By definition, [U] is an innate lack of social sensitivity and adaptability. [A] is an innate ability to be effective in social-interpersonal relationships.
The Intellectual Variable and the Mechanical Procedural Variable represent characteristics that can be exploited or developed by effort or training on the part of the individual. The Social Variable, on the other hand, is unique in the sense that it represents the impression or image that the general makeup of the individual projects on external observers. The basis for this variable is elusive and extraordinarily difficult to define.
As a starting point, it is well known that new born infants manifest "personality." Obviously, this personality cannot be explained as acquired knowledge or intent of the infant nor can it be completely explained on the basis of the physical attractiveness of the new born child. Nursery attendants will respond to infants as either good babies or bad babies, interesting babies or uninteresting babies, alert babies or detached babies, active babies or passive babies. Depending on the response, the baby gets considerable attention or else tends to be ignored except when a sense of responsibility prompts attention and care. At the primitive level, then, what is here referred to as [A] are the characteristics of the acceptable baby and what is referred to as [U] refers to the unacceptable baby.
Parents with [A] babies respond with considerable pleasure at the attention and acceptance received by their child but this is often soon replaced by some jealousy and anxiety over the fact that their child's affection and attention is being diverted from them. The parents of the [U] baby are in some sense aware of the lack of attention and lack of acceptance received by their baby and frequently over-compensate by showering attention and affection on the child. This is often soon replaced by hostility toward others for their failure to respond to and accept their child, with the subsequent tendency to be over-protective.
From the standpoint of the child, a major part of his early psychological experience derives from the quality and scope of his social interactions. Basically, the [A] child has little early experience with rejection. If he is a Primitive [E], this interaction is welcomed and responded to; if he is a Primitive [I], this interaction is disturbing and annoying. The [U] child, on the other hand, if he is a Primitive [E], has early experience with rejection since he desires and seeks interaction but is rebuffed and ignored. If he is a Primitive [I], on the other hand, he is left alone to develop Primitive [I] activity with little interference.
The Primitive [ERA] child, since he is receiving attention and responding to attention, learns rapidly to acquire social skills and to be socially active. The Primitive [IRA] child, on the other hand, likewise learns social skills rapidly but there is a tendency for the [IRA] child to learn by rote social skills that allow him to be actively [I] behind the facade of his surface [A] skills. The [EFA] child is much more responsive to a wider range of stimuli in his environment and is less effective in learning specific social skills than the [ERA], but he does respond to and become involved with more people. The [IFA] child becomes much more mechanical and ritualistic in the development of his social skills, primarily because Primitive [I] activity in the [IFA] is more diffuse and compelling than it is in the [IRA].
The [ERU] child effectively learns the skills required but learns them in relatively inappropriate and socially ineffective ways. Consequently, in spite of the fact that he behaves in the way he is taught, he is punished for not being effective. The [EFU] has particular difficulty because of the confusion, ineptness and sense of inferiority with which he acquires social interpersonal activities. The [IRU] is relatively unique. He does not have need to interact and respond as much as does the [ERU]. On the other hand, he does have the ability to learn social interpersonal skills in a fairly rote and mechanical way. Consequently, when he does receive attention and is taught to respond, he does so in a very precise, uninvolving, imitative manner that can be very effective. The [IFU], on the other hand, is in danger of being completely ignored and may develop in a highly individualistic and autistic manner. On the other hand, if he is taught procedures of social interaction, he will learn them very mechanically and will perform them in what are essentially ritualistic ways. Many childhood schizophrenics are probably [IFU].
Generally speaking the primary pressures exerted on the [U] child are to make him more acceptable and socially adept. The primary pressures placed upon the [A] child are to discipline him to be less responsive and interactive with the people in his environment and to learn how to do things for himself.
It should be obvious that the whole formula is more important in interpreting this variable than in interpreting either of the other two. Also it should be recognized that the Social Variable is more a catalyst in the development of personality than a determinant per Se. The [A] child, since he receives so much attention and expects so much interaction, is in danger of being accepted impressionistically and, therefore, is put under little pressure to develop skills and controls in the other variables. The [U] child, on the other hand, is rarely, if ever, accepted impressionistically and is put under considerable pressure to develop skills and controls in the other variables. Consequently, it is possible for an [A] child to develop to maturity with little modification or change in the other variables with the possible exception of the [R] - [F] variable, whereas it is almost impossible for the [U] child to develop without marked modification. The [I] child finds little satisfaction in the social interaction resulting from being [A]. He, therefore, is likely to develop the other variables in order to avoid the requirements and responsibilities of social acceptance. The [E] child, on the other hand, is likely to enjoy and accept the satisfactions and responsibilities of being [A] so much that he will make little effort to modify the other variables.
It should be noted that in cultures which place high premium on learning social protocol and behavioral procedures, the [A] child is at a distinct advantage and the majority of psychiatric casualties occur among [U] individuals. For example, most studies of the Wechsler Intelligence Scale with black populations reveal that the measured IQ of blacks is less than among the whites. Also, many studies of the Wechsler among delinquents and adults with behavioral problems point out that the performance scores are significantly higher than the verbal scores. A study of the subtest scatter in these groups (blacks and delinquents) indicate an unusual incidence of [A] records. Among blacks in the South, the [A] child learns rapidly to play the role he is expected to play and a black in a white dominated community rarely, if ever, is required to develop the intellectual discipline of other cultures. The [U] child, on the other hand, if he adjusts, does so by the rigid stereotype fixed by his environment. (See discussion of [a'+].) Among the delinquent groups, the [A] child learns to play the childhood role expected of him but is not subjected to the requirements of learning control and procedures which give him his discipline and moral control.
Specifically, the Primitive [A] is role versatile, socially responsive, socially imitative, and interpersonally responsive. The Primitive [U] is a poor role player, socially inept, socially negativistic, and interpersonally insulated.
The Primitive [A] infant will show considerable frustration when required to limit his role, will become angry when not accepted or responded to, and will show fear when placed in situations where he is rejected or emotionally threatened. The Primitive [U] infant will be frustrated when expected to be versatile, will be angry when punished or misunderstood, and will show fear when placed in new situations without guidance or support.
The role adaptability and versatility of the [A] has been emphasized and it has also been indicated that the [A] individual responds to, adapts to, and reflects the culture from which he emerges. The [U], on the other hand, does not adapt. It should be recognized that the [U] individual is likely to come into early conflict with the social procedures and expectations of his culture and sub-culture. For example, an [A] male growing up in a culture that is predominantly female will in the beginning, at least, acquire and reflect the feminine characteristics with which he is surrounded. The [U] male, developing in the same environment, will react early against the role that is being set for him and will try to achieve to gain acceptance in some environment outside of his primary one. Likewise, the [U] male in a vigorous masculine environment may react, seeking acceptance in non-masculine environments. Similarly, the [U] male in an economically poor environment will have more drive to escape this environment than will the [A]. The [U] individual in the higher socio-economic may seek adjustment elsewhere more frequently than the [A]. To a large extent, then, individuals who successfully escape a poor socio-economic environment and find success elsewhere tend to be [U]; the so called "black sheep" of higher socio-economic levels also tend toward [U]. It is also important to understand that [U] individuals in almost any culture tend to identify with or associate themselves with minority attitudes, minority interests, and minority drives. A modern day manifestation of this phenomenon is that most American Communists are probably [U], whereas most Soviet Communist defectors are also [U].
Again, adjustment is determined by the pressures exerted by outside forces. As in the other variables, the individual must learn some adaptation and modification. The [A] child must learn to moderate and control his social interactions. The [U] child must learn how to socialize more successfully. The means through which each individual modifies or adapts his Primitive Level, based upon his life experience, is what determines his Basic Level.