Personality Theory

By : Lukman Nul Hakim

PERSONALITY

Behavior is complex and it is changed by experience. Behavior changes through out the life span and thus change is the only constant thing. But there is another side to the story. While people change as a function of experience or developed by they also show consistency, tendency to behave, think and feel in certain ways over a long period of time and in a wide variety of situation. In English we have thousands of words to describe the personality like shy, irritable, guilliable, aggressive, dominant, sociable, easygoing, jovial, cunning, etc. personality can be defined as the unique and consistent pattern of behavior, thoughts and feelings in a wide variety of situations over a long period of time. To put it in simple terms personality is the unique, relatively consistent pattern of thinking, feeling and behaving.

DETERMINANTS
We have to examine some of the determinants of personality structures and behaviors. Personality development is because of the interaction of the following determinants:
Biological factors
Physical environment
Psychological factors
Familial determinants
Social class
Cultural factors

Biological factors
Personality development is influenced by many biological factors. It includes genetics and hormones.

a. Genetics
What is the significance of genetics to personality development? Studies have shown that personal characteristics such as physical experience, motor activity, emotional reactivity (temperament) introversion and extraversion, and energy level are strongly related to genetic composition. Let us see the genetic influence on the temperament on the introversion and extraversion.
The role of genetics in the development of personality has been studied by using the twins. The studies show that temperament is mostly determined by the genetics. Temperament may be defined as the characteristic phenomena of an individual’s nature, including his susceptibility to emotional stimulations, his customary strength and speed of response and the quality of this prevailing mood, and all the peculiarities of fluctuation and intensity of mood. In one study Willerman selected four temperaments to study for heritability: emotionally, activity, sociability, and impulsivity. Questionnaire were constructed to asses the temperaments. The questionnaire were given to the mothers of fraternal and identical twins. The study showed high correlation for the identical twins than for the fraternal twins.

b. Hormones
The secretion of the endocrine gland –hormones- also influenced the behavior. For example, when the thyroid gland is overactive the person becomes irritable, restless and hyperactive and when it become under active the person becomes dull and sluggish. Similarly, the two key hormones, androgen and enstrogen, affect not only the biological sexual orientation but also the psychological assumption of sex roles. Aggression and maternalism are two types of behavior that are affected by these hormones. Androgen levels correlate positively with aggressive tendencies, and estrogens level correlate positively with maternalistic tendencies.

Physical environment
Now it has been found that climate and ions of the physical environment are also related to the behavior and personality. Like climate and ions.

Psychological factors
The psychological factors like, self concept and intelligence influence the development of personality.
a. Self concept
A person’s self concept is the person’s view of his or her own strengths and weakness. Self concept becomes the core of the personality. A positive self concept, initiated in the childhood period and nurtured throughout the developmental span, enables an individual to meet each challenge as it comes and to deal with it appropriately.
A person with a strong sense of self recognizes that he or she has a wide range of capabilities, yet also acknowledge limitations. Such a person realizes that it is acceptable to work within the framework of those limitations.

b. Intelligence
One individual characteristic that is very relevant to personality development is intelligence. Intelligence is the capacity for learning and includes problem solving ability. Intelligence, the ability to reason through complex situations has many implications for personality development. Intelligence has a profound impact on many areas of development and behavior, such as talking, memory, understanding and playing new concepts, and creativity. It seems that children who learn rapidly and who can apply their knowledge develop a more positive self concept, as a result of praise received from parents and teachers, than children who are poor achievers.

Familial determinants
The family unit is the chief which mould of personality. The nature of the family relationships that develop is crucial to each family member. It is within the family system that identification occurs, a major factor in personality development. Parents serve as the models for identification. A father can facilitate the development of masculinity in a son by rewarding masculine activities and by withholding rewards for feminine activities. During the world war two father separated boys showed more feminine behavior and less aggressive plays than the boys who were not separated from their parents.

Social class
All societies are to some extent stratified. Social stratification is a relatively stable, hierarchical arrangement of groups of individuals, with the higher classes within this hierarchy receiving more social and material rewards than the lower classes. Individuals within a class typically perform similar occupations and face the same life conditions and problems. As a result individuals can be assigned to a social class by using indexes such as education, occupation, income, and prestige. When people change from one social class to another, their life styles, language, and even personality attributes will also change.

Cultural factors
Personality differences between nations and ethnic groups are popularly recognized ; there are stereotypes that all the people within a particular group of nations are believed to follow. These differences are ascribed to disparities in culture: the modes of acting and feeling, or the set of norms and ideals, that are customary for an entire group. Culture therefore involves consistency in the actions of a larger number of people than does social class.

PERSONALITY THEORIES
Hippocrates
He developed a scheme for personality description in the 5th century B.C. he theorized that the body contained 4 basic fluids, each associated with a particular ‘temperament’ or personality. The personality depends on which one of these fluid is predominant.
a. Blood à sanguine temperament à cheerful, active, optimistic.
b. Phlegm à Phelegmatic temperament à unemotional, apathetic, sluggish.
c. Black bile à Melancholy temperament à sad, brooding, depressed, and anxious.
d. Yellow bile à Choleric temperament à irritable, excitable, easily annoyed.

Spranger
He classified individuals according to life philosophy and the values, they believed most important. He listed six categories:
a. The theoretical individual, primary interested in the discovery of truth
b. The economic personality, concerned with what is useful
c. The aesthetic person, places highest value on form and harmony.
d. Social personality, finds greatest pleasure in the love of people
e. Political person, interested in power
f. Religious personality, concerned with mystical experiences and looks for something divine in every happening.

Kretschmer
He postulated a realtionship between body type and personality. He proposed three body types and their personality:
a. Pyknic type, short and fat, extroversion, tend to manic depressive
b. Asthenic type, tall and thin, introversion, likely to become schizophrenic.
c. Athletic type, muscular, energetic and aggressive.


Sheldon
A more recent and better known effort regarding body types and personality was that of Sheldon. He analyzed in detail about 4000 photographs of male nude bodies and classified them into three body types. He also measured the personality by using a temperament scale. then he correlated the measurement of body types and the scores of the temperament scale. the results can be summarized as follows.

Endomorphy à fat, round, soft and with large stomach à viscerotonia, concerned with body comforts such as eating, sleep, and relaxation. Sociable and happy by nature.
Mesomorphy à strong, muscular, athletic and rectangular à somatotonia, liking for physical activity, energetic, courageous, self confident and risk taking.
Ectomorphy à tall, thin, and fragile à cerebrotonia, fast but limited physical movement, retrained, secretive, brainy, and introvert.

The Sheldon theory was rejected because he made use of only male students and other studies found no correlation between body and type of personality.

5. Eysenck’s Theory
Today the most influential theory of personality types is by Hans Eysenck’s three factor theory. Eysenck, a German psychologist, fled to England after refusing to become a member of Hitler’s secret police. Eysenck’s used the statistical technique of factor analysis in identifying three dimensions, we can determine his or her personality type.
The dimension of neuroticism measures a person’s level of stability/ instability. Stable people are calm, even –tempered, and reliable, unstable people are moody, anxious and unreliable. A study of students who began an on campus exercise program found that a year later those who dropped out had scored higher in neuroticism than had those who remind in the program. The dimension of psychotism measures a person’s level of tought –mindedness/tender-mindedness. Tough minded people are hostile, ruthless, and insensitive, where as tender mionded people are friendly, empathetic, and cooperative. Juvenile delinquencies score high in psychoticism.
The dimension of extraversion measures a person’s level of introversion/extraversion. This dimension, first identified by Jung, has stimulated the most reseach interest.
There is eveidence that the dimensions in Eysenck’s theory have a biological basis. Heredity maight explain why introverts are more physiologically reactive than extroverts are. This might, explain behavioral differences between introverts and extroverts. Because introverts are more physiologically arousable, they might condition easier. This might make introverts more socially inhibited, because they learn more easily to stop performing behaviors that have been punished.

6. Jung’s Theory
One of Jung’s best known contributions is his personality typology of two basic attitudes, or orientation, toward life : extroversion and ontroversion. Both orientation are viewed as existing simultaneously in each person, with one usually dominant. The extrovert’s energy is directed toward external objects and events, while the introvert is more concerned with inner experiences. The extrovert is outgoing and makes friends easily, the introvert frequently prefers solitude and cultivates few relationships. Most investigators now view extroversion-introversion as a single personality dimension along which people vary, in sontrast to Jung’s conception of pair of opposing attitudes. There is a substantial amount of empirical eveidence indicating that extroversion-introversion is indeed a significant personality dimension.
Jung extended his typology to include two other pairs of opposing tendencies, thinking versus feeling and sensing versus intuiting. These were considered to be psychological functions describing different ways in which wxtroverts and introverts deal with and perceive their experiences.

7. Allport’s Theory
Allport began his research by identifying all the English words that refer to personal characteristic. In 1936 Allport and his colleagues Henry Odbert, using an unabridged dictionary, counted almost 18.000 such a words. By eliminating synonyms and words referring to temporary status (such as hungry), they reduced the list to about 4.500 words. Allport then grouped the words in to less then 200 clusters of related words, which become the original personality traits in his theory.
Allport distinguished three kinds of traits, the differences depending on how important they are in a given person’s life. Cardinal traits are similar to personality types, in that they affect every aspect of the person’s life. Central traits affect many aspects of our lives but do not have the pervasive influence of cardinal traits. When you refer to someone as kind, humorous, or conceited, you are usually referring to a central trait. The least important traits are secondary traits because they affect relatively narrow aspects of our lives. Preferences for warning cuffed pants, reading western novels, or eating chocolate ice cream reflects secondary traits.

Cattel’s Theory
More recent theories have concentrated on what Allport called common traits, which they try to quantify in a precise, scientific manner. Their primay tool in this task has been an extremely sophisticated mathematical techniques called factor analysis which describes the extent tow which different personality variables are related.
Raymond B Cattel has used factor analysis extensively to study personality traits. Cattel defines a trait as a tendency to react to related situations in a way that remains more or less stable. He distinguishes between two kinds of tendencies: surface traits and source traits. Surface traits are clusters of behavior that tend to go together. An example of a surface trait is altruism, which involves a variety of related behaviors such as helping a neighbour who has a problem are contributing to an annual blood drive. Other examples of surface traits are integrity, curiosity, realism, and foolishness. Source trait are the I=underlying roots are causes of these behavioral clusters.

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Occupational Stress Index

By : Lukman Nul Hakim

I. PROBLEM
To study stress level of lecturer who is from engineering department comparing with lecturer from social science department.

II. INTRODUCTION
Stress is a dynamic condition in which an individual is confronted with an opportunity, constraint, or demand related to what he or she desires and for which the outcome is perceived to be both uncertain and important.
Stress is not necessarily bad in and of itself. While stress is typically discussed in a negative context, it also has a positive value. It is an opportunity when it offers potential gain.
The occupational stress index purpose to measure the extent of stress which employees perceive arising from various constituent and conditions of their job. However stress researchers have developed the scales which measures the stress arising exclusively from job roles (Rizzo, et al 1970 ; Pareek, 1981). The tool may conveniently be administered to the employees of every level operating in context of industries of other non production organizations. But it would prove more suitable for the employees of supervisory level and above.

MAIN FEATURES OF THE TOOL
The scale consists of 46 items, each to be rated on the five point scale. out of 46 items, 28 are ‘true keyed’ and rest 18 are ‘false keyed’. The items relate to almost all relevant components of the job life which cause stress in some way or the other, such as role over load, role ambiguity, role conflict, group and political pressures, responsibility for persons, under participation, powerlessness, poor peer relations, underparticipations, intrinsic impoverishment, low status, strenuous working conditions, and unprofitability.

RELIABILITY
The reliability index ascertained by split half (odd even) method and cronbach’s alpha coefficient for the scale as a whole were found to be .935 and .90 respectively. The reliability indices of the 12 sub scales were also computed on the (split half) method. The following table records the obtained indices.

No
Sub Scales
Reliability Index
1
Role Overload
.684
2
Role Ambiguity
.554
3
Role Conflict
.696
4
Unreasonable group & political pressure
.454
5
Responsibility for persons
.840
6
Under participation
.630
7
Powerlessness
.809
8
Poor peer relation
.549
9
Intrinsic Impoverishment
.556
10
Law status
.789
11
Strenuous working condition
.733
12
Unprofitability
.767

VALIDITY
The validity of the O.S.I was determined by computing coefficients of correlation between the scales on the O.S.I and the various measure of job attitudes and job behavior. The employee scores on the O.S.I is likely to positively correlate with the scores on the measures of such work manifest attitudinal and motivational and personality variables which have proved lowering or moderating the level of occupational stress. The coefficients of correlation between the scores on the O.S.I and the measures of job involvement (Lodhal & Kejner, 1965), work motivation (Srivastava, 1980). Ego strength (Hasan, 1970), and job satisfaction (Restonjee, 1973) were found to be -.56 (N=225), -.44 (N=200), -.40 (N=205), and -.51 (N=500), respectively. The correlation between the scores on the O.S.I and the measure of job was found to be 0.59 (N=400).
The employees scores on the O.S.I have been found to be positively correlated with their scores on the measures of mental ill. Health standardized by Dr. O.N. Srivastava (Prof. Of Psychiatri). The following table presents the indices of ill mental health of the high and low occupational stress groups of the employees.

SCORING
Since the questionnaire consists of both true, keyed and false keyed items two different patterns of scoring have to be adopted for two types of items. The following table provides guide line to score the responses given to two categories of items.

Categories
of response
SCORES
For true keyed
For false keyed
Never/Strongly disagree
1
5
Seldom/disagree
2
4
Sometimes/undecided
3
3
Mostly/agree
4
2
Always/strongly agree
5
1

NORMS
Norms have been prepared for the occupational stress index as a whole as well as for its twelve sub-scales separately on a representative sample of 700 employees of different cadres operating in various productions and non-production organizations. The distribution of scores on the O.S.I was found to be slightly skewed in negative direction. To prepare the norms three methods were adopted, i.e., normal distribution, percentile point and division of upper and lower halves.
The scores were divided into three categories. I.e. high moderate and low, following the principles of normal distribution. The scores falling above + 1 s, between + 1 s, and below - + 1 s were categorized, respectively as to indicate high moderate and low levels of occupational stress.
The scores have been categorized as to indicate high moderate and low levels of occupational stress also on the basis of its percentile values. The scores below p25, between p26 and p75, and above p75 were taken as to indicate low moderate and high levels of occupational stress, respectively.
The scores were also divided into upper and lower halves on the basis of the median point the distribution of the stress scores. The score below median and above median were categorized respectively as to indicate low and high levels of occupational stress.

III. METHOD
Preliminaries of the subject

Name : TJ
Age : 33 years old
Sex : Male
Occupation : Lecturer

Name : TT
Age : 30 years old
Sex : Male
Occupation : Lecturer

MATERIALS USED
Occupational Stress Index questionaire

PREACAUTIONS
In order to get an optimum result, the following precautions were carefully taken when conducting this test :
Tester ask testee to fill in the questionnaire in a peaceful and comfortable place.
The testee was should not fill the questionnaire in rush.

PROCEDURE AND ADMINISTRATION
Here is the step-by-step procedure in conducting the test:
a. Rapport formation, a brief conversation was held with testee to make her feel comfortable to fill the questionnaire.
b. Give the instruction.
c. Give the questionnaire
d. Ask testee to fill personal data.
e. Tell testee that tester might will contact her again if there is anything, which is unclear.
f. Thanking the testee.

The Instructions given to the testee are as follows :
This questionnaire is meant for a psychological investigation. The questionnaire consists of some statements that employees say or feel about various components and conditions of their job. You are required to select any one of the following ‘five responses’ to indicate the extent to which you agree or disagree wit each statement to describe the nature and conditions of you job and also your own experiences and feelings about your job.
Give your responses frankly. Your responses will be kept strictly confidential.

Introspective report
“some questions are not fit in with my real condition, like for example this one, question number 7, my decisions and instructions concerning distribution of assignments among employees are properly followed, we are lecturers here, and we do not have subordinate, and I do not have sub ordinate, so how am I supposed to answer than? But anyhow I answered it”

IV. RESULT
GROUP STATISTIC
Group 1= Social Science and Group 2 = Engineering
No

Group
N
Mean
Std.
Deviation
Std.
Error Mean
1
Role Overload
1.00
20
17.4500
3.80408
.85062


2.00
20
18.6500
4.10744
.91845
2
Role Ambiguity
1.00
20
9.6500
2.92494
.65404


2.00
20
9.2000
2.56700
.57400
3
Role Conflict
1.00
20
14.5000
3.06937
.68633


2.00
20
15.0500
3.60519
.80614
4
U.Grp & Pol. Press
1.00
20
12.3500
2.62127
.58613


2.00
20
13.1500
2.97843
.66600
5
Responsibility F.P
1.00
20
10.2500
1.88833
.42224


2.00
20
9.8000
2.06729
.46226
6
Underparticipation
1.00
20
10.8500
3.11659
.69689


2.00
20
10.3500
3.133``44
.70066
7
Powerlessness
1.00
20
7.9000
1.99737
.44662


2.00
20
7.6000
2.01050
.44956
8
Poor Peer Relation
1.00
20
11.6000
1.90291
.42550


2.00
20
11.2500
2.14905
.48054
9
Intrinsic Impoverism
1.00
20
10.0000
2.77204
.61985


2.00
20
9.9000
2.73188
.61087
10
Law Status
1.00
20
7.6500
3.21632
.71919


2.00
20
7.0000
2.33959
.52315
11
Strenuous W.C
1.00
20
10.3000
3.13050
.70000


2.00
20
10.2500
3.36976
.75350
12
Unprofitability
1.00
20
6.2500
2.09950
.46946


2.00
20
5.9500
1.95946
.43815

INDEPENDENT SAMPLES TEST


Levene's Test for Equality of Variances
t-test for Equality of Means


F
Sig.
t
df
Sig.
(2-tailed)

Mean
Difference

Std. Error
Difference

95% Confidence
Interval of the
Difference









Lower
Upper
R.Overload
Eva
.023
.881
-.959
38
.344
-120.000
125.184
-373.422
133.422

Evna


-.959
37.778
.344
-120.000
125.184
-373.471
133.471
R.Ambiguity
Eva
.073
.788
.517
38
.608
.45000
.87019
-131.161
221.161

Evna


.517
37.370
.608
.45000
.87019
-131.259
221.259
R.Conflict
Eva
.529
.471
-.519
38
.606
-.55000
105.874
-269.330
159.330

Evna


-.519
37.057
.607
-.55000
105.874
-269.509
159.509
U.G & P. P
Eva
.299
.588
-.902
38
.373
-.80000
.88719
-259.602
.99602

Evna


-.902
37.396
.373
-.80000
.88719
-259.697
.99697
Respon F.P
Eva
.411
.525
.719
38
.477
.45000
.62608
-.81743
171.743

Evna


.719
37.693
.477
.45000
.62608
-.81777
171.777
Underpart
Eva
.333
.567
.506
38
.616
.50000
.98822
-150.055
250.055

Evna


.506
37.999
.616
.50000
.98822
-150.055
250.055
Powerless
Eva
.002
.961
.473
38
.639
.30000
.63370
-.98286
158.286

Evna


.473
37.998
.639
.30000
.63370
-.98287
158.287
Poor Peer R
Eva
.392
.535
.545
38
.589
.35000
.64185
-.94936
164.936

Evna


.545
37.451
.589
.35000
.64185
-.94999
164.999
Intrinsic Imp
Eva
.045
.834
.115
38
.909
.10000
.87027
-166.177
186.177

Evna


.115
37.992
.909
.10000
.87027
-166.178
186.178
Law Status
Eva
2.285
.139
.731
38
.469
.65000
.88934
-115.037
245.037

Evna


.731
34.709
.470
.65000
.88934
-115.599
245.599
Stre W.C
Eva
.116
.735
.049
38
.961
.05000
102.848
-203.204
213.204

Evna


.049
37.796
.961
.05000
102.848
-203.241
213.241
Unprofit
Eva
.739
.396
.467
38
.643
.30000
.64216
-.99998
159.998

Evna


.467
37.820
.643
.30000
.64216
-100.019
160.019
· Eva = Equal variances assumed
· Evna = Equal variances not assumed

V. INTERPRETATION

COMPARISON WITH NORM
Both social and engineering lecturer perceive that they are not overload with their job, the are in moderate level.
Social and engineering lecturer perceive that their role is clear, there is no ambiguousity.
The teachers of both group see that there is Role conflict but is in moderate level.
Unreasonable group and political pressure are in moderate level.
Both lecturers find the responsibility for person is moderate.
The underparticipation level is moderate for both lecturers.
Both lecturers perceive that they have enough power, but not very high nor low.
For peer relation both lecturers in moderate level. Means both can built relations with others.
The intrinsic impoverishment for social science lecturer is slightly higher than the engineering lecturer.
For status they see that they are in medium level.
Also for strenuous working condition, both lecturer is in moderate level.
The last one, for the unprofitability, both lecturer is also in moderate level.

Base on the statistical calculation, the mean score of social science lecturer is higher than engineering lecturer in 9 dimensions, namely role ambiguity, underparticipation, powerlessness, poor peer relations, intrinsic impoverishment, low status, strenuous working conditions and unprofitability. Meanwhile the score of engineering department lecturer is higher in dimensions of role overload, role conflict and unreasonable group & political pressures.
In general the result shows that the stress level of social science lecturer is higher than engineering lecturer. But from the calculation of independent sample test, it is shown that there is no significance different between them.

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Rorschach

By : Lukman Nul Hakim
I. PROBLEM
In order to understand the the personality structure of the subject by using The Rorschach Inkblot Technique

II. INTRODUCTION
The Rorschach Inkblot Technique was developed by Hermann Rorschach, a Swiss psychiatrist in 1921 (Singh, 2004). The Rorschach Test consist of ten cards which contained a bilaterally symmetrical printed inkblot. Five inkblot cards (Cards I, IV, V, VI and VII) are made in shades of black and gray; two cards (Cards II and III) contain bright patches of red , and the last three cards (Cards VIII, IX and X) contain pastel shades.
Klopfer and Davidson (1962) said that basic assumption underlying the rorschach technique is that there is a relationship between perception and personality. The way in which an individual organizes or “structures” the ink blots in forming his perceptions reflects fundamental aspects of his psychological functioning. Ink blots are suitable as stimuli because they are relatively ambiguous or “unstructured”, i.e., they do not elicit particular learned responses, but permit a variety of possible responses. The subject, then, when asked to tell what he sees in the blots, must react in a personal, unlearned fashion, since there are no ”right” or “wrong” answers. His perceptions are selected and organized in terms of his ”projected” needs, experiences, and habitual patterns of response as well as by the physical properties of the blots themselves.

Observed Behavior
In psychology, as in medicine, it is necessary to work with only a sample of behavior. This sample is assumed to be representative of a person’s behavior in general. It is also assumed that the major characteristics of an individual’s behavior do not vary materially from sample to sample unless something traumatic has intervened. We assume in addition, that all behavior is meaningful. Without making this assumption, it would be impossible to work with people at the behavioral level.
The sample we are concerned with is the subjects behavior during the rorschach examination. The clinician studies the entire behavior of the individual during this period. He observes the individual’s attitude toward the rorscahch technique and toward the examiner, his ability to attend and the amount of effort he puts forth, the extent of his physical activity, and the like. The examiner also takes note of the subject’s total behavior during the examination period.

Personality Aspects
Personality consists of different facets –needs, drives, motives, traits, abilities, behavior systems, or libido organizations, depending on one’s frame of reference. These facets form the pattern regarded as an individual’s relatively enduring personality. These needs, drives, or traits, both innate and learned, may be classified in many different ways. Some ordering of personality qualities is essential, but as yet no one system of ordering has proved altogether satisfactory.

The personality aspects are considered under three major headings, with sub categories under each heading :

Cognitive, or intellectual aspects
Affective, or emotional aspects
Aspects of ego functioning

Cognitive, or intellectual aspects
Intellectual status and functioning
A person’s intellectual ability may be estimated from a rorschach protocol. In addition, it is possible to ascertain whetehr he is functioning efficiently in terms of his potential capacity. Some of the questions that may be answered are : what is the individual’s intellectual level? Is he operating up to or below his capacity, as measured by an intelligence test? Is his intellectual functioning impaired by emotional stress? Is his performance uneven? What is the language ability and vocabulary level of the person?

Manner of approach
Is the individual’s approach to problems logical or loose? Methodical or confused? Is his thinking more inductive or deductive? How well can he organize material? Is he able to get to the heart of a problem, or does he skirt anxiously around the edges?

Power of observation
Is he able to observe the obvious? Does the subject see the commonplace things that other people see? Does he overlook the ordinary and attend to the minute? Can he see more complex constellations?

Originality of thinking
Is the individual capable of original thinking? Does he show creative ability? Are his creations based on reality, or are they bizarre?

Productivity
Does the individual have an average or greater than average fund of ideas? What is the quality of his productions? Are his responses rich? Are they subtle? Do they come easily?

Breadth of interests
How varied are the person’s interests? Are they limited and shallow? Are they rich and diverse? Are they concentrated in depth in one area? Has he any special interests? In what way do they reflect the person’s emotional biases?

Affective, or emotional aspects
General emotional tone
What is the general tone of a person’s emotionality? Is it spontaneous? Depressed? Constricted? Is he generally anxious? Is he passive and withdrawn? Or self-assertive and aggressive? Does he show drive? How does the person respond to immediate emotional challenges in contrast to anticipated emotional situations? Is he confident of pessimistic about securing the love and affection he wants? Is he realistic or unrealistic? Is he too demanding or not demanding enough? Is he self-sufficient or dependent?


Feeling about self
What is the individual’s response to inner promptings? Is he at ease with himself? Does he accept himself and his own impulses? Are feelings of inadequacy evident?

Responsiveness to people
What is the individual’s ability to establish rapport with people? Does he enjoy social intercourse is he comfortable with people? Or is he rather afraid of people and generally hostile toward them? Does he try to avoid human contact? Does he feel more at ease in a world of inanimate objects?

Reaction to emotional stress
Under stressful situations, how does a person respond? Is he able to cope with situations or does he fall apart? Does he panic of is he controlled? Can re recover? What are his reactions to new situations? Are they handled with confidence or are they disturbing to him?

Control of emotional impulses
How well does an individual control his spontenaeous tendencies? Adequately? Rigidly? Does he give way to uncontrolled impulsiveness? Do his emotions become rampant? Or is genuine spontaneity evident? Does he show tact? Is he cautious?
Aspects of ego functioning
Ego strength
Is the individual’s reality testing sound? Are his perception clear? What is his self appraisal? Is he self confident or self defeating? Does he feel that he needs some kind of counseling or psychotherapy?

Conflict areas
Is he sexually adjusted? Is there confusion as to sex role and identification? Is there conflict concerning: attitude toward authority? Dependency needs? Passivity? Self assertiveness?

Defenses
What kinds of defenses does the individual use? Repressions? Denial? Intellectualization? Are his defenses few and rigid? Or varied and flexible?

III. METHOD

ADMINISTRATION
As said by Klopfer and Davidson (1962) that the purpose of administering the rorschach is to obtain for evaluation as much individualized response as possible from a relatively standardized situation. And the job of the examiner is to help create the relaxed but controlled atmosphere particularly important for obtaining useful rorschach protocol.

Details About Subject
Name : Zulfitri
Age : 25 years old
Class : MA (Prev) English Department
Sex : Female
Status : Single
Time of conduction : from 02.10 pm – 03.50 pm
Place of conduction : Laboratory of psychology department JMI
Condition : Normal


Before the examination
In order to get optimum result we should consider a few things :

The examination atmosphere
The kind of atmosphere created will depend on the subject, the examiner and the situation the subject must be made to feel at ease while at the same time he must be made to understand that certain tasks are required of him the good clinician will be able to create a relaxed but controlled atmosphere by assessing the subject and the situation and acting accordingly.

Seating and equipment
It is advisable for the examiner as well as the subject to be able to see the cards during the administration of the test a recommended arrangement, therefore, is for the examiner to sit next to but slightly behind the subject.

The materials needed are :
The ten Rorschach card arranged in order facing downward on the table
a location chart – either as a separate sheet or as part of the individual record blank. These chart are necessary for making the areas used by the subject for his concepts
Ruled paper for recording the responses of the subject. Pen or pencil
An ordinarily watch or clock with a second hand, or noise

Initial instructions to the subject
There is no standard formulation for introducing the rorschach cards. The preparation of the subject for what is going to happen must naturally vary with the age, experience, and cultural background of the subject.

During the examination
According to Klopfer and Davidson (1962) there are four phases during the examination, namely :




Performance proper
During this phase there is as little interference as possible with the subject’s spontaneous reactions to the cards. The examiner does not pressure of guide the subject, but acts chiefly as a recorder.

Several things should be done by this phase:
a. Notes down the reaction time, that is the time which elapses between the presentation of the card and the examinee’s first scorable score. Reaction time is symbolized by t (Semeonoff 1976, in Singh 2004).
b. Notes down the position of the card. Upright is ^, if the top is turned downward V, the top on the leftside <, and if the top is on the right side >, if the card is rotate without stopping ( O ).
c. The responses are recorded verbatim.
d. Notes down the total time subject take for each card, it is symbolized by T.

Inquiry
To reveal how the subject arrived at his responses, in order to facilitate scoring. Judicious questions are asked by the examiner to clarify, but not to influence the subjects responses.

Analogy, or follow up period
This optional phase uses all available clues produced during the two previous phases to help fill in the existing gaps in the reactions of the subject. The examiner asks whether a determinant, admittedly employed in connection with one response, is applicable to others. He asks analogy questions suchs as, ‘If color (or shading) helped you to see that, how was it here and here?

Testing the limit phase
This part of the examination is undertaken only when the subjects shows no reactions to some of the significant stimuli in the blots. Concepts not formed by the subjects are deliberately introduced.

SCORING
According to Klopfer and Davidson (1962), there are five main categories of classification of responses. They are :
1. Location
2. Determinants
3. Content
4. Popularity-Originality, P-O
5. Form level

Location
Location refers to the part of the blot which produces a particular response.

1. Whole response : W, W, DW
W
When the subject employs the entire blot for his concept, or when the subject clearly intends to use the entire blot but inadvertently omits a small part
W
Or cut off whole, is scored when the subject designates almost all of the blot (at least two-thirds), with the intention of using as much of the blot as possible.
DW
Confabulatory whole, is scored when a subject interprets a detail and then assigns the same interpretation to the entire blot without justification, and without any consciously felt need to reconcile the qualities of the remaining blot material with the qualities of the concept. A DW response is always, therefore, a poor form response, that is, the concepts is a poor match for the blot.
2. Large Usual Detail Responses : D
D
D is scored when a subject employs a comparative large area for his concept, easily marked off by space, shading, or color from the rest of the blot.
3. Small Usual Detail Responses : d
d
d is scored when a subject employs for his concept a relatively small area, but one that easily marked off by space, shading, or color from the rest of the blot.
4. Unusual Detail Response : dd, de, di, and dr
dd
Or tiny detail is used to describe areas that, like d, are marked off from the rest of the blot by space, shading, or color.
de
Or edge detail, is employed for locations using only the edge of the blot
di
Or inside detail, is used for locations which are not easily separated from the rest of the blot by space, color, or shading. These locations are inside the blot.
dr
Or rare detail, is used to score responses using unusual blot locations. These locations cannot be classified as dd, de, or di, and are sufficiently differentiated from a D, d, or W that they cannot be scored as such. The rare detail maybe large or small in size.
5. White Space Responses : S
S
Or white space, is scored when there is complete reversal of figure and ground, and the white space is the location for the concept itself. If the whole blot or part of the blot material is used in addition and in an accessory manner, the blot or parts are scored as additional locations.

Determinants
Determinants refer to the features of the blot which have produced the particular response. Rorschach (1921) suggested five symbols for the scoring of determinants:
1. F for form
2. M for human development
3. FC for form color
4. CF for color form
5. C for pure color response

Symbols, category and description of the rorschach determinants
Symbols
Category
Description
F
Form
Form response
M
FM
M
Movement
Human movement response
Animal movement response
Inanimate or inorganic movement response
C
CF
FC
Cn
Color (chromatic)
Pure color response
Color form response
Form color response
Color naming response
C’
C’F
FC
Color (Achromatic)
Pure achromatic color response
Achromatic color form response
Form achromatic color response
T
TF
FT
Texture (shading)
Pure texture response
Texture form response
Form texture response
V
VF
FV
Dimensionality
Depth or vista (shading)
Pure vista response
Vista form response
Form visa response
Y
YF
FY
General diffuse (shading)
Pure shading response
Shading form response
Form shading response
FD
Dimensionality (based on form)
Form based dimensional response
rF
Fr
(2)
Reflection and pairs
Reflection form response
Form reflection response
Pair response

Content
This phase is meant to select the appropriate content. It usually consist of two subsets. First, the appropriate symbols must be selected to represent the content, and second the response must be checked against the popular responses or P responses.

Symbols
Description
H
Whole or almost whole
(H)
Portrayed as drawings, sculpture, caricatures and the like, or mythological figures such as ghost, monster, witches.
Hd
Parts of human figures which can be thought of as belonging to a living body (that is not anatomical)
(Hd)
Parts of human figures portrayed in drawings, caricatures, sculpture and the like or parts of mythological human figures.
AH
Figures that part human and part animal, such as half man half goat, etc
Hobj
Objects that are closely associated with human such as false teeth
At
Parts of human body, or concepts dealing with the human body in the anatomical sense (except sex organ)
Sex
Sexual organs or sexual activity, or anatomical concepts with reference to sexual function
A
Animal figures, whole or almost
(A)
Mythological animals. Monster with animal characteristics; caricatures, drawings, or the like of animal figures.
Ad
Parts of animal, usually a head or paw
(Ad)
Parts of animal deprived of reality, or humanized
Aobj
Objects derived from or connected with the body of an animal.
A.At
Animal anatomy concepts, including dissections: X-ray of an animal, biology charts, and so on.
Food
Animal parts, fruits or vegetables prepared for eating.
N
Nature concepts, including landscape, aerial views, sunsets, rivers, and lakes when they are part of scenery.
Geo
Geographical concepts, including maps of all kinds, and such concept like islands, gulfs, lakes, and rivers, not seen in vista.
Pl
Plants of all kinds and pparts of plants
Bot
Plants or parts of plants seen as botanical specimens
Obj
All manmade objects, distinguished from statues, which are scored (H) if of humans, or (A) if of animals or animal-shaped ornaments.
Arch
Architectural concepts
Art
Concepts such as designs, or drawings, or paintings, in which d=the drawing or painting has no specific content. A drawing if a human figure would be scored (H), a painting of a landscape would be scored N and so on
Abs
Abstract concepts in which there is no other specific content. A specific content symbolizing something abstract would be scored for content and the subscript sym would be added to it.

Popularity-Originality, P-O
Symbol
Description
P
Popular responses, are those responses given frequently to a particular blot area.
O
Original responses, are those responses given by not more than one subject out of 100 to a particular blot area
O-
If an original concept is not a good fit, but is so distorted as to produce bizzareness.

Scoring for Form Level
Most subjects respond to the ink blots by trying to fit the outline or form of a blot area to a concept they see. The form level rating is gapplied to all responses, main, and additional, regardless of their location, their determinant, their content, or their P – O scores.

Form level is based on three considerations, namely, accuracy, specification, and organization. Each response is rated on a scale from a low of –2.0 to a high of +5.0. The process involves :
1. Assigning a basal plus or a basal minus rating, determined primarily by the accuracy of the fit.
2. Adding to a basal rating in units of 0.5 for good elaborations or specifications and for good organization, or subtracting from the basal rating in units of 0.5 for poor or inaccurate specifications and for organization that weakens the concept.

Three significant levels of form quality are rated :
1. Concepts considered adequate or better are assigned plus ratings of 1.0 or higher.
2. Concepts considered indifferent are assigned 0.0 and 0.5 ratings.
3. Concepts considered poor or inaccurate are assigned the minus ratings of –0.5 to –2.0.

IV. RESULT

Autobiographical Sketch of Subject
Z is the third child in her family, she is single and is the only child girl in the family. Z comes from middle class family in her hometown Medan in Indonesia. Her father runs a shop business. And it runs well, she said.
Z describe her father as a loving person, and he cares about her so much so that he always fulfill her wants.
On the opposite is her mother. She describe her mother as a strict person, even when she asked permission to go to India, she find it a little bit hard, event though in the end she will give approval.
The two elder brother loves her so much that they pampers her since she was a child. To some extent the love is becoming a bit protective. But anyhow she enjoy it.
Z lives alone in a rented room, nearby the university. Actually there are 3 female students from her hometown studying here in India, the other two stay in a room just opposite to her room. She chose it to live alone, because she feels more comfortable that way. Most of the time Z uses her time for studying and reading books.

Verbatim of the test conduction

Performance
Data
Card 1. Ú This is an airplane, Ù Ú <, Ú but if we see from this side it looks like butterfly…well I think it can be both, depend on from which side we see this picture…
Location :
Score : W, F,Obj, 0-,5
Time : 3 minutes
Card 2. Ú this is a body organ, I think this is like a thumb… Ù but this red part looks like a boast of a person.
Location:
Score : D, F, Hd, 1,5
Time : 3 minutes
Card 3. Ù 2 people facing one to another…they are holding something, you see this thing in the middle..these 2 people holding this thing Ú < Ú but this way, it looks like a diafragma…this is like a red ribbon…but Ù it looks also like a cattle…
Location:
Score : W, M, H, P 1,5
Time : 4 minutes
Card 4. Ù it’s jellyfish…this is like a sex organ… the upper one… Ú this way it looks like an animal, a bat Ú > Ú
Location:
Score : W, F, A, 1,0
Time : 3 minutes
Card 5. Ù This is… I think all this cards looks the same… again I think it is a butterfly… this is the leg, this is the head…but it can also a bat Ù Ú it’s an animal…it can also a flower that we see from the backside, this is the stamen.. a bud…
Location:
Score : W, F, A, 1,0
Time : 4 minutes
Card 6. Ù Ú It’s a fan, a star shape fan…
Location:
Score : W, F, Obj, 0,5
Time : 3 minutes
Card 7. Ù it’s two person standing face to face, the hair is long and going up… Ù Ú it can also be a body organ… Ù it looks like sewage system of our body…a diafragma…
Location:
Score : W, M, H, 1,5
Time : 3 minutes
Card 8. Ù This is a symbol or logogram of an organization Ù, well..it can also a military airplane… Ú Ù and there are 2 animals on both side..on the left and right side…
Location:
Score : W, F, Obj, 1,5
aTime : 3 minutes
Card 9. This is red, green and orange…ha..ha..ha… Ú this is a bird, facing one another, this is the small branch…they are sitting on this small branch… it can also a digestion part of our body..an urethra… two head of animal…but it’s only head, the body is not seen…
Location:
Score : W, FM, A, 1,5
Time : 2 minutes
Card 10. This is a small branch, this is flower that has been pull out…what is this picture…?? Ú Ù this a duck or bird, they are fighting over the food…
Location:
Score : W, FM, A, 1,5
Time : 4 minutes
TOTAL TIME : 32 minutes

V. INTERPRETATION

Quantitative Analysis, Case of Z
An initial examination of the psychogram shows an slightly unusual combination for a two M responses and combined with two FM responses. This pattern suggest that sometimes Z is able to react quite freely to her environment, but may be hampered by tensions from utilizing her own resources to a better extent.
The low score of M shows that Z has some difficulty In interpersonal relations, it might be due to lack of empathy.
The proportion of (FK + Fc):F shows that the affectional needs are quite developed and integrated in the personality organization. And it functions as the threshold for giving response to people in a normal way.

Introversive – Extraversive Balance
There are three proportion we need to consider namely, M : sum C of 2 : 0, (FM + m) : (Fc+c+C) of 2 : 0, and the percentage of responses to the last three cards (VIII, IX, X) of 90%.
The M : sum C of 2 : 0 suggests an extroversive imbalance. It indicates that subject is not responsive to environmental factors. This may be an adjustment by a flight in order to protect herself from threat which may present.
And the score for the second ratio (FM + m) : (Fc+c+C) is supporting the above ratio, score 2 : 0 shows that Z tends to be introversive. It means that her direction of interest toward one’s inner world of experience and toward concepts rather than external events and objects.
It should be noted that 90% of her responses is from the last three cards. It means that there is some tendencies that subject is stimulated to greater productiveness by environmental impact. And small amount of response were given to color, it shows that there might be inhibition of over expression to emotional reaction.

Control
The two additional factors to be considered in this area are the form responses of 60% and the total of form plus differentiated shading responses (FK + F + Fc) of 60%. The expected from responses score for normal subject is between 20 % – 50%.
The 60% of F responses indicates the inability to view the world
in an impersonal, matter of fact way, it means that her controlled adjustment is low.
The findings of (FK + F + Fc) of 60%, indicates that she does not have the ability to be responsive to her own needs and to react to emotional impact from outside.

Intellectual Estimate and Manner of Approach
The overall impression about Z’s intelligence, base on comparison between unweighted from level 1.2 and the weighted also 1.2, shows that Z is in average level of intelligence. The real capacity of subject actually can be better than that, but seems like some psychological matter disturb it.
The presence of popular response indicate that subject somehow tie to reality. However it may also mean that Z does not feel free enough to direct her creative energies toward achievement of her goals.

Read more!

Thematic Apperception Test

By : Lukman Nul Hakim
I. AIM
To study the personality dynamics of the subject using Thematic Apperception Test (TAT)

II. INTRODUCTION
Thematic Apperception Test is a projective technique wherein the subject is asked to tell a story, which is suggested by a series of 19 pictures that are relatively unstructured, and is meant to project needs, emotions, conflict, en so forth of the subject. (Chaplin, 1993)
TAT was first publish by Murray in 1935 under the head “a method for investigating fantasies: The Thematic Apperception Test” in archives of neurology and psychiatry. Later on, Murray & Morgan (1938) working at Harvard Psychological Clinic published a book, Exploration in personality, in which details of analysis of TAT appeared. According to Murray the purpose of TAT is to reveal ‘some of the dominant drives, emotions, sentiments, complexes and conflicts of personality. (Singh, 1998)
Not only this test been used much more widely than other story construction techniques, but it has also served as a model for the development of later instrument in this class. (Anastasi, 1961)
TAT is a method of revealing to the trained interpreter some of the dominant drives, emotions, sentiments, complexes and conflicts of a personality. Special value resides in its power to expose the underlying inhibited tendencies which the subjects, or patients, is not willing to admit, or can not admit because he is unconscious of them.
The TAT will be found useful in any comprehensive study of personality, and in the interpretation of behavior disorders, psychosomatic illnesses, neuroses and psychoses. As now constituted it is not suitable for children under four years of age. The technique is especially recommended as a preface to a series of psychotherapeutic interviews or to a short psychoanalysis. Since the TAT and the Rorschach yield complementary information, the combination of these two tests, as Harrison and others have pointed out, is peculiarly effective.
The procedure is merely that of presenting a series of pictures to a subject and encouraging him to tell stories about them, invented on the spot of the moment. The fact that stories collected in this way often reveal significant components of personality is dependent on the prevalence of two psychological tendencies: the tendency of people to interpret an ambiguous human situation in conformity with their past experiences and present wants, and the tendency of those who write stories to do likewise: draw on the fund of their experiences and express their sentiments and needs, whether conscious or unconscious.
If the pictures are presented as a test of imagination, the subject’s interest, together with his need for approval, can be so involved in the task that he forgets his sensitive self and the necessity of defending it against the probings of the examiner, and , before he knows it he has said things about an invented character that apply to him self, things which he would have been reluctant to confess in response to a direct question.
Singh (1998) said that two terms are worth mentioning, namely, thematic and apperception. The term thematic has been derived from the term thema which refers to a subject or topic on which a person thinks, speaks or writes. Murray has defined the thema in a much broader sense which of cousr includes the above meaning. According to him thema is defined as an interaction of the need and press variable. Murray has defined need as a hypothetical process within the organism, which stimulates him into either covert or overt action. Similarly, Murray (1971) has defined press as a force in the environment, which may facilitate or interfere in the satisfaction of the need of the organism.

Description of The Test
Thematic Apperception Test (TAT) method consists of thirty pictures plus one blank card. The cards are used in various combinations, depending upon sex and age. Some are used with all subjects, while others are used with only one sex group or age group. The maximum number of pictures used with any subject is twenty, usually administered in two sessions, ten each time. In actual clinical practice, however, examiners frequently use only ten cards, selected for particular case.
It has been found that (1) that pictures are effective in stirring the imagination; (2) that they serve to force the subject to deal, in his own way, with certain classical human situations; and finally (3) that the advantages of using standard stimuli are here, as in other tests, considerable.

III. METHOD
Preliminaries of the Subject :
Name : V
Age : 19 years old
Class : BA
Sex : Female
Condition : Normal
Place : A class in Psychology Department
Jamia Millia Islamia University

Materials Used :
The following material was used in this test :
a. Ten pictures of TAT
b. One blank card
c. Paper and pencil
d. Stopwatch

Precautions
In order to get an optimum result, the following precautions were carefully taken when conducting this test :
a. The test was conducted in a peaceful and comfortable place.
b. The testee was not unnecessarily be disturbed.
c. Tester tries to minimize tester bias by not giving any unnecessary comments while testee doing the test.

Procedure and Administration
Here is the step-by-step procedure in conducting the test:
a. Rapport formation, a brief conversation was held with testee to make her feel comfortable with the test situation.
b. Give the instruction.
c. Show the pictures one by one, five minutes each, until 11 pictures.
d. After the test was over tester ask several questions to probe the stories the testee has made.
e. Ask testee to fill personal data.
f. Tell testee that tester might will contact her again if there is anything, which is unclear.
g. Thanking the subject.

The Instructions given to the testee are as follows :
“This is a test of imagination, one form of intelligence. I am going to show you some pictures, one at time, and your task will be to make up as dramatic a story as you can for each. Tell what has led up to the event shown in the picture, describe what is happening at the moment, what the characters are feeling and thinking; and then give the outcome. Speak your thought as they come to your mind. Do you understand? Since you have fifty minutes for ten pictures, you can devote about five minutes to each story. Here is the first picture.”

Introspective report
After the conduction of the test, tester tries to probe and get comments from testee. Testee said “this test is a very boring one, because the pictures are not interesting”. She added “the last card (the blank card) is really truly telling about my self”. “I think I mentioned so much about death, and that is because I am so much influenced with the novel I am reading”. But on the next day, in a relax conversation, tester try to stimulate a discussion about death to testee, and she admit that whenever she is in a deep depressed, she sometimes have the thought to kill her self.

IV. RESULT

Data
Subject is 19 years old, single, she lives in a quite distance place from JMI, it takes approximately 2 hour to her house in Dwarka New Delhi. The girl who spends all her school years in Colombia Foundation School before studying in JMI for bachelor degree, loves to read books, listening music, chatting with people, roaming around and making friends. She was top in her class until 8th standard, and won many prizes in debates, singing, and dancing competition.
Subject’s parents Mr. and Mrs. V both are still working for government service. She has one younger brother of 17 years old who is now taking his bachelor first year. Subject describe herself as a person who is friendly, lively, straightforward, down to earth, short tempered and ambitious. And her goals for this life are to become a very good human being and a very good psychologist.

On the next page, the verbatim and the data sheet is presented.

Summary Data From Verbatim and Data Sheet
Six of the hero mentions by the subject are female, three couples, and two male.
The needs occur are 6 dejection, 5 need of intraggression, 4 needs of sex, 3 emotional change, 3 need of succorance, 1 need of affiliation, 1 need of aggression, and 1 need of achievement.
The press are 7 lack loss: loss; 4 affiliation: emotional; 2 press of dominance: coercion; 1 dominance: restraint; 1 rejection.

And from the eleven outcomes, six of them are positive and five are negative.
The themas are all logic and most of them are simple (only two of them complex).
The stories she wrote is a combination of her own thought and some part of the stories is influenced by the book she is reading.

Hero
Six of the heroes mentioned by the subject are female, three couples, and two male.
Three heroes from the eleven stories are death. The first death is on the second story, the hero; a beautiful girl name Lisa got a severe leukemia. There are also some other deaths (not the hero); it’s the death of a partner of the hero, a dog and a son. So, in total there are 6 death; and subject used 11 death word.
I also find that subject use so many words about separation, its 12 words. And also she mention 6 times about disability to socialize.
Subject also tells a lot about relationship, love and marriage. In total she wrote 11 words about it.

Need
The needs occur are: 6 dejection, 5 need of intraggression, 4 needs of sex, 3 emotional change, 3 need of succorance, 1 need of affiliation, 1 need of aggression, and 1 need of achievement. Most of need describe by subject has 5 score of strength.
Disappointment, depression, sorrow, grief, unhappiness, melancholy and despair seem to be the feelings that dominate the subject. And subject has many ways to express this feeling, like the story of second picture, she describe the subject was having an un-permitted relationship, anyhow they then married and get financial problem, having severe leukemia and end up with death.
A similar story comes up from the fourth picture. The story begins with an arranged marriage, across many differences, friction, separation, extramarital affair, and finally end up with the girl’s suicide. Meanwhile in the eight story, it is the girl’s partner who is dead, this time the dead is because of accident, but in the end of the story, it is said that the girl can finally recovered from grief and smile while remembering the past. The same case happens with the ninth story. It is about a serious relationship, but then the boy ditch her, not being able to accept this condition she want to commit suicide but a friend can relief her pain and she finally can enjoy back her life.
The story from the five and six card also tell about separation but in different way, not related to love relationship as in the above stories, it is about losing a child. The missing child is a boy in the fifth and tenth story, and a girl in sixth. Not like in the fifth and tenth story in which the child is dead, in sixth story the child is lost, even though they can find her back in the end. In the tenth story actually there are two deaths. At first the couple’s son, and then their dog.
Need of achievement is showed in the eleventh story. The story claimed by subject as her real life. Subject mentioned about a very high dream she has, and the willing to reach the peak of her life, but just after she said about it she then tells about things that might block her way, namely distraction, never get 100%, feeling exhausted.
Nine of eleven needs has strength of level 5, means it is high.
Press
The press are 7 lack loss: loss; 4 affiliation: emotional; 2 press of dominance: coercion; 1 dominance: restraint; 1 rejection.
The press dominates subject is loss, as told in need sub title above, subject frequently tells about losing someone or something, death of loved subject. This loss of love one is highly correlated to affiliation and emotional need that unfulfilled.
In her story, the environmental situation frequently creates separation and loss. Two times parents figure contribute to her life, and they both end up with sadness, on the second story they make the girl and the boy got separated, and on the fourth story the girl get an arranged marriage (usually it is the parents who arrange it), but it is failed to separation.
There are also three stories about losing child. First, an old woman whose son is dead, then a couple who lost their daughter but finally able find back, then an elderly couple who lost their son, he is dead. The two boys in those stories are dead, meanwhile the girl, even though lost at first but then can be found back.
Nine of the press has the level of 5, one is at four level, which is also high, and only one with level two. We can sum up that press force subject highly.

Outcome
Six of the stories end up with happiness and five with sadness. All the stories tell about problematic life.
Thema
All the eleven stories are logic. Six of them are simple stories meanwhile the rest are complex.

V. INTERPRETATION

By this Analysis sub title tester tries to portray three side of subject. They are, subject’s personality; subject toward her family; subject developmental level;
Subject is an intelligent girl, it is shown with her logic stories. She has rich vocabulary to describe many things, it usually occur to people who like to read, and it is in fact synchronize with her hobby and her achievements, being top in her class; winning a debate contest; singing and dance competition as stated on the tenth chapter, data of the subject.
Subject claimed herself as a person who is ambitious, having a high dream, willing to reach the peak of her life, but experimenter find a contradiction with most of her stories. Like on the eleventh story, right after telling of her ambitions she mentioned the negative things, like distraction; never get 100%; and feeling exhausted. Interestingly even though 6 of the stories end up with happiness but mostly its after having a problematic, full of tears life. And note that 5 of the stories end up with sad ending.
The possibility about those contradiction is, may be as said by Erickson that someone in adolescence stage (12 – 19 age) are in stage of identity vs confusion, they are searching for their identity, they face anxiety and pressures related to their need to make decisions about her future. Subject has dreams about her future, but in the same time she is having the anxiety, she is worried about it.
Experimenter assumes that she is a pessimistic person as showed in her pessimistic stories.

Experimenter found that subject give two contradictive version about ‘the dead stories’. As stated in chapter IX, introspective report. Right after completion of the test subject admitted that there are so many death in her stories, and it happens because she was reading a novel and somehow it influence her TAT test, but on the next day, in a relax conversation she said that when she is in a deep depressed she sometimes has the thought to kill her self. It shows that she has tried to do a defense mechanism, may be right after writing her story she then realize that her story contain too many death, and since she is also a psychology department student she know that this kind of test (TAT) must be something to measure her personality, and death story is somehow ‘not a good story’, and it threatened herself, so she did this defense mechanism to protect herself.
Some indications show that she is not very co-operative with the test. Such as, her story contain in average 135 words, meanwhile manual said it should at least 140 words per-story (even though the discrepancy is not too significant); And two times she did not mentioned a part of the picture. For example on the first story she did not mention anything about violin, and also on the second picture she missed the pregnant woman. Some possibilities cause this, maybe because she did not like picture, or maybe because she did the test at 4 pm, after the class, she might be tired and she said that she was a little bit afraid to be late reach home.
There is a tendency (even just a little) that her parent is a kind that determines what the children have to do (see: third paragraph of press sub title). Subject seems to be closer to her father then mother, or at least she expect that way, meanwhile her mother closer to her younger brother and she somehow envy her brother, this feeling seems to be quite strong. We can see that from the stories. Two stories tell about dead boys in a family, but when there is a missing girl story, the girl will be found back in the end.
According to Erickson’s developmental theory adolescence stage is the period of identity versus confusion it is between 12 to 19 years old. This stage begin with the advent of puberty, and they begin to search for their own personal identity.
Erickson (in Mangal, 2005) assert that at this stage, the adolescent’s search by questioning and redefining her own socio-psychological identity established during earlier stages is definitely linked with (a) her sudden and rapid bodily changes, and (b) anxiety and pressures related to her need to make decisions about her future education and career. Consequently, the adolescent tries to search for her new role and identity. She experiments with various sexual, occupational and educational roles to understand who she is and what she can be.
Next stage is early adulthood stage, it is the period of intimacy versus isolation (20 to 45 years). During this stage the individual tends to develop a sense of intimacy or commitment to a close relationship with another person. The individual seeks to form close personal attachments by merging her identity with that of another person. The relationship develop into such a close involvement that he tends to risk even the loss of her ego or image as is evidenced in the harmonious relationships between husband and wife and intimate friends, and in the ideal relationships between a teacher and his pupil. The ultimate sense of intimacy is clearly visible in terms of the mutual identity experienced at the time of simultaneous organs in sexual intercourse with a loved partner of the opposite sex. Another form of such intimacy is seen in sacrifices made for one’s close friends or for members of one’s family. (Mangal, 2005)
From subjects stories we can see that subject is already enter the early adulthood stage. Many stories tell about developing relationship with another person.

SUMMARY
From the eleven stories made by the subject there is a red line we can sum up.
Subject is now in the –so called by Erickson- adolescence stage, she is trying to find her own personal identity, she is in confusion about her role, her future. Subject has also enter the early adulthood stage, the stage of relationship, commitment, and marriage with opposite sex.
Subject has huge dreams, but in the same time she is worried whether she can achieve all those things or not.
Subject has a relative fragile personality, she is not so tough yet, may be because she is still in developing stage.
At last, tester would like to emphasize that this TAT analyze is far from good, even thought tester has tried to do the best. Many mistakes might have taken place in the analyze because this is one of the exercise in Psychological Testing subject.

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Minnesota Multiphasic Personality Inventory

By : Lukman Nul Hakim

I. PROBLEM
In order to understand the the personality of the subject by using The Minnesota Multiphasic Personality Inventory (MMPI)

II. INTRODUCTION
The Minnesota Multiphasic Personality Inventory (MMPI) holds a place among personality questionnaires comparable to that of the strong among interest measures. It was constructed in a similar empirical manner and was subjected to exceptionally thorough research by its authors. There are 689 titles included in a bibliography covering MMPI research through 1954, at that time, the number of MMPI studies was 100 per year and the rate was still increasing (Welsh and Dahlstrom, 1956, in Cronbach 1960).
The MMPI was originally constructed by a psychologist, Starke Hathaway, and psychiatrist, J.C. McKinley, to aid in diagnosis of clinical patients. Borrowing from older inventories and rephrasing diagnostic cues used by psychiatrists prepared a collection of 550 items. Among the items to be answered “T”, “F” , or “?”(cannot say).
The content of these items is quite diverse. Some report observable behavior some report feelings that could not be observed from the outside, and some express general social attitudes. Some items frankly report symptoms of abnormal behavior, whereas others appear to have no favorable or unfavorable connotation.
MMPI is designed to provide an objective assessment of some of the major personality characteristics that affect personal and social adjustment. The point of view determining the importance of a trait in this case is that of the clinical or personnel worker who wishes to assay those traits that are commonly characteristic of disabling psychological abnormality. The carefully constructed and cross-validated scales provide a means for measuring the personality status of literate adolescents and adults together with a basis for evaluating the acceptability and dependent ability of each test record. Nine scales were originally developed for clinical use of the inventory and were named for the abnormal conditions on which their construction was based. The scales were not expected to measure pure traits nor to represent discrete etiological or prognostic entities. Since they have been shown to have meaning within the normal range of behavior, these scales are now commonly referred to by their abbreviations. Hs (hypocondriasis), D (depression), Hy (hysteria), Pd (psychopathic deviate), Mf (masculinity-femininity), Pa (Paranoia), Pt (psychasthenia), Sc (schizophrenia), and Ma (hypomania), or by their code numbers to avoid possibly misleading connotations. Many other scales have subsequently been developed from the same items; Si (social introversion) is one that is commonly scored. There are also three validating scales: L (lie), F (validity), and K (correction).
The MMPI is based on the concept that the items form numerous potential scales; those originally selected were merely the scales most easily derived as it has been developed, the procedure permits the introduction of each new scale as it is derived without additional equipment other than a new scoring key and standards. Furthermore, since all the older record blanks can be scored with a new key, the clinician can immediately compare the scores on new scales with his clinical experience simply by a sampling of old records.
The original normative data were derived from a sample of about seven hundred ‘normal’ individuals who visited the university hospitals, and may be considered representative of a cross section of the Minnesota population. The sampling was fairly adequate for ages 16 to 55 and for both sexes. In addition, data were available on 250 Pre College and college students, a group that represented a reasonably good cross section of college entrance applicants.
The scales were developed by contrasting the normal groups with carefully studied clinical cases. Over eight hundred such cases were available from the neuropsychiatry division of the university hospital when the inventory was published.
Statistical regarding reliability and validity are of serious concern. For any psychological test, the reliability coefficient will vary with the population tested. When personality inventories are considered, reliability estimates largely depend up on whether the group tested includes normals or hospitalized patients or both. Presumably the personality patterns of normals are more stable than those of psychiatric patients. The problem is further aggravated when the inventories must measure personality traits which in themselves are known to be somewhat unstable.
As for validity, a high score on a scale has been found to predict positively the corresponding final clinical diagnosis or estimate in more than sixty percent of new psychiatric admissions. This percentage is derived from differentiation among various kinds of clinic cases, which is considerably more difficult than mere differentiation of abnormal from normal groups. Even in cases in which a high score is not followed by a corresponding diagnosis, the presence of the trait to an abnormal degree in the symptomatic picture will nearly always be noted. (McKinley & Hathaway, 1943).
Who can take MMPI ?
Subjects sixteen years old of age or older with at least six years of successful schooling can be expected to complete the MMPI without difficulty.

The Testing Situation
Although in administration the MMPI is less demanding of professional skill than many other personality instruments, it should never be forgotten that the use of any personality measure is a professional action. The administration of the MMPI does not require the presence of one who is specially trained in psychology. Although a psychometrist is of course the best, but the examiner may be any willing and interested person who is able to obtained the required information and present the direction for inventory.
MMPI should be presented to the subject as a serious and important undertaking. Assurance should be given that his responses will be used for his own benefit. This attitude, if effectively communicated, will help immeasurably in enlisting the full cooperation of most subjets. A few may require additional assurance or further clarification of the intended use of the result. If possible, frank reply should be made evasion and shifting of responsibility should be avoided.

The Test Instruction
The cover of the group form booklet contains the instructions for use of the IBM 805 answer sheet. The subject should be asked to follow along silently while the examiner reads the instructions aloud.
Proctors should watch carefully as the subjects mark the first few responses on the answer sheets, scoring difficulties which arise from poorly marked answer sheets can be prevented by exercising care at this time.
The subject should be encouraged to anwer every item. The instructions on the booklet forms include the statements, “do not leave any blank spaces if you can avoid it…..remember, try to make some answer to every statement”. Several variations of this instruction have been used on other forms as a way of discouraging cannot say answers : do not make many ‘cannot say’ responses,” “do not leave any blank spaces if you can make any judgement regarding yyour answers,”. “Do not leave any blank spaces unless you really can’t decide how to mark the statements.” All of these are ways in which the subjects may be exhorted to deal with every item in the inventory.l


Scoring

Here is step by step procedure for scoring:
Turn the answer sheet so that the black timing marks on the edge of the anwer sheet are at the top. Place each key on the answer sheet so that the row of black marks on the edge of the key coincides with the row of black timing marks on answer sheet. The blue area of the answer sheet should not appear just below the bottom edge of the key.

Count the number of marks showing through the squares on the key and record the number in the blue area directly below the arrow printed on the bottom edge of the key.
To transfer the scores to the profile side of the answer sheet, fold the answer sheet along the edge of the blue area. The scores appear in the same order (? To Si) as the columns of the profile. Be sure to use the profile (male or female) that matches the sex of the subject.

III. METHOD
Preliminaries of the Subject :
Name : YR
Age : 23 years old
Class : MA (Prev) English Department
Sex : Female
Condition : Normal
Place : Laboratorium of Psychology Department
Jamia Millia Islamia University

Materials Used :
The following material was used in this test :
a. One MMPI booklet
b. One blank answer sheet
c. Pencil

Precautions
In order to get an optimum result, the following precautions were carefully taken when conducting this test :
The test was conducted in a peaceful and comfortable place.
The testee was not unnecessarily be disturbed.
Tester tries to minimize tester bias by not giving any unnecessary comments while testee doing the test.

Procedure and Administration
Here is the step-by-step procedure in conducting the test:
a. Rapport formation, a brief conversation was held with testee to make her feel comfortable with the test situation.
b. Give the instruction.
c. Give the MMPI booklet to the testee
d. Ask testee to fill personal data.
e. Tell testee that tester might will contact her again if there is anything, which is unclear.
f. Thanking the subject.

Instructions
“I am going to a booklet contained with , and your task will be to make up as dramatic a story as you can for each. Tell what has led up to the event shown in the picture, describe what is happening at the moment, what the characters are feeling and thinking; and then give the outcome. Speak your thought as they come to your mind. Do you understand? Since you have fifty minutes for ten pictures, you can devote about five minutes to each story. Here is the first picture.”

Introspective Report
“It’s a very boring and tiring test, there are too many questions, but however it’s okay, and I am sorry if I couldn’t do it properly because I am not in a very well condition, I am having this headache”, why? “well…I don’t know, may be because I am feeling very very homesick lately, and I really want to go back home for vacation on the upcoming summer holiday. Another problem I am facing now is I am a little bit worry about the examination that will be held on the next one month, since this is going to be my first examination in India”.
IV. RESULT

Data
Yunita Ramadhana is twenty-three years old, an Indonesian student studying in Jamia Millia Islamia University majoring in English Department. She is single. Subject has two siblings, both male. She is the only daughter in the family.
Her father is a retire government worker, and her mother is still working as government employee.

Scoring
SCALE
RAW SCORE
K TO BE ADDED
TOTAL SCORE
L
6

6
F
16

16
K
4

4
Hs (1)
12
6
18
D (2)
20

20
Hy (3)
18

18
Pd (4)
17
7
24
Mf (5)
33

33
Pa (6)
18

18
Pt (7)
22
22
44
Sc (8)
40

40
Ma (9)
29
6
35
Si (10)
32

32


Analysis
L SCORE = 6 (Lie score)
Subject may be attempting to create an extremely pathological picture of themselves. Normal persons who are relatively independent.

F SCORE = 16 (Infrequency scale)
Subject may have systematically avoided acknowledging the socially unacceptable or disturbing content represented in the scale. They may be trying to deny serious psychopatology (faking good). They may be normal person who are very conventional, unassuming, and unpretentious.

K SCORE = 4 (Subtle defensiveness)
The subject have probably either their fabricated or generally exaggerated of a severe emotional disturbance (faking bad). They may be experiencing acute psychotic distress, which may require psychological intervention is very guarded.

Hs SCORE = 18 (Scale 1, Hypochondriasis)
MODERATE. The subject is described as having concern about their bodily functioning and are likely to be seen as immature, stubborn and lacking drive.

D SCORE = 20 (Scale 2, Depression)
NORMAL. The subject has a typical number of attitudes and behaviors that reflect symptomatic depression.

Hy SCORE = 18 (Scale 3, Hysteria)
NORMAL. Subject has a typical number of attitudes and behaviors that relate to hysteric dynamics.

Pd SCORE = 24 (Scale 4, Psychopathic deviation)
MODERATE. Subject may be genuinely, concerned about social problems and issue they may be responding to situational conflicts, or they may have adjusted to a habitual level of interpersonal and social conflict. If the conflict is situational, the score should return to normal range as the conflict is resolved.

Mf SCORE = 33 (Scale 5, Masculinity, feminity)
NORMAL. Subject is less traditionally oriented towards a feminine role and have interests in masculine activities as well.

Pa SCORE = 18 (Scale 6, Paranoia)
MARKED. Subject is likely to be suspicious, hostile, and overly verbalise these qualities. A thorough disorder may be readily apparent.

Pt SCORE = 44 (Scale 7, psychastenia)
MARKED. Subject is worried, tense, and indecisive. Agitation may develop and overt anxiety is usually apparent both to themselves and to others.

Sc SCORE = 40 (Scale 8, Schizophrenia)
MARKED. Subject feels alienated and remote from their environment. Which may reflect actual schizophrenic process of situational or personal distress. Difficulties in logic, concentration and poor judgment become higher in this range.

Ma SCORE = 35 (Scale 9, Hypomania)
MARKED. Subject is overactive, emotionally labile and may experience flight of ideas. Although the clients mood id typically euphoric, outburst of temper may occur. Subject is impulsive and may have an inability to delay gratification.
Si SCORE = 32 (Scale 10, Social introversion)
NORMAL. Subject report a balance between so socially extraverted and introverted attitudes and behavior.
V. INTERPRETATIONS

SYMPTOMATIC BEHAVIOR
Subject is a normal persons who are relatively independent. There is a possibility that she try to show that she is not having any serious psychopathology (faking good). Subject may be a normal person who is very conventional, unassuming, and unpretentious.
The subject has a typical number of attitudes and behaviors that reflect symptomatic depression. Subject has also a typical number of attitudes and behaviors that relate to hysteric dynamics. It might be due to the problem she was facing, as mentioned in introspective report, subject was missing her family very much, she was having home sick. The other problem is, she will have to do examination on the next two month, and since it was going to be her first examination she became a little nervous and worry.

INTERPERSONAL RELATION
Subject may have systematically avoided acknowledging the socially unacceptable or disturbing content represented in the scale.
The subject is described as having concern about their bodily functioning and are likely to be seen as immature, stubborn and lacking drive.
Subject may be genuinely, concerned about social problems and issue they may be responding to situational conflicts, or they may have adjusted to a habitual level of interpersonal and social conflict. If the conflict is situational, the score should return to normal range as the conflict is resolved.
Subject is less traditionally oriented towards a feminine role and have interests in masculine activities as well.
Subject is likely to be suspicious, hostile, and overly verbalise these qualities. A thorough disorder may be readily apparent.
Subject feels alienated and remote from their environment. Which may reflect actual schizophrenic process of situational or personal distress. Difficulties in logic, concentration and poor judgment become higher in this range.
Subject is overactive, emotionally labile and may experience flight of ideas. Although the clients mood id typically euphoric, outburst of temper may occur. Subject is impulsive and may have an inability to delay gratification.

BEHAVIORAL STABILITY
The subject is likely to be seen as immature, stubborn and lacking drive.
The subject has a typical number of attitudes and behaviors that reflect symptomatic depression. Subject has a typical number of attitudes and behaviors that relate to hysteric dynamics.
Subject is worried, tense, and indecisive. Agitation may develop and overt anxiety is usually apparent both to themselves and to others.
Subject is overactive, emotionally labile and may experience flight of ideas. Although the clients mood id typically euphoric, outburst of temper may occur. Subject is impulsive and may have an inability to delay gratification.
Subject report a balance between so socially extraverted and introverted attitudes and behavior.

IN WORDS
Subject might be : evasive, defensive, guarded, shy, secretive, withdrawn, tense, worried and apprehensive, difficulties is concentration, worries about popularity and acceptance, sensitive, physical complaints, intellectualizes and rationalizes, resistant to interpretations in therapy, expresses hostility toward therapist.

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Social Facilitaion

By : Lukman Nul Hakim

I. PROBLEM

To study the effect of social support on performance.

II. INTRODUCTION

Individual performance in influenced by the presence of others, this phenomenon is called social facilitation. Worman Triplett (1898) he study circle racers, when together they perform better than alone. Then he conducted it in experiment. It was the first lab for social psychology. Children were asked to scroll fissing hook, and he found that the children scroll it faster when they are in group rather than when they are alone. At first triplet thought that this phenomenon because of competition, but then he theoriezed that the existence of others give extra energy facilitating the performance.
Dassiel (1930) tested this theory, he found that this phenomenon is not only by a competition, even when there is no competition the performance increased. Allport (1924), Baron, Kerr, Miller (1992), found the opposite, the presence of others decrease the performance (Hindrance). Zanjonc conducted many studies, he suggest that pressure of others generate our general level of emotional arousal as indicated in heart rate, respiration, and hormonal activity. It influences the performance in two ways. The arousal facilitates the learning. When the task is already trained the performance will increased but if the task is new the performance decrease, the context is the presence of other.
Why is there arousal? Cottel (1972) it is because are apprehensive about how others are appraising and evaluating. Strube, Mice &Finch (1981) he tested on jogger in group 1, experimenter one’s friend ‘staring’ the jogger, but the group 2 didn’t pay attention to the jogger. And the result was the jogger perform better when he was ‘watch’ rather than when he was alone.

Early Theorist
Early sociologist and psychologists took note of the apparent fact that individual behavior is facilitated in several ways when people act in the presence of others. For example, Munsterberg (1914) found that when he presented two cards containing almost equal number of dots in a circular field and asked individuals to judge which card contained the greater number of dots, more accurate judgements were expressed in groups than by individual judging alone. Similarly, jennes conducted studies of the ability of people to guess the number of beans contained in a jar and found that when people had opportunity to discuss their their estimates with others, more accurate judgements were expressed. Since both of these investigators ignored the possibility that bandwagon effects might occur as a function of individual inclinations to go along with the majority on such estimates, the notion of group mind lent itself readily as a way of describing these observations. It was assumed that in groups, individual function is enhanced by the effects of the superordinate group mind. While it is true that the presence of other people does seem to bring about marked changes in an individual’s performance of various activities, the fiction of a group mind does not explain these differences. One must explore the effect of others as social stimulus forces in order to understand such changes in behavior.
Extending some early investigations by Moede (1920) and Triplet(1897), Floyd Allport conducted a series of investigations between 1916 and 1920 in which he compared the performance of individuals on a variety of tasks when they performed alone with the performance of people doing the same tasks in the presence of others (Allport, 1920, 1924).
III. METHOD

HYPOTHESIS
Hypothesis Alternative
The presence of others influence the speed of subject in arranging puzzle significantly.

Hypothesis Null
The presence of others influence the speed of subject in arranging puzzle significantly.

Independent Variable : the presence of others
Variation 1: presence of other
Variation 2: non presence of other

Dependent Variable : The speed in arranging the puzzle.
Secondary variable :
· Level difficulty of the puzzle
· Level of intelligence of the subject
· Laboratory condition
· Age of the subject
· Gender
Operationalitation of IV :
The presence of other around the subject on the conduction of experiment in arranging puzzle.

Operationalization of DV :
The speed in arranging the puzzle. The duration of time needed by subject in arranging the puzzle piece into a complete figure, which is count in minutes.

Subjects Preliminaries

SUBJECT 1
Name : Yunita Ramadhana
Gender : Female
Age : 23 years old
Educational background : MA (Prev) English JMI
Nationality : Indonesian

SUBJECT 2
Name : A. Fatih Syuhud
Gender : Male
Age : 33 years old
Educational background : Phd Islamic Studies JMI
Nationality : Indonesian

SUBJECT 3
Name : Zulfitri
Gender : Female
Age : 23 years old
Educational background : MA (Prev) English
Nationality : Indonesian

SUBJECT 4
Name : Khairurrazi
Gender : Male
Age : 29 years old
Educational background : Phd Arabic Aligarh (AMU)
Nationality : Indonesian

Preliminary Set Up
All the puzzle pieces are pull out from the template, and make them disorder in such a way that each related piece is not close one to another.

Instruments
Stowatch
Puzzle
Laboratorium

Actual Procedure
a. Rapport formation, a brief conversation was held with subject to make subject feel comfortable with the experimental situation.
b. Give the instruction.
c. Give the tasks.
d. After the experiment was over experimenter record the time taken by the subject to finish it.
e. Asking bio-data.
f. Thanking the subject

IV. RESULT AND INTERPRETATION

Summary data


SUBJECT
START
FINISH
DURATION
Absence of others
SUBJECT 1
4.55 pm
5.25 pm
30
SUBJECT 2
5.30 pm
6.10 pm
40
Presence of others
SUBJECT 2
6.30 pm
7.05 pm
35
SUBJECT 3
7.15 pm
8.08 pm
50


Calculation

ABSENCE OF OTHER
Subject X X2
1 30 900
2 40 1600
Na=2 SXa=70 SXa2=2500

Mean a= SXa/n = 70/2 = 35
Ssa = SXa2 – (SXa)2/n
= 2500 – (4900)/2
= 2500 – 2450 = 50

PRESENCE OF OTHER
Subject X X2
1 35 1225
2 50 2500
Nb=2 SXb=70 SXb2=2500

Mean b= SXb/n = 85/2 = 42.5
Ssa = SXb2 – (SXb)2/n
= 3725 – (7225)/2
= 3725 – 3612.5 = 112.5

t = 35 – 42.5
112.5 + 50 1 + 1
(2-1) (2-1) 2 2

= -75 = -7.5 = -0.5882
162.5 12.75

Not Significantt = 0.59 < 12.706 (LOS 0.05)
0.59 , 63.657 (LOS 0.01)


Conclusion
There is no significance difference between subject one and subject two in arranging puzzle pieces. So that the Null hypothesis (Ho) is accepted and Research Hypothesis (Ha) is rejected.
V. INTERPRETATION AND DISCUSSION

From the score calculation we can see that there is mean difference, wherein the subject who performs with the presence of other get higher mean than subject who perform in the absence of other. But the result of the t test calculation show that the level of significance on degree of freedom 0.05 and 0.01 shows that the result is not significant.
Thus, we can conclude that there is no significant difference between subject who perform with and without the presence of other in speed in arranging the puzzle pieces.

DISCUSSION
The experiment is in fact not accordance with the experiment of zajonc. Experimenter conclude that this result come out due to several reason, namely :
The amount of sample is not representative.
There might be intelligence difference in all subject.
The personality difference, some of the subject seems to be ‘slow’, not in the sense of stupid but his/her body movement is slow in nature.

For further experiment we suggest to improve in some points :
First we should control the intelligence of the subject, because I assume that it plays a critical role in arranging puzzle piece.
Enlarge the amount of sample, so that the sample can be representative and the result might become significant.

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