The study investigated the effects of instructional conditions on 16 P.F. performance. Instructions focusing on the positive and negative desirability of item alternatives were compared with results obtained under standard administration conditions. Two divergent “images” emerged in a college sample and indicated that the poles of the 16 P.F. are not equally attractive. Findings were discussed with reference to Cattell's theory of perturbations, and a clinical application of the stereotype profiles was explored.
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