elements. Thus, one point was given for each element that was present In the story, the maximum number being f i v e points (a separat point each for " f e e l i n g " and "thinking"); and one point was awarded for having the events leading up to the si t u a t i o n followed by what i s happening at the moment (and/or what the characters are feeling and thinking) and one point for the l a t t e r elements being followed by the outcome. The maximum number of points for the category, therefore, was seven ( f i v e for incorporating a l l elements, two for l o g i c a l sequenc Appendix G contains a more detailed discussion of scoring procedure. Here the mean of the control was expected to be greater than that of the experimental group, (c) L i t t l e elaboration Following a transcendence scheme l a i d down by Edith Weisskopf ( 1 9 5 0 ) , a count was made of the number of statements which went beyond pure description. These were statements which referred to past or future events, the relationship between the two or more people, the ascribing of emotions, thoughts and desires as well as verbalizations to the story characters, etc. Weisskopfs c r i t e r i a were modified only s l i g h t l y to account for the fact that the subjects were unable to see the pictures and therefore any 30 p i c t o r a l descriptions related by them which went beyond Murray's descriptions were also considered as transcendent. For example, a story given to 1 8 B M begins with - "This man's probably walking along the street. Probably quite well dressed." 'Although "quite well dressed" would not be included as a transcendent statement in Weisskopf's index, which was designed for v i s u a l presentation, i t is^ in t h i s study as i t goes beyond the description already given to the subject. The control group mean for t h i s category was expected to be greater than the experimental group mean. (d) Slower with regard to reaction time to begin f i r s t story A note was made of the time that elapsed between the l a s t word of the f i r s t description which was read to the subject and the f i r s t word uttered by the subject - whether i t was the f i r s t word of the story or the f i r s t word of an extraneous comment or question preceding the story. (e) Slower with regard to reaction time to begin a l l stories The amount of time which elapsed between the las t word of each description read to the subject and the f i r s t word uttered in response to each of these descriptions was recorded. 31 (f) Longer time to t e l l s tories - fewer number of words per second Further note was made of the time i t took the subject to t e l l her story - this time length including the f i r s t to last words of the story per se. Extraneous comments made before the beginning of the story were not considered part of the story. This time length was divided into the number of words per story to obtain the number of words per second. ( 2 ) More c o n f l i c t f u l , as measured by: -(a) Ratings of d i s t r e s s f u l and c o n f l i c t f u l elements in the story A point was awarded for each element of distress found i n a story. "Distressing" elements were of two sorts: ( 1 ) comments and interjections which showed distress -(for example, "I don't r e a l l y have any thoughts, that's the trouble."), corrections and i n a b i l i t y to complete sentences, and (2) obvious distress manifested by the subject through her main character - (for example, "She doesn't know why she feels t h i s way." - the main character i s not enjoying herself at a party and there i s a vague fe e l i n g of uneasiness for which the subject is unable to account), and apparent i n a b i l i t y to resolve problems - ("He doesn't know what kind of outcome to have."). Another count was made of the number of c o n f l i c t i n g elements that i s , the number of mutually incompatible 32 situations - which were found in a story. The t o t a l score for t h i s category was the result of adding d i s t r e s s f u l and c o n f l i c t f u l elements together. The experimental group, therefore, was expected to receive the higher mean score. (b) Number of ambivalent constructions "Ambivalence" is defined by Webster as "simultaneous a t t r a c t i o n toward and repulsion from...an action." One point was given, therefore, for every construction which showed a desire, on the part of the subject, to avoid a s i t u a t i o n in the story that she has stated and which, in addition, f i t s well into the sequence and content of the story. For example, "And this f i r s t woman - although she appears to be strangling the other woman, she could be, perhaps, i s either holding her back, or maybe she's dragging her....This one that's f a l l i n g over the banister i s losing her balance and the other woman's either strangling her or trying to save her." "Strangling" Is an unpleasant word and the subject i s obviously trying to avoid using i t . The experimental group, i t was predicted, would have the greater number of ambivalent constructions in t h e i r s t o r i e s . (3) More stereotyped, as measured by: -(a) Briefness - fewer number of words in each story A count was made of the number of words in each story. Because i t was expected that subjects in the experimental group would snow greater proneness to r e p e t i -tion than control subjects, repeated words were excluded from this count as were corrections and statements which were extraneous to the story. Apostrophed words, i . e . nouns plus abbreviated verbs, were counted as two words. (Appendix G contains an example of a "word" count and a "repeated word" count.) (b) Use of short, sentences - average number of words per story divided by average number of sentences. Owing to the run-on nature of the s t o r i e s , two devices were used to determine what constituted a sentence -(1) the voice i n f l e c t i o n s used by the speaker, and, i f these weren't h e l p f u l , (2) the idea of the sentence as "a complete thought". A point was awarded for each of the sentences, and here, again, as far as the word count was concerned, extraneous comments, and repeated words were excluded from the word count. (c) Number of word or phrase repetitions For ease, and c l a r i t y in determining what was to be included in this count, every word (except those found in the extraneous comments), which was not included in the "number of words" count was included in th i s analysis. (See Appendix G for example.) 3k Discussion of the results of the analysis of the stories for organization and presentation The means for the experimental and control group scores obtained in the preceding categories were analyzed through the use of the t test for significance at the .05 l e v e l of significance (one-tailed test) and the results are summarized in Table 6 . The general finding is that there was some degree of difference shown by the experimental group r e l a t i v e to the controls in their a b i l i t y to organize and present their s t o r i e s . The s i x predictions which were borne out by the analysis were that members of the experimental groups would show (1) greater uncertainty in t e l l i n g t h e i r stories and in giving outcomes, ( 2 ) greater d i f f i c u l t y i n structuring t h e i r s t o r i e s , ( 3 ) less i n c l i n a t i o n toward elaboration, (k) that they were more prone to include d i s t r e s s f u l and o o n f l i c t f u l elements in their s t o r i e s , (5) that they were more inclined to repeat words and phrases, and that they would show ( 6 ) a longer reaction time before t e l l i n g their f i r s t story. I t i s believed, then, that the condition of stimu-lus deprivation did have some effect on the organization and presentation of the s t o r i e s given by the control group. The fact that some of the predictions were not supported by the analysis can be interpreted as a f a u l t in the predictions and/or in the measuring devices. In addition, i t may be that members in the experimental group i t s e l f , though per-haps reacting in a disorganized manner i n a general way, showed individual differences in the nature of t h i s d i s -organization. Thus, for example, the author observed that while there seemed to be no great difference in the speed with which subjects in the control group presented their stories from a "normal" presentation, some members of the experimental group spoke in an almost trance-like fashion and others raced through their s t o r i e s . This probably ac-counts for the lack of significance between the two groups in the mean number of words per second - even though there was an apparent difference between the two groups at the time of presentation of s t o r i e s . I t i s d i f f i c u l t to account for the lack of s i g n i -ficance between the two groups in the other categories i.e . (1) fewer number of words i n each story (2) fewer number of words per sentence and (3) reaction time for a l l s t o r i e s , although examination of the content of the sentences and stories suggests that perhaps rambling rather than short, curt sentences and stories resulted from the experimental condition. This rambling, while i t was not predicted, might be expected as a residue of the free association which, by their own admission, the experimental subjects experienced during the accommodation period;-, (see Appendix H for the comments given by th i s group). The f a c t that there was a s i g n i f i c a n t difference between the two groups on the reaction time for the f i r s t story has some bearing on the interpretation of the lack of significance in reaction times for a l l the s t o r i e s . It suggests that the effects of the accommodation period had a greater influence on the f i r s t reaction time than on the other f i v e . The reason for lack of s i g n i f i c a n t differences between the means for the two groups in "the number of ambi-valent constructions" category may be because the number of occurrences of ambivalent constructions for both groups was small. (The model, therefore, may have been wrong in predicting a greater number of ambivalent construction for the experimental group.) C. Analysis of the st o r i e s for aggression Following Kenny's model, i t was expected that the stories given by the experimental group would show, r e l a t i v e to the controls: (1) More aggression in response to the medium aggressive cards, (2) less aggression in response to the highly structured aggressive cards and (3) the same amount in response to the low aggressive cards. Following Stone's TAT Aggressive Content Scale ( 1 9 5 6 ) , each story was considered i n d i v i d u a l l y , and placed in one of the following categories: Category 0: non-Aggressive responses Category 1: Verbal Aggression Category 2: Physical Aggression Category 3* Death Concepts The story received a point which was equivalent to the category number. Thus, a story f a l l i n g into Category 3 was awarded three points. If a story had a number of alternative themes, the theme f a l l i n g into the highest single category was considered. Often the aggressive action is only implied, or is potential rather than a c t u a l l y carried out. In such an instance, a "P" (for Potential) is added to the category number and the point score that would have otherwise been attributed to the Category i s cut in h a l f . Appendix G contains an example of the scoring procedure. To determine the r e l i a b i l i t y of the aggression ratings, story protocols of f i v e experimental subjects and story protocols of f i v e control subjects were selected at random and independently scored by the author and Dr. D. Kenny. In order to prevent i d e n t i f i c a t i o n of the group into which the subject f e l l , a l l s t o r i e s were coded and randomly arranged for scoring. The Pearson co r r e l a t i o n c o e f f i c i e n t between the two raters was .88, s i g n i f i c a n t at the .01 l e v e l . As a consequence of this high degree of r e l i a b i l i t y , Dr. Kenny's ratings on a l l the stories were used in the f i n a l analysis of the data. 38 Discussion of the results of the analysis for aggression As a result of this analysis i t was found that, following prediction, the experimental group manifested more aggression than did the controls on the medium aggressive cards - (t = 1 . 8 l ) . However, no s i g n i f i c a n t differences between the means of the two groups was found on the high and low aggressive content cards as the t values were .59 and 1.28 respectively. Table 7 reports these r e s u l t s . Since the most c r u c i a l prediction concerning the analysis for aggression, ( i . e . that the experimental group would manifest more aggression than the controls on the medium-drive structured cards) was borne out in the analysis suggests, according to the model, that they were a high-drive group. That the other two predictions were not sub-stantiated does not necessarily weaken this argument. It may be that the prediction to less manifestation of aggression on high-drive structured cards in the experimental groups stories should have taken into account the nature of the TAT description and i t s ef f e c t on the subject. Thus, the high aggressive content i n the descriptions of the two high-drive structured cards might have caused members of the con-t r o l group to become anxious which would have resulted in a c o n s t r i c t i o n of their schemata. This, again according to the model, would in turn lessen the amount of aggression the control group would show in their stories to these cards and TABLE 7 Significance of Differences on Aggression Exp Mean Con Mean SE D i f f t High aggressive descriptions (Cards l8GM and 18GF) 3.40 3.55 .25 .59 Medium aggressive descriptions (Cards 17GF and 15) 3.03 2.47 .30 1.81 Low aggressive descriptions (Cards 9BM and 8GF) .20 .60 .31 1.28* S i g n i f i c a n t at less than .05 level of confidence ** S i g n i f i c a n t at less than .01 level of confidence therefore would bring t h e i r mean score in t h i s category-close to that of the experimental group. Of course such a speculation would suggest that the model i s not s u f f i c i e n t l y refined to make unambiguous predictions in the absence of some independent means of assessing the degree of anxiety on the high-drive structured cards. CHAPTER V CONCLUDING REMARKS As hal f (eight out of f i f t e e n ) of the individual predictions were borne out by analysis of the data collected in this research, the results of this experiment are interpreted as being p a r t i a l l y in support of Kenny's model. To begin with, the conditions of stimulus deprivation were successful i n inducing a decrement i n performance e f f i c i e n c y on a verbal task. Six of the eleven predictions made as a resu l t of the performance e f f i c i e n c y hypothesis were substantiated by the data. A second hypothesis was also substantiated. This was that i f the experimental conditions aroused a high drive, and, consequently a r e s t r i c t i o n of schemata, th i s l a t t e r pheno-menon would cause a d i r t h In expressions of aggression in experimental group stories t o l d to medium-drive structured cards. That this high drive was anxiety, which was the subject of a t h i r d hypothesis, was p a r t i a l l y borne out by the questionnaire analysis. This t h i r d hypothesis was that anxiety is at least one of the c r u c i a l intervening variables which affects performance when the independent variable i s stimulus deprivation. Since, however, the questionnaire was constructed with a view to abstracting anxiety, and nothing else, other factors such as boredom or h o s t i l i t y may have Influenced performance. For example, upon completion of their questionnaire, most of the members of the experimental group expressed feeling of restlessness and timelessness (they had an exaggerated idea of the length of time of the accommodation period). (Their reactions are included i n Appendix H.) Consequently, while some of the subjects experienced anxiety as a re s u l t of stimulus deprivation, others might have experienced only a sense of boredom. Both conditions produce restlessness, as does the fe e l i n g of h o s t i l i t y which may have been another factor influencing their performance. There seems no reason to doubt that a l l three factors, anxiety, boredom, and h o s t i l i t y may have influenced performance i n some way, affecting some subjects in an Individual way, or interacting to affect other subjects in a diffe r e n t way. In conclusion, however, i t can be said with some degree of confidence that anxiety was produced by the con-d i t i o n of stimulus deprivation, and that, as a re s u l t of schematic r e s t r i c t i o n , i t was manifested through (1) poor performance e f f i c i e n c y and (2) greater aggressive content in s t o r i e s given to medium-drive structured TAT cards. CHAPTER VI SUMMARY The purpose of th i s study was to investigate the hypothesis that stimulus deprivation leads to anxiety which, in turn, causes cognitive behaviour to become impaired and disorganized. This hypothesis, which is derived from a model recently developed by Kenny (1909), assumes that anxiety produces a disruption in a person's schema (imagin-ative trains or sequences of thought) causing his schemata to be more c o n s t r i c t i v e and his cognitive functions, there-fore, more disorganized. In addition, i t predicts that as TAT pictures become more drive-structured (and, therefore, less ambiguous), anxiety w i l l c o n s t r i c t the schemata of strong drive subjects, and the richness of the i r stories for a given drive should consequently decrease. In the present experiment twenty female subjects in an experimental group were deprived of stimuli i n the following way: (1) A homogeneous vis u a l f i e l d , s i m i l a r to that achieved by Hochberg, et a l , was induced through having the subjects wear eyecaps carved from table-tennis b a l l s . A l i g h t was projected through a red f i l t e r and transmitted to the subject, who had her eyes open, through these eyecaps. (2) Audio stimulation was eliminated through the use of a p l a s t i c which was molded to f i t the outer ear space. (3) Tactual stimulation was cut down as much as possible, even though the subject was seated in a chair, by keeping the arms, legs, and fingers apart, and extended away from the body by foam rubber cushioning. The subjects in the experimental group were kept under these conditions for twenty minutes. For the same length of time, twenty minutes, the twenty female subjects in the control group were required to rate fashions according to d e s i r a b i l i t y - a task which was meant to be as anxiety-free as possible. This was in order to allow the same conditions, extraneous to the experimental conditions, which were affecting the experi-mental group, to a f f e c t the control group as w e l l . At the end of the twenty minutes members of both groups were required to t e l l s t o r i e s around descriptions of six TAT cards (9BM, 8GF, 17GF, l£, 18BM and 18GF) which had previously been rank ordered, and assigned to three groups according to the amount of aggression found in each description ( i . e . 9BM and 8GF in the low aggressive group, 17GF and 15 in the medium aggressive group, and 18BM and 18GF in the high aggressive group.) The anxiety aroused by the experimental conditions was expected to be witnessed in terms of: A. Greater disorganization, c o n f l i c t and stereotypy in the s t o r i e s . B. More aggression, in response to medium aggressive cards. C. Less aggression, i n response to the highly struc-tured cards, and no difference between their stories and those of the control group in response to low aggressive cards. D. They should also rate themselves higher on a questionnaire designed to measure anxiety. As a r e s u l t of the analysis, six of the eleven predictions made around organization and presentation of the s t o r i e s were borne out. The questionnaire analysis showed that the experimental group manifested s i g n i f i c a n t l y more anxiety through their t o t a l scores, and rated themselves higher on six out of twelve of the individual statements. They also manifested more aggression, as was predicted, in response to the medium aggressive cards. Since eight of the f i f t e e n predictions made fromKenny fs model were substanti-ated by the experiment, the results are interpreted as giving p a r t i a l support to the model. The fact that some of the predictions were not borne out may be due either to cer t a i n weaknesses inherent in the model, or to the measures used to test the hypotheses. REFERENCES Bexton, W.H., Heron, W., & Scott, T.H. Effects of decreased va r i a t i o n in the sensory environment. Canad. J . Psychol., 1954, 8, 70-76. Hebb D.O., Sheath, E:;S., & Stuart, E.A. Experimental deaf-ness. Canad. J . Psychol.. 1954, 8, 152-156. Heron, W., Doane, B.K., & Scott, T.H. Vis u a l disturbances af t e r prolonged perceptual i s o l a t i o n . Canad. J . Psychol., 1956, 10, 13-18. Hochberg, J.E., T r i e b e l , W., and Seaman, Q., Colour adapta-tio n under conditions of homogeneous visual stimulation (Ganzfeld). J . exp. Psychol.. 1951, 4l, 153-159. Kenny, D.T. A theoretical and research reappraisal of stimulus factors in the TAT. 1959. To be published. Lebo, D., & Harrington, M. Visual and verbal presentation of TAT s t i m u l i . J . consult. Psychol., 1957, 21, 339-342. Stone, Harold, The TAT aggressive content scale. J . proj. Tech., 1956, 20, 445-452. Walters, R.H., & Kara l , P. Social deprivation and verbal behaviour. J . Pers., I960, 28, 89-107. Weisskopf, Edith A. A transcendence index as a proposed measure i n the TAT. J . of Psychol., 1950, 29, 379-390. APPENDIX A INSTRUCTIONS GIVEN TO A CLASS OF FIRST YEAR PSYCHOLOGY STUDENTS ON RANKING FIFTEEN DESCRIPTIONS OF TAT CARDS 10 GENERAL INSTRUCTIONS The purpose o f t h i s stud'1' i s to s c a l e a set of w r i t t e n d e s c r i p t i o n s o f s i x d i f f e r e n t p i c t u r e s a l o n g a dimension o f hos-t i l i t y ( a g g r e s s i o n ) . For the purposes of the s c a l e you w i l l be asked t o rank order the v e r b a l d e s c r i p t i o n s i n terms of the amount o f h o s t i l i t y expressed i n them. You are to regard the w r i t t e n d e s c r i p t i o n s as d e s c r i p t i o n s o f s o c i a l p i c t u r e s or scenes i l l u s t r a t e d i n a p i c t u r e book. Any of the f o l l o w i n g a c t s , thoughts or a t t i t u d e s should be viewed as i l l \ i s t r a t i n g what we mean by h o s t i l i t y : P h y s i c a l h o s t i l i t y a c t s such as k i l l i n g , a s s a u l t i n g , combative, d e s t r u c t i v e , s h o o t i n g , h i t t i n g , s e l f - i n j u r y ; H o s t i l e a t t i t u d e s such as being m a l i c i o u s , embittered, h a t i n g , quarrelsome, domineering, i r r i t a b l e , s c o r n i n g , grouch}/, s u r l y , r e s e n t f u l ; V e r b a l h o s t i l i t y such as being venomous, abusive, t h r e a t e n i n g , o v e r - c r i t i c a l , argumentative, q u a r r e l i n g , c u r s i n g , blaming, r i d i c u l i n g and l ^ i n g . SPECIFIC DIRECTIONS FOR RANKING DESCRIPTIONS The w r i t t e n d e s c r i p t i o n s have been arranged i n a random f a s h i o n on the next sheet. You are to rank order them a c c o r d i n g to t h e i r degree o f h o s t i l i t y . You f i r s t must read c a r e f u l l y the whole s e r i e s o f p i c t u r e d e s c r i p t i o n s befor- making any r a n k i n g s . You may have a d i f f i c u l t choice t o make between c e r t a i n of the d e s c r i p t i o n s . Sometimes the ra n k i n g of one d e s c r i p t i o n b e f o r e another w i l l be easy. However, take your time and make your best r a n k i n g . Now examine the d e s c r i p t i o n s and s e l e c t the d e s c r i p t i o n which expresses the most h o s t i l i t y , anger or a g g r e s s i o n . Before the d e s c r i p t i o n which possesses the most h o s t i l i t y p l a c e the number 1 i n the b r a c k e t s a t the l e f t . Examine the d e s c r i p t i o n s a g a i n , and decide vrhich d e s c r i p t i o n you consid e r to be the next most ex-p r e s s i v e o f h o s t i l i t y . Give t h i s d e s c r i p t i o n a rank of two by w r i t i n g 2 i n the brack e t s before i t s d e s c r i p t i o n . Please complete the f o l l o w i n g ; Age:_ Sex: No. of y r s i of u n i v e r s i t y ; (2) Continue t h i s process f o r the remaining card d e s c r i p t i o n s u n t i l you have rank ordered them a l l from 1 to 15* Remember, please r e -examine a l l the d e s c r i p t i o n s before you a s s i g n a rank. A f t e r you have rank ordered a l l of the cards, you mav wish to change your order. You may change your order. But cross out your o l d ranking and w r i t e your new rank number so that i t may be e a s i l y i d e n t i -f i e d . Thank-you f o r your co-operation. DESCRIPTIONS ( ) A young woman w i t h a magazine and a purse i n her hand looks from behind a t r e e at another young woman i n a part v dress running along a beach. Four men i n o v e r a l l s are l y i n g on the grass t a k i n g i t easy, A woman i s c l u t c h i n g the shoulders of a man whose face and body are averted as i f he were t r y i n g to p u l l away from her. A road s k i r t i n g a deep chasm between high c l i f f s . On the road i n the di s t a n c e are obscure f i g u r e s . P r o t r u d i n g fro.'': the rocky w a l l on one side i s the long head and neck of a dragon. An adolescent boy looks s t r a i g h t out of the p i c t u r e . The b a r r e l of a r i f l e i s v i s i b l e at one s i d e , and i n the background i s the dim scene of a s u r g i c a l o p eration, l i k e a reverie-image. A young man i s l y i n g on a couch w i t h h i s eyes clo s e d . Leaning over him i s the gaunt form of an e l d e r l y man, h i s hand stretched out above the face of the r e c l i n i n g f i g u r e . A short e l d e r l y woman stands w i t h her back turned to a t a l l young man. The l a t t e r i s l o o k i n g downward w i t h a perplexed e x p r e s s i o n . A young boy i s contemplating a v i o l i n which r e s t s on a t a b l e i n f r o n t of him. On the f l o o r against a couch i s the huddled form o f a boy wit h h i s head bowed on h i s r i g h t arm. Beside him on the f l o o r i s a r e v o l v e r . A bridge over water. A female f i g u r e leans over the r a i l i n g . . In the background ^re t a l l b u i l d i n g s and small f i g u r e s o f men. A woman has her hands squeezed around the throat of another woman whom she appears to be pushing backwards across the banis-t e r of a stair w a y . A gaunt man with clenched hands i s standing among gravestones. A young woman s i t s w ith her ch i n i n her hand l o o k i n g o f f i n t o space.. A man i s clutched from behind by three hands. .The f i g u r e s of h i s antagonists are i n v i s i b l e . The dimly i l l u m i n e d f i g u r e o f a person i n the dead o f night l e a n i n g a g a i n s t a lamD post. APPENDIX B INSTRUCTIONS GIVEN TO EXPERIMENTAL GROUP 51 Would you s i t here, please. Before we go any further I must explain that there is very l i t t l e about what goes on in this experiment that I can t e l l you about now. But i f you l i k e , I w i l l t r y to explain to your class, once the experiment is over, what took place. Meanwhile, about a l l I can do is give you directions and ask that you follow them exactly. F i r s t , I want you to s i t on this chair with your feet placed on those two black blocks. Now, I w i l l put some eyecaps over your eyes and I must ask you to keep your eyes open at a l l times. This is very important. Next, I w i l l put these rests under your arms. Now, w i l l you please l e t your arms rest e a s i l y without touching your sides and fan your fingers open. Let your chin rest on this ( c h i n - r e s t ) . Keep p e r f e c t l y s t i l l and remember: not to close your eyes, not to move your feet or arms, to keep your fingers fanned part and your head completely s t i l l . Please do not talk at any time during this phase of the experiment. When I want you to talk I w i l l make t h i s e x p l i c i t . Now I w i l l put the ear plugs on. APPENDIX C INSTRUCTIONS GIVEN TO CONTROL GROUP 53 Would you s i t here, please. Before we go any further I must explain that there is very l i t t l e about what goes on in this experiment that I can t e l l you about now. But i f you l i k e , I w i l l t r y to explain to your class, once the experiment is over, what took place. Meanwhile, about a l l I can do is give you directions and ask that you follow them exactly. Here are some Instructions (See Appendix D) that I want you to read and here is a questionnaire to be f i l l e d out. Take your time with this and please do not talk during this phase of the experiment. I w i l l probably stop you before you are through to give you more instructions. (20 minute accommodation period) FURTHER INSTRUCTIONS Now, we have fin i s h e d that part of the experiment. You can just leave the book as i t i s . I w i l l put the ques-tionnaire here. APPENDIX D INSTRUCTIONS GIVEN TO CONTROL GROUP WITH REGARD TO ADAPTATION TASK You w i l l be shown several pages of fashions, each page representing a d i f f e r e n t kind of clothing a r t i c l e . (Page 1, for example, shows summer coc k t a i l dresses.) Each a r t i c l e is numbered. After you have looked the fashions over c a r e f u l l y , decide what you yourself would buy i f price were no object. Put the number of your choice beside "1st choice" on the questionnaire sheet. Then decide which would be your second and t h i r d choices. Put the number of your choices beside "2nd choice" and " 3 r d choice". EXAMPLEi Supposing Page 30 shows summer sports wear. You; would buy number J. Number 3 i s your second choice. Number 6 i s your t h i r d choice. Thus; on the questionnaire sheet you would put: PAGE 30? Summer sports wear. 1st choice: 7 2nd choice: 3 3rd choice: 6 Remember, take your time and be frank and honest in your choices as there are no right or wrong answers. APPENDIX E INSTRUCTIONS FOR GIVING STORIES (For both, experimental and control group) I am going to describe to you some scenes, one at a time, and I want you to make up as dramatic a story as you can for each. * I want you to t e l l me what the events were that led up to the scene, describe what Is happening at the moment, what the characters are feeling and thinking, and then give me the outcome.** (Repeat from # to ##) Y O U can make up any kind of story you please. Speak your thoughts as they come to your mind. Let yourself go f r e e l y . I w i l l describe each scene twice and after the second description you are to t e l l me the story. Do you understand? I want you to speak c l e a r l y so I can hear every word. Well, then, here i s the f i r s t scene. APPENDIX F QUESTIONNAIRE GIVEN TO SUBJECTS AS A MEANS OF TAPPING ANXIETY 59 REACTIONS TO THE EXPERIMENT DIRECTIONS: Read each o f trie sentences presented below and decide where you would r a t e y o u r s e l f on each o f them. Draw a c i r c l e around, the number which best d e s c r i b e s your r e a c t i o n t o the experiment r e f e r r e d to i n the statement. Be fran k and honest because t h e r e are no r i g h t or wrong r a t i n g s . Do not s k i p any statement. 1, I l i k e d p a r t i c i p a t i n g i n t h i s experiment. 7 6 5 4 Did not l i k e par-t i c i p a t i n g i n i t . 3 _ 2 1. Enjoyed p a r t T -c i p a t i n g i n i t a gr e a t deal,. I experienced some a n x i e -t y or f e a r d u r i n g the ex-periment. _7 6 5 L A f a i r amount of experienced f e a r or a n x i e t y . 3 Calm and non-c h a l a n t . 3. 4 . 5 . 6. I d i s l i k e d some t h i n g s I had. to do i n t h i s experiment. 7 6 5 4 Were some t h i n g s I d e f i n i t e l y o b j e c t e d to doing i n t h i s experiment. 3 There wvs no-t h i n g I dis-.-l i k e d doing. I b e l i e v e I was no more nervous than others would be d u r i n g chin experiment. 7 6 5 " b i F 4 3 2 Quite a DIT: more nervous than others would be d u r i n g the experiment. No more tense than others would be dur-i n g the exper-iment . I had a d e s i r e to t e r -minate the experiment b e f o r e i t was over. 4 3 Wished to t e r -minate the exper-iment , No d e s i r e to terminate the experiment. I would not mind b e i n g a s u b j e c t i n a s i m i l a r k i n d o f experiment. 4 7 6 5 O b j e c t i o n s to being a sub j e c t i n a s i m i l a r k i n d o f experiment. 3 2 _ 1 No o b j e c t i o n s to b e i n g a sub-j e c t i n a s i m i -l a r k i n d o f exp-iment. 60 (2) 7 . I found myself worrying about something d u r i n g the experiment. 9 . I performed under some t e n s i o n d u r i n g the ex-periment , I would have l i k e d t o a v o i d c e r t a i n p a r t s o f t h i s experiment. 10. 11. 12. 7 5 4 3 Worried about some-t h i n g d u r i n g periment„ the ex-7 6 4 Some t e n s i o n d u r i n g the experiment. Did not worry about anything d u r i n g the ex-periment. 3__ 2 1_ N c T t e n s i o i " d u r i n g the experiment. 7 6 5 4 3 Quite a few p a r t s o f t h i s experiment I would have l i k e d t o a v o i d . No p a r t s I would have l i k e d t o a v o i d . I had p e r i o d s of r e s t -l e s s n e s s d u r i n g the ex-periment when I found i t hard t o s i t s t i l l . 7 6 4 3 R e s t l e s s d u r i n g most of the experiment. Composed throughout, I f e e l t h a t my p e r f o r -mance i n the experiment vras a f f e c t e d by my emo-t i o n a l f e e l i n g a t the t ime. I would v o l u n t e e r f o r a s i m i l a r k i n d of ex-periment , 7 6 4 3 A f f e c t e d a de-1. 7 Teax, Not a t ; " a f f e c t e d i l l . 4 3 D e f i n i t e l y no. Prob-a b l y no. Not su r e Prob-a b l y y e s . D e f i n i t e l y y e s . APPENDIX G ELABORATION OF SCORING PROCEDURES 1. More disorganized, as measured by:-(a) Uncertainty of story or i t s outcome. One point was given for every statement that raised a question that was not answered later on in the story. For example, to the statement, "The man with clenched hands is angry." the question is asked, "Why is he angry?" If this question, and others l i k e i t - "What sort of 'harm1 did she commit." " I f she is ' s i t t i n g thinking', what is she think-ing about." - was not answered in some way throughout the course of the story, one point was awarded. Often there was uncertainty with regard to an element in the story be-cause the subject herself showed indecision through the use of "or" between two elements. "...the other woman's either strangling her or trying to save her." This l e f t i t up to someone else to decide which course the story should take. Rather than giving a point for every recurrence of the same uncertain element, only one point was awarded no matter how many times i t occurred. More indecision and uncertainty was manifested in the outcomes of s t o r i e s . In some s t o r i e s , the outcome had no pertenant r e l a t i o n to the preceding events, and therefore could not be considered as what would have been the real outcome of these events. For example, in one story (to picture 8GF), the g i r l , who has just been to a party, is very discouraged because she didn't meet anyone inte r e s t i n g . "She'll probably look at herself later and wonder what's the matter with her and what sort of man she would be at-tr a c t i v e to. She'll probably end up going to bed and sleeping very soundly." Does she f i n d the "right man?" In many of the stories given to card l£ ("A gaunt man with clenched hands is standing among gravestones"), the end of the story consisted of the man simply leaving the graveyard. This _i_s considered an "end" to the story rather than an "outcome." An "outcome" to the graveyard scene would be, for example, "He'll f i n d there are other things to l i v e for - (his wife and c h i l d have just been k i l l e d in a car accident). He'll go on to do what's required of him." What appears to be an exception to this rule, but r e a l l y c a r r i e s i t out is the type of story given to card 9BM. (Four men lying on the grass). Quite often the "stories given to t h i s card were merely accounts of a series of events "These men are construction workers on their lunch - hour. They're lying on the grass because i t looked nice to them. They ate their lunch there and now they're just s i t t i n g around relaxing. Soon t h e y ' l l - when one o'clock comes -t h e y ' l l get up and go back to work." This type of outcome, for card 9BM, was awarded a point. In another type of s i t u a t i o n , the outcome is stated but not s a t i s f a c t o r i l y elaborated. Thus, a man is attacked on the street. "They p u l l him to the ground and he h i t s his head very hard and they run away and he stays there - he does not move." Question: Is he dead or just unconscious? Where the outcome was stated as a negative - "She does not push her over (the banister)", and the a l t e r n a t i v e was not supplied, another point was awarded. Some outcomes were bla t a n t l y uncertain - "There won't necessarily be any de-f i n i t e - one outcome, you know, to solve the problem." A point was also given i f no outcome was stated. Example: (?) "Well, again something has come between these women. It must have been some very strong force that would cause one woman to be, well, appear to be choking another and pushing her over the s t a i r s - perhaps someone that they have (?) both loved or something has happened to their children. (?) Something has come between them. I don't know i f the woman would come to her sense soon enough to r e a l i z e what she (?) was doing. I t would depend on how enraged she was." (?) - outcome. What has come between the two women? Was i t someone they both loved? Or has something happened to their children? Would the woman come to her senses soon enough to r e a l i z e what she was doing? How enraged was she? What is the outcome? Number of points awarded = 6 (b) Loosely structured s t o r i e s . Scoring for "Events leading up to the scene" was f a i r l y straightforward. Any reference made to the past which explained, in part, the reason for what was happening at the moment was included in this category, as was any past imperfect action - that i s an action which is continuing into the present. "He was walking along the street when..." is an example of the l a t t e r . "What the characters are f e e l i n g " was exemplified by any reference to emotion - "regret" (feeling sorry for something one has done), "being s t a r t l e d " (feeling suddenly shocked or a f r a i d ) , "loneliness", or to a physical state such as "tiredness" or "sickness" was considered as exempli-fying what the characters were f e e l i n g . "She was just s i t t i n g thinking." was not given a point for the next category - what the characters are thinking - as i t did not answer the question "what". Statements l i k e "She didn't know quite what to do or how to get him back.", "She's determined to murder her.", and "She can't quite believe." were scored as one point as they constitute a certain li n e of thinking. "What is happening at the moment" excluded " f e e l i n g " and "thinking" so that a story such as the following was given no score for t h i s category. "This man has probably l o s t his wife, his son, or somebody very close to him. It struck him very - i t was a great blow to him. Possibly he feel s a sense of - a sense of g u i l t because he might have contributed toward their unhappiness - he might have, in fa c t , to th e i r death - very s l i g h t l y . He's very - very lonely and has this feeling of remorse." The above story received a score of three - one point for "events leading up to the scene", one point for "what the characters are f e e l i n g " , and one point for the correct sequence of events (past followed by present.) (c) L i t t l e elaboration Example; "These two women have had an argument. One woman is s l i g h t l y older than the other. And the woman who is being pushed backwards over the stairway has violated the rules of the older woman - that the older woman has for l i v i n g by. And the older woman has lost her temper and now she wishes to destroy the younger one because the younger one is so s i n f u l in her mind. She does not push her over. Number of points = 7 (3) More stereotyped, as measured by:-(a) briefness - fewer number of words in each story (b) number of word and phrase repetitions EXAMPLE':. (I r e a l l y don't have any thoughts - that's the trouble. I can't think of anything.) The woman - the mother-in-law i s strangling the - the - her - her. (No.) The daughter i s strangling her mother-in-law because, just before, they were downstairs and there was a fight....And she grabbed her throat to pu l l her back because she didn't -wasn't going to - wasn't r e a l l y going to do anything to her. Number of words - 37 Number of repeated words - 17 N.B. (1) Parentheses indicate extraneous comments. (2) Underlined words are counted as repeated words. B. and C. More aggression as measured on low and medium aggressive cards, and less aggression on high aggressive cards. EXAMPLE: "A woman has found that her husband has been having an a f f a i r with t h i s other woman. And when they next come into contact her f i r s t reaction i s to eliminate her r i v a l . So she does this apparently by strangulation and at the same time trying to push her over the banister. The woman does not succeed, however, because the husband comes i n , finds the two and separates them." Category 3 ( P o t e n t i a l ) , therefore number of points = 1^-APPENDIX H REACTIONS TO' EXPERIMENT (GIVEN VERBALLY BY E GROUP) Subject 1: "I thought I'd die, I got so r e s t l e s s . Could that mean how uncomfortable I f e l t ? I don't know i f I'd go Into psychology i f you torture people l i k e that." Subject 2: "I nearly f e l l asleep." Subject 3: "I was wondering why I had to do those things -what i t had to do with psychology." Subject k: "I f e l t as though I was going to sleep. I was expecting something to happen to me." Subject 5: "Was I s i t t i n g there very long? (How long do you think you were s i t t i n g there?) About half an hour. Do most people s i t there that long or do they refuse. I had the fee l i n g that you (Experi-menter) weren't in the room. I didn't know how long I was s i t t i n g there. I thought about my boyfriend after wondering what was going on. Was i t an endurance t e s t . " Subject 6: "I f e l t as though I had been s i t t i n g there for half or three-quarters of an hour." Subject J: "I thought 1 was going to go to sleep. I f e l t as though I had been s i t t i n g there for an hour. It was probably ten minutes. Subject 8: "I lost track of the time. I wondered i f I had my eyes open. F e l t a loss of f e e l i n g . F e l t l i k e f a l l i n g asleep. Thought i f I was going to be s i t t i n g there, I might as well be thinking about something. It c e r t a i n l y had a s t a r t l i n g e f f e c t . " Subject 9: "I f e l t quite t i r e d . I didn't know whether my eyes were open or shut. I found i t harder to breath, f e l t shut i n . Wanted to move, to s h i f t . I found the time dragging - i t f e l t l i k e h a l f an hour or more. I wondered i f you (Experimenter) had forgotten me - I was mystified. My thoughts weren't organized. I found i t hard to think in continuous thoughts - couldn't keep directions (instructions) in mind. I f e l t a f r a i d and tensioned up. Subject 1 0 : "Wondered what the experiment was about. I f e l t sleepy - my mind wondered. It f e l t longer than It probably was. At f i r s t thought i t was a test of patience. Probably a test on your out-look on l i f e . " Subject 11 : "I wondered what the thing was about. I didn't l i k e having to t e l l s t o r i e s . " Subject 1 2 : "1 kept thinking what i t meant. I was perspirini - my hands were cold. Has i t anything to do with the experiment. Wanted to swallow - but couldn't - l i k e being asleep. Wondered what i t would be l i k e to be in auronautic experiment where you cut off f e e l i n g . I free-associated. May have taken twenty minutes. Probably an endurance test I wasn't aware of the time - might have gone crazy i f over an hour. Related stories to myself I was probably over-cautious. I didn't want to reveal myself. My thoughts were happy." Subject 1 3 : "Repeated poems I could remember. I wasn't res t l e s s - I was able to s i t and think. Some of my ideas were far-fetched. I didn't f e e l sleepy - although I was up late the night before. It probably took about ten minutes." Subject lk: "I enjoyed the experiment." Note: The other six members of the experimental group were asked simply i f there was anything they wanted to say about the experiment. These subjects made no s i g -n i f i c a n t comments.