Barron's complexity-simplicity personality dimension was used as an indicator of success in two different learning situations. Academic achievers were simple scorers while underachieves were complex scorers. Also, simple scorers were found to retain more items on a paired-associate task than complex scorers. Weaknesses in the Barron Complexity Scale were discussed and a suggestion was made for improving the scale. The scale was shown to have little relationship to other measures of flexibility.
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