REVIEW OF THE PERSONALITY ASSESSMENT SYSTEM

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• Content Type: REPORT

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Final Report--Objective C, Tasks 2 and 3 December 1987
REVIEW OF THE PERSONALITY ASSESSMENT SYSTEM
By: NEVIN D. LANTZ
Prepared for:
PETER J. McNELIS, DSW
CONTRACTING OFFICER'S TECHNICAL REPRESENTATIVE
,I?10
333 Ravenswood Avenue
Menlo Park, California 94025 U.S.A.
[phone]
Cable: SRI INTL MPK
TWX: 910-373-2046
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Final Report?Objective C, Tasks 2 and 3 December 1987
Covering the Period 1 October 1986 to 30 September 1987
REVIEW OF THE PERSONALITY ASSESSMENT SYSTEM
By: NEVIN D. LANTZ
Prepared for:
PETER J. McNELIS, DSW
CONTRACTING OFFICER'S TECHNICAL REPRESENTATIVE
SRI Project 1291
Approved by:
MURRAY J. BARON, Director
Geoscience and Engineering Center
333 Ravenswood Avenue ? Menlo Park, California 94025 ? U.S.A.
[phone] ? Cable: SRI INTL MPK ? TWX: 910-373-2046
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ABSTRACT
During FY 1987, we conducted a thorough review of the Personality Assessment System
(PAS) to gauge its continued usefulness as a screening and selection instrument and a personality
descriptor for subjects in the psychoenergetics project. Data for this review came from published
articles where the PAS was reviewed or used as a research tool, attendance at the annual PAS
conference, and extensive interviews with several of the principal developers.
The PAS is a multifactored personality assessment instrument that has been evolving over
the past 30 years using behavioral measures as raw data for making inferences and predictions
about personality and behavior. The early development work was conducted by John Gittinger
and his associates in a private firm that served clients in business and government. During the
last 20 years, the test has begun to make small inroads into the academic environment, but it
remains obscure and controversial.
This report traces the development of the PAS, gives an overview of the theory and
methods of the test, and examines some of the problems connected with its use in? the
psychoenergetics project. It concludes that use of the PAS as a descriptive tool has continuing
merit but that using the test for mass screening and mass selection of candidates for
psychoenergetic training is not feasible at this time.
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TABLE OF CONTENTS
ABSTRACT
INTRODUCTION
A. Overview
B. Brief History of the PAS
ii
1
1
2
DESCRIPTION OF THE PAS
5
A. PAS Theory
5
B. The Fourth Dimension: Goal Oriented?Task Oriented (G?T)
12
C. Reference Groups
12
D. Current Usage
14
III DISCUSSION
15
A. PAS Critique
15
B. Problems with Use in Psychoenergetic Research
16
C. Conclusions and Recommendations
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REFERENCES
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APPENDIX A ? FUNDAMENTAL FACTS ABOUT REFERENCE GROUPS
A-1
APPENDIX B ? NOTES ABOUT PSI
B-1
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I INTRODUCTION
A. Overview
1. Rationale for Personality Testing
Psychoenergetic research is hampered by the difficulty of finding able and
cooperative talent for experimental use. One obvious solution, the development of a training
program, requires a set of procedures that optimizes the selection of potential trainees.
Personality testing is an example of one procedure that has produced successful screening and
selection results in a variety of contexts. Accordingly, there have been numerous attempts in the
experimental investigation of psychic phenomena to relate personality factors to psychoenergetic
functioning.
An almost overwhelming difficulty is encountered in this effort. On the one hand is
the low reliability of scores on psychic tasks noted by Palmeri * in his review of the personality
and psi literature. Palmer estimates the average Psi reliability to be in the neighborhood of +0.30
and extremely variable from experiment to experiment. On the other hand is the variable
reliability of the self-report measures commonly used to assess personality traits. This implies
that correlations between psychic task scores and personality variables will be small and unstable,
not an optimum situation for constructing a screening instrument. Indeed, a review of the
literature shows that although extroverted, well adjusted people who believe in ESP tend to score
higher on psychic tasks, the correlations are, as expected, low and unstable.
In 1983, the psychoenergetic research team at SRI International became confident
enough in the stability of the remote viewing phenomenon to begin the task of assessing the
personalities of remote viewers. The Personality Assessment System (PAS) was selected as the
potential test instrument. Its appeal was threefold: (1) the system is a comprehensive
multifactored personality theory; (2) it makes useful discriminations among individuals in normal
populations; and (3) it uses performance scores as raw data instead of self-report measures. In
addition to providing detailed descriptions of psychic personalities, it was hoped the system would
References are listed at the end of this report.
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prove useful in predicting latent psychic ability as a first step toward selecting promising
candidates for psychic training.
In FY 1984, a pilot study was conducted using the PAS to test a group of people who
in previous work had shown significant evidence of remote viewing ability. Clustering was found
in several distinct PAS reference groups. Four of these groups accounted for 8 out of 8 excellent
remote viewers as well as 10 out of 17 superior viewers. These encouraging results led to further
research and some preliminary attempts to predict remote viewing performance in a group of
novice viewers.
During FY 1986 and FY 1987, Dr. David Saunders of MARS Measurement
Associates, Pennington, New Jersey, was retained to consult in the use of the PAS. Dr. Saunders
has been associated with the development of the PAS for over thirty years and, in addition to
research supporting PAS constructs, has added two important refinements: (1) the fourth
dimension, and (2) the concept of reference groups (both are discussed below). Using the PAS,
Dr. Saunders has tested over 125 persons in our subject pool, isolated several personality
characteristics of psychic individuals,2 and successfully predicted the performance of a group of
novice remote viewers (see Appendix B, Part B).
2. Objective C, Task 3--Review the Personality Assessment System
The PAS has not, however, received wide recognition in mainstream psychology. In
fact, most psychologists are unfamiliar with it.3 The recent development of a fourth personality
dimension and the reference group concept have required extensive additions to the empirical
data base. In addition, critical comments from Dr. Kiernan's review4 regarding the validity of
inferences drawn from the PAS necessitated a comprehensive review of the PAS, to understand
the test's strengths and weaknesses and to evaluate its continued usefulness to the
psychoenergetics project. To meet the requirements of this task, we reviewed pertinent
literature, attended the 1987 PAS conference in Nelsonville, Ohio, and conducted extensive
interviews with principals involved in developing the test.
B. Brief History of the PAS
The PAS was developed in the late 1940s by John Gittinger, a clinical psychologist. His
efforts paralleled other, mostly unsuccessful, attempts to derive personality information with
diagnostic utility from intelligence tests like the Wechsler Adult Intelligence Scales (WAIS) .3
One reason independent investigators failed to replicate promising findings was the lack of
agreement among clinicians as to the criteria for defining the pathologies involved. Gittinger's
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the publications of Krauskopf and Davis and their graduate students in the testing and counseling
center at the University of Missouri, by the continuing research of Saunders (MARS
Measurements Associates), and Thetford and Schucman (Columbia University), the teaching of
the system by Robert MacLachlan (American International University), the use of the PAS as
the primary test for student assessment and placement at the Hocking Technical College
(Nelsonville, Ohio) and the recent research interest shown by Daryl Bern (Cornell University).
The test is also featured prominently in Matarazzo's Wechsler's Measurement and Appraisal of
Adult Intelligence.3 In addition, a nonprofit foundation, which publishes a quarterly journal, has
been established to promote a wider use of the test.
The following review of PAS theory and measurement is presented as a means of
illuminating some of the challenges encountered in the application of an evolving theory and
measurement of individual differences to the novel problem of selecting individuals with latent
psychic ability.
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II DESCRIPTION OF THE PAS
A. PAS Theory
The purpose of any assessment is to make predictions about aspects of an individual's
behavior that cannot be readily observed. Because of its power and scope, the PAS has the
potential to answer much more than the simple question of whether or not an individual has
psychic talent. It could potentially predict: (1) the type of psychic task on which a given
individual might perform best; (2) individuals with natural talent versus those who are trainable;
(3) the type of learning environment best suited to potential trainees; (4) the most efficient
training method for a given person; and (5) what situations might prove stressful and thus reduce
psychic functioning.
To show clearly how such predictions are possible, we present a short introduction to PAS
theory and measurement. As noted, PAS is based on an empirical examination of thousands of
WAIS records and case histories. The heart of PAS theory and practice is described in a Journal
of Clinical Psychology monograph published in 1973.6 The following summary relies heavily on
concepts presented in the monograph.
1. Personality Dimensions
The PAS regards personality structure and functioning in terms of highly complex
patterns of interaction among a person's primary response style or primitive personality features,
the environment in which development occurs, and the compensations and modifications that are
acquired in response. The major determinants of behavior are initial or primary endowment and
two levels of adaptation that result from the interaction of the individual with the environment.
Theoretically, adult personality structure and function must be understood in light of the
interaction of these levels since no aspect is meaningful apart from the others.
The biological urge to respond to the external environment and the resulting
consequences make up the fundamental dynamics of the PAS. PAS assumes three levels of
adjustment. The first is the primitive level constituted by sets of primary abilities corresponding
to three theoretical dimensions of behavior discussed below. The second level, the basic or
attained structure, is a function of compensations to the primitive tendencies through interaction
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with the environment and is achieved as a child matures to adolescence. Finally, through further
modifications of behavior, a person attains, at adulthood, a surface or contact level. Again,
these dimensions and levels are not discrete entities. Rather their interaction is felt to be far more
important in determining behavior than is any component taken alone.
The three major dimensions of primary or primitive personality identified by PAS
theory are labeled: Externalizer-Internalizer (E-I), Regulated-Flexible (R-F), and Role
Adaptive-Role Uniform (A-U). They are primary in that from birth onward they determine the
quality and direction of a person's selective tendencies, both in awareness and response. They
establish the general lines along which a person is predisposed to develop, and limit the ability to
adjust by making some orientations alien. The original, primitive personality structure defines
the preferred type of reactivity. From the very beginning of life, how a person responds as well
as to what he responds, will be essentially in accord with this fundamental pattern.
a. The Externalizer-Internalizer (E-I) Dimension
The E-I dimension is referred to as the intellectual variable because it is
associated with a person's ideational or cognitive style. This dimension is concerned with the
quality and content of an individual's mental activity as well as the ways in which mental activities
are used. The Externalizer and the Internalizer are the extremes of the dimension and are
opposite one another with regard to the stimuli to which they are sensitive and the types of
responses that are evoked, the satisfactions they seek and the way they seek them, the major
sources of threat and the quality of the resulting defensiveness, the course and direction of
acquired adjustments, proneness to mental and physical malfunction, and the quality of the
inter-, intra-, and impersonal environment that facilitates or hampers optimal functioning.
The Externalizer is an active individual, more interested in doing than in
thinking. For the E, the world is real and experience is real. He is practical, concrete, and
works by trial and error. He directs his energies outward, seeking involvement with others. He
is, psychologically speaking, perceptually dominant, environmentally dependent, and more
responsive to external than internal cues. He must exert considerable energy when compelled to
deal with ideas, to be self-sufficient, or to control the natural inclination toward activity and
involvement with others.
A primitive Internalizer is the opposite. For him ideas are real. He is fond of
symbols and abstractions and tends to shun the practical, the specific, the concrete. His
emotions are directed inward, and his feelings--to the casual observer--appear masked and
obscure. They are in fact highly personal feelings and he guards them closely. He is primarily
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of internal stimuli. On the other hand the EF is aware of and responsive to a wide range of
external stimuli.
c. The Role Adaptive-Role Uniform (A-U) Dimension
The A-U dimension is often called the social dimension since it refers to an
individual's skill in meeting the social demands required by culture. This dimension is more
difficult to grasp because in addition to having important interactions with the other dimensions,
it has a dual aspect. On the one hand, it represents the overall effect or image one projects in a
social setting. On the other hand, it helps to determine behavior, for how one continues to act in
a social setting is determined to a great extent by the responses one receives to the initial
projected image.
The A individuid is magnetic, charming, and captivating. He moves easily in a
variety of social situations and has the knack of expressing conventional or proper feelings
whether or not they happen to be his true feelings. He is seldom anxious in social situations but
is quite capable of showing anxiety if the occasion calls for it. Major problems stem from the
highly favorable first impression he creates. Having oversold himself without really trying, he is
then faced with the task of living up to the high expectations his social versatility has engendered.
It is his fate to be accepted wholeheartedly at first, and later when he fails to meet expectations,
to be misunderstood and over-punished.
At the other extreme the U individual is socially inept and at best able to
handle only a few roles. These few roles are applied to whatever situations he encounters
whether or not they happen to fit. He is more likely to be rejected than accepted, and the first
impression he makes is usually unfavorable unless he is in a situation appropriate to a role he
knows. Often he is overlooked at first and later accepted for specific nonsocial skills.
As with the R-F dimension, the interactions of the A-U dimension with other
primitive dimensions are extremely important. For example, the ability to shift roles easily is a
talent of the primitive A and his consequent social acceptance may interact positively with the E
need for contact with the environment. A different problem arises for the IA as ready social
acceptance may run counter to his need to be left alone. In the same way an RA may attract
others initially but his self-centeredness will ultimately show through his A tendencies. On the
other hand the FA may begin well but his sensitivity and inferiority feelings may result in
rejection and social failure. The U dimension has a similar set of unique interactions with the
other dimensions.
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d. Compensation and Modification
The need to adapt to environmentally imposed situations requires adjustment to each
of the primitive tendencies. The first of these adjustments known as compensation, refers to
adaptations that happen during childhood. Compensation is defined as the movement toward
the attributes of the opposite primitive tendency. For example, a primitive E can learn to be
more passive, more ideationally aware and more self-sufficient. Compensatory activities are
acquired tendencies, externally induced and environmentally determined. Obviously some
compensation is required for adequate functioning. The strength of the original primitive
tendencies coupled with the degree of compensation determines whether a maladaptive state
results. When compensation has been achieved, usually by adolescence, the person is said to
have reached the basic level of personality development. This adjustment level is considered
relatively stable and not vulnerable to stress.
Modification, the second level of personality adjustment, interacts with the basic level
of each dimension to form the surface level of personality structure and is achieved during the
later stages of development. This is the level associated with the first impressions of a particular
adult personality. It is a relatively unstable level and particularly vulnerable to stress.
Because of compensations and later modifications, the personality may follow any of
several general routes from each original primitive tendency. At one extreme, an individual may
fail to develop either compensating or modifying tendencies in one or more of the three primitive
dimensions. Such a condition indicates a narrow restricted psychological set limiting the range of
responsiveness and efficiency. At the other extreme is the individual who has reacted against
one or more of his original tendencies first through compensation and later through modification.
This combination is likely to produce repression. Between these two extremes, a variety of
adjustments are possible representing a person's attempts to compromise with environmental
pressures rather than avoid them entirely or succumb to them completely.
2. Measurement Using the WAIS
Although the PAS theory can stand alone or be used in conjunction with a variety of
tests and behavioral observations, the most common method for measurement used in practice is
a system of deriving difference scores from WAIS subtest data. The deviation of scores on ten
subtests (excluding vocabulary) from an empirically derived Normal Level (NL) is the heart of
the measuring process. NL is theorized to be the innate core of intelligence present at birth or,
in WAIS terms, an estimate of the standard score a person would receive on the subtests if all
personality influences were eliminated. It can be approximated by averaging the subtest scaled
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scores, although in practice it is derived using a complicated set of procedures arrived at
empirically by Gittinger and his associates and outlined in Chapter 5 of their monograph.5
Once the NL has been determined, a person's primitive level of orientation on each
of the three dimensions .(E-I, R-F, A-U) is obtained from the difference between NL and the
scaled score on three WAIS subtests. Position on the E-I dimension is reflected by the
difference score on Digit Span. Similarly, the R-F position is assessed by deviation analysis of
the Block Design score and position on the A-U dimension is determined by derivation of the
difference score on Picture Arrangement.
Digit Span scores below NL are associated with externalizing tendencies whereas
scores above NL are assumed to be produced because of internalizing tendencies. A person can
handle the Digit Span subtest in one of two ways. The first approach is to treat the digits as
though they were located somewhere in the environment such as on the wall, or associated with
actual objects in the environment. This is the approach used by the E individual who turns
naturally to the environment for assistance in problem solving. The E is not very successful with
this method because it tends to restrict recall, thus lowering the Digit Span score. Another
Externalizer characteristic, the tendency to see the digits as separate units (without grouping
them to facilitate recall) lowers performance still further. In addition, since the digits themselves
are abstractions, they represent an area relatively alien to the E. Beyond this, the test
situation--face-to-face administration of the subtest--produces interference because of the
need to respond to the examiner. Thus, the strength of the externalized tendency is indicated by
how poorly the E performs on the Digit Span.
The second way a person can handle Digit Span is to arrange the numbers so as to
make them more meaningful. This is essentially an abstract, internalized process which does not
involve the external environment. Thus it is the natural approach of the I who tends to group
digits in a manner that facilitates recall. Also, because the I has no vital need for interpersonal
approval, the test situation is not disturbing. These factors combine to produce a relatively high
Digit Span score, indicating the strength of the I tendency.
The primitive position on the R-F dimension is derived from the score received on
Block Design. Again, this task has two approaches corresponding to the problem-solving
methods inherent in primitive Regulation and primitive Flexibility. The R operates on the
premise that there is only one solution to each Block Design problem and moves deliberately and
systematically to find it. This involves breaking down each design into its component parts, thus
facilitating the accurate reproduction of the individual units that make up the total design. The R
is not readily distracted nor is concentration on minute details irksome. Relationship of parts to
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the whole or deriving meaning from an understanding of the whole is not important. Focus on a
narrow, specific aspect of the problem allows the R to reproduce the designs by accurate
imitation of their elements. This special combination of abilities is so well suited to the Block
Design task that the strength of the R tendency can be obtained on the basis of how well the task
is performed.
The F is less certain that there is only one way to do the task. The design is
responded to as a totality, with meaning ascribed to the relationship of parts to the whole.
Attention to detail is irritating and the discrete units of the design are ignored. A wide range of
perception not only prevents focus on the task but makes the F regard the design as only one
aspect of the total test situation. Thus the F is distractable and finds concentration difficult. This
combination of attributes is so poorly suited to good performance on Block Design that the
strength of the F tendency is measured by poor performance relative to Normal Level.
The Picture Arrangement subtest is the indicator of a person's primitive tendency
with regard to the A-U dimension. Like Digit Span and Block Design, Picture Arrangement
presents a series of problems that can be handled in either of two ways. The two approaches
reflect the differences in social perception that characterize Role Adaptivity and Role Uniformity.
Since this subtest requires insight into human social interaction, a high score is obtained by the A
individual whose high degree of interpersonal awareness, appreciation of the appropriate
situational behavior, and ability to handle unfamiliar social situations helps to rapidly identify the
correct sequence of the pictures.
The U individual, lacking social awareness, regards the items apart from the implied
social context and thus has difficulty ordering them correctly. In addition, limited social
versatility makes the unfamiliar situations threatening and the anxiety thus aroused depresses the
Picture Arrangement score. Low scores on this subtest are associated with the U pole of this
variable.
Six of the remaining seven subtests are used to measure the presence or absence of
the compensating and modifying tendencies of each of the primitive dimensions. The Arithmetic
subtest measures compensatory tendencies at the basic level for the E-I dimension while the
Information subtest measures the strength of modifying tendencies at the surface level. On the
R-F dimension, the Similarities subtest of the WAIS reflects a person's basic adjustment and the
Comprehension subtest indicates the nature of modification at the surface level. And finally, on
the A-U dimension, the Picture Completion items indicate the presence or absence of
compensation while Object Assembly is the measure of modification.
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The remaining subtest, Digit Symbol, is used to measure a concept called Aci
Level. This concept is related to the overall quality of functioning including drive, motiva
and energy output and is integrated into the fourth dimension discussed in the following sect
B. The Fourth Dimension: Goal Oriented-Task Oriented (G-T)
The development of a fourth personality dimension came about through the
recognition by Saunders that the WAIS subtests were a "harmful limitation" of the power of
theory.7 Along with the addition of items to several of the WAIS subtests, Saunders eveni
added the Color Naming Test (a variation of the Stroop Test) and a Time Estimation Ti
produce an extended WAIS. Combined with the Digit Symbol subtest (originally use
Gittinger to measure Activity Level) a fourth personality dimension evolved which measure
strength of coping behavior, problem-solving style, time orientation, and stress tolerance.8
primitive level indicator is the Color Naming subtest while the basic and contact level indic
are Digit Symbol and Time Estimation, respectively.
The fourth dimension is a fairly recent addition to the PAS and as such has not rec
the same theoretical attention in the literature as have the other dimensions. In additior
fourth dimension has been subsumed by the reference group concept discussed below. Bi
the primitive poles indicate whether a person tends to be goal oriented (G) or task oriented
The goal oriented person has a high ability to learn up to his innate level and to acquire
skills. He is not only stress tolerant but tends to thrive on stress. The G person also ha
conflict well. By contrast, the task oriented person has difficulty learning to his potential.
vulnerable to stress and conflict and is easily immobilized. He lacks perspective and focus
getting from one moment to the next.
C. Reference Groups
PAS theory emphasizes the interaction effects of the various dimensions and level
can be seen from the preceding discussion, the possibilities for distinct personality types q
become unmanageable (Gittinger's original formulation gave personality descriptions fo
different types). Using the polar extremes of the primitive level, only eight cells or cluste
possible, but allowing for varying degrees of strength of the primitive tendencies, several lel
compensation, several levels of modification, the fourth dimension, age, and gen&
astronomical set of possible personality descriptions results. While all are theoretically po
only a few can be identified psychometrically. The reference group concept is an atter
make the data of the PAS more manageable. A reference group collapses a large number c
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is represented 15 times and corresponds to the 8 patterns formed by the original 3 PAS
dimensions.
All the members of the same group share a common value system; that is, they deal with
the same set of forces driving their behavior. So, for example, a hedonist and a prude can
occupy the same group in spite of wide behavior differences because dealing with the issue of
pleasure is the urgent task for this group. In the same way persons who seek confrontation and
those who avoid it are grouped together since dealing with confrontation is the main topic for this
group regardless of behavioral resolution.
D. Current Usage
As mentioned previously, the PAS is receiving growing visibility in a number of academic
settings. The PAS Foundation's current bibliography lists 146 PAS-related references, including
studies validating PAS concepts as well as studies showing the descriptive value of the test. A
review by Krauskopflo concludes that there is evidence of concurrent and construct validity for
the PAS and some demonstration of predictive validity.
The PAS has been used successfully to predict rank order of student course
achievement,11 to distinguish between subgroups of ulcerative colitis patients,12 to separate
patients suffering migraine headaches from ulcerative colitis patients,13 to describe the personality
characteristics of AWOL soldiers,14 to relate hysterical symptoms to personality traits,15 and to
separate criminal populations from noncriminals.18
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is represented 15 times and corresponds to the 8 patterns formed by the original 3 PAS
dimensions.
All the members of the same group share a common value system; that is, they deal with
the same set of forces driving their behavior. So, for example, a hedonist and a prude can
occupy the same group in spite of wide behavior differences because dealing with the issue of
pleasure is the urgent task for this group. In the same way persons who seek confrontation and
those who avoid it are grouped together since dealing with confrontation is the main topic for this
group regardless of behavioral resolution.
D. Current Usage
As mentioned previously, the PAS is receiving growing visibility in a number of academic
settings. The PAS Foundation's current bibliography lists 146 PAS?related references, including
studies validating PAS concepts as well as studies showing the descriptive value of the test. A
review by Krauskopflo concludes that there is evidence of concurrent and construct validity for
the PAS and some demonstration of predictive validity.
The PAS has been used successfully to predict rank order of student course
achievement," to distinguish between subgroups of ulcerative colitis patients,12 to separate
patients suffering migraine headaches from ulcerative colitis patients,13 to describe the personality
characteristics of AWOL soldiers," to relate hysterical symptoms to personality traits,15 and to
separate criminal populations from noncriminals.16
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III DISCUSSION
A. PAS Critique
Current evaluation of the PAS must begin from the fact that it is an evolving system. The
complexity generated by the intra?individual interactions of abilities, coupled with the largely
empirical nature of PAS development and continued refinement of theory, has made periodic
revisions and updates of the system necessary. This can be regarded as an advantage or a
disadvantage. Some would see the effort as doomed from the start and are inclined to distrust
the system entirely. Others have added components to the system, responding to perceived
shortcomings, in attempts to improve its usefulness. The attitude of doom is probably due to a
lack of familiarity with the complexity of the test while the attempts to improve usually follow the
experience of dramatic results with its use in specific situations.
Representative of the first position is the attack by Turner and his colleagues in a study
sponsored by the National Institute of Mental Health and reported in a leading journal of clinical
psychology.17 Turner et al. attempted two seemingly straightforward analyses: (1) a
determination of the correspondence between two standard self?report measures (16PF and
MMPI) and the personality characteristics of persons within various PAS classifications, and (2)
an investigation of several PAS assumptions. Negative results are reported for five of seven
hypotheses with "little utility for clinical application" for the two significant findings. After
defending the adequacy of their study's design, the authors present a critique of PAS theory and
measurement that makes the following points: (1) available evidence does not support the choice
of Digit Span, Block Design, and Picture Arrangement as the primitive indicators (based on one
study that showed greater heritability for Information, Arithmetic, and Vocabulary); (2) Normal
Level appears to be calculated in such a way that compensation will be judged to have occurred
(this is offered as an explanation of why their sample was skewed toward compensation); and (3)
the foundation of PAS measurement and classification is flawed since it relies on difference
scores (generally thought to be unreliable). The authors conclude that because their hypotheses
were not unsupported, the whole system must be questioned.
The opposite view is espoused by Saunders who, based on multiple experiences of what he
considered valid profile interpretation by John Gittinger, has devoted a good portion of the last
30 years to PAS related research. In a series of studies6 using factor analysis, he demonstrated
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that the WAIS samples material from an 18?factor domain making it more factorially complex
than previously thought. He then turned his attention to the relative primitivity of certain traits
and, using several different methods, found support for the hypothesis that Digit Span, Block
Design, Picture Arrangement, and Digit Symbol measure primitive traits while other WAIS
subtests measure learned or acquired characteristics. Integrating these insights into PAS practice,
he has gone on to develop the concept of the fourth dimension and the reference group
structure.
Taken together, Saunders' contributions answer the harshest criticisms leveled at the PAS.
Specifically, addition of subtest items, fourth dimension measures, and reference group structure
addresses the limitations of the WAIS as a measurement tool, eliminates the dependence of
personality classification on Normal Level, and obviates criticisms based on the unreliability of
difference scores. One measure of the success of his approach is that randomly generated
profiles do not generally fit reference group definitions.
Saunders18 has directly responded to the negative findings of Turner, et al. by showing that
their study (1) failed to account for the interactions of abilities in its analyses, (2) tested
hypotheses based on oversimplifications of PAS theories, (3) used an unrecognized biased
sample, and (4) used the scales of a self?report measure (MMPI) with no reported reliability in
normal populations. Using Turner's own data, Saunders goes on to demonstrate support for
commonality between the PAS and the other personality measure (16PF) used in the study.
In summary, current PAS theory and practice proposes nothing less than a classification
system that encompasses the entire domain of individual differences.19 It builds on the familiar
multiple?factor model first proposed by Thurstone20 and pursued by Catte1121 and Guilford,22 but
goes beyond them with the idea that personality must be seen as an interaction of abilities rather
than a static repository of traits. Although the concept is complex, the ultimate success of any
research utilizing PAS concepts hinges on addressing this idea.
B. Problems with Use in Psychoenergetic Research
As noted previously, the recent refinements of the PAS are still in process and have not
yet been published. Because it was unclear how fourth dimension and reference group concepts
were being blended into original PAS formulations, the psychoenergetics project encountered
some problems as new groups were added to the system, group names were changed, and group
descriptions were rewritten. The following discussion of these problems should be seen in light of
the recognized necessity for these changes and not as an attempt to invalidate the PAS concept.
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1. Fourth Dimension Theory
The lack of a detailed theoretical formulation in PAS literature for the fourth
personality dimension along the lines of the other three is currently a weak link in the system.
The descriptive material for this dimension has changed more often than that of the other three
as new reference groups were added. Since all of its aspects appear to be learned, it is not at all
clear how this dimension can have the same primitivo aspect as the other three. Theoretical
questions aside, the changing nature of the descriptive material has impeded our efforts to use
the system as a descriptive tool.
2. Reference Group Instability
The instability of reference group number and composition for the past several years
is another aspect of the system that has hampered our attempts to describe psychic personalities.
Initially, we relied on short summary descriptions generated by profile analysis of the four
dimensions. These descriptions changed as more groups were added and individuals were placed
into other groups. With the recent stabilization of the system at 120 reference groups, it is hoped
that detailed descriptions of each reference group will be forthcoming. This task will not be
trivial because of the considerable amount of within group behavioral variability postulated by the
system. There are indications that Gittinger, although now retired, is interested in formulating
these descriptions.23
C. Conclusions and Recommendations
This review, stimulated by critical evaluation of the PAS measurement process,
long?standing indifference to PAS theory by the psychological community, and unfamiliarity with
the development of fourth dimension and reference group concepts, hopefully communicates a
clearer understanding of what must be considered a truly ambitious project. The tenacity of a
small and dedicated group of researchers (particularly Saunders) and clinicians is to be
applauded. Yet, a tremendous amount of work remains to have the concept integrated into
mainstream psychological research and academe, where it will ultimately have to be accepted for
its full potential to be exploited.
The continued use of the PAS as a descriptive tool in psychoenergetic research is much
enhanced by the recent stabilization of the reference group structure. This function will be
additionally improved by complete theoretical and behavioral descriptions of each reference
group. It is recommended that new subjects showing psychic talent in laboratory tests continue to
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be tested with the PAS as part of a long?range effort to find unique characteristics of psychic
personalities.
The use of the PAS as a potential mass screening instrument in conjunction with a
self?report test (MBTI) has to be reevaluated (see Appendix B, part ID). It appears that
although the PAS can be used to predict MBTI scores, the converse is not true. Since the PAS is
relatively time consuming to administer and cannot be done in a group setting, it appears that the
PAS's value to the psychoenergetic project will continue to be descriptive, rather than predictive,
until a larger data base of reliable psi performers is accumulated.
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REFERENCES
1. Palmer, J., "Attitudes and Personality Traits in Experimental ESP Research," in Benjamin
B. Wolman (Ed.), Handbook of Parapsychology, New York, Van Nostrand Reinhold
Company, 1977.
2. Saunders, D. S., "Predicting Psi Performance with the Personality Assessment System,"
Research in Parapsychology, 1985, Metuchen, N.J., The Scarecrow Press, Inc., 1986.
3. Matarazzo, J. D., "Personality and Related Correlates of the Wechsler Scales," in J. D.
Matarazzo, Wechsler's Measurement and Appraisal of Adult Intelligence, Chapter 14, pp.
475-482 (5th Edition), Baltimore, Williams & Wilkins Company, 1972.
4. Lantz, N, and Kiernan, R. J., "Neuropsychological Assessment of Participants in
Psychoenergetic Tasks," Final Report, SRI Project 1291, SRI International, Menlo Park,
California, December, 1986.
5. Winne, J. F., and Gittinger, J. W., "An Introduction to the Personality Assessment
System," Journal of Clinical Psychology, Monograph Supplement, No. 38 (Now Archives
of the Behavioral Sciences), 1973.
6. Frank, G. H., "The Measurement of Personality from the Wechsler Tests," in B. A.
Maher (Ed.), Progress in Experimental Personality Research, Vol. 5, pp. 169-194, New
York, Academic Press, 1970.
7. Saunders, D. R., "Some Conclusions Drawn from Research Stimulated by the PAS," in
Volsky, T. C., Jr. (Chm.), The Classification of Clients: A New Approach Based on
Abilities, Symposium presented at the American College Personnel Association (APGA),
Dallas, March, 1967.
8. Saunders, D. S., PAS Fourth Dimension Kit, Lawerenceville, MARS Measurement
Associates, 1983.
9. Saunders, D. S., "The efa* Super-Dependent Female," unpublished manuscript,
Lawrenceville, New Jersey, 1968.
10. Krauskopf, C. J., "Validity and the Personality Assessment System Since 1973,"
Personality Assessment System Foundation Journal, Vol. 3, pp. 2-6, Spring, 1985.
11. Krauskopf, C. J., and Bielefeld, M. 0., "The Prediction of Achievement in a Senior Level
Course," Academic Psychology Bulletin, 3, pp. 245-249, 1981.
12. Schucman, H., Saunders, D. R., and Thetford, W. N., "An Application of Syndrome
Analysis to Subjects with Ulcerative Colitis," Paper presented at the American
Psychological Association Convention, 1962.
13. Schucman, H., and Thetford, W. N., "A Comparison of Personality Traits in Ulcerative
Colitis and Migraine Patients," Journal of Abnormal Psychology 76, pp. 443-452, 1970.
14. Tetrault, S., "PAS Description of Chronic AWOL Soldiers," In C. J. Krauskopf and K. G.
Davis (Eds.) Studies of the Normal Personality, JSAS Catalogue of Selected Documents in
Psychology, 3, p. 85 (Ms. No. 415), 1969.
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15. Thetford, W. N., and Schucman, H., "Conversion Reactions and Personality Traits,"
Psychological Reports, 27, pp. 1005-1006, 1970.
16. Winne, J. F., "WAIS Performance of Criminals and Non-Criminals: PAS Primitive and
Basic Personality Patterns," unpublished manuscript, Alexandria, Virginia, 1977.
17. Turner, R. G., Willerman, L., and Horn, J. M., "A Test of some Predictions from the
Personality Assessment System," Journal of Clinical Psychology, 32, pp. 631-643, 1976.
18. Saunders, D. R., "On Turner's Assessment of the Personality Assessment System."
Journal of Clinical Psychology, 38, pp. 616-623, 1982,
19. Saunders, D. R., "Reference Groups: A 1984 View of the Undertaking," unpublished
manuscript, Lawrenceville, New Jersey, 1984.
20. Thurstone, L. L., The Vectors of the Mind, University of Chicago Press, 1935,
21. Cattell, R. B., Factor Analysis, Harper, 1952.
22. Guilford, J. P., The Nature of Human Intelligence, McGraw Hill, 1967.
23. Saunders, D. R., personal communication, November 1987.
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APPENDIX A
FUNDAMENTAL FACTS ABOUT REFERENCE GROUPS
David R. Saunders
MARS Measurement Associates
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Fundamental Facts about Reference Groups
David R. Saunders
MARS Measurement Associates *
The purpose of this document is to provide an introductory
overview of the WAIS/PAS Reference Groups. Rigor and detail have
been sacrificed in favor of brevity and impact. Questions from
interested readers are invited.
A "Reference Group" may be defined as (1) a specified set of
real individuals who are both (2) demonstrably homogeneous ac-
cording to appropriate quantitative criteria and (3) acceptably
homogeneous according to meaningful behavioral criteria.
Taken as a whole, the system of Reference Groups is able to
integrate an extraordinary range of individual difference data,
including both "normal" and "abnormal" personality as seen
through self-reports and/or tests and/or observer ratings. All
this is accomplished within a conceptually interesting, computer-
compatible framework.
A -- From the perspective of psychological theory
1. There are precisely 120 groups. The groups are rela-
tively distinct from one another, and these distinctions between
groups are of primary importance. In addition, the members of
any one group will be found to vary considerably; while these
differences are not insignificant, they are of secondary impor-
tance. The over-riding important difference between any two
groups is that the within-group rules are different. In effect,
group membership is to be regarded as a "moderator variable" that
establishes the proper interpretation of everything else.
la. An appropriate visual analogy is provided by the dis-
tribution of numerous two-dimensional galaxies in the three-
dimensional physical universe.
lb. A second useful analogy is with quantum mechanics.
Something akin to a "quantum jump" is required for an individual
to move from one Reference Group to another. On the other hand,
within-group movement is relatively easy and likely.
lc. A third useful analogy is with the periodic table of
chemical elements, which points to the existence of only certain
atomic forms and predicts many of their properties.
2. Each reference group has been provided both a name, as
summarized in Figure 1, and a systematic designation, which corn-
* P.O.Box 591, Pennington, New Jersey 08534-0591
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prises three letters and a "digit." Either of these is intended
to serve as an interpretive label, and either may also serve as
an hypothesis; neither is intended to serve as a definition.
3. 120 can be factored as 3 x 5 x 8. (Notice that 4x4x8
would make 128; assuming it is sufficient, the 3x5x8 model is
slightly more efficient.)
3a. As it happens, Guilford's "Structure of Intellect"
(1967) also postulates precisely 120 cells in a 3x5x8 array.
Guilford's model is focused on a different problem, however, and
the common occurrence of "120" is only a coincidence.
4. The 3-fold breakdown encompasses Pro-active, Poly-
active, and Re-active, which may be regarded as three modes of
stress management. This aspect of the Reference Group array is
essentially unchanged from the previous 96-group model, and can
be seen clearly in the initial 72-group model.
5. The 5-fold breakdown encompasses Left-brained, Right-
brained, Old-brained (subcortical), New-brained (neo-cortical),
and Balanced. Only 4 of these were recognized by the 96-group
model, and only 3 by the 72-group model.
5a. The 5-fold breakdown may also be conceptualized in
terms of the Jungian functions -- Thinking, Feeling, Sensing,
Intuition, (and Ambivalence), respectively.
5b. The physical layout of Figure 1 positions the four
Jungian functions in the same four quadrants that are used by
Lowen. Several of the labels in Figure 1 also happen to have
been used by Lowen. This is not the arrangement that has con-
ventionally been used with the MBTI.
5c. It will be found that the groups designated as right-
brained and feeling are preponderantly female, while their
counterpart groups designated as left-brained and thinking are
preponderantly male; all other groups are mixed. This is con-
sistent with the well-known gender correlation of the MBTI.
5d. It will also be found that the groups designated as
neocortical and intuitive include the highest proportions of per-
sons pursuing optional educational programs, i.e., beyond high
school. On the other hand, the groups designated as subcortical
and sensing include the highest proportions of individuals drop-
ping out even before completing high school.
5e. The groups designated as balanced/ambivalent provide
the extension from 96 to 120 groups. On the one hand, they can
be ignored without creating any obvious theoretical asymmetry.
Once recognized, however, they substantially improve the power of
the model to account for cases. In addition, it will be found
that ambivalence involves more than just being in the middle on
the T/F and S/N dimensions.
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6. The 8-fold breakdown encompasses the familiar PAS primi-
tives -- Externalizer/Internalizer (E/I), Flexible/Regulated
(F/R), and Role-Uniform-Role-Adaptable (U/A), in all combina-
tions. This aspect of the Reference Group array has never
changed. E/I is also equivalent to Eysenck's favorite variable.
F/R is equivalent to "Field Independence," Witkin's favorite
variable. U/A has never been championed.
7. The 15-fold breakdown formed by ignoring the PAS primi-
tives, and coded in the final "digit" of the group label, is
referred to as the "Level" of the Reference Group. We have found
it interesting to interpret "Level" in terms of the "Meaning of
Life," along lines suggested by Spranger or Morris.
7a. Specifically (cf Figure 1):--
Level 1: Re-active Thinker -- IS the system; life is a game.
Level 2: Re-active Feeler -- Life is a personal experience.
Level 3: Poly-active Feeler -- Life is to be lived/glorified.
Level 4: Pro-active Feeler -- Life is for personal growth.
Level 5: Pro-active Intuitive -- Life is to support evolution.
Level 6: Pro-active Thinker -- Life is to maintain the system.
Level 7: Poly-active Thinker -- Life is to run/use the system.
Level 8: Poly-active Intuitive -- Life is a mystery to probe.
Level 9: Re-active Intuitive -- Life is an illusion.
Level a: Pro-active Sensing -- Life is a religious experience.
Level b: Poly-active Sensing -- Life is a struggle to survive.
Level c: Re-active Sensing -- Life has no meaning.
Level x: Pro-active Balanced/Ambivalent cf 4,5,6,a
Level y: Poly-active Balanced/Ambivalent cf 3,7,8,b
Level z: Re-active Balanced/Ambivalent -- cf 1,2,9,c
B -- From the perspective of psychometrics
1. The process of discovering reference groups is a multi-
variate procedure that has never been described. It has some
features in common with factor analysis, some in common with mul-
tiple discriminant analysis, and some with latent class analysis,
but it is different from any of these.
2. The common measurement space encompassing all 120 groups
has 16 dimensions. Each group is a four-dimensional "galaxy" lo-
cated within this 16-dimensional "universe." The "local" four-
dimensional within-group coordinate system best for each group is
unique to that group. These local coordinate axes are orthogo-
nal, and are linear combinations of the basis dimensions.
2a. Operationally, the 16 basis dimensions are provided by
10 WAIS subtests (excluding Vocabulary), plus the PAS Normal
Level, plus two measures from the PAS Fourth Dimension Kit (CN
and TE), plus two indices derived from patterns of response to
Picture Completion (Q1) and Information (Q2), plus Age. (Each
pattern index can be regarded as a difference (or balance) be-
tween two subscales. Thus, Q1 is "Perspective" versus "Contact"
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of the others; Level 0 was split into Levels a, b, and c, making
96 groups. Two years later, after this model had been roughly
optimized, it became apparent that the groups at Levels 5, 8, and
2 now featured too-high-spans, as well as other unique features;
Levels x, y, and z were created initially as fragments of 5, 8,
and 2, respectively, making 120 groups. After further optimiza-
tion, the result has been a very homogeneous set of span values,
as well as a very satisfactory overall assignment rate. We now
interpret these results as evidence of convergence and closure
for the model as a whole.
6a. It is reasonable to expect that any case used as an
exemplar should be closer to the group it exemplifies than to any
other group. We are pleased to observe that this is almost al-
ways true, but it is not a rule that may be blindly enforced; de-
cisions as to group assignment must be based primarily on the im-
plications for the system as a whole, and cannot be made just to
accommodate a particular case.
6b. The 29 available complete cases that do not qualify as
exemplars come disproportionately from certain sources, especial-
ly those employing the WB-G or the WAIS-R rather than the WAIS.
Over 99% of complete WAISs are now used as exemplars. (With 96
groups, this figure reached only 95%). It does appear to be true
that "clinical" cases are more likely than "normal" cases to man-
ifest profile distortion that reduces their value as exemplars.
7. Mean span is a measure of error. One major psychometric
implication of the existing results is that the reliability of
each separate subtest of the WAIS is substantially higher than
previously believed. This helps to explain why the PAS has
worked in the past.
8. Randomly-generated profiles are relatively unlikely to
fit the definitions of the groups. A second major psychometric
implication is that the measurement space as a whole is mostly
empty. This argues against the usual form of the common assump-
tion of multivariate normality.
9. What the Reference Group Model directly provides is a
way of accommodating and accounting for interaction effects in a
relatively selective and efficient manner. It is assumed that
conventional (non-interactive) statistics may be safely applied
on a within-group basis, but not to samples representing more
than one group.
C -- From the perspective of a single "behavior"
1. Of course, one immediate implication of the whole ref-
erence group approach is that what passes for a "single behavior"
may not be. The reference group is really a better diagnosis
than the behavior.
2. The provision of behavioral validation for reference
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groups is obviously a novel problem. Fortunately, the effects
are often so strong that it may only be necessary to make a clear
presentation of the data, relying on the reader to apply the
"Intraocular Traumatic Significance Test."
3. Figures 3-n are essentially histograms displaying dis-
tributions of group membership for various behaviorally defined
samples. See Figure 1 for the appropriate labels.
3a. In most of these charts an "x" represents a case fit-
ting its group well enough to qualify as an exemplar; a "." tal-
lies a case with more ambiguous qualifications. In some charts
other symbols may be used to identify special subgroups, as de-
fined in the legend of the particular chart; such cases are al-
ways exemplars.
?3b. In a few charts, having especially large total fre-
quencies, the histogram bars are said to be on a "log scale." In
these tallies, the first "x" represents the first case, the
second "x" represents the next two cases, the third "x" stands
for the next four cases, etc, etc. Thus, for example, six "x"s
represents any total frequency from 32 through 63.
3c. It is important to notice that incomplete data cases
are only rarely acceptable as exemplars for Levels x, y or z.
This arises not simply because TE and/or CN are sources of vari-
ance within these groups, but because this variance is tied to
other variance on non-missing subtests. The implication here is
that most of the single behavior histograms probably understate
the importance of Levels x, y and z.
3d. The "assignability rate" of a given behavior provides
an interesting summary statistic. For samples of "incomplete
data," this figure ranges from 71% to 92%. The lowest figures
are associated with inpatient populations, consistent with the
view that the most extreme profile distortions are pathological.
It is interesting to observe that neither criminality nor homo-
sexuality is pathological according to this criterion.
4. There are several legitimate ways to do statistical
significance testing with these tables, depending on the numbers
of cases they contain.
4a. If the numbers are small, it is possible to ask whether
the distribution shows a significant tendency to aggregate. For
example, the 11 police lieutenants shown in Table 21 come from
only 7 of the 120 groups. If the null hypothesis is that the
groups are equally likely and that each case is independently
assigned, needing only ,7 groups for 11 cases is statistically
significant. Another methodology, more laborious but more power-
ful, is illustrated in Saunders (1986); this procedure simply
tests for clustering in the original basis space.
4b. If the numbers are larger, it is also possible to ask
whether two distributions are similar. This question may be
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addressed by a 2x120 contingency analysis. Information statis-
tics will be preferred to chi-square (Saunders, 1975).
4c. With still larger numbers, it is possible to ask
whether an independent variable has a similar effect in two
different samples. There are several examples of this
methodology in Saunders (1985).
D -- From the perspective of a single group
1. All the members of a given group share a common value
system, in the sense that they recognize the same set of most
relevant issues -- both philosophically (as abstract concepts)
and practically (in terms of personal meaning). In other words,
they share a common language.
2. Two members of the same group may disagree as to what is
the ideal behavioral response to these relevant issues. This
possibility is often realized when the two persons are separated
by their within-group indices. Disagreements of this kind are
particularly distressing for the individuals concerned (as com-
pared with between-group differences) because each can say that
the other "should know better."
3. Within-group regression is "safe." Between-group re-
gression is "unsafe." Naturalistic groups that are dominated by
one (or two) reference groups have often produced satisfactory
results, i.e., they have yielded statistical significance. Nat-
uralistic groups that are heterogeneous commonly yield unsatis-
factory results. Indeed, the impact of ignored interaction ef-
fects frequently is to cancel out the most important potential
findings.
3a. Studies are needed that consciously enforce a within-
group methodology. Our analyses using the MBTI illustrate this.
4. The four within-group dimensions, while re-defined
uniquely in each group, do tend to conform to a pattern. They
are always labelled as -- V1 = Age; V2 = Balance; V3 = Arousal;
and V4 = Skew.
4a. By treating age as a within-group variable we auto-
matically provide the equivalent of age-corrected norms for each
class of profiles. We also imply that simple aging should not
lead to any change in group assignment.
4b. The concept of balance allows us to place any profile
along a continuum. At one extreme are the adjustments maintained
primarily through cleverness (i.e., NL). At the other extreme
are the adjustments maintained primarily through energy expen-
diture (i.e., DSy). Almost every group encompasses both of these
possibilities.
4c. The arousal dimension is most commonly correlated with
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TE or OA. Almost every group encompasses a wide range on this
dimension. (We are thinking of cortical arousal, not sexual
arousal.)
? 4d. The skew dimension is the most varied, but commonly
correlates with Q2, C, D, and/or A. In practice, this is a
catch-all. "Skew" is chosen deliberately as a word lacking
specific psychological connotations!
E -- From the perspective of a single case
1. In view of the overall assignment rate for complete-data
cases, even a failure to classify a new case becomes a statisti-
cally highly significant event! Possible explanations for such
events might be (in order of decreasing likelihood?) scoring
error, administration error, use of a non-standard WAIS, retest
effects, and deliberate or unconscious distortion by the subject.
This can include certain forms of "abnormality".
la. It is not unreasonable to ask "What is the probability
of a correct assignment?", but this is impossible to answer in
the absence of any independent criterion as to what is "correct."
In the majority of cases there will be one and only one plausible
assignment, i.e., just one assignment that would qualify the case
as an exemplar. In a minority of cases there may be two or even
three plausible assignments; in such cases, we recommend the in-
terpretation that both (or all) are true, i.e., that the individ-
ual is a sort of composite or multiple personality. Under this
interpretation, all plausible assignments are "correct," but some
reflect only incomplete explanations of the individual.
2. Given a successful assignment to a group, we may identi-
fy the individual's operating value system (cf paragraph A7a) and
the behavioral style (cf paragraph A6) by which this is sup-
ported. Other known exemplars and/or generalized descriptions of
the group may be consulted.
3. Given both assignment to a group and determination of
the within-group coordinates, we may employ within-group regres-
sion to predict the individual's specific behavior on whatever
dimensions of interest may have been studied in the particular
group. Within the near future, these dimensions will include at
least the scales of the MBTI.
3a. It is important to bear in mind that none of the groups
are 100% "good" or 100% "bad" places to be, even though the pro-
portions may vary from group to group.
4. A two-page individual report form has been designed that
brings together all the information in the large data base which
is relevant to the interpretation of the single case on which it
is focused.
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F -- From the perspective of a long-time PAS-ophile
1. For those familiar with the PAS, a Reference Group is
most similar to an aggregate of persons in a single Basic Pat-
tern, rather than a Primitive or a Contact Pattern. Furthermore,
most, but not necessarily all, persons in a given Reference Group
will belong to the indicated Primitive Pattern according to
conventional PAS scoring; however, the exceptions to this rule
are important, and make particularly interesting case studies.
la. It is mechanically possible to assign a modal PAS for-
mula to each group but, because the indicators coded by the for-
mula are commonly significant and recognized sources of within-
group variability, it is most important to recognize that a given
group typically emcompasses portions of several PAS basic pat-
terns. For this reason, we no longer tabulate the modal
patterns.
2. The familiar PAS has been presented as a series of di-
chotomies, with every possible combination considered as theoret-
ically legitimate. The patterns not seen in practice are simply
described as "rare." The Reference Group Model suggests that
many of these rare patterns are truly non-existent, i.e., the
possibility must be considered that any apparent observations of
these "rare" patterns are simply a result of measurement error.
3. PAS-ophiles have debated for years the optimum defini-
tion of "Normal Level," recognizing that the apparent PAS formula
of an individual often depends critically on the NL. In the end,
NL has had to be recognized as a "clinical judgment," and the
debate as unresolvable. The algorithms which implement the Ref-
erence Group Model happen to employ NL29, but they would yield
the same end results with any other NL.
3a. An important property of the reference group algorithms
is that they are independent of the absolute means and standard
deviations of all the measures used, and are therefore indiffer-
ent to the fact that the WAIS was never standardized with profile
interpretation in mind. In contrast, the conventional PAS is
vulnerable on this point, and it is not unlikely that many of the
convolutions of conventional PAS scoring have their roots in this
problem.
3b. Given the "obvious" effectiveness of the PAS despite
its being burdened with these problems, points 3 and 3a provide a
substantial rationale for developing the reference groups as a
more rigorous and possibly even more effective approach.
3c. It must be noted here that the Level x, y and z groups
are heavily dependent on the Fourth Dimension subtests, to the
degree that these groups would not have been recognized without
the Fourth Dimension data. (Cf paragraphs A5e and C3c.)
4. It is possible to analyze the Reference Group exemplars
to determine what simple indices (if any) best approximate each
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dimension of the between-group structure. The following seven
indices are relatively independent and display relatively high
intra-class correlations as predictors of group membership:--
D-A
BD-S
PA-PC
CN-DS
2TE-(CN+DS)
A-S
C-OA
predicts
predicts
predicts
predicts
predicts
predicts
predicts
I/E (better than D-NL)
R/F (better than BD-NL)
A/U (better than PA-NL)
Poly- vs Pro- or Re-active
Balanced vs Other
Left vs Right
Pro- vs Re-active
4a. We certainly do not wish to suggest that these indices
can serve as a substitute for the reference group assignment pro-
cess. The correlations are only in the range .5 to .7.
4b. It will be evident that the systematic reference group
labels treat the first three of these separately, while merging
the remaining four into a single "digit."
G -- From the various perspectives of PAS critics
1. Certainly it must be recognized that the PAS is an ex-
ample of what the psychological literature has called "pattern
analysis" or "scatter analysis" of the Wechsler subtest profiles.
This is an idea as old as the Wechsler test itself (Rapaport, et
al, 1945), and which was at least implicitly encouraged by David
Wechsler himself (1939). Indeed, he tells us that the subtests
were selected as much because they afforded opportunities for
clinical observation as because they had already demonstrated
useful psychometric properties. Over the years, while the test
has gained in popularity as an IQ measure, it has fallen into
disrepute as a clinical tool. Even PAS-ophiles will agree that
the revisions leading from the WB-I through the WAIS to the WAIS-
R, which may improve the measurement of IQ, also weaken the bat-
tery as a source of personality data. There are at least six
lines of argument that have been advanced as reasons to avoid
Wechsler pattern analysis. Three of these have been argued
against the PAS specifically, and one of them against the Refer-
ence Groups specifically.
2. Cohen and dimensionality. It will be clear from the
foregoing sections of this document that the PAS regards the WAIS
as a multi-factor test battery, whereas most published factor
analyses of the instrument report only 3-5 factors. Cohen (1952,
et seq.) is the principal source of these reports, but he has not
been alone. As we have reported elsewhere in detail, the appar-
ent problem arises from limitations inherent in factor analytic
methodology, whereby it is impossible for small correlation ma-
trices (such as 11x11) to support large numbers of factors (such
as more than 6). Using more appropriate methodology, we have
repeatedly demonstrated the presence of 18 factors in the WAIS
(cf Klingler & Saunders, 1975).
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3. Cohen and clinical validity. In another influential
study, Cohen (1955) assessed the ability of three clinicians to
correctly sort WB-I profiles into three major diagnostic catego-
ries -- "neurotic," "schizophrenic," and "brain-damaged." The
overall results were statistically significant, but barely. When
these same data are processed using reference groups (see Table
36), the results are no better. Actually, it is possible to spe-
cify fairly simple rules that will sort these profiles very ef-
fectively; the difficulty is that these rules involve the PAS
Contact Level indicators, which operate primarily within-group,
so that a simple between-group tally conceals their worth.
4. McNemar and reliability. A more sophisticated argument
was first explicated by McNemar (1957), i.e., that the reliabil-
ity associated with difference scores in the WAIS is insufficient
to support profile interpretation. At face value, this is a
plausible argument and it can easily be elaborated to satisfy the
typical clinician's requirements of statistics. The root problem
is that the reliability numbers supporting this argument are not
unbiased estimates -- they are lower-bound (i.e., "conservative")
estimates; the magnitude of the conservative bias has been un-
known, and easily ignored. However, one clear implication of the
evidence for factorial complexity is that this conservative bias
is probably considerable.
5. Turner and construct validity. Turner, et al (1976),
made a specific attempt to formulate hypotheses that would relate
the PAS to more traditional "personality" measures -- the 16PF
and the MMPI. Although their data display some highly remarkable
statistical effects, these did not coincide with the predictions.
The major lesson to be drawn from this and other similar exper-
iences is that conventional hypothesis testing is a risky way to
do business when you are working in a domain laced with inter-
action effects. (We have commented more extensively elsewhere on
the Turner study (Saunders, 1982).)
6. Robinson and complexity. Robinson's recent comments
(1985) are primarily a response to Winne & Gittinger's 1973 ex-
plication of the PAS, and make a point with which we have long
agreed -- that the mechanics of formal PAS scoring seem unjusti-
fiably complex and arbitrary. We have never regarded these for-
malities as more than an attempt to capture Gittinger's intuitive
skills as a profile interpreter. It is our present belief that
the reference group approach is a better way of addressing this
measurement problem, and that it is sufficiently different as to
render Robinson's comments moot.
7. Kiernan and relevance. Kiernan's (1986) comments are
unique in being specifically directed at the PAS Reference Group
approach. His principal criticism seems to be that the process
of dealing with the earlier criticisms has led to a "statistical-
ly determinate system." If it were not for his "tone of voice,"
we would actually regard this as a compliment! He appears to be
saying that he would like to be provided with more verbiage tend-
ing to rationalize the use and interpretation of the various WAIS
12
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and especially 4th dimension measures -- that such verbiage is of
more interest than any empirical finding of a reference group
structure. This represents such a fundamental philosophical dif-
ference of opinion that it probably cannot be overlooked. How-
ever, particularly after Kiernan's own illustration of his pre-
ferred approach simply leads to rediscovery of the poly-active
versus non-poly-active dimension, we remain unimpressed.
H -- References
Cohen, Jacob. A factor-analytically based rationale for the
Wechsler-Bellevue. Journal of Consulting Psychology 16, 272-277,
1952.
Cohen, Jacob. The efficacy of diagnostic pattern analysis
with the Wechsler-Bellevue. Journal of Consulting Psychology 19,
303-306, 1955.
Eysenck, H.J. London: Routledge-Paul, 1947.
Guilford, J.P. The Nature of Human Intelligence. New York:
McGraw-Hill, 1967.
Jung, C.G. Psychological Types. London: Routledge-Paul,
1923.
Kiernan, Ralph J. Critique of the PAS. Pp 9-14 in Neuro-
psychological Assessment of Participants in Psychoenergetic
Tasks, edited by Nevin Lantz. Menlo Park: SRI International,
December 1986.
Klingler, D.E., & D.R.Saunders. A factor analysis of the
items for nine subtests of the WAIS. Multivariate Behavioral
Research 10, 131-154, 1975.
Lowen, Walter. Dichotomies of the Mind: A systems science
model of the mind and personality. New York: Wiley, 1982.
McNemar, Quinn. On WAIS difference scores. Journal of Con-
sulting Psychology 21, 239-240, 1957.
Morris, Charles. Varieties of Human Value. Chicago: Uni-
versity of Chicago Press, 1956.
Myers, I.B. Manual: Myers-Briggs Type Indicator. Prince-
ton: Educational Testing Service, 1962.
Rapaport, David, Merton Gill & Roy Schafer. Diagnostic
Psychological Testing, Vol I. Chicago: Year Book Publishers,
1945.
Robinson, D.L. How personality relates to intelligence test
performance: Implications for a theory of intelligence, ageing
research and personality assessment. Personality and Individual
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Differences 6, 1985.
Saunders, D.R. The exaggerated dependency of the efa* fe-
male: A WAIS/PAS reference group. Unpublished mss, 1968. (In-
cluded as #17 in Collected Papers on the Personality Assessment
System.)
Saunders, David R. The Meaning of Data. Princeton: Author,
1975.
Saunders, D.R. Definition of Stroop interference in
volunteers and non-volunteers. Perceptual and Motor Skills 51,
343-354, 1980.
Saunders, David R. Sex differences in Wechsler subtest
profiles as seen through the Personality Assessment System.
Psychological Reports 48, 683-688, 1981.
Saunders, David R. On Turner's assessment of the Person-
ality Assessment System. Journal 21 clinical Psychology 38, 616-
623, 1982.
(Saunders, D.R.) PAS Fourth Dimension Kit. Lawrenceville:
MARS Measurement Associates, 1983. (2nd edition, 1985)
Saunders, David R. The MBTI and the PAS: Matching patterns
to patterns. Journal of the PAS Foundation 3, 67-74, 1985.
Saunders, D.R. The internal structure of a time estimation
task. Perceptual and Motor Skills 60, 618, 1985.
Saunders, D.R. Reference Groups: A 1985 overview of the
undertaking. Lawrenceville: MARS Measurement Associates, 1985.
Saunders, David R. Predicting psi performance with the
Personality Assessment System. Pp 178-186 in Research in Para-
psychology 1985. Metuchen: Scarecrow Press, 1986.
Spranger, E. Types of Men. Halle: Niemeyer, 1928.
Thurstone, L.L. The Vectors of Mind. Chicago: University
of Chicago Press, 1935.
Turner, Robert G., Lee Willerman & Joseph M. Horn. A test
of some predictions from the Personality Assessment System.
Journal of Clinical Psychology 32, 630-643, 1976.
Wechsler, David. Measurement of Adult Intelligence. (1st
Edition) Baltimore: Williams & Wilkins, 1939.
Winne, John F., & John W. Gittinger. An introduction to the
Personality Assessment System. Journal of Clinical Psychology
Monograph Supplement 38, 1-68,. 1973.
Witkin, H.A., et al. Potomac: Erlbaum, 1974.
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Tentative Names for 120 Reference Groups
Coach
(4)
Nurturant
Programmer
(5)
Achiever
Exemplar
(4)
Librarian
Scientist
(5)
Consultant
Therapist
(4)
Counselor
Professional
(5)
Physician
Pastor
(4)
Catalyst
Philosopher
(5)
Mediator
Teacher
(x) Student
PRO-ACTIVE
Specialist
(x) Iconoclast
Acolyte
(x) Historian
Educator
(x) Spartan
Disciple
(a)
Conservator
Manager
(6)
Pragmatist
Mystic
(a)
Sophist
Engineer
(6)
Technician
Dedicated
(a)
Aristocrat
Humanist
(6)
Tactician
Puritan
(a)
Judge
Auditor
(6)
Analyst
Showman
(3)
Booster
Rulemaker
(8)
Theorist
Performer
(3)
Volunteer
Organizer
(8)
Activist
Priest
(3)
Entertainer
Devotee
(8)
Leader
Loyalist
(3)
Conductor
Director
(8)
Inductor
Seeker
(y) Investigator
POLY-ACTIVE
Dilettante
(y) Reporter
Voyeur
(y) Spectator
Naturalist
(y) Observer
Exhibitionist
(b)
Empiricist
Implementor
(7)
Aide
Enthusiast
(b)
Chameleon
Coordinator
(7)
Executive
Pertinacious
(b)
Multiform
Advocate
(7)
Entrepreneur
Conspirator
(b)
Mirror
Politician
(7)
Salesman
Artisan
(2)
Adherent
Rulekeeper
(9)
Policeman
Operator
(2)
Compliant
Obsessive
(9)
Controlled
Detached
(2)
Histrionic
Individualist
(9)
Artist
Interdependent
(2)
Player
Counterdependent
(9)
Counteractive
Mechanic
(z) Reactor
RE-ACTIVE
Soldier
(z) Clerk
Galatean
(z) Narcissist
Counselee
(z) Hedonist
Yeoman
(c)
Dogmatist
Authoritarian
(1)
Participant
Automaton
(c)
Actor
Team-Member
(1)
Game-Player
Possessed
(c)
Autocrat
Opportunist
(1)
Scorekeeper
Gladiator
(c)
Contrarian
Prima Donna
(1)
Competitor
Key to PAS
Primitives
ERU ) ( ERA
IRU) ( IRA
IFU ) ( IFA
EFU ) ( EFA
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Span as a function of available complete data
170:
160:
c
3
b
1
1
b 5
b
1
150:
140:
130:
5
a9
b2
c 97b
7
71
97 b
1 5
4c4
7 612
8 c27
36
9 c 126
az
a
6 a
3
9
7
1 z
y 3
y y 3
x
9 b b 2 8
6 c x 53 5
4z
y
zxxa
2
3 cy6 94
36
4
2489y x
z azx
5
z y5
5
a ay
6
4 8 c 7
5
8
8 x
z
8
4 z
8
x
10 15 20 25 30 35
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Frequency Distribution of Exemplars
(18% complete data; log scale)
xxxx
(4)
xxxxx
.xxxxx
(5)
xxxxx.
.xxxx
(4)
xxxx.
...xxxxx
(5)
xxxxx..
xxxx
(4)
xxxx..
..xxxxx
(5)
xxxx...
.xxxxx
(4)
xxxxx
.xxxxx
xxxxx
xxxxx
xxxxx
(x)
(x)
(x)
(x)
....xxx
xxxxx
xxxxx.
xxxxx
xxxxx
(5)
xxxxx..
xxxxx
(a)
xxxx.
....xxxx
(6)
xxxxx...
..xxxxx
(a)
xxxx....
...xxxx
(6)
xxxx...
..xxxxx
(a)
xxxx.
.xxxxx
(6)
xxxx....
.xxxxx
(a)
xxxx..
.xxxxx
(6)
xxxx....
xxxxx
(3)
xxxx...
xxxxx
(8)
xxxxx..
...xxxxx
(3)
xxx....
.xxxxx
(8)
xxxx.
..xxxxx
(3)
xxxx....
..xxxx
(8)
xxxx...
xxxx
(3)
xxxxx.
xxxxx
xxxxx
xxxxx
.xxxxx
(y)
(y)
(y)
(y)
....xxxx
xxxx.
xxxxx.
xxxx
xxxxx
(8)
xxxxx....
xxxxx
(b)
xxx
...xxxxx
(7)
xxxx..
...xxxx
(b)
xxx....
..xxxx
(7)
xxx....
....xxxx
(b)
xxxx...
..xxxxx
(7)
xxxx....
xxx
(b)
xx
...xxxx
(7)
xxxx....
.xxxx
(2)
xxxx.
..xxxxx
(9)
xxxx....
.xxxxx
(2)
xxxxx.
..xxxx
(9)
xxxx....
xxxxx
(2)
xxxx...
...xxxx
(9)
xxxx..
...xxxx
(2)
xxxx
.xxxxx
xxxxx
xxxxx
xxxxx
(z)
(z)
(z)
(z)
xxx
xxxxx
xxxx.
xxxx.
xxxxx
(9)
xxxx...
....xxx
(c)
xxxx....
xxx
(1)
xxxx....
.xxxxx
(c)
xxx....
...xxxx
(1)
xxxx...
...xxxx
(c)
xxxx.
...xxxx
(1)
xxx....
.xxxxx
(c)
xxxxx.
...xxxx
(1)
xx
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Approximate Frequency Norms (N=3401)
(Combined WAIS and WAIS-R Quota Samples)
(WTS data; no exemplars; log scale)
xxxx
x
xxx
x
(4)
(4)
(4)
(4)
xxx
xxxx
xxxx
xx
xxx
xx
xx
(x)
(x)
(x)
(x)
xx
xxxx
xxxx
xxx
xx
xx
(5)
(5)
(5)
(5)
xxx
xxx
xxxxx
xxx
xxx
(a)
xxx
xxxxxxx
(6)
xxxxx
xxxx
(a)
xxxxxxx
xxxxx
(6)
xxxxxx
xxxxx
(a)
xxxxx
(6)
xxxxxx
xxxx
(a)
xxxxx
xxx
(6)
xxxxxxx
xxx
(3)
xxx
x
(8)
xxxx
xxxxx
(3)
xxxx
xx
(8)
xx
xx
(3)
xxx
xxxx
(8)
xxxxxx
xxxxxxx
(3)
xxxxx
xx
xxx
x
xxxxxx
(y)
(y)
(y)
(y)
xxxx
xxxx
xxxx
xxxx
xxx
(8)
xxxxxx
xxx
(b)
xxxxxxx
xxxxxx
(7)
xxxxx
xxxxx
(b)
xxxxxxx
x
(7)
xxxxxx
xxxxxx
(b)
xxxxxx
xxxxx
(7)
xxxxxxx
xxxxxxx
(b)
xxxxxxx
xxxxx
(7)
xxxxxxx
x
(2)
xxxx
xxx
(9)
xxxxxxx
xx
(2)
xx
(9)
xxxxxx
xxxx
(2)
xxxxxxx
xxxxxx
(9)
xxxxx
xxxx
(2)
xxxxxx
xxxx
xxx
xxx
(z)
(z)
(z)
(z)
xxxxxx
xxxx
xx
xxxx
xxxxx
(9)
xxxxxx
xxxxxx
(c)
xxxxx
xxxxxxxx
(1)
xxxxxx
xxxxxx
(c)
xxxxxxx
. xxxxxx
(1)
xxxxx
xxxxxxx
(c)
xxxx
xxxxxx
(1)
xxxxxxxx
xxxxx
(c)
xxxxx
xxxxxx
(1)
xxxxxxxx
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JAP Quota Sample (N=619 males)
(WAIS
item data; no exemplars;
log scale)
xxx
(4)
x
xxx
(5)
xx
(4)
xxx
xxx
(5)
xxx
x
(4)
xx
(5)
xxx
x
(4)
x
(x)
(x)
xx
x
x
(5)
(x)
(x)
x
xxx
(a)
xxx
xxxx
(6)
xxxxx
xxxx
(a)
xxxx
xxxx
(6)
xxx
xxx
(a)
xx
(6)
xxxxx
xxxx
(a)
x
xx
(6)
xxxxx
(3)
xxx
(8)
xxx
xx
(3)
xxxx
xxx
(8)
xxxx
(3)
xx
(8)
xx
xxxx
(3)
xxxx
xx
xxx
(17)
(y)
(y)
(y)
xx
xxx
x
(8)
xxxx
xx
(b)
xxxxxx
xxxxx
(7)
xx
x
(b)
xxxxx
xxx
(7)
xxxxx
xx
(b)
xx
xxx
(7)
xxx
x
(b)
xxx
xx
(7)
xxxx
xxx
(2)
xxx
xx
(9)
xxxxxx
xx
(2)
x
x
(9)
xxx
(2)
xxxx
xxx
(9)
x
xx
(2)
xxx
xxx
x
x
(z)
(z)
(z)
(z)
x
xxx
x
xxx
(9)
xxxx
xxxx
(c)
xxx
xxxxx
(1)
xxxx
xx
(c)
xxx
xxxx
(1)
xxx
x
(c)
xxxx
(1)
xxx
xx
(c)
xxx
xxx
(1)
xxxx
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WCC Captive
(WAIS item data; 64%
xxxxx (4) x
(4) xx
.xx (4) xx
x (4) ..
xxx
Sample (N=732)
exemplars; log scale)
... (5) xxx
.xxxx (5) x
.xxx (5) xxx
.xxx (5) x
(x) .
(x)
.
..x
(x)
(x)
.
x
xx
(a)
xxxx
.xxxx
(6)
xx
xxxx
(a)
xxx
xxxx
(6)
xx.
.xxxxx
(a)
xx
.x
(6)
xxx
.x
(a)
x
..
(6)
xx.
.
(3)
xxxxx
..
(8)
xxxx
xxxxx
(3)
x.
.x
(8)
.xxxx
(3)
xxxx.
.xxx
(8)
xxx
xxxx
(3)
x
.xx
?
(y)
(y)
x.
x
xxxxx
(8)
xxx
..x
(y)
(y)
xx
..x
(b)
x
.xxxx
(7)
xx.
.xx
(b)
xx.
.xxx
(7)
xxx.
.xx
(b)
x.
.xxx
(7)
xxx..
.xxx
(b)
xxx
.xxxx
(7)
xxx
x
(2)
xxx
(9)
xxxx.
x
(2)
xx
(9)
xxx.
(2)
xxx
xx
(9)
xx.
.xx
(2)
xx
x
(z)
xxx
(9)
xxx.
.
(Z)
X.
(z)
(z)
x..
.xx
(c)
xx
.xx
(1)
xxxx.
(c)
? .xxxx
(1)
xxx
xx
(c)
x
.x
(1)
x
(c)
x
.xxx
(1)
xx
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x (4)
. (4)
(4)
(4)
70 College Football Players
(* later became All-American)
(WAIS-item data; 74% exemplars)
?
x
.xxx
xx*
(5)
(5)
(5)
(5)
(x)
(x)
(x)
(x)
(a)
(6)
xxx (a)
(6)
xxxxxxx (a)
(6)
. (a)
(6)
(3)
(8)
...xxx (3)
(8)
x (3)
x.
xxx
(8)
x(3)
...xxxx
(8)
(y)
(y)
(y)
(y)
(b)
(7)
(b)
(7)
(b)
(7)
(b)
(7)
(2)
(9)
(2)
(9)
(2)
xx
(9)
.xxx (2)
xxxx..
(9)
(z)
(z)
(z)
(z)
(c)
.xx
(1)
.x (c)
x
..xxxxxx*
(1)
(c)
(1)
(c)
x
(1)
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RGPC.20 (88.0)
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x (4)
(4)
(4)
(4)
56 Cal Tech Freshmen
(WAIS item data; 91% exemplars)
xxxxxxx
?
(5)
(5)
(5)
(5)
(x)
(x)
(x)
(x)
(a)
x
(6)
xxxx
(a)
xxx
(6)
x
(a)
(6)
x
(a)
(6)
(3)
?
(8)
xxx
(8)
(8)
?
(3)
(8)
x(3)
(8)
(y)
(y)
(y)
(y)
(b)
xxxxx
xxx
(7)
xx.
(b)
(7)
xxx
x (b)
(7)
xx
(b)
(7)
(2)
xxx
(9)
x.
(2)
(9)
xx
(2)
x
(8)
(2)
(8)
(z)
(z)
(z)
(z)
(c)
(1)
xx
(c)
(1)
x
(c)
xx
(1)
(c)
(1)
x
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RGPC.35 (88.0)
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Medical Students (N=168)
(WAIS WTS data; 75% exemplars)
xxx
.x
(4)
(4)
(4)
(4)
x
x
(x)
(x)
xx
..xxx
xxx
.x
(5)
(5)
(5)
(5)
x.
x.
xxxx.
(x)
(a)
.xxxxxx
(6)
xxxxx.
x
(a)
xx.
xx
(6)
x
x
(a)
(6)
xxx.
xx
(a)
x
(6)
x
(3)
(8)
x
.xxx
(3)
x
(8)
?
x
(3)
xx
..x
(8)
xxxxx.
..xxxxxx
(3)
(8)
xxxxx.
(y)
(y)
?
(y)
(y)
(b)
x.
xxxx
(7)
xx
(b)
.x
(7)
x
.xx
(b)
xxxx.
xxxx
(7)
xxxx
(b)
(7)
xx
(2)
(9)
x
(2)
(9)
xxx.
.
(2)
xxx
(9)
x
(2)
xx
..
(9)
x
(z)
(z)
(z)
.
(z)
.
.
(c)
xx
x
(1)
..xx
(c)
xx
(1)
x
(c)
xxxxx
(1)
xxx..
(c)
xxx
(1)
x.
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RGPC.18 (88.0)
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43 Members of a Management Development Seminar
(#f*/+/-1=)
(WAIS item data; 88% exemplars)
+ (4)
(5)
+ (4)
+ (5)
+
(4)
(5)
+?
(4)
++ (5)
+
(x)
(x)
(x)
?
(x)
(a)
-+ (6)
*
(a)
+ (6)
(a)
(6)
(a)
+ (6)
+
(3)
(8)
(3)
(8)
(3)
(8)
1-** (3)
(8)
+
(y)
?
(y)
(y)
(y)
+
(b)
(7)
(b)
+
(7)
(b)
+ (7)
+
+ (b)
+* (7)
*
-+ (2)
(9)
(2)
(9)
(2)
*
++ (9)
.
+ (2)
x.
(9)
(z)
(z)
(z)
(z)
+ (c)
* (1)
(c)
(1)
(c)
+ (1)
(c)
(1)
++
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RGPC.34 (88.0)
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Theology Students (N=70)
(WAIS item data; 74% exemplars)
.xxx (4)
(4) .
(4)
(4)
x (5)
x (5)
(5) ?
xxxx (5) x
(a) .xxx (6) x
(a) x (6) x
x (a) x(6)
(a) (6)
(3)
x(3)
xxx (3)
x(3)
x
xxxx.
x
.x
(8)
(8)
(8)
()
xx.
(Y)
(Y)
?
(Y)
(Y)
(b)
x
(7)
x.
.
(b)
xx
(7)
xx..
(b)
xx
(7)
x..
..x
(b)
x
(7)
x
(2)
(9)
(2)
(9)
x
(2)
(9)
(2)
x
(9)
xx
(z)
(z)
(z)
(z)
(c)
xx
(1)
(c)
x
(1)
x
(c)
.
(1)
(c)
.
(1)
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RGPC.23 (88.0)
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88 Novices
(Retention in program #,*,+,-,=)
(WB-I item data; 81% exemplars)
-..+++ (4)
(4)
(4)
+ (4)
(5)
(5)
=? (5)
?? (5)
+-
+
+?-
(x)
(x)
(x)
(x)
(a)
(6)
-
-+ (a)
++-
(6)
.
(a)
+
= (6)
+
+(a)
(6)
-
(3)
++
+ (8)
(3)
-
(8)
(3)
-
(8)
-
(3)
(8)
.-
(y)
(y)
(y)
? (y)
(b)
--
(7)
(b)
+
? (7)
(b)
+--
- (7)
+
=+
(b)
(7)
=
(2)
(9)
(2)
(9)
-
=--.
(2)
(2)
+++
+ (9)
-.+ (9)
=
+
(z)
(z)
(z)
?
(z)
-
(c)
(1)
-
+
(c)
++++.--
(1)
+
(c)
(1)
(c)
+==
. (1)
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RGPC.21 (88.0)
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Promotability of Police
(# made Lieut; + made Sgt;
(WAIS item
-+ (4) -
(4)
# (4) +
based on Pre-employment Testing
- failed probation; = a complainee)
data; 93% exemplars)
(5)
==- (5) =
- (5) +--
. (4)
? (5)
(x)
(x)
(x)
(x)
(a)
(6)
----
+ (a)
#-
-. (6)
+
(a)
(6)
+++
++ (a)
-
(6)
(3)
+.-
(8)
+
- (3)
+++
(8)
(3)
+
(8)
+
++ (3)
+
=--+++ (8)
++---
(y)
(y)
?
(y)
-(y)
(b)
+
----+ (7)
(b)
#=
(7)
-
(b)
++
+ (7)
++-
(b)
+.-
(7)
##+++
(2)
.=
=-.+ (9)
##+++--
(2)
=
++ (9)
#++-=
(2)
-
(9)
+-
.+ (2)
=- (9)
-
- (z)
- (z)
(z)
-
(z)
+
(c)
###+
.- (1)
++--
(c)
(1)
- (c)
- (1)
+++
(c)
---- (1)
+
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RGPC.05 (88.0)
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104 Deadly Criminals
(Murder; Manslaughter)
(12% complete data; 81% exemplars)
. (4) (5)
(4) . (5)
(4) + (5) * '
(4) (5)
(a)
** (6)
.+ (a)
* (6)
* (a)
(6)
++.
(a)
(6)
+
(3)
(8)
* (3)
(8)
*
* (3)
+
--1" (8)
+
?* (3)
(8)
****
(y)
?
(y)
(y)
(Y)
*
(b)
***++++++
?* (7)
+ (b)
*+
+ (7)
*
* (b)
**+
(7)
. (b)
**.
+ (7)
+++.
+ (2)
+ (9)
(2)
(9)
* *
* (2)
*+.
? (9)
(2)
*+.
++ (9)
+
(z)
.
(z)
(z)
(z)
(c)
++.
..+* (1)
+
. (c)
***+
* (1)
* (c)
(1)
. (c)
*
+ (1)
***+++
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RGPC.31 (88.0)
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104 Sex Offenders
(Rape; Child Molesting; Deviancy; Incest)
(6% complete data;
81%
exemplars)
r
(4)
(5)
(4)
(5)
(4)
(5)
r
(4)
.
(5)
(x)
(x)
R
(x)
(x)
(a)
.
..ICC
(6)
R
(a)
R.
(6)
(a)
(6)
RRCI
(a)
(6)
(3)
(8)
(3)
(8)
(3)
(8)
.DCCR
(3)
RC
r
(8)
D
?
(Y)
?
R
(y)
(Y)
(Y)
(b)
RI
DIRR
(7)
(b)
R...
r
(7)
#C
..DICR
(b)
#R
(7)
(b)
RRRD
(7)
CD
(2)
(9)
RRDr
(2)
(9)
R
(2)
C
.RR
(9)
(2)
R
rC
(9)
D
(z)
(z)
.
(z)
R
(z)
(c)
(1)
RR
(c)
RRCDD
.rR
(1)
r
.ICRR
(c)
R
(1)
CID.
DR
(c)
R
R
(1)
#Rcccim
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RGPC.19 (88.0)
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68 Adolescent Car Thieves
(4)
(4)
(4)
(4)
(Reading Level +,-)
(WAIS WTS data; 85% exemplars)
(5)
(5)
(5)
(5)
?
(x)
(x)
(x)
(x)
(a)
(6)
(a)
+-
.+ (6)
++
(a)
(6)
(a)
+-
(6)
(3)
(8)
+
(3)
(8)
(3)
(8)
-
(3)
(8)
++
(y)
(y)
(y)
(y)
(b)
++.----
(7)
..
.+
(b)
+
(7)
(b)
(7)
++++
(b)
++----
(7)
(2)
(9)
(2)
(9)
(2)
-
+ (9)
+
(2)
+
+ (9)
++
(z)
(z)
(z)
(z)
(c)
+
--++ (1)
(c)
+..----
(1)
.
(c)
(1)
++
(c)
+
(1)
.
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RGPC.22 (88.0)
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49 Participants in an Adolescent Drug Program
(88% complete data;
94%
exemplars)
(4)
(5)
(4)
(5)
(4)
xx (5)
(4)
xx
(x)
x
(5)
x
(x)
x
(x)
(x)
x
(a)
x (6)
(a)
x (6)
(a)
x
x (6)
x
(a)
(6)
xxxxxxx
(3)
(8)
(3)
xx.
x(8)
(3)
(8)
x
(3)
xx
(8)
xx
(y) x
(y)
(y)
(y)
xxx
(b)
x
(7)
(b)
.
(7)
x
(b)
x
(7)
(b)
x
(7)
(2)
x
(9)
(2)
(9)
(2)
(9)
x
x
(2)
x
(z)
(z)
.
x
(9)
(z)
(z)
(c)
x
(1)
xx
(c)
(1)
x
(c)
x
(1)
(c)
(1)
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RGPC.32 (88.0)
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43 Drug Pushers
(2% complete data;
84%
exemplars)
x(4)
(5)
(4)
(5)
x
(4)
x
(5)
?
(4)
(5)
(x)
(x)
(x)
(x)
(a)
(6)
(a)
x
(6)
(a)
(6)
xxx
(a)
(6)
x.
(3)
x
(8)
x (3)
x.
(8)
(3)
(8)
(3)
(8)
x
(y)
?
(y)
(y)
?
(y)
x (b)
xxxx
xxxx
(7)
(b)
x
(7)
?
x (b)
x
(7)
x
(b)
(7)
(2)
(9)
xx
(2)
(9)
xx
(2)
(9)
(2)
.
(9)
(z)
(z)
(z)
(z)
x
x
(c)
x
(1)
(c)
x
(1)
xx
(c)
(1)
(c)
x
(1)
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RGPC.17 (88.0)
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Practicing Homosexuals (N=87)
(11% complete data;
92%
exemplars)
(4)
(5)
(4)
(5)
(4)
f
(5)
(4)
(5)
ff
(x)
in (x)
(x)
(x)
(a)
f
(6)
(a)
fmmm
(6)
m
(a)
(6)
m
mmm
(a)
(6)
m.
(3)
(8)
in
mm
(3)
(8)
(3)
mmffff
(8)
fmm
(3)
(8)
mmmf.
(y)
(y)
(y)
fin (y)
(b)
mmmf.
ff
(7)
m
(b)
mff.
(7)
..fmmm
(b)
(7)
mm
(b)
mf
mm
(7)
mmmf
(2)
in
(9)
mmf
(2)
(9)
(2)
mf
(9)
?
f
(2)
f.
ffm
(9)
it
(z)
(z)
(z)
(z)
m
(c)
in
m
(1)
mm
(c)
(1)
(c)
In
in
(1)
(c)
m
m
(1)
mf
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Approved For Release 2000/08/08 : CIA-RDP96-00789R002200230001-2
APPENDIX B
NOTES ABOUT PSI
David R. Saunders
MARS Measurement Associates
B-1
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Notes -- Draft/2
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Notes about Psi
David R. Saunders
MARS Measurement Associates
A -- What have we learned about viewers and psi?
1. Throughout this project we have maintained a PAS distri-
bution displaying the current reference group assignments of all
the psi-relevant cases in our file. These notes incorporate
three different versions of this distribution, which are distin-
guished by a chronological code in the upper left corner of the
page. The code consists of the year, and the version number
within the year. The current version is designated as (88.0).
la. This distribution incorporates cases drawn from JFK
University, Mobius Group, Monroe Institute, Princeton University,
Psychophysical Research Laboratory, and the University of Wyom-
ing, as well as SRI. For some of these data, we are pledged to
maintain individual anonymity even from SRI.
2. The PAS data for the six superstars are especially awk-
ward. Only two of the six are complete and uncomplicated (an
IRA8 and an IRAy). Two more are nominally complete, but only
following "split administration" of the WAIS (an ERAy and an
IRUc). The other two are wild; one of them is probably ERU3; the
other is probably either IFA2 or IFA3.
2a. Viewer 009 has done the complete PAS twice, with dif-
ferent testers at an interval of about two years. The profiles
are superficially quite different, and neither meets the criteria
for assignability even though 100% of the other records generated
by these testers are now exemplars. Viewer 009 is markedly
color-blind, complicating the administration and interpretation
of CN. We have dealt with these data by combining the two raw
profiles, accepting the first administration for D, OA, and CN
(where practice effects are a major concern) and accepting the
better score on all other subtests; the resulting profile is a
clear ERU3. Throughout the process, Viewer 009 has expressed
skepticism concerning the testing procedures, arguing that he can
appear to be whomever he wishes to be. It is clear that his tac-
tics have caused problems, but ERU3 now appears relatively cred-
ible.
2b. Viewer 414 did the incomplete PAS twice, with different
testers at an interval of about six months. He is now deceased,
so that complete data even via split administration is imposs-
ible. His two profiles are superficially different, featuring
marked improvements in both D and PC. Without the PAS Fourth
Dimension, either profile has several possible assignments, and
there is no simple resolution of the ambiguity. IFA2 is the best
fit to the first administration (but note that IFA2 is among the
least well-defined reference groups), and IFA3 is the best fit to
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Notes -- Draft/2
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the second (which is the more complete record). IFU6 fits both
acceptably well. Also, IFA3 seems most concordant with the other
superstar data. The one inescapable point is that Viewer 414 is
a primitive F, and is the only F among the six superstars.
3. The simplest resolution of the superstar data is to re-
gard them all as a single cluster -- all poly-active, all basic
F, and all tending to low Qi and high TE. However, there are
interesting differences within the group.
3a. Sub-cluster One includes three primitive RA individu-
als: Viewer H285 (an IRAy, central to this cluster; particularly
adept in precognitive tasks; able to perform under pressure or
when fatigued; discovered his skill as a child), Viewer 373 (an
IRA8; able to perform in a variety of modes; needs to "cool down"
to provide a proper mental attitude; learned his skills as an
adult), and Viewer 504 (an ERAy; able to perform in a variety of
modes; subject to fatigue effects; learned her skills as an
adult).
3b. Sub-cluster Two includes two primitive RU individuals:
Viewer 009 (an ERU3, central to this cluster; discovered his
skill as a child), and Viewer 002 (an IRUc but acceptable as an
ERU3). Viewers 002 and 009 espouse strikingly similar views as
to how to do remote viewing -- views not shared with the other
sub-clusters.
3c. Sub-cluster Three consists of Viewer 414, whom we now
regard as an IFA3. He discovered his skills as an adult and was
renowned for the depth of detail in his viewing.
4. Referring to the current version of RGPC.14 (Assorted
Psi Personnel) we may summarize the PAS characteristics of good
viewers as follows:
4a. At least 10 out of 12 stars and superstars fall into
reference groups suggestive of good right-brain development.
Only one "star" (Viewer 059) is in a group suggestive of left-
brain dominance; we would expect this viewer to experience the
greatest difficulty with AOL.
4b. At least 4 out of 6, and possibly 6 out of 6 superstars
are poly-active, which is suggestive of good interhemispheric
communication in the brain. However, 5 out of 6 mere stars are
merely pro-active. It seems unlikely that any star or superstar
viewer is re-active.
4c. 5 out of 6 superstars and 4 out of 6 stars are primi-
tive R. 4 out of 6 superstars and 4 out of 6 stars are primitive
A. However, none of the 12 stars and superstars is even a pos-
sible FU.
If we interpret the PAS R/F and A/U in signal processing
terms, these results do make sense. We have said elsewhere that
R demands a high signal-to-noise ratio in order for perception to
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Notes -- Draft/2
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occur. On the one hand he learns that he can trust the reality
of what he does perceive; on the other hand he is prone to errors
of omission. Thus, if he believes he has ESP, he is willing to
be a subject, and can learn to perform with statistical
significance. The F individual is able to recognize a signal
imbedded in relatively more noise, and is forced to learn tech-
niques for distinguishing signal from noise. Even if he has ESP,
he is less likely to trust it, and therefore less likely to be a
subject. But once he masters the required skills, he produces a
more in-depth product.
A/U extends this picture by indicating the innate noise
level of the individual -- A is low and U is high. Thus, the
hypothetical FU viewer has both factors collaborating against him
-- a high innate noise level and a relative inability to focus on
just signal. On the other extreme, the hypothetical FA viewer is
potentially the best viewer of all -- in the absence of noise, a
tendency to pick up a weaker signal becomes an advantage.
4d. We have noted in the past that good viewers tend to
handle the Time Estimation task of the PAS in an unusual way,
which is not systematically reflected in the PAS scoring. This
is the tendency to move towards larger numerical scores (ex-
pressed as percentage of target) across the seven trials within
the total task. This effect is sufficiently rare in the general
population as to be almost "pathognomonic" of a good viewer.
Within the reference groups, this does have the effect of con-
fining good viewers to groups allowing TE to be a significant
within-group variable, and to position the viewers towards the
high TE poles of these groups.
5. A superficial review of Table RGPC.14 would suggest that
dowsing (most of the data-points are "temporal dowsers," i.e.,
good IDS performers) is a pro-active more than a poly-active
skill. Actually, the superstar viewers do tend to include IDS in
their repertoire of skills. Thus, we may most parsimoniously re-
gard IDS simply as a lesser psi-skill -- one to which FU persons
and pro-active persons may reasonably aspire.
6. The persons who have been characterized as psi-Effectors
in Table RGPC.14 show a possible tendency to be re-active. It is
not immediately clear how this may be interpreted. However, the
tendency for persons with different reported skills to cluster in
different parts of the reference group array does suggest that
these skills are both real and distinct.
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Notes -- Draft/2
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B -- How were the experimental Ss chosen from the pool?
1. The initial selections were made on April 29, 1986. At
that time, the PAS Reference Group Model recognized 96 groups,
not the 120 of today. The information deemed pertinent to the
selection decisions are/were contained in two distributions
(copies attached) -- one showing our then accumulated experience
with "Assorted Psi Personnel" and the other showing the 49 in-
dividuals then believed to be available in the subject pool.
2. Based on discussions with SRI (primarily with BSH), it
was agreed that the primary objective was to achieve overall
statistical significance in a standard viewing experiment using
National Geographic targets. If we could demonstrate learning,
and/or differential learning, and/or trainer effects, this would
be nice but nevertheless less important.
3. It was understood that the 12 Ss to be chosen for this
experiment would be ineligible for two other experiments that
would also be striving for significant results. In the light of
this factor, it seemed clear that there weren't going to be
enough really promising Ss to go around. This conclusion was
reinforced by the observation that the available promising Ss
tended to have been among the first to volunteer, so that we
could not expect the second half of the pool to be even as good
as the first half.
4. Under the circumstances, something had to give. We
concluded that by choosing the Ss in matched pairs, and then
randomly assigning one of each pair to each experimenter, we
could create an experimental design that could be analyzed with
"personality" as an independent variable, i.e., a 2x6 Anova.
Such a design would actually be enhanced if personality were a
significant effect, and we would therefore need to employ fewer
of the most promising Ss.
5. Accordingly, we chose four ERU8s, two ERA8s, two IRA55,
two ERUas, and two EFU5s. All but the last pair were seen as
promising, though not as equally promising. Specifically, we
created the following design:
Group 1
--
Group 2
Viewer 137
ERU8
Viewer 516>512
Viewer
210
ERU8
Viewer
928
Viewer
018
ERA8
Viewer
857>432
Viewer
579
IRA5
Viewer
158
Viewer
739
ERUa
Viewer
891
Viewer
588>176
EFU5
Viewer
307
6. Only after we had formally provided SRI with two groups
of six subjects, as above, were we informed that Viewers 579 and
857 could not be used, for an unspecified "good" reason, and that
Viewer 158 could not be used because she was now pregnant. We
were able to replace 158 with 822 without altering the design,
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Notes -- Draft/2
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and did so on May 13, 1986. But the loss of 579 and 857 effec-
tively destroyed the design. (We learned later that 579 and 857
had been hired by the project to work as judges, partly on the
basis of demonstrated psi proficiency!)
7. Shortly thereafter (May 31, 1986), Viewers 181 and 450
were proposed as a way of supplementing the roster of Ss, but
these individuals were never regarded by us as part of the orig-
inal experiment. (Viewer 450 was run as a subject; 181 was not.)
8. When the experiment was complete, but before the data
were analyzed, we were asked to record our predictions based on
the PAS. By this time, our opinion as to the best group assign-
ment for several of the Ss had changed and, since the original
2x6 design was moot anyway, we simply re-ranked everyone based on
the then current version of the master distribution (86.24+).
This resulted in the following ranking(s) (submitted October 2,
1986):
Total Performance
Viewer 739 (ERUa)
Viewers 210,018 (ERA8)
Viewer 928 (ERU8)
Viewers 516,891 (IRA5)
Viewer 450 (IRU4)
Viewer 137 (ERU5)
Viewer 307 (EFU5)
Viewer 176 (EFU6)
Learning
Viewers 891
Viewer 928
Viewers 018
Viewer 739
Viewer 450
Viewer 137
Viewer 307
Viewer 176
,516 (IRA5)
(ERU8)
,210 (ERA8)
(ERUa)
(IRU4)
(ERU5)
(EFU5)
(EFU6)
8a. The rationale for these rankings was, first, that the
top six in each list came from groups with a more or less posi-
tive track record while the bottom two in each list came from
groups with a negative track record. (The bottom two had been
chosen in the beginning as poor viewers.) Secondly, we judged
that the duration of the experiment was likely to be too short
for any real learning, and provided the second ranking only
because we were asked to try. We assigned ERUa the top predic-
tion not only because it had the best track record, but because
PAS theory suggested that this pattern was the least burdened by
compensations that might interfere with a natural aptitude.
8b. We were pleased to learn that these rankings correlated
+.28 (Kendall's tau) with the final overall performance scores.
By itself, this is not statistically significant, but the result
does contribute net information supportive of the experimental
hypothesis.
8c. The experimental Ss and their results are included in
the current version of RGPC.14.
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RGPC.14 -- (88.0)
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Assorted Psi Personnel
(Viewers (#,*,+,-,=), Dowsers (t,$), Effectors (h,k,g,x,z),
Intermediaries (a,c,w), Investigators (1))
z (4) w Ii zt+++* (5) i-
(4) - (5) +t
(4) + - .s (5) +t i
st
(4)
* a
(5)
*
(x)
+t -
-1 k
(x)
* -
+
(x)
(x)
.
i .
..t
(a)
T
(6)
*
z+
(a)
+
(6)
T
(a)
.=
(6)
(a)
--.
(6)
I
*#
(3)
i=
ii
(8)
+++
.i
(3)
+
(8)
#
t
(8)
(3)
(8)
1-??
.w+
hB
(y)
(y)
#h=
# i
I T
(y)
(y)
(b)
.r
(7)
11 x
(b)
(7)
? ?
c
(b)
(7)
(b)
(7)
c
(2)
k
(9)
z+
(2)
+ (9)
(2)
#w
?
(9)
-F? ?
i cg+
(2)
g
(z)
+c
(9)
(z)
(z)
(z)
- h
(c)
+
(1)
i cz#
(c)
i
(1)
-
(c)
t
(1)
w
(c)
(1)
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RGPC.28 (88.0)
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130 Actors/Actresses
(WB-I WTS data; 81% exemplars)
.x
(4)
(4)
(4)
(4)
...
.
.x
xx
.xx
(5)
(5)
(5)
(5)
x
xxx.
x
.
(x)
(x)
x
(x)
(x)
(a)
x
x
(6)
xxxxxx
x
(a)
xxxxxx
.x
(6)
x.
x
(a)
(6)
x
.xx
(a)
(6)
x
?
(3)
x
(8)
x
xx
(3)
xx.
x
(8)
xxx
(3)
xxxx.
x
(8)
xx
xxx
(3)
xx
(8)
xxxxxx
(Y)
(Y)
x
(Y)
(y)
.
(b)
xxxx
(7)
.xx
(b)
x
(7)
.x
(b)
x
(7)
x
x
(b)
(7)
x.
(2)
.x
(9)
xxx
(2)
(9)
xx
(2)
xx
x
(9)
x
.
(2)
xx
x
(9)
x
(z)
(z)
(z)
(z)
...xx
(c)
x
x
(1)
(c)
x.
x
(1)
x
(c)
xx
(1)
xxx
(c)
x
(1)
xxx
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RGPC.29 (88.0)
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SRI Subject Pool (N=96)
(100% complete data; 100% exemplars)
x (4)
x
xxx
(5)
x
x (4)
xxx
(5)
xxxxxxx
x (4)
xxx
x
(5)
x (4)
x (x)
xxx (x)
xx (x)
xx (x)
xx
(5)
xx (a)
xx
(6)
x
xxx (a)
xx
(6)
xx
(a)
xx
(6)
xx (a)
xx
xxx
(6)
(3)
x
(8)
xx
x(3)
x
(8)
xx (3)
x
(8)
xx (3)
x (y)
x(y)
x (y)
xx
(8)
xx
(y)
(b)
xxx
(7)
(b)
x
(7)
x (b)
(7)
x
(b)
x
(7)
(2)
x
(9)
x(2)
(9)
xx
xx (2)
xx
(9)
(2)
x
(9)
xx
(z)
(z)
xx (z)
(z)
(c)
(1)
x (c)
(1)
x (c)
x
x
(1)
x (c)
(1)
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RGPB.14 -- (86.11)
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Assorted Psi Personnel
(Remote Viewers (#,*,+,-), Dowsers (t,$), Investigators (i))
? (5) - ?
+ (5) +++ tt w .
? . (5)
wt (4) i i tt (5) ...
(4) + -
. s (4) -
s (4) ?
. h +* (a) .
+# (a) +
w T (a)
- (a) .
*# (6) *
(6)
(6) + i
- (6) -
++ (8) *++ i ggg
.. I (8) i
. ill (8)
w (8) i (7) i
I (7) .
i (7)
(7)
(b) *
ii w (b) .
. w (b)
(b)
xxx (9) i
(9)
(9)
? (9) - (1)
(1)
w (1)
(1)
. h (c) k ww
w (c)
(c) .
w (c)
ERU : ERA
IRU : IRA
IFU : IFA
EFU : EFA
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RGPB.29 -- (86.12)
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49 Cases in SRI Subject Pool
xxx (5)
x (5) xx
(5)
xxxx (5) (6)
xx (6)
x(6)
x (6)
xxx (a)
. (a) xx
(a)
x (a)
xxxx (8) xx
x (8) x
(8)
(3) (8) (7)
xx (3) (7)
xx (3) (7)
(3) (7)
(b)
(b)
(b) x
x (b)
(9)
. (9) x
(9) x
x (9) (1)
(1)
x (1)
(1) x
x (c)
(c)
(c)
(c)
/ ERU : ERA /
/ IRU : IRA /
/ IFU : IFA /
/ EFU : EFA /
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RGPB.14 -- (86.24+)
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Assorted Psi Personnel
(Remote Viewers (#,*,+,-), Dowsers (t,$), Investigators (i))
. t (5) . -
(5) +++ t .
? . (5)
(4) * i - I tt (5) ... (6) *
(4) + i - (6)
(6)+i?
s (4) ? . (6) -
/ t *# (a) .
# (a) +
T (a)
- (a)
? i ++ (8) *++ i qg
.. I h (8)
T (8)
(3) .. (8) ? q - (7) i
(3) I (7) .
. ++ (3) i (7)
# (3) (7)
(b) #
i (b) .
. (b)
(b)
x + (9)
(9)
(9)
i (2) + ? (9) (1)
(2) (1)
(2) + (1)
. (2) (1)
h (c) k
(c)
. (c) .
(c)
/ ERU : ERA /
/ IRU : IRA /
/ IFU : IFA /
/ EFU : EFA /
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Notes -- Draft/2
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C. Is hypnosis a way to facilitate psi performance?
1. There have been three distinct sources of data with
which to relate "hypnotic susceptibility" and the PAS.
2. The oldest and largest is summarized in Table RGPC.25.
These data come from a study at the University of Denver, com-
missioned by John Gittinger in the early 1950s. All we know is
that the Ss were student,volunteers, that the PAS fourth dimen-
sion was not yet even dreamed of, and that susceptibility was
evaluated as "A" or "B" or "C" -- which we have translated into
"*", "+" and respectively. The distribution appears to be
non-random both with respect to volunteering and with respect to
hypnotic performance, but it provides little or no information as
to the susceptibility of any psi-relevant group.
3. In the summer of 1986, we arranged to visit the Seventh
Annual Rocky Mountain Conference on UFO Encounters, organized by
Dr Leo Sprinkle, and were able to administer the full PAS to 7 of
the participants. All 7 were also volunteers for individual
hypnotic interviews (intended to clarify their encounter experi-
ences), and all were judged by Dr Sprinkle to be excellent hyp-
notic Ss. These Ss turned out to include an ERUy, an ERU7, an
IFA7, an ERA4, an EFA4, an IRUc, and an ERU2, i.e., quite a dif-
ferent sample from the DU study. (The ERUy and ERU7 overlap (and
confirm) the DU results.) As expected, some of these cases (4
out of 7?) are in psi-relevant groups.
4. In the summer of 1987, we arranged with Dr David Gold-
stein (a biofeedback specialist in private practice) to recruit
promising hypnotic Ss through newspaper ads (inviting paid par-
ticipation in a study of "ability to concentrate") and to screen
them with the Spiegel Hypnotic Induction Profile, among other
things. A total of 30 Ss were screened and the 9 best of these
sat for the complete PAS. These 9 cases included 2 IRU2s, 2
ERU5s, an IRU5, an ERA6, an EFUz, an IFUy, and a possible ERUx.
In addition, three patients referred by a hypnotherapist for bio-
feedback training did both the HIP and the PAS; these included an
ERU2 (the best subject turned up in this group), an IFU3, and an
IFA2.
5. Because of the differences in the samples, none of the
PAS data are in direct conflict. The hypnotherapy cases actually
begin to replicate the DU findings.
6. The results of immediate interest relate to ERU5. This
reference group includes 2 of the Goldstein recruits; these are
actually among the top 3 HIP performers identified in the sample
of 30 volunteers recruited for the 'concentration study. ERU5 is
also the home of at least 5 persons with demonstrated psi skills,
including Viewer 518 (a star), Viewer 807 (the best S in SRI's
1985 experiment), and Viewer 137 (the best S in SRI's 1987 exper-
iment).
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Notes -- Draft/2
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6a. The three psi cases just cited are very closely grouped
in the fourth quadrant of the ERU5 Locator Plot, where they are
designated as "L", "B" and "*", respectively. (See attachment.)
6b. The two high-scoring HIP performers fall in the lower
half of this Locator Plot, where they are designated as "G" and
"W". In particular, "W" is very close to the "LB*" cluster.
6c. It is reasonable to hypothesize that Viewers 807 and
137, both of whom are accessible to SRI, are good hypnotic Ss.
6d. It is also reasonable to suggest that the thrust of any
hypnotic suggestions to these Ss should be to encourage them to
function as ERUx, rather than ERU5. (This is by analogy with
Viewer 373 -- an IRA8 who does his best (?) viewing while in an
IRAy state.)
D. Can we use the MBTI as a pre-screen for the PAS?
1. Not easily and not well!
2. For openers, try adding the MBTI types of the ERU5 ex-
emplars to the ERU5 Locator Plot. Actually, there just might
possibly be some tendency for .S.J to be associated with both of
the extremes of V2, and for .N.P to be associated with balance on
the balance dimension. But even if this should hold up, the next
group will suggest a dufferent rule.
3. Some rules derived in this way can be judged to be high-
ly statistically significant, despite the limited numbers of
cases currently available. I.e., it is often possible to make
very reliable predictions of part or all of the MBTI from the
PAS. It is merely the converse that is not true.
4. Under the circumstances, it sppears to be potentially
more fruitful to predict psi directly from the MBTI (or other
self-report), and then perhaps to use the PAS as a second,
logically independent predictor. For this purpose, Honorton has
a larger and therefore better data-base than we do. However, we
can easily confirm Honorton's major effect, which is that good
psi-performers are Intuitive; this holds even when they belong to
reference groups that are otherwise dominated by Sensing. (ERU5
illustrates both this rule and the possibility of exceptions!)
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RGPC.25 (88.0)
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125 Hypnotic Volunteers
- (4)
(4)
(4)
(Susceptibility
(WB-I item data;
+
#,*,+,-,=)
74% exemplars)
(5)
--+ (5)
(5)
+
(4)
(5)
*?
(x)
(x)
..-
(x)
(x)
(a)
(6)
*+-
. (a)
*++...
.++ (6)
- (a)
(6)
*+++--
--..++ (a)
. (6)
(3)
-
(8)
+* (3)
(8)
?
- (3)
(8)
-..++* (3)
+,
*
(y)
* * *
(8)
+
(y)
(y)
(y)
(b)
*+--
* (7)
(b)
++-
+ (7)
---
(b)
+
-.+ (7)
-.+ (b)
++
+* (7)
*
. (2)
?-F. (9)
*-F--
. (2)
(9)
(2)
(9)
* (2)
.--
? (9)
-
(c) (1)
(c) ++.-- ---. (1)
(c) * (1)
(c) - (1)
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50457
Approved ForRelease2000/08/08 : CIA-RDP96-00789R002200230001-2
ERU5: Programmer (87.33)
Observed versus Reconstructed: Case 50457
6 D : :*x :
16 A : : ?
.
14 I : ?
. ?
.
-1Q2
13 BD ?
. : : *x
. ?
14 S ? . :
16 C : : :
10 PA : : *x
11 PC : ?
. : x*
120A ?
. : : x*
2Q1
. : * :
9 CN ?
12 DS ?
. ?
. ?
. * x
11 TE ?
. ?
. ?
. * x
Observed Formula: E+c+c Rcc+ Uuc TCU
Locator Plot: a=V2=0A x=V3=TE
+V4
a
?
?
JA
?
?
X
-V3 VF Z
V
?
.
x: *
* :
?
.
*x:
x: *
:
:
:
:
?
.
?
.
y=V4= D
?
.
?
.
?
.
?
.
?
.
?
.
?
.
:
:
:
+V3
?
D 0
A 2
I 0
Q2-].
BD 0
S 0
C 1
PA 0
PC 0
OA 1
Q1 0
CN 0
DS -1
TE -1
0 L
-V4 ?
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50457
Complete ExefiPPEITAdForRelease2000/08/08:CIA-RDP96-00789R0022002314)014 N.73 V4
A0998 RFM C0002
2B
02 17M12+ Depressed
14
-13
4
11
30028 SRI P 807
3*
01 30M13. Phil/Cptr Prog (PK)
EliSP+ ISFJ
5
-13
8
-2
C5I85 DRS OR 21
3B
01 26M16. Tchr Chem/Psych
INTP
9
-13
3
-12
D0082 SRI P 368
3*
01.45M18. Psycholinguist (18)
ESP+ xNxP
9
-12
-12
8
F0514 SRI P 572
3*
01 47F14. Office Mgr
ESp ESxJ
5
-12
-3
16
F5524 BEM 82104
8*
20F . GENSIOR"
INFJ
8
-9
-5
1
g0946 DRS DG 08
3*
02 44F13. DP Mgr
Hy=9 xxTJ
7
-8
-20
-14
30448 SRI P 006
3*
01 31M17. Elec Engnr
ESp ENxP
5
-8
-6
9
I4018*SLY 12024
6B
01 23M16 EXPE 7 9 6 10
22
-6
-12
-1
34145 AWS 00166
2*
24M16. BARTENDER
4
-5
2
10
K0041 MS 010002
2B
01 29M19. PhD Psychology
4
-5
11
9
L0117 SRI P 518
3*
01 37M16. Instr ACSS
ESP* ENTx
4
-3
11
-7
10988 RGN F 041
2B
01 36M17. Cptr Pgmr
6
-2
4
-15
*0457 SRI P 137
3*
00 25F16. BS Math > Pgmr
ESp+ ENxP
6
0
15
-11
34208 AWS 00205
2*
21M13. STORE DETECTIVE
8
0
7
-7
?0088 SRI P 310
3*
01 56M19. Math Stat
ESPt INTP
4
0
8
11
25521 BEM 82101
8*
19F . EQUUS"
INFJ
6
1
2
-2
R5141+SKN P0032
2*
01 38M17. HS Math Tchr
ENTP
8
1
15
11
35495 BEM 82075
8*
19F . RASPUTTEN"
ESFJ
5
3
-12
8
I5765 301723390
2*
01 18F . CpSci 3.22
ExFP
3
6
-14
-7
35216 MI P0077
2*
01 31F16. Head Nurse
ISFJ
3
6
25
-5
70751 SRI I 045
3*
02 44F14. Neuromusc Prgmr
ESPz INFJ
9
-6
1
40924 DRS DG 05
3*
02 34F13. Secretary
Hy=8 ESFJ
9
13
3
-15
.5690 285760940
2*
19F . Clain 3.02
xSTJ
4
16
-4
2
10509 DRS S 383
2*
01 38M16. Accountant
ESTJ/
9
16
-10
-9
34169 AWS 00199
2*
22M16. UPS OPS SPVSR
7
17
-2
0
10974 RFM S 008
8B
02 24F + Biol Maj; FigSktr; Depr
8
18
-12
22
Other Exemplars:
OA
TE
D
14323 JMO F0000
26
30F16. TEACHER
10
-13
1
-9
12066-CU 208836
39
80 29M15+ ACAD SUSP -RR- RDG
LTC
15
-11
2
-11
L3224 CU 315146
39
01 19F13. VOC-ACAD
4
-10
2
-9
21855 NPI 08023
26
11 36F18. MUSICOLOGY
13
-9
3
-1
36260 MU 000097
39
01 25M18. MATH INSTRUCTOR
9
-7
4
6
12512-CU 258866
29
80 27M14* ASSAULT & BATTERY
924
13
-5
4
-12
20740 MTS 00059
13
00 33M . LSD Volunteer
9
-4
-2
-7
22217 PAL 00007
3A
00 26M . Theol Stdnt
521 ESFP
8
-4
4
12
12420-CU 245079
39
01 40M17. VOC ACCTG SEEN e/r.al
10
-2
-2
9
29738-WCC 02829
3A
00 17F12. WCC Stdnt
XSXJ
'538
9
-1
2
-4
23855 RRH 00423
11
00 27M . PSYCHIATRIC RESIDENT
6
5
-4
5
11841 AWS 10057
26
23F16. DANCE ACCOMPANIST
6
5
0
2
14151 AWS 00031
26
21M15. STUDENT
6
7
-2
5
L2648 CU 271102
39
01 21M15 CU Stdnt
3
8
0
-5
15184 HAP 04018
39
01 31F17. PROGRAMMER
11
8
0
-4
14300 JMO F0024
26
27F16. CORRECTIONS OFFICER
9
17
-4
7
27 16 .1410051 .1370747
Approved For Release 2000/08/08 : CIA-RDP96-00789R002200230001-2