I has feelings, but does not show them. Stronger the feelings, the less responsive. 61
I under pressure to show feelings, appropriate feelings. 61
As adult, if has control of feelings, under stress does not allow feelings to interfere with effectiveness in relationships. 61
E "act-out". I "act-in". 61 62
Expressed initial response state - stays like initial state. 62
Expressed dependent on external help to not be totally expressive of initial response state. 62
Repressed - guilty about initial response state. 63
Iu expressed, uncontrolled Iuu actively autistic without much control over the tendency. 63
Iuc awareness of felt need to not be to internalized. Depends upon external support to keep active. 63
Iuc+ interested in the party - structured relationship. 64
Iuc+ want people around all the time. Likely insomnia. 64
Iuc+ insomniac will get up and wander around or find bar. 64
Ic is suppressed I activities. 64
Suppressed and disciplined I means using ideational activity in effective ways. 65
Repression - I develops technique to control I by self-control. 65
Icu inhibiting I but no really effectively using it. 65
Ic+u+ catatonic - frozen repressing I with no kind of utilization. 66
Icc+ suppresses I but uses it intellectually. 66
Iuc+ socially oriented, Icc+ very intellectually oriented. 66
Euu uncontrolled expressed E - overreacts to all stimuli in the environment. 66
Euc aware of over-responsiveness - shame or anxiety about being Eu so works out control. 67
Euc+ over controls - any activity than be non-responsive, non-relating. 67
Euc+ protective of relationships in order to avoid showing feeling. 67
Ic can relate with little tension; Ec always over controlled. 67
Ec+ highly defensive - defensive person characteristic of Ec+ repression. 68
Ec+u no particular utilization of emotionality and intensity - highly inhibited. 68
Ic can work in noisy room being interested in what he is doing. Ec cannot completely cut out noise so will be fatigued. 68
Ic in noisy hotel room - pull drapes and "to hell with it." Ec angry at hotel manager and wants new room. 69
Ec+ "nothing bothers me" - but repressed but not aware they still respond - this is what "repression" means. 69
E-children wet bed - during day tense trying to be controlled - relax at night. 69
Lecture 10 - Digit Span
Some distracted while doing digits. Even as tester, E gets distracted. 104
Some will say "would have done better if more sleep" or "not feeling bad" etc. but have done well (I). 105
Externalizers with systems to do digits may do OK forward but fall apart backwards. 106
E likely to have bigger difference forwards and backwards than I. 107
Anxious I can do better backwards. 108
Arithmetic can spill over to digit span. 108
Big difference in low digit span and high arithmetic is indicative of defending against E, not utilizing internalized skill. 109
Indicative of organic problem: No apparent stress, but gives digits unrelated to the ones read. 110
Qualitatively the I is less disturbed by digit span. 111
E, especially Ec, often think they did well on digit span. 112
I thinks they did worse than they did. 112
Eu can tell you "I can't do it" when he thinks test unpredictable. 112
Iu no distress till Arithmetic then say "I was never any good at arithmetic.". 112
E/I behavior different when asked to note a telephone number. 113
Lookup phone number, then walk to phone: Ec write down while looking at it. Ic write down while walking to phone. Iu just walk to phone and call. Eu go to phone, then come back and write it down. 114
I relaxes as digits get longer (they realize what you are after). Ec gets more tense as it gets harder. 116
Digits forward and backwards most likely E, especially if Ec. 116
Low Arithmetic E seldom has a lot more front wards. 116
Much lower digits backwards with low arithmetic is a danger sign. 117
Related to intelligence, I performs up to intelligence on digit span. 117
Digit span in context of interpersonal administration has more influence on E than I. 117
If you give an E Digit Span again in a few minutes, he does better. 118
Can retest an I Digit Span and he thinks he did better, but did not. 118
"Anxious I" digit span down some from NL - I who is aware of need to be aware. 119
I who loses awareness over performs on digit span. 119
Very high digit span and low arithmetic is schizoid. 119
Anxiety in I bringing digit span down a bit is healthy. In E, anxiety brings digit span way down is disabling and distressing. 119
Lecture 11 - Arithmetic
E memory likely to be visual. Visual cue can trigger entire scene. 122
I remember name more, E remember face. 122
I remember a name, E remember where they met the person. 123
People known as being exceptional in remembering names are likely Ec. 124
Japanese business cards with watermark pictures to help I's remember faces. 125
E more likely to have "deja vu" experience. 126
Eu walking into a store with sunglasses removes them - wants to see. 127
PA turnpike signed saying "take off sunglasses" for tunnels is for I's. 127
Losing vision, whether blindness, or old age more traumatic for E, especially Eu. 127 128
Who made good resistance fighters in Philippines - US choose farm boy football captains - worst choice E who needed applause. 129
Marcel Proust and isolation. 129 130
Hemispheric brain function - I verbal, E visual. 131
Extreme of verbal memory moves to autism. 131
I child believe in fairies, E will go look. 132
Ec becomes preoccupied with abstract things. 132
I trained observer can be best observer - more reward. 133
IF natural philosopher but few become philosophers - will be best ones. 133
EF become philosophers and have to work at it. 133
IR who is paying attention naturally learns arithmetic - particularly tables, best. 134
ER takes more effort to learn tables. 135
Arithmetic takes on emotional context early. 135
IR and IF hit trouble with story problems. 136
Mean arithmetic teachers Ec - saw it as indication of discipline. 136
Almost all EFs went to pieces at some time. 136
I who does arithmetic poorly not paying attention for some time. 138
E makes the careless mistakes in arithmetic. 138
High arithmetic (especially very high) in E is more intense than I. 139
Arithmetic 2-4 above NL more common in E than I. 139
Lecture 12 - Arithmetic and Information (I Adjustments)
Carelessness on arithmetic for high digit span is significant - not paying attention. 140
Low arithmetic in I: possible autistic direction. 141
In E, high arithmetic either: defending against E or exploring internalized or intellectual discipline. 141
Ec "competes" with examiner: 141
Ec will ostentatiously make certain gets right change in restaurant. 142
Eu more likely in restaurant to let machine to change. 142
Arithmetic most threatening to E, Eu will be nervous, anxious, upset. 143
Healthy Iu blandly says "I'm no good at arithmetic". 143
Healthy Iu doesn't really try on hard ones on arithmetic. 143
Ec+ represses E to be I. Ic+ represses I to be E. 144
Ec+ more likely than Ic+ to be defensive, resistant, reactive against distractions. 144
On Information E knows he has heard of it, but can't pull answer. 145
E most likely to miss pints/quarts. 145
E most likely to mix up Washington/Lincoln birthday (in old days). 145
Iuu has not organized internalized, ideational activity in relevant way. 146
Some Iu+u+ would not be in contact enough to test. 147
Often see Iuu as a secretary, usually Rc (or Rc+). 147
Iuu secretary often very fast typist. 147$a
Iuu R secretary (or office work) finds change in routine and procedure threatening. 148
Also found Iuu in telephone assembly plant. 148
Music added to Western Electric assembly: Iuu stayed in contact and improved. Ec and Eu could lose efficiency. 149
Iuc more manifestation of security aspects than Ic. 150
Iu security aspects show because have not developed internalized self-discipline. 150
Iuu may stay in contact by music in distance. Iuc engaged in activity with people doing something. 150
Iuu typist can use ritual of typewriter to be effective. Iuc needs something going on around them. 150
Iuc can be called "good listener" by those around them. 151
Iuc "gregarious". 151
Definition of E involving: expect a reciprocal involvement. 151
E not "gregarious" - has hard time relating to everyone in a room. 152
Chinese culture gregarious, not involving. 152
Euc likely to get too involved in one person. 153
Euc may be afraid to get involved at all due to fear of too involved with one person. 153
Iuc works hard for one-to-one relationship. Euc work hard to avoid none-tone relationship. 153
Euc waits to get married but intense one-to-one. 154
Iuc more likely married early and often - quick involvements but with little guilt. 154
Iuc maintain relationship with things that give satisfaction. 154
Iuc often makes succor relationship with organization - may be more meaningful than marriage. 154
Euc if likes boss may want to move if boss moves. 155
Euc trouble at home affects work. 155
Iuc may use work to escape trouble at home. 155
Lecture 13 - Arithmetic and Information - E Adjustments
Iuu, but with high comprehension, is schizoid, but not out of contact, but dependent on rituals. 157
Iuu (schizoid) is not obvious in overt behavior. 157
Euu over-reactive, over-responsive is obvious. 157
Iuu can do intellectualized kinds of procedures to maintain adjustment. 158
Euu must use compulsive characteristics to control over-reactive. 158
Find Euu in "blue collar" jobs with practical skills and keeping busy. 158
Iuu mental activity individual, highly personalized, and may have little relevance. Euu mental activity likely daydreaming about real events. 159
Extreme Euu daydreamer "Walter Mitty". 159
Euu watching sport vicarious. Ic/Ec watch wanting to play. Euu vicarious satisfaction by reliving. 159 160
High level Euc historian or very interested in history. 160
Euc, especially Euc+ adamantly collecting information. 160
Euc+ pedantic. 161
Euc uses information collected as way to relate as much as for intellectual satisfaction. 161
Iuc active to avoid autistic tendency. 161
Euc "acting in to avoid acting out." 161
Euc is contact i' because refuses to relate/respond - afraid of being too active. 161
Iuc e' contact very E in behavior acting out to avoid schizoid internal activity. 161
Euc becomes more intellectually obsessive the more threatened with over activity. 161
Euc has need for avoidance - cannot control tendency to over-react. 162
Euc avoids social situations not because he is not social, but because he is afraid of not controlling becoming too social. 162
If Euc "lets go" - over-reacts and over-responds. 162
Iuc seeks social relationships to avoid withdrawing. 162
Eu may say "too hard for me" on last two arithmetic problems. 163
Ec+ is reactive. 164
Ec+u is more inhibited or defensive than socially utilizing his intellectual activity. 165
Ec+c+ is moving to very strongly intellectual. 165
Ec+c+ defensive intellectual - cold, even brutal in situation that interferes with intellectuality. 165
Ec+ and Euc+ can be hostile to TV. 165 166
Ic or Iu may not like TV, but it does not bother them. I can choose not to look at. 166
E has to work hard to not see something. 166
Ec+ can be proud of work, for example, memorizing, because one who overcomes native inability is more proud of accomplishment. 166 167
Ec father conflict with E child. 167
Ec father with I child complex - healthy I behavior threatening to E father. 167
Ec+u+ can be catatonic. 168
Ecu will have some inhibiting features. 168
Can be Ecu intellectual - grammatical. 168
Ecu mathematician, engineer. 168
Ecu culturally deprived. 168
Ecu culturally deprived not inhibited - farmers, people in states with education lacking information items. 169
Euu tenant farmer, Ecu manager. 169
Ec has more structure than Eu - Ec will structure TV watching. 169 170
Ecc less anti-social than Euc - Euc fears losing control. 170
Ecc comes away from social event tired, Euc comes away tense. 171
Ecc drunk gets tense, tried to pull away from relationship. 171
Euc drunk lets down and over-relates. 171
Lecture 14 - Block Design and Similarities
On aspect of blocks is R can do without concern for why they are asked to do it. 173
R can do harder ones faster. 173
At 12,13,14 NL range, difference is speed on BD. 174
F is more questioning and has more need to understand what he is doing. 174
F keeps trying to figure out why we are doing this. 174
Original Kohs blocks with more colors a better test because F confused about why we don't use the extra colors. 175
R will perseverate on blocks. 175
F may say "I haven't done blocks since I was a kid". 176
BD scores drop with age. Maybe because R's lose the imitating ability. 177
BD results can be affected by organic problems. 177
It is R who does poorly due to organic problems. 178
F has early experience with being confused. 178
F has capability to respond to wider range of stimuli, E external, I internal. 179
F needs to learn to control confusion and R to be confused. 179 180
F sensitivity is sensitive to things going on, not necessarily "emotional sensitivity". 180
R insensitivity is a kind of "tunnel vision". 180
On BD, "tunnel vision" is what you need. 180
F has lifetime experience with confusion. If R has organic based confusion, they don't do well. 181
Organic effects of arteriosclerosis. 181
R learns and need to be taught to understand. 182
F needs to understand to learn it. 182
F anticipates well, but may over-anticipate. 182
F over-anticipation carries inferiority and insecurity. 182
In our cultures, F forced to overcome inferiority. 183
R finds things happen unexpected - lack of anticipation. 183
R as grows towards adulthood now forced to see he is inferior - it is a depressive effect. 183
Adolescent inferiority complex more likely in R. 184
Similarities "natural" to an F. 184
R with low Similarities can learn many things by rote but beware of his lack of understanding. 186
It takes effort for an F to do poorly on Similarities. 187
It takes effort for an R to do well on Similarities. 187
Lecture 15 - Comprehension
Comprehension is more natural for an E. 188
E gives simplest answers to C, I more likely to question. 189
It is an R dimension test because R tends to be literal, conventional. 189
IR with low comprehension has R-ness not related to learning proceduralized things, rather immature and inclined to ideational activity. 190
IR does not understand in terms of doing things. 190
ER with low comprehension an indication of being impulsive. 190
ER who says "Yell Fire" is impulsive. IR is naive, not immature. 190
IR naive because is not paying attention. 191
R with low S and low C is immature or naive - often in a sick direction. 192
Ruc means person has learned what they are supposed to. 192
Ruc (low S) means person likely does not understand reasons they do the things they have learned to do. 192
E, Ruc looks like he knows what he is doing - but behavior is not a good indication of understanding. 192
Iuc Ruc girl likely to be stereotyped, especially if grow up in environment that has specific rules and behaviors. 193
Iuc Ruc girl need others to keep her in contact and others to tell how to act. 193
Iuc Ruc girl can be seen as a tease - but accidental - she does not understand and rejects when person tries to get close. 194
Ru self-involved, self-centered. 194
E Ru tends to act out with bad temper and thus a lot of pressure to change. 195
E R tend to compensate and become Rc - learn conscience. 195
E Ruc (or Ruc+) - person learns procedures to control temper. 196
E Ruc can be compulsive (learned ways to control temper) and have headaches.
E Ruc can occasionally lose temper badly and explosively. 197
Euc+ Ruc+ obsessive/compulsive. 197
Ec or Rc has more self-sufficient capacity to discipline so does not intense behavior. 197
It is Rc (and Rc+) who commit crimes of passion - when wronged. 198
Rc (Rc+) know you should not lose temper - except when right. 198
Ruc will pull the trigger if holding a gun on someone who doesn't do what they are supposed to do. 199
E, Ruc annoyed by crying baby - anger will be explosive. Ruc+ especially. 199
Child beater of 9-11 year old more likely to be Ec Rc. 200
Ec Rc - purposeless or selfish activity is threatening. 200
Ec Rc police officer humanitarian because has learned to be understanding. 201
Ec Rc police officer treats "dirty punk" badly because he represents loss of control. 201
Rcc+ has to rationalize anything they do for a proper reason. 201
Ec Rcc+ executive very controlled in employee relationships, but when one does something wrong, executive is very hostile. 201
EF has to learn not to be emotional. IF has to learn to be emotional. 202
IF has feelings, but is not emotional (expressed feelings). 202
EF is over-reactor. IF is under-reactor. 202
Some EF become over-controlled. Some IF become over-emotional. 202
IF and EF drive each other crazy in a stress situation: one wants to act out to avoid acting in, the other to act in to avoid acting out. 203
Fu+ aware that they are controlling, inhibiting. 203
Women in general higher Similarities, whether F or R. 203
American male moves towards Fc due to cultural pressure. 204
American women moves to Fu+ - sublimation - find rational ways to be emotional. 204
EFu women tend to sublimate sensuality and thus like ballet (or figure
skating) etc. 205
EFu housewife watches soap operas to sublimate. 205
Long time elementary school teachers Efu. 205
Efu elementary teachers can have intense relationships which revitalizes them, but without all the peaks and valleys of long term relationships since children move on every year. 206
EF mother has a harder time with psychological distress with
intense involvement and then rejection than a teacher. 206
EF (and IF) tends to be fickle, changing interests, and has to work hard
to maintain loyalties. 207
EF often hates to get mad because they likely to not forgive. 207
EF becomes intellectual and IF social - to control feelings. 207
IF minister proud - he can engage everyone. 207
EF would rather a few good friends for dinner, IF a party. 208
EF enjoys intense one to one. 208
IF leaves intense one to one, leaves a party refreshed. 209
Lecture 16 - Similarities - Continued (Ruc, Fuc)
Information and Comprehension represent an obsessive-compulsive
component in the sense of the energy it uses on top of a certain lack
of self-control. 210
It takes effort for an F to not do well on Similarities. 211
Fu with Similarities only NL is moving in Fc direction. 211
High Similarities natural to F. 211
Similarities very sensitive - a one point drop can be significant. 212
Fu (Sim about NL) - Comprehension shows how controls tendency to be too overtly emotional. 213
Fuc+ uses compulsive behavior to keep emotional lability under control. 212
Fu+ much more of an inhibition on emotionality. 212
Fu+ emotionally non-emotional. 213
Fu+ tension: knows he is emotional and too emotional and intensely engaged in trying to prevent a confusion state. 214
Rc+ is comfortable - feeling he has learned to control something. 214
Fu+ aware there is something might lose control of. 214
Fu+ tense and sometimes non-responsive - in certain circumstances afraid to respond because of likelihood of responding too much. 214
Fu+ is suppressed, never repressed. 215
Fc is repressed. 215
In a sense Rc+ has better control of emotions than Fu+ but this is a value judgment because Rc+ can be convinced something is right when it is wrong. 215
Rc+ can be prejudiced by thinking something is right when it is wrong. 215
Rc+ has a moralistic cast -learned to be comfortable with what he is taught. 215
R in early life is often taken by surprise. 216
Young ER or IR say: "I don't understand a thing about myself or people." 216
ER/IR in college take psychology to understand people. 216
F also interesting in psychology but for a means of control, not to understand. 217
Example: Rcc+ goes into psychiatry: "Now I understand people."
Gittinger word: "Logic tight compartmentalization" for Rc+. 217
Fu+ in psychiatry knows he doesn't really understand and does not really buy. 218
Fu+ in psychiatry can become disillusioned (and quit) or stubbornly insist he knows it because there is an awareness he does not. 218
Rc+ consistent and comfortable about it. 218
Fu+ stubborn because actually insecure about it. 218
Fu+c+ compulsively engaged in never letting anybody see how he feels about anything. 219
Rc+c+ going to show a great deal of feeling - has learned the procedure and the way to be very overtly feeling, understanding and relating. 219
People sometimes say of an Fuc+ "That is the most R-ish person I've known." They don't show feeling, but it is not defensiveness, or lack or awareness, but not allowing feelings to influence judgement. 219
Ec Fu+c rationalizes and control allowing feelings to have anything to do with judgements about people. 220
Ec Fuc+ has a strong feeling they have overcome tendency to be irrational. 220
Ec Fu emotionally rational. 220
Ic Fu is rationally emotional. 220
I Fuc+ likely to be most overtly emotional because they have rationalized - very rational in the way they are emotionally relating. 220
IF emotionally outgoing in a rational way. 220
E Fuc cold, non-relating and non-responsive in an emotional way. 220
Lecture 17 - Picture Arrangement
Social (A/U) variable probably the most important on in getting to a dynamic interpretation of the whole pattern. 221
Picture Arrangement less obviously connected to the personality traits than other tests. 221
PA to some extent has element of seeing humor. 222
PA like BD in that high PA just puts them together and gets meaning later. Low PA looks for meaning first. 223
In PA, some people make their own imaginative story. 224
Low PA may have imaginative solution, but ignore cues. 224
Low PA may think they see a story but wrong. 224
High PA indicates doing what subject is "supposed to do" quickly, not understanding. 225
High PA person suggestible to social cues but may not have much
understanding of the behavior he can do. 225
Role Adaptive learns roles quickly, but may not be aware of the meaning of
the role. 225
Low PA not as suggestible or responsive, tries to get meaning before
responding. 225 226
U negativistic - does not respond to external direction and there is
something else he would rather do. 226
E and U responsive to external events, but resistant to responding quickly or effectively. 226
I and U stubbornly refuses to change initial response state (I). 227
E and U stubbornly continues to be E. 227
I and U stubbornly continues to be I. 227
E and I under pressure not be so E or so I. 227
Environment can be punishing to U. 227
U has early life experience with hostility because people around them are
impatient that they don't modify their behavior. 228
A behaves appropriately and doing what he is supposed to do and doing it
effectively. 228
IA can mask I tendencies. 228
IA does things he is supposed to do but not under pressure to learn why. 228
EA acts E but without engendering impatience or hostility. 229
EA not under pressure to understand behavior. 229
U can refuse to respond - negativistic. 229
U put under pressure to learn adaptable social role. 229
U becomes dependent on others to teach social roles. 229
U when learns roles, holds onto the fact that learned it the right way. 229
I and U can withdraw (schizophrenic direction) or learn some role related external behavior. 230
Thus I and U "as good as his teachers." 230
IU bound in and stereotyped in relation to environment grows up in. 231
EU in military family likely at age 20 reacted against it and moved to an
intellectual orientation. 231
IU in military family likely at age 20 to be at West Point. 231
EU reaction against early teachers due to hostility. 232
E and U often daydreams - an E way to be passive - thinks of many things
he would like to be doing, but does not do them. 233
In Western culture, E often does not get into trouble if reads / do well in school as a way to control E responsiveness. 233
Early EU wants others to play with them on their terms - this gets peer
rejection. 234
EU can gain acceptance from teachers by doing well intellectually. 234
EU often moves in intellectual direction different from parent(s). 235
IU "as good as his teachers", EU finds some other kind of thing. 235 236
Examples living in Jewish community of IU and EU mirroring and accepting environment. 236
Example of EU in local Oklahoma University goes to Princeton and comes
back with role Uniform Princeton role. 236 237
IU in local Oklahoma University stays there. 237
IU example Kennedy family - set a role and learn it. 237
EU in IU environment: EU will be the black sheep. 238
EU in IU lower east side Jewish family becomes uptown lawyer. EU in
Kennedy family becomes misfit. 238
Oklahoma redneck farmer child is upwardly mobile but retains
"I'm an Oklahoma country boy" role - this is A. 238
EU has element of hostility against early role. 238 239
Uc+ learns a role often unlike anything in early background - very
resistant to prying out early life. 239
Sam Ervin an A. 239
Sam Ervin (EA) can be comfortable with Texas ranchers and NC rednecks and
Harvard law students. 240
Lyndon Johnson (EU) difficult fitting in any environment his uniform
role not acceptable. 240
EU doctor can be effective - never having to be anything else. 240
EU doctor may be loved by patients and hated by wife and children. 241
Doctor role not easy but learnable. 241
ERU effective doctor. 241
Pilots IRU. 242
IRU pilots do check lists etc. well. 242
Risk is IRU pilots who cannot adapt in emergency. 242 243
Lecture 18 - Picture Completion
Natural for A to do better on PC like E on Comprehension and I on
Information. 244
High PC U will drag up Picture Arrangement. 245
Low PC A will drag down Picture Arrangement. 245
Subject who gets PA but slow so only a little below NL. Look at PC. 245
PC 2 or 3 above NL, but lowish PA is a Uc. 246
PC below PA and PA just a couple below NL, this is indication of
initial A. 246
PC has low ceiling in original WB (higher in WB/G and WAIS). 247
Problems with PC and adding items in WAIS. 247
U makes errors of missing things on PC. 247 248
In a sense U is careless, but really not careless, but tends to focus
on one thing and not something else. 249 250
Have tried to time PC thinking a U would take longer. A likely to see
rapidly. 250
Low PC, whether U or A in a send kind of withdrawal, keeping
environment at a distance. 251
Low PC can withdraw and look out of himself. 251
Low PC who withdraws but relates using intellectual content has
high Information. 252
Low PC / High I - withdraws in order to think. 252
Low PC / High I housewife might watch soap operas - identification. 252
Higher cultural level Low PC / High I might go to plays or movies. 252
Low PC / High I regarding soap opera/play/movies - gets satisfaction - a way to withdraw but stay in contact, 253
Low PC / Low I is withdrawing in an unsatisfactory or inhibited way. 253
Low PC / Low I inhibited because they are not doing anything with
their withdrawing. 253
Low PC / Low I withdraw is not autistic, might be doing other things. 253
An I with high Arithmetic (but low PC, low I) is not utilizing
internalized activity - prone to a hysteric adjustment (sudden
outbursts and mood swings). 254
Classical hysteric likely Icu, low PC (especially Acu). 254
E has to learn to be ideational - has to learn it in an appropriate way.
I does not have to learn to be ideational - so has to learn what is
appropriate. 254 255
E must learn to be appropriately perceptual. 255
Information one of best indicators of whether I has learned to be
ideationally appropriate. 256
Information says if E has learned to be ideational. 256
Comprehension says if E has learned to be perceptually appropriate. 256
I with very high C is working too hard to be perceptual. 256
Very high Information in an E - person is working too hard to be
ideational. 256
PC says if can do these changes (high I or high C) in a
relatively appropriately way. 256
Higher PC goes, the more the person is tensely involved in all the
time being very alert and very aware. 257
Very high PC inclined to have an element of suspiciousness. 257
Very high PC, especially if U, constantly aware and afraid he is going
to miss something. 257
Add R to a U and very high PC and the person has a lot of experience in
missing things. 257
R, U, high PC always a feeling somebody is doing something behind
their back. 258
R and U sensitive to teasing. 259
R and U causes them to be a person people tease because it gets a
reaction. 259
One way the person easily teased can adjust is high PC - become aware
and not taken in. 259
Uc can have "chip on the shoulder" (not going to be taken in). 260
Ec Rc Uc: quite defensive, suspicious as a nature, cannot allow himself to
be too perceptual, but has to be aware of everything around him. 260
Ec Rc Uu: different - a kind of indifference - don't care if you tease
him. 260
Ec Rc Uu like Ec Rc Uc engage in ideationally appropriate
activity, but not as likely to have anxiety and awareness of relationships
with people around them. 260 261
Uc learned a role by being aware, learning exactly what person is
supposed to do and not do in a perseverating, intense way. 261
Uu refuses to play any role at all. 261
Uu has a kind of negativism and stubbornness - not interested in playing
any role because he cannot. 261
Uu anxious about being effective in relationships. 261 262
Uu a bit more comfortable in sense of not being suspicious or alert. 262
Uc plays a role to the hilt; Uu plays no role at all. 262
Uuc like Iuc/Euc of being aware of Iu/Eu and need to change. 262
Uuc anxiously engaged in not being too stubborn, negativistic, or
too worried about role. 262
Uuc over-activity - anxiously engaged in trying to play a role but
uncomfortable with it. 263
Uuc low threshold for humiliation (plays role he is supposed to and
then aware inappropriate). 263
Uc has overcome tendency to be humiliated. 263
Uu can act out against the humiliator. 263
Uuc can react by becoming gauche - when someone says that, he
withdraws. 264
Uc might be gauche all the time and you can't change him. 264
Ucu very comfortable with role and you cannot rattle him about what
he is doing. 264
Ucc healthier adjustment than Ucu - person careful to not go too
far in his role. 264
Ucc might know they are gauche and wants to be appropriate but does
not worry about it. 264
Thus Ucc comfortable with role but not overconfident. 265
Ucc confident but cautious. 265
Ucu might not be unpleasant - might develop a pleasant role. 265
Ucu doctor might be effective with patients but wife and children
sick of him being the same in close relationships. 265
If you make the doctor Ucc, kids will say he is pompous but tries
once in a while - Ucc has need to be appropriate with kids. 265
Tendency with high A to not only compensate E/I, but U/A. 286
A with high Arithmetic, reacts against suggestibility. 286
A with high Arithmetic will have a certain amount of negativism. 287
High Arithmetic with Ac likely to be unconventional in social behavior way. 287
Natural state of A susceptible to hypnosis. 287
Adult A often very negative to hypnosis - threatening. 287
U not naturally suggestible. 287
U adult can be eager to try hypnosis but hard to get into the trance. 288
High Arithmetic, U indicates person is defending against negative of his U. 288
U with high A learning how to relate but not be too involved. 288
U who makes any compensation tries hard to not be negativistic, now not
to be too single minded in relationship, how not to be suspicious or
suspicious in a more realistic way. 288
A has to learn to not be too easily influenced. 288
U has learned to be suspicious in realistic way. 289
A must learn to be suspicious - often does so in inappropriate way. 289
U can be "paranoid personality" (annoys other people), but less likely to be paranoid psychotic than A. 289
High A in U indication of paranoid characteristics, not so in A. 290
High A, and Uu - individual stubbornly negativistic. 290
If PC goes up, the high A, U is stubbornly engaged in trying to be
socially appropriate. 290
Uc defensively and actively engaged in role - socially active in stereotype way. 290
If A is down and PC up, person seeks dependency relationships. 291
Iu Uc actively engaged in trying to play the appropriate role to make
sure their security (Iu) is maintained. 291
Iu Uc wife subservient to husband to play role for him to take care of her. 291
Eu Uc emotionally demanding - develop role where people love and
appreciate them. 292
E and U and Ruc extremely emotionally demanding and jealous. 292
Iu Ac learns rules and regulations to get security by doing what they are supposed to do. 292 293
Eu Ac becomes good at some kind of job so people them reassurance and warmth - get told they are important. 293
Travel arrangers likely Eu and Au, Ac, or Uc. 293
Eu U students often kind of student who loves the teacher but don't talk about it. 294
Eu U student works hard in hopes of emotional reward from teacher. 294
Eu Uc true "apple polisher" doing it for approval, not because he is intrinsically involved. 294
Iu Uc more an "eager beaver" than "apple polisher" - not after approval of boss but of the system. 294
Iu can be seen as adaptable - can work with anybody as long as procedures have not changed. 295
Eu works better with someone they like. 295
Iu has capacity to maintain productivity in what an Eu would call
an unpleasant situation. 295
Discussion of people with violence and working to place of frustration - I acting in till they cannot and E acting out. 296 297
Person who takes of glasses and closes eyes and says, "I want to think" is E. I keeps looking to stay in contact. 298
I more likely to be disturbed by someone who won't look them in the eye - trying to stay in contact. 298
Iu female post-partum can have hard time adjusting from being taken care of to taking care of. 299
Iu women whose husband becomes ill - difficult because she has to modify her "take care of" dependent needs. 299 300
OA has a PC element - low PC might reverse arm or leg in mannequin. 301
On profile, often people have trouble with last piece. 301 302
Two kinds of slow/error on hand: don't see a hand (most common is cow less
udder). 302
Other slow/error is see it is a hand but take a long time to get it right. 303
Very few people look at their own hands doing hand in OA. 303
OA indication of interpersonal anxiety - doing it in front of someone. 303
Low OA indicates person has awareness of others around them in a nervous or cautious awareness. 303
Low OA is not always bad - usually a relatively good sign. 304
Ucu lack of anxiety - perserver Uc in stereotyped, conventional way. 304
Ucc still has awareness of how adequate or appropriate the role is. 304
Ucu convinced role is appropriate. 304
Auu remains completely suggestible - all things to all people. 304
Auc working to control the suggestibility. 305
Acu negativistic and stubbornly stuck with it. 305
Acc is aware that defensive and negativistic is inappropriate at all times. 305
High OA - consider you are looking at an A. 305
IRU in ritualized culture (e.g. traditional Chinese) knows what do to. 306
In IRU culture, one who wants to put spontaneity into a relationship will confuse the other person. 306
IRU (ritualized) cultures good or IU would never learn to do anything right. 307
