Abstract
Leveling-sharpening, an hypothesized dimension of cognitive structure, is generally operationally defined in terms of differentiation and/or trend measures of Squares Test performance, both types of measures being assumed to reflect the degree to which memory traces of the stimuli (squares of light) assimilate. The findings of the present study of 300 Ss indicate that differentiation scores to some degree reflect: (a) the way Ss interpret the instructions concerning the response scale they are to use and/or (b) S's motivation to perform the task. Trend scores, on the other hand, were found to be a function, in part, of the degree to which S's rely on the instructional information given them concerning the size range of the squares, there being some evidence that women rely on this information more so than men.
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