16th factor Cattell questionnaire description in application. Methodology for multifactorial personality research by R. Cattell (16PF). Cattell's test task

Are you here: Clothes and shoes

R. Cattell's multifactorial personality method is currently most often used in personality research and has received a fairly high rating from practicing psychologists. As a result of diagnosis, personality is described by 16 fundamentally independent and psychologically meaningful factors. Each factor assumes a stable probabilistic relationship between individual personality traits.

R. Cattell's method of multifactorial personality research reflects a model of individual psychological properties of a person and makes it possible to predict his actual behavior.

To study the personal qualities of adolescents, we used the Cattell test. The Multifactor Personality Questionnaire was published by R.B. Kettel in 1949 This test is universal, practical, and provides multifaceted information about individuality. With its help, you can find out intellectual, emotional and volitional characteristics, communicative properties and features of interpersonal interaction. The questions are projective in nature and reflect ordinary life situations.

16-factor personality questionnaire by R.B. Cattell (16-FPQ-187-A).

Using this test, it is necessary to identify the personal qualities inherent in adolescents, namely:

high intellectual level;

communicative and interpersonal properties: openness to communication, congruence, ability to make independent decisions, goodwill;

extroverted orientation: emotional stability, high adaptation, efficiency, sociability.

The Cattell Test measures sixteen personality factors and provides multifaceted information about personality traits called constitutional factors. The questionnaire contains 187 questions (Form A), which the subjects are asked to answer. The subject is asked to enter one of the answer options to the question “yes”, “no”, “I don’t know” (or “a”, “b”, “c”) on the registration form. The received data was processed using a “key”.

The coincidence of the subject’s answers with the “key” is assessed as 2 points for answers “a” and “c”, the coincidence of the answer “c” is scored as one point. The sum of points for each selected group of questions results in the value of the factor. The obtained value of each factor is converted into walls using tables taking into account gender and age. The walls are distributed on a bipolar scale with extreme values of 1 and 10 points. From the available indicators for all 16 factors, the so-called “personality profile” is built.

When interpreting, attention is paid primarily to the “peaks” of the profile (1-3 and 8-10). The set of factors in their relationships is also analyzed in the following blocks, for example: intellectual characteristics (B, M, Q1); emotional-volitional characteristics (C, G, I, O, Q3, Q4); Communicative properties and features of interpersonal interaction (A,H,F,E,Q2,N,L).

The following results were obtained during the study:

Data processing was carried out using qualitative and quantitative analyses. “Raw” scores on the Cattell test were converted into walls, then the average value was calculated for each factor. (see table 6, graph 1)

CONCLUSION

According to one definition proposed by Bass, aggression is any behavior that is threatening or harmful to others.

The second definition, proposed by several well-known researchers, contains the following provision: for certain actions to be qualified as aggression, they must include the intention of offense or insult, and not simply lead to such consequences.

The third point of view, expressed by Zillman, limits the use of the term aggression to an attempt to inflict bodily or physical harm on others.

Despite significant disagreements regarding definitions of aggression, many social scientists are inclined to accept a definition close to the second. This definition includes both the category of intent and the actual causing of offense or harm to others.

Thus, the majority currently accepts the following definition: aggression is any form of behavior aimed at insulting or harming another living being who does not want such treatment.

Personality characteristics manifest themselves more clearly in a state of emotional stress. Therefore, psychologists carefully study the individual’s reactions in situations of frustration. Considering the concept of “frustration” within the framework of a psychodiagnostic approach and from the point of view of interpersonal interaction, we mean situations in which people around an individual deliberately or unintentionally infringe on his interests, which leads to blocking of significant needs, or hurt his pride, negatively affecting his self-esteem.

In a situation of frustration, the emotional state manifests itself:

1) as a reaction of fear, anxiety, refusal of self-realization, which may be accompanied by a feeling of guilt, a desire to escape from the conflict;

2) as offensive, blaming others, active or even aggressive behavior, hostile statements or actions;

3) as a desire to suppress both reactions, to react passively or indifferently to what happened, to try to neutralize the severity of the conflict.

The study was devoted to the study of aggression and aggressiveness in adolescence. The purpose of the study is to determine the characteristics of the manifestation of aggression in adolescence.

A review of the literature in the theoretical part of the work showed that there is no single point of view on the source of aggression, which significantly complicates the understanding of this problem. In addition, such an aspect of aggression as its stability has been little studied. Aggression in the personal characteristics of adolescents is formed mainly as a form of protest against the misunderstanding of adults, due to dissatisfaction with their position in society, which is also manifested in corresponding behavior. At the same time, the development of a teenager’s aggressiveness can be influenced by natural characteristics.

In addition, aggression may be caused by the need to protect oneself or satisfy one's needs in a situation in which the growing person sees no other way out but to fight. In adolescence, due to the complexity and inconsistency of the characteristics of growing people, the internal and external conditions of their development, situations may arise that disrupt the normal course of personal development, creating preconditions for the emergence and manifestation of aggressiveness

In the practical part, we tried to answer the question: how much aggression in girls differs from aggression in boys and how aggression manifests itself in adolescents.

Empirical research has shown:

The study confirmed the initial hypothesis that in adolescence, aggression acts as a relatively stable personality formation and boys are more aggressive than girls.

In all age groups, approximately half of the sample shows aggressiveness as a personality trait.

We believe that it is necessary to teach children the skills of positive communication, interaction with other members of society, and the ability to find alternative peaceful ways to resolve conflicts. Collaborative skills are also important and should be given special attention, particularly within the school setting.

The leading role in the prevention and correction of aggression in children and adolescents belongs to the family and parents. However, the importance of both teachers and, of course, psychologists is great.

After the experiment, we can draw the following conclusions: 3 people were identified with a high level of aggression, 8 girls and boys with an average level, and 4 teenagers with a low level. Children with high levels of aggression are more likely to engage in behavior that includes physical aggression. They use prohibited and punishable measures in their behavior in relation to their peers.

They are characterized by active nonverbal direct aggression, active verbal and nonverbal actions directed at objects. It should also be noted that these children are not characterized by a willingness to cooperate and compromise. They are unable to follow the rules of the game and support others. When the conflict intensifies, they often become enraged and lack independent control over their actions.

Further research consisted of studying a multifactorial personality study, which reflects a model of individual psychological properties of a person and allows one to predict his actual behavior.

Using the 16-PF questionnaire by R. Cattell, a set of factors was analyzed in blocks: intellectual characteristics, communication and interpersonal interaction. An additional factor of extraversion orientation was taken into account.

Corrective work to prevent aggressive behavior with adolescents has its own characteristics. The main emphasis should be on individual work with a teenager. General conversations about the need to “behave well” turn out to be completely ineffective.

A special place in correctional work should be given to the formation of a teenager’s range of interests, also based on the characteristics of his character and abilities. It is necessary to strive to minimize the period of a teenager’s free time - “time of idle existence and idleness” by engaging in activities that positively shape the personality: reading, self-education, music, sports, etc.

With unproductive activities during free time - “doing nothing” - a rapid return of the teenager to an asocial company and a relapse into delinquency is inevitable.

Based on the fact that the development of a child is carried out in activities, and a teenager strives to assert himself, his position as an adult, among adults, it is necessary to ensure the inclusion of a teenager in such activities that lie in the sphere of interests of adults, but at the same time create opportunities for a teenager to realize and establish himself at the adult level. First of all, it is necessary to organize a system of extensive activities that creates strict conditions and a certain order of actions and constant control.

Given the consistency and gradual introduction of aggressive adolescents to various types of socially recognized activities - labor, sports, artistic, organizational and others - it is important to observe the principles of public assessment, continuity, and clear construction of this activity.

Multifactor Personality Questionnaire 16PF is one of the most common questionnaire methods for assessing individual psychological characteristics of a person. It was developed under the direction of R. B. Cattell and is intended for writing a wide range of individual-personal relationships. A distinctive feature of this questionnaire is its focus on identifying relatively independent 16 factors (scales, primary traits) of personality. This quality was identified using factor analysis from the largest number of surface personality traits originally identified by Cattell. Each factor forms several surface features, united around one central feature.

The Cattell Questionnaire (Form A, B) was first published in 1949 by the Institute of Personality Aptitude Testing (JPAT). In 1956-57, a second edition was published, supplemented by new developments (form C, D). In 1961-62 (form E, F) - the third, which could be used as an independent guide to the questionnaire. In 1970, a manual was published, with which, as Cattell put it, “you can work to the fullest extent.” An adapted Russian-language version of the questionnaire was developed by V. I. Pokhilko, A. S. Soloveychik, A. G. Shmelev.

There are 6 main forms of the questionnaire: A and B (187 questions), C and D (105 questions), E and F (128 questions). A 14-factor adolescent, 12-factor children’s, and 13-factor abbreviated adult versions of the personality questionnaire were also developed. To interpret them, special, simplified and abbreviated counting algorithms are used. In Russia, forms A and C are most often used.

The questionnaire is universal, practical, and provides multifaceted information about a person’s individuality. It should be noted that the questionnaire diagnoses personality traits, but not the motivational-need sphere (motives, needs, interests and values), which requires the use of other methods. The questionnaire is most widely used in medical psychology, in diagnosing professionally important qualities, in sports and scientific research.

The Cattell questionnaire includes all types of tests - assessment, test decision, and attitude to any phenomenon.

Instructions

Stimulus material

Questionnaire text + form (forms A, B, C)

Keys to the technique (forms A, B, C, 13PF)

Wall Points Conversion Tables (Forms A, B, C, 13PF Interpretation)

Processing the results

The received data is processed using a key.

The coincidence of the subject’s answers with the “key” is assessed as two points for answers “a” and “c”, the coincidence of the answer “b” is scored as one point. The sum of points for each selected group of questions results in the value of the factor. The exception is factor “B” - here any match of the answer with the “key” gives 1 point.

The resulting value of each factor is converted into walls (standard units) using the tables provided.

The walls are distributed on a bipolar scale with extreme values of 1 and 10 points. Accordingly, the first half of the scale (from 1 to 5.5) is assigned the “-” sign, and the second half (from 5.5 to 10) the “+” sign. From the available indicators for all 16 factors, a so-called “personality profile” is constructed.

In addition to the original 16 factors, four second-order factors can be identified.

Formulas for calculating four secondary factors:

Secondary factors are calculated only for walls.

Anxiety (F1).

Introversion - extraversion (F2).

Sensitivity (F3).

Conformity (F4).

An example of constructing a “personality profile”:

Interpretation of results

Description of primary factors

The walls are distributed on a bipolar scale with extreme values of 1 and 10 points. Accordingly, the first half of the scale (from 1 to 5.5) is assigned the “–” sign, and the second half (from 5.5 to 10) the “+” sign. From the available indicators for all 16 factors, the so-called “personality profile” is built. When interpreting, attention is paid, first of all, to the “peaks” of the profile, that is, the lowest and highest values of factors in the profile, especially those indicators that in the “negative” pole are within the boundaries of 1 to 3 walls, and in the “positive” pole » – from 8 to 10 walls.

Description of secondary factors

When interpreting, attention is paid primarily to the “peaks” of the profile, i.e., the lowest and highest values of factors in the profile, especially those indicators that in the “negative” pole are within the boundaries of 1 to 3 walls, and in the “positive” pole » - from 8 to 10 walls.

Interpretation of combinations of primary factors

When interpreting the results obtained, it is advisable to use not only the severity of individual factors, but also their combinations that form symptom complexes of communicative, intellectual, emotional and regulatory personal properties. In this case, it is necessary to take into account not only the pole values of the factors, but also the average ones, which are quite often found in the practice of psychologists.

The group of communicative properties is formed by the following factors:

A – sociability
N – courage
E – dominance
L – suspicious
N – diplomacy
Q2 – independence.

The group of intellectual properties includes the following factors:

B – intelligence
M – dreaminess
N – diplomacy
Q1 – receptivity to new things.

The group of emotional properties combines the following factors:

C – emotional stability
F – carelessness
H – courage in social contacts
I – emotional sensitivity
O – anxiety
Q4 – tension

The group of regulatory personality properties includes the following factors:

Q3 – self-discipline
G – moral normativity

The Cattell Questionnaire is one of the most common questionnaire methods for assessing individual psychological characteristics of a person both abroad and in our country. It was developed under the direction of R.B. Cattell and is intended to write a wide range of individual-personal relationships. A distinctive feature of this questionnaire is its focus on identifying relatively independent 16 factors (scales, primary traits) of personality. This quality was identified using factor analysis from the largest number of surface personality traits originally identified by Cattell. Each factor forms several surface features, united around one central feature.

There are 4 forms of the questionnaire: A and B (187 questions) and C and D (105 questions). In Russia, forms A and C are most often used. The questionnaire is most widely used in medical psychology when diagnosing professionally important qualities, in sports and scientific research.

The Cattell questionnaire includes all types of tests - assessment, test decision, and attitude to any phenomenon.

Procedure

Before the survey begins, the subject is given a special form on which he must make certain notes as he reads it. The corresponding instructions are given in advance, containing information about what the subject should do. Control test time is 25-30 minutes. In the process of answering questions, the experimenter controls the time the subject works and, if the subject answers slowly, warns him about this. The test is carried out individually in a calm, business-like environment.

Instructions

Here are questions that will help you find out the characteristics of your character, your personality. There are no “right” or “wrong” answers, since everyone is right in relation to their own views. Try to answer sincerely and accurately. At the beginning, you should answer the four questions that are given as a sample and see if you need any further clarification. You must cross out the box corresponding to your answer on the special answer form. There are three possible answers to each question.

Example:

1. I like to watch team games: a) yes b) sometimes c) no

2. I prefer people: a) reserved b) find it difficult to answer c) quickly establish friendly contacts.

3. Money cannot bring happiness: a) yes b) I don’t know c) no

4. A woman is in the same relationship to a child as a cat is to: a) a kitten b) a dog c) a boy.

There is a correct answer to the last question: kitten. But there are very few such questions. If anything is unclear to you, contact the experimenter for clarification. Do not start without a signal from the experimenter.

When answering, remember the following four rules:

You don't have time to think about it. Give the first, natural answer that comes to your mind. Of course, the questions are formulated too briefly and not in detail for you to choose what you would like. For example, the first question in the examples asks you about “team games.” You may be more into football than basketball. But you are asked about the “average game”, about the situation that, on average, corresponds to this case. Give the most accurate answer you can. You must finish answering no later than half an hour in advance.
Try not to get carried away with average, vague answers, unless... You really can't pick an edge case. Perhaps it will be in one of four or five questions.
Don't skip questions. Answer all the questions in a row at least somehow. Some questions may not be very suitable for you, but still give the best that you can offer in this case. Some questions may seem too personal, but remember that the results are not disclosed and cannot be obtained without a special “key”. The answers to each individual question are not reviewed.
Answer as honestly as possible what is true for you. But write what you think would be more correct to say in order to impress the experimenter.

Processing the results

The received data is processed using a key.

Key to the Cattell Technique (Form A)

Key to the Cattell Technique (Form C)

The resulting value of each factor is converted into walls (standard units) using the tables provided.

Tables for converting raw points into walls (Form A)

Table for converting raw points into walls (Form C)

In addition to the original 16 factors, four second-order factors can be identified.

Formulas for calculating four secondary factors:

Secondary factors are calculated only for walls.

1. Anxiety (F1).

2. Introversion - extraversion (F2).

3. Sensitivity (F3).

4. Conformity (F4).

An example of constructing a “personality profile”

Interpretation of results

Description of primary factors

Description of secondary factors

Interpretation of combinations of primary factors

The group of communicative properties is formed by the following factors:

A – sociability
N – courage
E – dominance
L – suspicious
N – diplomacy
Q2 – independence.

The group of intellectual properties includes the following factors:

B – intelligence
M – dreaminess
N – diplomacy
Q1 – receptivity to new things.

The group of emotional properties combines the following factors:

C – emotional stability
F – carelessness
H – courage in social contacts
I – emotional sensitivity
O – anxiety
Q4 – tension

The group of regulatory personality properties includes the following factors:

Q3 – self-discipline
G – moral normativity

Stimulus material

Literature

Kapustina A. N. Multifactorial personal technique of R. Cattell. - St. Petersburg: Rech, 2001.
Practical psychodiagnostics. Methods and tests. Tutorial. - Samara: Publishing House “Bakhrakh”, 1998.
Rogov E.I. Handbook of a practical psychologist in education: Textbook. – M.: VLADOS, 1996.

The multifactorial personality questionnaire 16PF (Sixteen Personaflity Factor Questionnaire, 16PF) is one of the most common questionnaire methods for assessing individual psychological characteristics of a personality both abroad and in our country. It was developed under the direction of R. B. Cattell and is intended for writing a wide range of individual-personal relationships. A distinctive feature of this questionnaire is its focus on identifying relatively independent 16 factors (scales, primary traits) of personality. This quality was identified using factor analysis from the largest number of surface personality traits originally identified by Cattell. Each factor forms several surface features, united around one central feature.

There are 6 main forms of the questionnaire: A and B (187 questions), C and D (105 questions), E and F (128 questions). A 14-factor adolescent, 12-factor children's and 13-factor abbreviated adult versions of the personality questionnaire were also developed. To interpret them, special, simplified and abbreviated counting algorithms are used. In Russia, forms A and C are most often used.

Cattell’s technique is widely used in psychodiagnostic practice both abroad and in our country. His questionnaire is universal, practical, and provides multifaceted information about a person’s individuality. It should be noted that the questionnaire diagnoses personality traits, but not the motivational-need sphere (motives, needs, interests and values), which requires the use of other methods. The questionnaire is most widely used in medical psychology, in diagnosing professionally important qualities, in sports and scientific research.

The Cattell questionnaire includes all types of tests - assessment, test decision, and attitude to any phenomenon.

Theoretical basis

To accumulate initial information about personality and methods for measuring it, Cattell used three main sources of information:

L- data (“Lift record data”) obtained by recording real human behavior in everyday life. Most often, they are obtained by formalizing the assessments of experts who observe the behavior of subjects in certain situations and over a certain period of time. L-data is good for identifying those behaviors that need to be measured. However, this source of information about a person has a number of disadvantages. Firstly, a person’s perception is always somewhat distorted, due to the personality characteristics of the expert himself. Secondly, the assessment is influenced by the relationship between the subject and the expert (good or bad, manager-subordinate relationship). Thirdly, it is necessary to specially train experts and allocate some time for them to observe the subjects.
Q-data (“Questionnaire data”) obtained using questionnaires and other self-assessment methods. Due to the simplicity of instrumental constructs and the ease of obtaining information, Q-data occupy a central place in personality research. Q data is also quite susceptible to distortion. The reasons for the distortion are cognitive and motivational in nature and depend on the level of self-esteem of the subject.
T-data (“Objective test data”). This is data from objective tests with a controlled experimental situation. They are obtained by objectively measuring behavior without relying on self-reports or expert ratings.

R. Cattell initially proceeded from L-data obtained by G. Allport and H. Odbert in 1936. These authors, based on a thorough analysis of English vocabulary, identified 17,953 definitions that can be used to describe the characteristics of human behavior. From these, 4.5 thousand words were selected that clearly denoted personality traits, as well as important and stable characteristics of behavior. In 1946, R. Cattell made an attempt to reduce this number to a rational value using statistical methods of factor analysis. R. Cattell analyzed 4,500 personality terms and divided them into synonymous groups. From each such group he selected one term, which, in his opinion, expressed the main semantic content of the corresponding synonymous group. Thus, he reduced the list of personality traits to 171. To further reduce R. Cattell, he used the services of a large group of experts who assessed the degree of their familiarity with each of the 171 personality characteristics. To determine the group opinion of the judges, R. Cattell conducted a cross-correlation of assessments and identified 36 correlation galaxies, within which there were highly correlated characteristics that apparently expressed the same judgments. As expected, all galaxies contained pairs of members with high, negative correlations, for example, “talkative - silent”, “trusting - suspicious”, “cheerful - sad”, etc. Thus, R. Cattell received a set of 36 bipolar names, which he then expanded to 46 pairs by including special terms taken from the works of other researchers.

Working definitions were then developed for each bipolar pair of characteristics. This was necessary to train experts and form a unified opinion among them. A number of studies using bipolar adjectives then found that the L-data space could be reduced to 12–15 factors. The factors obtained using L-data confirmed the existence of such psychological concepts as extra-introversion, self-control, etc. These results are of great importance for personality theory, but are of little use for practical use, because It is not possible to organize mass measurements using the same experts. Therefore, a transition was made from studies of “L” data to studies of “Q” data. As a result, the factors identified on the basis of L-data were named by letters of the Latin alphabet, starting with A, and the factors identified on the basis of Q-data by the letter Q with numerical indices - Arabic and Roman.

Procedure

Instructions

Example:

1. I like to watch team games: a) yes b) sometimes c) no

2. I prefer people: a) reserved b) find it difficult to answer c) quickly establish friendly contacts.

3. Money cannot bring happiness: a) yes b) I don’t know c) no

4. A woman is in the same relationship to a child as a cat is to: a) a kitten b) a dog c) a boy.

When answering, remember the following four rules:

You don't have time to think about it. Give the first, natural answer that comes to your mind. Of course, the questions are formulated too briefly and not in detail for you to choose what you would like. For example, the first question in the examples asks you about “team games.” You may be more into football than basketball. But you are asked about the “average game”, about the situation that, on average, corresponds to this case. Give the most accurate answer you can. You must finish answering no later than half an hour in advance.
Try not to get carried away with average, vague answers, unless... You really can't pick an edge case. Perhaps it will be in one of four or five questions.
Don't skip questions. Answer all the questions in a row at least somehow. Some questions may not be very suitable for you, but still give the best that you can offer in this case. Some questions may seem too personal, but remember that the results are not disclosed and cannot be obtained without a special “key”. The answers to each individual question are not reviewed.
Answer as honestly as possible what is true for you. But write what you think would be more correct to say in order to impress the experimenter.

Processing the results

The received data is processed using a key.

Key to the Cattell Technique (Forms A and B)

Key to the Cattell Technique (Form C)

Key to the Cattell Method (Form 13PF)

The resulting value of each factor is converted into walls (standard units) using the tables provided.

Tables for converting raw points into walls (forms A and B)

Table for converting raw points into walls (Form C)

Raw Points Interpretation Table (Form 13PF)

In addition to the original 16 factors, four second-order factors can be identified.

Formulas for calculating four secondary factors:

Secondary factors are calculated only for walls.

1. Anxiety (F1).

F1 = \frac(((38 + 2L + 3O + 4Q_4))-(2(C + H + Q_3)))(10)

2. Introversion - extraversion (F2).

F2 = \frac(((2A + 3E + 4F + 5H))-((2Q_2 + 11)))(10)

3. Sensitivity (F3).

F3 = \frac(((77 + 2C + 2E + 2F + 2N))-((4A + 6I + 2M)))(10)

4. Conformity (F4).

F4 = \frac(((4E + 3M + 4Q_1 + 4Q_2))-((3A + 2G)))(10)

An example of constructing a “personality profile”

Interpretation of results

Description of primary factors

Description of secondary factors

Interpretation of combinations of primary factors

The group of communicative properties is formed by the following factors:

A – sociability
N – courage
E – dominance
L – suspicious
N – diplomacy
Q 2 – independence.

The group of intellectual properties includes the following factors:

B – intelligence
M – dreaminess
N – diplomacy
Q 1 – receptivity to new things.

The group of emotional properties combines the following factors:

C – emotional stability
F – carelessness
H – courage in social contacts
I – emotional sensitivity
O – anxiety
Q 4 – tension

The group of regulatory personality properties includes the following factors:

Q 3 – self-discipline
G – moral normativity

Stimulus material

Text of the questionnaire (form A)

Answer Form (Form A)

Questionnaire text (Form B)

Answer form (Form B)

Text of the questionnaire (form C)

Scales: isolation - sociability, concrete thinking - abstract thinking, emotional instability - emotional stability, subordination - dominance, restraint - expressiveness, low normative behavior - high normative behavior, timidity - courage, realism - sensitivity, suspicion - gullibility, practicality - daydreaming, straightforwardness - insight, calm - anxiety, conservatism - radicalism, dependence on the group - independence, low self-control - high self-control, relaxation - emotional tension

Purpose of the test

Assessment of individual psychological characteristics of a person.

Instructions for the test

You are asked a series of questions that will help determine some of the properties of your personality. There are no “right” or “wrong” answers here. People are different, and everyone can express their opinion.

When answering each question, you must choose one of the three proposed answers - the one that most closely matches your views, your opinion about yourself.

If anything is not clear to you, ask the experimenter. When answering questions, always remember:

1. There is no need to spend a lot of time thinking about answers. Give the answer that comes to your mind first. Of course, questions will often not be formulated in as much detail as you would like. In this case, try to imagine the “average”, most common situation that corresponds to the meaning of the question and, based on this, choose an answer. You need to answer as accurately as possible, but not too slowly.
2. Try not to resort to intermediate, vague answers (such as “I don’t know,” “something in between,” etc.) too often.
3. Be sure to answer all the questions in a row, without missing anything. Perhaps some questions may not seem very precisely formulated to you, but even then try to find the most accurate answer. Some questions may seem personal to you, but you can be sure that the answers will not be disclosed. The answers can only be deciphered using a special “key” held by the experimenter. Moreover, the answers to each individual question will not be considered at all. We are only interested in generalized indicators
4. Do not try to make a good impression with your answers; they must correspond to reality. In this case, you will be able to get to know yourself better and will greatly help us in our work. Thank you in advance for your help in developing the technique.

Test

1. I understood the instructions for this questionnaire well:
1. yes;
2. not sure;
3. no.
2. I am ready to answer the questions as sincerely as possible:
1. yes;
2. not sure;
3. no.
3. I would prefer to have a dacha:
1. in a busy holiday village;
2. would prefer something in between;
3. secluded, in the forest.
4. I can find enough strength within myself to cope with life’s difficulties:
1. always;
2. usually;
3. rarely.
5. When I see wild animals, I feel uneasy, even if they are safely hidden in cages:
1. yes, that's true;
2. not sure;
3. no, that's incorrect.
6. I refrain from criticizing people and their views:
1. yes;
2. sometimes;
3. no.
7. I make harsh, critical comments to people if I think they deserve it:
1. usually;
2. sometimes;
3. I never do.
8. I prefer simple classical music to modern popular melodies:
1. yes, that's true;
2. not sure;
3. no, that's incorrect.
9. If I saw two neighbor children fighting, I:
1. would leave them to sort out their relationship themselves;
2. I don’t know what I would do;
3. I would try to understand their quarrel.
10. At meetings and in companies:
1. I easily come forward;
2. something in between is true;
3. I prefer to stay away.
11. In my opinion, it is more interesting to be:
1. design engineer;
2. I don’t know what to prefer;
3. playwright.
12. On the street, I would rather stop to watch an artist work than watch a street quarrel:
1. yes, that's true;
2. not sure;
3. no, that's incorrect.
13. I usually tolerate complacent people, even when they brag or otherwise show that they have a high opinion of themselves:
1. yes;
2. something in between is true;
3. no.
14. If a person is deceiving, I can almost always notice it by the expression on his face:
1. yes;
2. something in between is true;
3. no.
15. I believe that the most boring daily work should always be completed, even if it seems that this is not necessary:
1. I agree,
2. not sure
3. I don’t agree.
16. I would rather get to work:
1. where you can earn a lot, even if earnings are not constant;
2. I don’t know what to choose;
3. with a constant, but relatively low salary.
17. I talk about my feelings:
1. only if necessary;
2. something in between is true,
3. willingly when given the opportunity.
18. Occasionally I experience a feeling of sudden fear or vague anxiety, I don’t know why:
1. yes;
2. something in between is true;
3. no.
19. When I am unfairly criticized for something that is not my fault:
1. I don’t have any feelings of guilt;
2. something in between is true;
3. I still feel a little guilty.
20. At work, I have more difficulty with people who:
1. refuse to use modern methods;
2. I don’t know what to choose;
3. are constantly trying to change something in work that is already going well.
21. When making decisions, I am guided more by:
1. heart;
2. heart and mind in equal measure;
3. reason.
22. People would be happier if they spent more time with their friends:
1. yes;
2. something in between is true;
3. no.
23. When making plans for the future, I often count on luck:
1. yes;
2. I find it difficult to answer;
3. no.
24. When talking, I am inclined to:
1. express your thoughts as soon as they come to mind;
2. something in between is true;
3. First, gather your thoughts well.
25. Even if I’m very angry about something, I calm down pretty quickly:
1. yes;
2. something in between is true;
3. no.
26. With equal working hours and the same salary, it would be more interesting for me to work:
1. a carpenter or cook;
2. I don’t know what to choose;
3. a waiter in a good restaurant.
27. I had:
1. very few elected positions;
2. several;
3. many elected positions.
28. “Shovel” is related to “dig” as “knife” is to:
1. spicy;
2. cut;
3. sharpen.
29. Sometimes some thought doesn’t let me sleep:
1. yes, that's true;
2. not sure;
3. no, that's incorrect.
30. In my life, as a rule, I achieve the goals that I set for myself:
1. yes, that's true;
2. not sure;
3. no, that's incorrect.
31. The outdated law must be changed:
1. only after thorough discussion;
2. something in between is true;
3. immediately.
32. I feel uncomfortable when things require me to take quick actions that somehow affect other people:
1. yes, that's true;
2. not sure;
3. no, that's incorrect.
33. Most of my friends consider me a cheerful interlocutor:
1. yes;
2. not sure;
3. no.
34. When I see unkempt, sloppy people:
1. I don't care;
2. something in between is true;
3. they cause me hostility and disgust.
35. I feel a little lost when I suddenly find myself in the spotlight:
1. yes;
2. something in between is true;
3. no.
36. I am always happy to join a large company, for example, meet friends in the evening, go dancing, take part in an interesting social event:
1. yes;
2. something in between is true;
3. no.
37. At school I preferred:
1. music lessons (singing);
2. I find it difficult to say;
3. classes in workshops, manual labor.
38. If I am appointed responsible for something, I insist that my orders be strictly followed, otherwise I refuse the assignment:
1. yes;
2. sometimes;
3. no.
39. It is more important that parents:
1. contributed to the subtle development of feelings in their children;
2. something in between is true;
3. taught children to manage their feelings.
40. When participating in teamwork, I would prefer:
1. try to make improvements in the organization of work;
2. something in between is true;
3. keep records and ensure that rules are followed.
41. From time to time I feel the need to do something that requires significant physical effort:
1. yes;
2. something in between is true;
3. no.
42. I would prefer to treat people polite and delicate than rude and straightforward:
1. yes;
2. something in between is true;
3. no.
43. When I am criticized in public, it extremely depresses me:
1. yes, that's true;
2. something in between is true;
3. this is not true.
44. If my boss calls me to his office, I:
1. I use this occasion to ask for what I need;
2. something in between is true;
3. I'm worried that I did something wrong.
45. I believe that people should think very seriously before abandoning the experience of previous years, past centuries:
1. yes;
2. not sure;
3. no.
46. When reading something, I am always well aware of the author’s hidden intention to convince me of something:
1. yes;
2. not sure;
3. no.
47. When I was in grades 7-10, I participated in the school’s sports life:
1. quite often;
2. from case to case;
3. very rarely.
48. I keep my house in good order and almost always know what is where:
1. yes;
2. something in between is true;
3. no.
49. When I think about what happened during the day, I often feel anxious:
1. yes;
2. something in between is true;
3. no.
50. Sometimes I doubt whether the people I talk to are really interested in what I say:
1. yes;
2. something in between is true;
3. no.
51. If I had to choose, I would rather be:
1. forester;
2. difficult to choose;
3. high school teacher.
52. For birthdays, for holidays:
1. I like to give gifts;
2. I find it difficult to answer;
3. I think that buying gifts is a somewhat unpleasant task.
53. “Tired” is to “work” as “proud” is to:
1. smile;
2. success;
3. happy.
54. Which of these words does not fit the other two:
1. candle;
2. moon;
3. lamp.
55. My friends:
1. they didn’t let me down;
2. occasionally;
3. Let down quite often.
56. I have the following qualities in which I am definitely superior to other people:
1. yes;
2. not sure;
3. no.
57. When I'm upset, I try my best to hide my feelings from others:
1. yes, that's true;
2. rather something in between;
3. this is not true.
58. I would like to go to the cinema, to various performances and other places where I can have fun:
1. more than once a week (more often than most people);
2. about once a week (like most);
3. less than once a week (less often than most).
59. I think that personal freedom in behavior is more important than good manners and adherence to the rules of etiquette:
1. yes;
2. not sure;
3. no.
60. In the presence of people more important than me (people older than me, or with more experience, or with a higher position), I tend to behave modestly:
1. yes;
2. something in between is true;
3. no.
61. I find it difficult to tell something to a large group of people or speak in front of a large audience:
1. yes;
2. something in between is true;
3. no.
62. I can navigate well in unfamiliar areas, I can easily tell where is north, where is south, east or west:
1. yes;
2. something in between is true;
3. no.
63. If someone were angry with me:
1. I would try to calm him down;
2. I don’t know what I would do;
3. it would irritate me.
64. When I see an article that I consider unfair, I am more inclined to forget about it than to respond indignantly to the author:
1. yes, that's true;
2. not sure;
3. no, that's incorrect.
65. Insignificant little things do not stay in my memory for long, for example, the names of streets and shops:
1. yes;
2. something in between is true;
3. no.
66. I might like the profession of a veterinarian who treats and operates on animals:
1. yes;
2. difficult to say;
3. no.
67. I eat with pleasure and am not always as careful about my manners as other people do:
1. yes, that's true;
2. not sure;
3. no, that's incorrect.
68. There are times when I don’t want to meet anyone:
1. very rarely;
2. something in between is true;
3. quite often.
69. Sometimes they tell me that my voice and appearance reveal my excitement too clearly:
1. yes;
2. something in between is true;
3. no.
70. When I was a teenager and my opinions differed from those of my parents, I usually:
1. remained unconvinced;
2. average between a and b;
3. yielded, recognizing their authority.
71. I would like to work in a separate room, rather than with colleagues:
1. yes;
2. not sure;
3. no.
72. I would rather live quietly, as I please, than to be admired for my successes:
1. yes;
2. something in between is true;
3. no.
73. In many respects, I consider myself a quite mature person:
1. yes, that's true;
2. not sure;
3. no, that's incorrect.
74. Criticism, the way many people carry it out, unsettles me rather than helps me:
1. often;
2. occasionally;
3. never.
75. I am always able to strictly control the manifestation of my feelings:
1. yes;
2. something in between is true;
3. no.
76. If I made a useful invention, I would prefer:
1. work on it further in the laboratory;
2. difficult to choose;
3. take care of its practical use.
77. “Surprise” is to “unusual” as “fear” is to:
1. brave;
2. restless;
3. terrible.
78. Which of the following fractions does not fit the other two:
1. 3/7,
2. 3/9
3. 3/11.
79. It seems to me that some people don’t notice or avoid me, although I don’t know why:
1. yes, that's right;
2. not sure;
3. no, that's incorrect.
80. People treat me less kindly than I deserve by my kind attitude towards them:
1. very often;
2. sometimes;
3. never.
81. The use of obscene expressions is always disgusting to me (even if there are no persons of the other sex):
1. yes;
2. something in between is true;
3. no.
82. I certainly have fewer friends than most people:
1. yes;
2. something in between is true;
3. no.
83. I really don’t like being in places where there is no one to talk to:
1. true;
2. not sure;
3. incorrect.
84. People sometimes call me frivolous, although they consider me a pleasant person:
1. yes;
2. something in between is true;
3. no.
85. In various situations in society, I experienced excitement similar to that experienced by a person before going on stage:
1. quite often;
2. occasionally;
3. hardly ever.
86. When I am in a small group of people, I am content to stay away and mostly let others do the talking:
1. yes;
2. something in between is true;
3. no.
87. I prefer to read:
1. realistic descriptions of acute military or political conflicts;
2. I don’t know what to choose;
3. a novel that excites the imagination and feelings.
88. When they try to boss me around, I deliberately do the opposite:
1. yes;
2. something in between is true;
3. no.
89. If my superiors or family members reproach me for something, then, as a rule, only for the cause:
1. true;
3. incorrect.
90. I don’t like the way some people “stare” and unceremoniously look at a person in a store or on the street:
1. true;
2. something in between is true;
3. incorrect.
91. During a long trip I would prefer:
1. read something difficult but interesting;
2. I don’t know what I would choose;
3. spend time talking with a fellow traveler.
92. There is nothing bad or contrary to good taste in jokes about death:
1. yes, I agree;
2. something in between is true;
3. no, I don’t agree.
93. If my friends treat me badly and do not hide their hostility:
1. this doesn’t depress me at all;
2. something in between is true;
3. I'm losing heart.
94. I feel uneasy when people compliment me and praise me to my face:
1. yes, that's true;
2. something in between is true;
3. no, that's incorrect.
95. I would rather have a job:
1. with a clearly defined and constant income;
2. something in between is true;
3. with a higher salary, which would depend on my efforts and productivity.
96. I find it easier to solve a difficult question or problem:
1. if I discuss them with others;
2. something in between is true;
3. if I think about them alone.
97. I willingly participate in public life, in the work of various commissions:
1. yes;
2. something in between is true;
3. no.
98. When performing any work, I do not rest until even the most insignificant details are taken into account:
1. true;
2. average between a and b;
3. incorrect.
99. Sometimes very minor obstacles irritate me very much:
1. yes;
2. something in between is true;
3. no.
100. I sleep soundly, I never talk in my sleep:
1. yes;
2. something in between is true;
3. no.
101. If I worked in the economic sector, I would be more interested in:
1. talk with customers, clients;
2. I choose something in between;
3. maintain accounts and other documentation.
102. “Size” is to “length” as “dishonest” is to:
1. prison;
2. sinful;
3. stole.
103. AB is to GW as SR is to:
1. software;
2. OP;
3. TU.
104. When people behave unreasonably and recklessly:
1. I take this calmly;
2. something in between is true;
3. I feel contempt for them.
105. When I listen to music and someone is talking loudly next to me:
1. it doesn’t bother me, I can concentrate;
2. something in between is true;
3. It spoils my fun and makes me angry.
106. I think it would be more correct to say about me that I:
1. polite and calm;
2. something in between is true;
3. energetic and assertive.
107. I believe that:
1. you need to live according to the principle “time for business - time for fun”;
2. something between a and b;
3. You need to live cheerfully, without particularly worrying about tomorrow.
108. It is better to be cautious and expect little than to rejoice in advance, anticipating success in the depths of your soul:
1. agree;
2. not sure;
3. I don’t agree.
109. If I think about possible difficulties in my work:
1. I try to make a plan in advance on how to deal with them;
2. something in between is true;
3. I think I can handle them when they appear.
110. I easily get used to any society:
1. yes;
2. not sure;
3. no.
111. When you need a little diplomacy and the ability to convince people of something, they usually turn to me:
1. yes;
2. something in between is true;
3. no.
112. I would be more interested in:
1. advise young people, help them choose a job;
2. I find it difficult to answer;
3. work as an engineer-economist.
113. If I am absolutely sure that a person is acting unfairly or selfishly, I tell him about it, even if this threatens me with some trouble:
1. yes;
2. something in between is true;
3. no.
114. Sometimes I make some stupid remark as a joke just to surprise people and see what they have to say:
1. yes;
2. something in between is true;
3. no.
115. I would love to work for a newspaper as a columnist for theatrical productions, concerts, etc.:
1. yes;
2. not sure;
3. no.
116. If I have to sit for a long time in a meeting without talking or moving, I never feel the need to draw anything or fidget in my chair:
1. agree;
2. not sure;
3. I don’t agree.
117. If someone tells me something that I know is not true, I would rather think:
1. “he is a liar”;
2. something in between is true;
3. “apparently he was misinformed.”
118. I have a feeling that some kind of punishment awaits me, even if I have not done anything wrong:
1. often;
2. sometimes;
3. never.
119. The opinion that diseases are caused by mental causes to the same extent as physical (bodily) ones is greatly exaggerated:
1. yes;
2. something in between is true;
3. no.
120. Solemnity and beauty must be preserved in any important state ceremony:
1. yes;
2. something in between is true;
3. no.
121. It’s unpleasant for me if people think that I am too uncontrollable and neglect the rules of decency:
1. very;
2. a little;
3. doesn't bother me at all.
122. When working on something, I would rather do this:
1. in a team;
2. I don’t know what I would choose;
3. independently.
123. There are times when it is difficult to resist feeling sorry for yourself:
1. often;
2. sometimes;
3. never.
124. People often make me angry too quickly:
1. yes;
2. something in between is true;
3. no.
125. I can always get rid of old habits without much difficulty and never return to them:
1. yes;
2. something in between is true;
3. no.
126. Given the same salary, I would prefer to be:
1. lawyer;
2. I find it difficult to choose;
3. navigator or pilot.
127. “Better” is to “worst” as “slower” is to:
1. fast;
2. best;
3. fastest.
128. Which of the following combinations of characters should continue with ХOOOOХХХХХХХ:
1. OXXX;
2. OOXX;
3. XOOO.
129. When the time comes to do something that I have planned and waited for in advance, I sometimes feel unable to do it:
1. agree;
2. something in between is true;
3. I don’t agree.
130. I can usually concentrate and work without paying attention to the fact that people around me are very noisy:
1. yes;
2. something in between is true;
3. no.
131. It happens that I tell strangers about things that seem important to me, regardless of whether they ask me about it or not:
1. yes;
2. something in between is true;
3. no.
132. I spend a lot of free time talking with friends about the pleasant events that we once experienced together:
1. yes;
2. something in between is true;
3. no.
133. I enjoy doing risky things just for fun:
1. yes;
2. something in between is true;
3. no.
134. The sight of an uncleaned room really irritates me:
1. yes;
2. something in between is true;
3. no.
135. I consider myself a very sociable (open) person:
1. yes;
2. something in between is true;
3. no.
136. In communicating with people:
1. I don’t try to restrain my feelings;
2. something in between is true;
3. I hide my feelings.
137. I love music:
1. light, lively, coldish;
2. something in between is true;
3. emotionally rich and sentimental.
138. I am more admired by the beauty of the verse than by the beauty and perfection of the weapon:
1. yes;
2. not sure;
3. no.
139. If my successful remark went unnoticed:
1. I don't repeat it;
2. I find it difficult to answer;
3. I repeat my remark again.
140. I would like to work among juvenile offenders who have been released on bail:
1. yes;
2. something in between is true;
3. no.
141. More important to me:
1. maintain good relationships with people;
2. something in between is true;
3. Freely express your feelings.
142. On a tourist trip, I would prefer to follow a program compiled by experts rather than plan my route myself:
1. yes;
2. something in between is true;
3. no.
143. They rightly think of me that I am a persistent and hardworking person, but I rarely achieve success:
1. yes;
2. not sure;
3. no.
144. If people abuse my goodwill towards them, I am not offended and quickly forget about it:
1. agree;
2. not sure;
3. I don’t agree.
145. If a heated argument broke out in the group:
1. I would be curious who will emerge victorious;
2. something in between is true;
3. I would really like everything to end peacefully.
146. I prefer to plan my affairs myself, without outside interference and other people’s advice:
1. yes;
2. something in between is true;
3. no.
147. Sometimes feelings of envy influence my actions,
1. yes;
2. something in between is true;
3. no.
148. I am firmly convinced that the boss may not always be right, but he always has the right to insist on his own:
1. yes;
2. not sure;
3. no.
149. I get nervous when I think about everything that awaits me:
1. yes;
2. sometimes;
3. no.
150. If I participate in some kind of game, and those around me loudly express their thoughts, this does not throw me off balance:
1. agree;
2. not sure;
3. I don’t agree.
151. It seems to me interesting to be:
1. an artist;
2. I don’t know what to choose;
3. director of a theater or film studio.
152. Which of the following words does not fit the other two:
1. any;
2. several;
3. most of it.
153. “Flame” is to “heat” as “rose” is to:
1. spikes;
2. red petals;
3. smell.
154. I have such exciting dreams that I wake up:
1. often;
2. occasionally;
3. almost never.
155. Even if there is a lot against the success of any undertaking, I still think it’s worth taking the risk:
1. yes;
2. something in between is true;
3. no.
156. I like situations in which I unwittingly find myself in the role of a leader, because I know better than anyone what the team should do:
1. yes;
2. something in between is true;
3. no.
157. I would prefer to dress modestly, like everyone else, rather than flashy and original:
1. agree;
2. not sure;
3. I don’t agree.
158. An evening spent doing something I love attracts me more than a lively party:
1. agree;
2. not sure;
3. I don’t agree.
159. Sometimes I neglect the good advice of people, although I know that I should not do this:
1. occasionally;
2. hardly ever;
3. never.
160. When making decisions, I consider it obligatory for myself to take into account the basic forms of behavior - “what is good and what is bad”:
1. yes;
2. something in between is true;
3. no.
161. I don't like it when people watch me work:
1. yes;
2. something in between is true;
3. no.
162. It is not always possible to accomplish something using gradual, moderate methods; sometimes it is necessary to use force:
1. agree;
2. something in between is true;
3. I don’t agree.
163. At school I preferred (prefer):
1. Russian language;
2. difficult to say;
3. mathematics.
164. Sometimes I was upset because people spoke ill of me behind my back without any reason:
1. yes;
2. I find it difficult to answer;
3. no.
165. Conversations with ordinary people, bound by conventions and their own habits:
1. are often very interesting and informative;
2. something in between is true;
3. irritate me because the conversation revolves around trifles and lacks depth.
166. Some things make me so angry that I prefer not to talk about them at all:
1. yes;
2. something in between is true;
3. no.
167. In education it is more important:
1. surround the child with love and care;
2. something in between is true;
3. develop the child’s desired skills and attitudes.
168. People consider me a calm, balanced person who remains calm under any circumstances:
1. yes;
2. something in between is true;
3. no.
169. I think that our society, guided by expediency, must create new customs and throw aside old habits and traditions:
1. yes;
2. something in between is true;
3. no.
170. I have had unpleasant experiences due to the fact that, while thinking, I became inattentive:
1. hardly ever;
2. something in between is true;
3. several times.
171. I learn the material better:
1. reading a well-written book;
2. something in between is true;
3. participating in a group discussion.
172. I prefer to act in my own way instead of adhering to generally accepted rules:
1. agree;
2. not sure;
3. I don’t agree.
173. Before expressing my opinion, I prefer to wait until I am completely sure that I am right:
1. always;
2. usually;
3. only if it is practically possible.
174. Sometimes little things get on my nerves unbearably, although I understand that these are trifles:
1. yes;
2. something in between is true;
3. no.
175. I don’t often say things on the spur of the moment that I later regret:
1. agree;
2. something in between is true;
3. I don’t agree.
176. If I were asked to organize a collection of money for a gift for someone or to participate in organizing an anniversary celebration:
1. I would agree;
2. I don’t know what I would do;
3. I would say that, unfortunately, I am very busy.
177. Which of the following words does not fit the other two:
1. wide;
2. zigzag;
3. straight.
178. “Soon” is to “never” as “close” is to:
1. nowhere;
2. far away;
3. away.
179. If I have made some mistake in society, I quickly forget about it:
1. yes;
2. something in between is true;
3. no.
180. People around me know that I have many different ideas and I can almost always offer some kind of solution to a problem:
1. yes;
2. something in between is true;
3. no.
181. Perhaps more typical for me:
1. nervousness when encountering unexpected difficulties;
2. I don’t know what to choose;
3. tolerance for the desires (demands) of other people.
182. I am considered a very enthusiastic person:
1. yes;
2. something in between is true;
3. no.
183. I like work that is varied, involves frequent changes and travel, even if it is a little dangerous:
1. yes;
2. something in between is true;
3. no.
184. I am a very punctual person and always insist that everything is done as accurately as possible:
1. yes;
2. something in between is true;
3. no.
185. I enjoy work that requires special conscientiousness and precise workmanship:
1. yes;
2. something in between is true;
3. no.
186. I am one of the energetic people who are always busy with something:
1. yes;
2. not sure;
3. no.
187. I answered all the questions conscientiously and did not miss a single one:
1. yes;
2. not sure;
3. no.

Processing and interpretation of test results

Key to Cattell's Test

Factor Question numbers, answer types
A 3 a 26 c 27 c 51 c 52 a 76 c 101 a
b b b b b b b
126 a 151 c 176 a
b b b
B 28 53 54 77 from 78 102 from 103
b b b b b
127 c 128 152 a 153 c 177 a 178 a
b
C 4 a 5 s 29 s 30 a 55 a 79 s 80 s
b b b b b b b
104 a 105 a 129 c 130 a 154 c 179 a
b b b b b b
E 6 s 7 a 31 s 32 s 56 a 57 s 81 s
b b b b b b b
106 c 131 a 155 a 156 a 180 a 181 a
b b b b b b
F 8 s 33 a 58 a 82 s 83 a 107 s 108 s
b b b b b b b
132 a 133 a 157 c 158 c 182 a 183 a
b b b b b b
G 9 s 34 s 59 s 84 s 109 a 134 a 159 s
b b b b b b b
160 a 184 a 185 a
b b b
H 10 a 35 s 36 a 60 s 61 s 85 s 86 s
b b b b b b b
110 a 111 a 135 a 136 a 161 c 186 a
b b b b b b
I 11 sec 12 sec 37 sec 62 sec 87 sec 112 sec 137 sec
b b b b b b b
138 a 162 c 163 a
b b b
L 13 c 38 a 63 c 64 c 88 a 89 c 113 a
b b b b b b b
114 a 139 c 164 a
b b b
M 14 s 15 s 39 a 40 a 65 a 90 s 91 a
b b b b b b b
115 a 116 a 140 a 141 c 165 c 166 c
b b b b b b
N 16 sec 17 sec 41 sec 42 sec 66 sec 67 sec 92 sec
b b b b b b b
117 a 142 c 167 a
b b b
O 18 a 19 c 43 a 44 c 68 c 69 a 93 c
b b b b b b b
94 a 118 a 119 a 143 a 144 c 168 c
b b b b b b
Q1 20 a 21 a 45 s 46 a 70 a 95 s 120 s
b b b b b b b
145 a 169 a 170 c
b b b
Q2 22 sec 47 sec 71 sec 72 sec 96 sec 97 sec 121 sec
b b b b b b b
122 c 146 a 171 a
b b b
Q3 23 sec 24 sec 48 sec 73 sec 98 sec 123 sec 147 sec
b b b b b b b
148 a 172 c 173 a
b b b
Q4 25 s 49 a 50 a 74 a 75 s 99 a 100 s
b b b b b b b
124 a 125 c 149 a 150 c 174 a 175 c
b b b b b b

In factor B, a match with a key is worth 1 point. In the remaining factors, a match with “b” is equal to 1 point, and a match with the letters “a” and “c” in the key is equal to 2 points.

Formulas for calculating secondary factors of the Cattell test

F1 = [(38 + 2L + 3O + 4Q4) - (2C +2 H + 2Q3)] / 10;
F2 = [(2A + 3E + 4F +5H) - (2Q2 +11)] / 10;
F3 = [(77 + 2C + 2E + 2F + 2N) - (4A + 6I +2M)] / 10;
F3 = [(4E + 3M +4Q1 + 4Q2) - (3A + 2C)] / 10;

Conversion of primary “raw” grades into standard scores (walls)

Women 16-18 years old

Wall Factor
1 2 3 4 5 6 7 8 9 10
A 0-6 7-8 7-8 9-10 11 12-13 14-15 16 17-18 19-20

From 0-6 7-8 9-10 11-12 13-14 15-16 17-18 19-20 21 22-26
E 0-3 4 5-6 7-8 9-10 11-12 13-15 16-17 18-19 20-26
F 0-6 7-8 9-11 12-14 15-16 17-18 19-20 21-22 23 24-26
G 0-5 6-7 8-9 10-11 12-13 14 15-16 17 18 19-20

I 0-5 6-7 8 9-10 11 12-13 14 15 16-17 18-20
L 0-2 3 4-5 6 7-8 9 10-11 12-13 14 15-16
M 0-6 7 8-9 10 11-12 13-14 15-16 17 18-19 20-28
N 0-5 6 7 8 9-10 11 12-13 14 15 16-20
O 0-4 5 6-7 8-9 10-11 12-13 14-15 16-17 18-19 20-26
Q1 0-3 4 5 6 7-8 9 10-11 12 13-14 15-20

Q3 0-4 5-6 7 8-9 10 11-12 13 14 15-16 17-20
Q4 0-3 4-5 6-8 9-11 12-13 14-16 17-19 20-21 22-23 24-26

Men 16-18 years old

Wall Factor
1 2 3 4 5 6 7 8 9 10
A 0-3 4 5-6 7 8-9 10-11 12 13-14 15-16 17-20
B 0-1 2 3 4 5 6 7 8-9 10 11-12
From 0-7 8-9 10-11 12-13 14-15 16-17 18-19 20 21-22 23-26
E 0-6 7-8 9 10-11 12-13 14-15 16-17 18-19 20-21 22-26
F 0-5 6-8 9-11 12-14 15-16 17-18 19-20 21-22 23 24-26
G 0-4 5-6 7-8 9-10 11-12 13-14 15-16 17 18 19-20
N 0-2 3-4 5-7 8-10 11-13 14-16 17-18 19-20 21-22 23-26
I 0-2 3 4 5-6 7-8 9 10-11 12-13 14-15 16-20
L 0-3 4 5-6 7-8 9 10-11 12-13 14 15-16 17-20
M 0-4 5-6 7 8-9 10-11 12-13 14 15-16 17-18 19-26

O 0-3 4 5-6 7-8 9-10 11 12-13 14-15 16-17 18-26
Q1 0-4 5 6 7-8 9 10-11 12 13 14-15 16-20

Q3 0-3 4-5 6 7-8 9-10 11 12-13 14 15-18 17-20
Q4 0-2 3-4 5-6 7-8 10-12 13-15 16-17 18-19 2-21 22-26

Women 19-28 years old

Wall Factor
1 2 3 4 5 6 7 8 9 10
A 0-4 5-6 7 8-9 10-12 13 14-15 16 17 18 19-20

From 0-6 7-8 9-10 11-12 13-14 15-16 17-18 19-20 21-22 23-26
E 0-3 4 5-6 7-8 9-10 11-12 13-14 15-16 17-18 19-26
F 0-5 6-7 8-10 11-12 13-15 16-17 18-19 20-21 22 23-26
G 0-4 5-6 7-8 9-10 11-12 13 14-15 16-17 18 19-20
N 0-2 3-4 5-7 8-9 10-12 13-15 10-17 18-20 21-22 23-26
I 0-5 6 7-8 9-10 11-12 13 14 15 16-17 18-20
L 0-1 2-3 4 5 6-7 8-9 10 11-12 13-14 15-20
M 0-5 6-7 8 9-10 11-12 13-14 15-16 17 18-19 20-26
N 0-5 6 7 8 9-10 11 12-13 14 15-16 17-20
O 0-3 4 5-6 7 8-9 10-12 13-14 15-16 17-18 19-26

Q2 0-3 4 5-6 7 8-9 10-11 12-13 14-15 16-17 18-20
Q3 0-4 5 6-7 8-9 10 11-12 13 14 15-16 17-20
Q4 0-3 4-5 6-7 8-10 11-12 13-15 16-18 19-20 21-22 23-26

Men 19-28 years old

Wall Factor
1 2 3 4 5 6 7 8 9 10
A 0-3 4 5 6 7 8-9 10-11 12-13 14 15-16 17-20
B 0-4 5 - 6 7 8 9 10 11 12-13
S 0-7 8-9 10-11 12 13 14-15 16-17 18-19 20-21 22 23 26
E 0-6 7-8 9 10-11 12-13 14-16 17-18 19 20-21 22-26
F 0-5 6-8 9-10 11-13 14-15 16-17 18-19 20-21 22-23 24-46
G 0-4 5-8 7-9 10-11 12 13-14 15-16 17 18-19 20
N 0-2 3-4 5-7 8-10 11-18 14-16 17-18 19-20 21-22 23-26
I 0-2 3 4-5 6 7-8 9-10 11-12 13-14 15 16-20
L 0-3 4 5-6 7 8-9 10-11 12 13-14 15 16-20
M 0-5 6 7-8 9 10-11 12-13 14-15 16-17 18 19-20
N 0-5 6-7 8 9 10 11-12 13 14-15 16 17-20
O 0-3 4 5-6 7-8 9 10-11 12-13 14-15 16-17 18-26
Q1 0-4 5 6 7-8 9 10 11-12 13 14-15 16-20
Q2 0-3 4 5-6 7 8-9 10-11 12-13 14-15 16-17 18-20
Q3 0-3 4-5 6 7-8 9-10 11 12-13 14 15-16 17-20
Q4 0-3 4 5-7 8-9 10-12 13-14 15-17 18-19 20-21 22-26

Women 29-70 years old

Wall Factor
1 2 3 4 5 6 7 8 9 10
A 0-4 5-6 7-8 9-10 11 12-13 14-15 16 17-18 19-20

From 0-7 8-9 10-11 12-13 14-15 18-17 18-20 21-22 23-24 25-26
E 0-2 3 4-5 6-7 8-9 10-11 12-14 15-18 17-18 19-26
F 0-4 5-6 7-8 9-10 11-13 14-15 16-17 18-19 20-21 22-26
G 0-6 7 8-9 10 11 12-13 14-15 16 17 18-19 20
N 0-2 3-4 5-7 8-9 10-12 13-14 15-17 18-20 21-22 23-26
I 0-5 6-7 8 9-10 11 12-13 14 15-18 17 18-20
L 0-1 2 3-4 5 6-7 8 9-10 11 12-13 14-20
M 0-6 7 8-9 10-11 12 13-14 15-16 17 18-19 20-26
N 0-5 6 7 8-9 10 11 12-13 14 15 16-20
O 0-3 4 5-6 7-8 9-10 11-12 13-14 15-18 17-18 19-26
Q1 0-3 4 5 6-7 8 9 10-11 12-13 14 15-20
Q2 0-3 4 5-6 7-8 9 10-11 12-13 14-15 16-17 18-20
Q3 0-5 6-7 8 9-10 11 12-13 14 15-16 17 18-20
Q4 0-2 3-4 5-7 8-10 11-12 13-15 18-17 18-20 21-22 23-26

Men 29-70 years old

Wall Factor
1 2 3 4 5 6 7 8 9 10
A 0-3 4 5-6 7 8-9 10-11 12-13 14 15-16 17-20
B 0-1 2 3 4 5 6 7 8-9 10 11-13
From 0-7 8-10 11-12 13-14 15-16 17 18-19 20-21 22-23 24-26
E 0-5 6-7 8-9 10-11 12-13 14-15 16-17 18-19 20-21 22-26
F 0-3 4-5 6-8 9-10 11-13 14-15 16-17 18-19 20 21-26
G 0-4 5-7 8-10 11-12 13 14-15 16-17 18 19 20
N 0-3 4-5 6-8 9-11 12-14 15-16 17-19 20-21 22-23 24-26
I 0-2 3 4 5-6 7-8 9-10 11-12 13-14 15 16-20
L 0-2 3 4-5 6-7 8 9-10 11-12 13 14-15 16-20
M 0-5 6-7 8 9-10 11 12-13 14-15 16-17 18-19 20-26
N 0-6 7 8-9 10 11 12-13 14 15 16-17 18-20
O 0-2 3 4-5 6-7 8-9 10-11 12 13-15 16-17 18-26
Q1 0-4 5-6 7 8 9-10 11 12-13 14 15-16 17-20
Q2 0-3 4 5-6 7-8 9-10 11 12-13 14-15 16-17 18-20
Q3 0-4 5-6 7-8 9 10-11 12 13-14 15 16-17 18-20
Q4 0 1-2 3-5 6-7 8-10 11-12 13-15 16-17 18-19 20-26

Description of the primary factors of the Cattell test

1. Factor A: “isolation - sociability”

The A- pole in the technical name is called sizothymia (from the Latin word sizo, which means dull, dull). Pole A+ is called affectothymia, and it characterizes the intense expression of affects (feelings). An emotionally “sluggish”, “dry” person tends to be cautious when expressing feelings; she is little expressive. The most striking feature of affectotymia is good nature, cheerfulness, interest in people, and emotional sensitivity.

In general, factor A is focused on measuring a person’s sociability in small groups and the ability to establish direct, interpersonal contacts.

In the questionnaire answers, a person with A+ prefers working with people, social approval, and likes to keep up with the times. A person with the A pole loves ideas and prefers to work alone. There is evidence that A+ individuals are sociable, can be leaders in small groups, and often choose to work with people; individuals with the A- pole can be artists, scientists and researchers and prefer to work independently, isolated from the group.

. 1-3 wall- prone to rigidity, coldness, skepticism and aloofness. He is attracted to things more than people. Prefers to work on his own, avoiding compromises. Inclined to precision, rigidity in activities, personal attitudes. In many professions this is desirable. Sometimes he tends to be critical, unbending, firm, tough.
. 4th wall- reserved, detached, critical, cold (schizothymia).
. 7 walls- outward-facing, easy to communicate, involved affectively (cyclothymia).
. 8-10 walls- a tendency towards good nature, ease of communication, emotional expression; ready to cooperate, attentive to people, soft-hearted, kind, adaptable. Prefers those activities where there are activities with people, situations with social significance. This person easily joins active groups. He is generous in personal relationships and is not afraid of criticism. Remembers events, surnames, first names and patronymics well.

2. Factor B: intelligence

Factor B does not determine the level of intelligence; it is focused on measuring the efficiency of thinking and the general level of verbal culture and erudition. It should be noted that low scores on this factor may depend on other personality characteristics: anxiety, frustration, low educational qualifications. And most importantly, factor B is perhaps the only factor of the technique that is not strictly validated. Therefore, the results for this factor are indicative.

. 1-3 wall- tends to understand the material more slowly when studying. “Dumb”, prefers a specific, literal interpretation. His “dumbness” either reflects low intelligence or is a consequence of decreased function as a result of psychopathology.
. 4th wall- less intellectually developed, thinks specifically (less ability to learn).
. 7 walls- more intellectually developed, abstractly thinking, reasonable (high learning ability).
. 8-10 walls- quickly perceives and assimilates new educational material. There is some correlation with cultural level as well as reactivity. High scores indicate the absence of a decrease in intellectual function in pathological conditions.

3. Factor C: “emotional instability - emotional stability”

This factor characterizes dynamic generalization and maturity of emotions, as opposed to unregulated emotionality. Psychoanalysts have tried to describe this factor as ego-strength and ego-weakness. According to Cattell’s method, a person with the C- pole is easily irritated by certain events or people, is not satisfied with life situations, with his own health, in addition, he is a weak-willed person. However, this interpretation is quite orthodox, since it does not take into account the plasticity of the emotional sphere. People with a high score on the C+ factor are more likely to be leaders than those whose scores on this factor are closer to the C- pole. On the other hand, the range of indicators for factor C among management personnel is wide; Some of them have low values for this factor (perhaps this is due to the reaction of fatigue and preoccupation with stress).

It has been established that people with high and average scores on factor C are also characterized by higher moral qualities.

In general, the factor is of genetic origin and is aimed at measuring emotional stability; it largely correlates with the concepts of a weak and strong nervous system (according to I.P. Pavlov).

Professions that require overcoming stressful situations (managers, pilots, rescuers, etc.) should be mastered by individuals with high scores on factor C. At the same time, in professions that do not require quick decision-making, emotional stability and where it is possible to resolve the issue yourself (artists, postmen, etc.), you can have low scores on this factor.

. 1-3 wall- there is a low threshold for frustration, changeable and plastic, avoiding the demands of reality, neurotically tired, irritable, emotionally excitable, having neurotic symptoms (phobias, sleep disorders, psychosomatic disorders). A low threshold is characteristic of all forms of neurotic and some mental disorders.
. 4th wall- sensitive, less emotionally stable, easily upset.
. 7 walls- emotionally stable, soberly assessing reality, active, mature.
. 8-10 walls- emotionally mature, stable, unflappable. High ability to comply with public moral standards. Sometimes humble resignation in the face of unresolved emotional problems. A good level “C” allows you to adapt even with mental disorders.

4. Factor E: “subordination-dominance”

Factor E does not correlate very significantly with leadership achievements, but is associated with social status and is higher among leaders than among followers. There is an assumption that estimates for this factor change with age and depend on the gender of the subject. In their behavior, people with high scores (on this factor) experience a need for autonomy.

. 1-3 wall- inferior to others, submissive. Often dependent, admits his guilt. Strives for obsessive adherence to correctness and rules. This passivity is part of many neurotic syndromes.
. 4th wall- modest, submissive, soft, compliant, pliable, conforming, adaptable.
. 7 walls- self-affirming, independent, aggressive, stubborn (dominant).
. 8-10 walls- self-affirming, self-confident, independent-minded. Tends to asceticism, is guided by his own rules of behavior, hostile and extrapunitive (authoritarian), commands others, does not recognize authorities.

5. Factor F: “restraint - expressiveness”

F- / 0-5 points	F+ / 6-12 points
Prudence, caution, prudence in choosing a communication partner. Tendency to concern, worry about the future, pessimism in the perception of reality, restraint in the expression of emotions.	Cheerfulness, impulsiveness, enthusiasm, carelessness, recklessness in choosing communication partners, emotional significance of social contacts, expressiveness, expansiveness, emotional brightness in relationships between people, dynamic communication, which involves emotional leadership in groups

This factor is a component of second-order factors of various personality traits. An interesting fact is that over the years, the manifestation of impulsiveness and carelessness gradually decreases, which can be considered as evidence of a certain emotional maturity.

In general, factor F is focused on measuring emotional intensity and dynamism in communication processes. Example: actors, effective leaders have higher ratings, artists, followers - lower ones.

. 1-3 wall- leisurely, reserved. Sometimes gloomy, pessimistic, cautious. He is considered a very accurate, sober, reliable person.
. 4th wall- sober, careful, serious, silent;
. 7 walls- carefree, impulsively lively, cheerful, full of enthusiasm.
. 8-10 walls- cheerful, active, talkative, carefree, can be impulsive.

6. Factor G: “low normative behavior - high normative behavior”

G- / 0-6 points

G+ / 7-12 points

Tendency to inconstancy, susceptibility to the influence of feelings, chance and circumstances. Indulges his desires, makes no effort to fulfill group requirements and norms. Disorganization, irresponsibility, impulsiveness, lack of agreement with generally accepted moral rules and standards, flexibility in relation to social norms, freedom from their influence, sometimes unprincipledness and a tendency to antisocial behavior.

Conscientiousness, responsibility, stability, balance, perseverance, tendency to moralize, rationality, conscientiousness. A developed sense of duty and responsibility, conscious adherence to generally accepted moral rules and norms, persistence in achieving goals, business orientation.

This factor resembles factor C, especially with regard to the role of self-regulation of behavior and attitudes towards other people. This factor characterizes the characteristics of the emotional-volitional sphere (perseverance, organization - irresponsibility, disorganization) and the characteristics of the regulation of social behavior (acceptance or ignorance of generally accepted moral rules and norms). Psychoanalysts interpret this factor as a high superego and a low superego. The researcher should be especially careful in analyzing low scores for this factor (G-) since there is no direct relationship between low scores and pronounced antisocial behavior (for example, with criminals). On the contrary, it is known that many people who do not perceive “middle class morality”, “intellectuals”, “emancipated individuals”, people who express humanistic ideals and are flexible about social and cultural traditions, may have low scores on this factor.

High scores can often characterize not only strong-willed personality traits, but also a tendency toward cooperation and conformity.

. 1-3 wall- tendency to inconstancy of goals, relaxed in behavior, does not make efforts to complete group tasks, fulfill socio-cultural requirements. His freedom from group influence may lead to antisocial behavior, but at times it makes him more effective. Refusal to obey rules reduces somatic disorders under stress.
. 4th wall- taking advantage of the moment, looking for advantage in the situation. Avoids rules, feels unimportant.
. 7 walls- conscientious, persistent, you can rely on him, sedate, obligatory.
. 8-10 walls- demanding of himself, guided by a sense of duty, persistent, takes responsibility, conscientious, prone to moralizing, prefers hard-working people, witty.

7. Factor H: “timidity - courage”

Factor H is a clearly defined factor that characterizes the degree of activity in social contacts. It should be taken into account that this factor is of genetic origin and reflects the activity of the body and temperamental characteristics. People with high ratings of this factor are prone to risk professions (test pilots), persistent, sociable, and able to withstand emotional stress, which often makes them leaders.

Low scores for this factor characterize people who are shy, timid, not sociable, and have difficulty making independent decisions.

. 1-3 wall- shy, evasive, keeps aloof, “disgusted.” Usually feels a sense of inadequacy. Speech is slow, difficult, and difficult to express. Avoids professions associated with personal contacts. He prefers to have 1-2 close friends and is not inclined to delve into everything that happens around him.
. 4th wall- shy, reserved, insecure, fearful, timid.
. 7 walls- adventurous, socially courageous, uninhibited, spontaneous.
. 8-10 walls- sociable, brave, experiences new things; spontaneous and lively in the emotional sphere. His “thick skin” allows him to endure complaints and tears, difficulties in communicating with people in emotionally intense situations. May be careless about details and may not respond to danger signals.

8. Factor I: “hardness - sensitivity”

I- / 0-5 points for men, 0-6 points for women	I+ / 6-12 points for men, 7-12 points for women
Unsentimentality, self-confidence, severity, rationality, flexibility in judgment, practicality, sometimes some rigidity and callousness towards others, rationality, logic.	Sensitivity, impressionability, richness of emotional experiences, a penchant for romanticism, an artistic perception of the world, developed aesthetic interests, artistry, femininity, a tendency towards empathy, sympathy, empathy and understanding of other people, refined emotionality.

According to a number of studies, people with high scores on this factor are usually romantic and love travel and new experiences. They have a developed imagination and aesthetics are important to them.

This factor reflects differences in the cultural level and aesthetic sensitivity of the individual. An interesting fact is that people with low scores on this factor get sick less, are more aggressive, play sports more often, and are athletic.

The characteristics of this factor are closer to the second-order factor “low emotionality - high emotionality”; this factor is dominant there.

A person with high scores on this factor is characterized as physically and mentally sophisticated, prone to reflection, thinking about his mistakes and ways to avoid them.

Let us note that scores for this factor are higher for women than for men, and they depend on environmental conditions and cultural level. Cattell defines this personality trait as “programmed emotional sensitivity,” thereby emphasizing the prerogative of the genetic origin of this personality trait. It should be noted that men with high grades most often belong to the artistic personality type. By occupation, high scores on this factor unite artists, performers, musicians, writers, diagnosticians and psychiatrists, and lawyers. Persons with I- are more prone to neurotic discrepancies (when studied using the Eysenck test, these people have high scores on such a characteristic as neuroticism). In general, this factor determines the degree of emotional sophistication of the individual.

. 1-3 wall- practical, realistic, courageous, independent, has a sense of responsibility, but is skeptical about the subjective and cultural aspects of life. Sometimes ruthless, cruel, smug. Leading the group, makes it work on a practical and realistic basis.
. 4th wall- strong, independent, self-reliant, realistic, does not tolerate meaninglessness.
. 7 walls- weak, dependent, insufficiently independent, helpless, sensitive.
. 8-10 walls- weak, dreamy, picky, capricious, feminine, sometimes demanding of attention, help, dependent, impractical. Does not like rude people and rude professions. Tends to slow down the group's activities and disrupt its morale by unrealistically delving into small things and details.

9. Factor L: “gullibility - suspicion”

Cattell named this factor alaxia (L-) - protensia (L+). The term protensia means "protection" and "internal tension"; high scores on this factor may correlate with neurotic characteristics. At the same time, high scores on this factor are often found among people of independent behavior, among those whose occupation is associated with the creation of something, for example, in the field of religion and science. A number of character traits that are classified as dominance (Factor E) should in fact be associated with this factor. The L- pole characterizes a person who is good-natured, open, and perhaps without ambition or desire to win.

In general, factor L reflects an emotional attitude towards people. Very high scores on this factor indicate excessive protection and emotional tension, frustrated personality. The low pole (L-) characterizes a good-natured personality, but prone to conformism.

. 1-3 wall- tends to be free from the tendency of jealousy, adaptable, cheerful, does not strive for competition, cares about others. Works well in a group.
. 4th wall- trusting, adaptable, non-jealous, accommodating.
. 7 walls- suspicious, having his own opinion, not susceptible to deception.
. 8-10 walls- distrustful, doubtful, often immersed in one’s own “I”, stubborn, interested in inner mental life. Careful in his actions, cares little about other people, does not work well in a group. This factor does not necessarily indicate paranoia.

10. Factor M: “practicality - dreaminess”

The picture of this factor is quite complex. In general, individuals with M+ have a vibrant inner intellectual life, with intense experience of ideas and feelings. They can be “bohemian” and non-conformist in behavior. Artists, poets, researchers, experimenters, high-ranking managers, editors, etc. have high scores for this factor. Low scores are given to people engaged in mechanical calculations, where attention and concentration are required. It has also been noted that people with low scores on this factor are less likely to get into car accidents. They are characterized by balance and sanity. However, in unexpected situations they often lack imagination and resourcefulness.

In general, the factor is focused on measuring the characteristics of the imagination, reflected in the real behavior of the individual, such as practicality, down-to-earthness or, conversely, some “having their head in the clouds”, a romantic attitude towards life.

. 1-3 wall- worries about doing the right thing, is practical, driven by the possible, cares about details, maintains presence of mind in extreme situations, but sometimes retains imagination.
. 4th wall- practical, thorough, conventional. We control external real circumstances.
. 7 walls- a person with a developed imagination, immersed in internal needs, cares about practical issues. Bohemian.
. 8-10 walls- prone to unpleasant behavior for others (not everyday), unconventional, does not worry about everyday things, self-motivated, has a creative imagination. Pays attention to the “essential” and forgets about specific people and realities. Inwardly directed interests sometimes lead to unrealistic situations accompanied by expressive outbursts. Individuality leads to his rejection in group activities.

11. Factor N: “straightforwardness - diplomacy”

The factor is focused on measuring the individual’s relationship with people and the surrounding reality. So far this factor has not been sufficiently studied. However, we can say that the factor characterizes some form of tactical skill of the individual (the factor is positively correlated with mental abilities and dominance and with a certain self-doubt of the individual). High scores on this factor characterize diplomats as opposed to a “natural and straightforward” person with naive emotional sincerity, directness and ease. Cattell described people who score high on the N factor this way: “They can be either Socrates or a smart boy, while people who score low on the N factor are expressive, warm, and kind.”

There is evidence that people with low scores on this factor are more trustworthy and liked, especially among children. People with high grades can be described as intelligent, independent, and complex in nature. Subcultural studies have revealed a connection between high scores on this factor and the ability to survive and a certain sophistication. According to dynamic characteristics, people with high scores are leaders in analytical, focused discussion and in the formation of functional group decisions (theater directors, film directors, and diplomats usually have high scores on this factor).

People with a low score on the N factor are slow, conservative, and interfere with the group’s decision-making.

Cattell figuratively called the positive pole the Machiavelli pole, and the negative pole the Rousseau pole.

. 1-3 wall- prone to lack of sophistication, sentimentality and simplicity. Sometimes rude and harsh, usually natural and spontaneous.
. 4th wall- direct, natural, unsophisticated, sentimental.
. 7 walls- cunning, unscrupulous, secular, insightful (refined).
. 8-10 walls- sophisticated, experienced, worldly, cunning. Prone to analysis. An intellectual approach to assessing a situation, close to cynicism.

12. Factor O: “calmness - anxiety”

O- / 0-6 points	O+ / 7-12 points
Carelessness, arrogance, cheerfulness, self-confidence and self-confidence, serenity, fearlessness, composure, calmness, lack of remorse and guilt.	Anxiety, preoccupation, vulnerability, hypochondriacality, moodiness, fear, self-doubt, apprehension, self-blame, depression, sensitivity to the approval of others, guilt and dissatisfaction with oneself.

Previously, when interpreting this factor, terms such as “depressive tendency”, “bad mood”, “self-deprecation” and even “neurotic state” were used. Low grades are typical for people who “manage their failures.” A person with high scores on this factor feels unstable, tense in difficult life situations, easily loses his presence of mind, and is full of regrets and compassion; it is characterized by a combination of symptoms of hypochondria and neurasthenia with a predominance of fears. This factor is broader than guilt in the generally accepted sense. The sustainability component is also important in this factor; High scorers are often shy and have difficulty making contact with other people.

Low scores on this factor characterize those people who can cope with their failures, in contrast to those who experience failures as an internal conflict. There is evidence that antisocial individuals do not suffer from feelings of guilt.

By occupation, religious persons, artists, performers, and writers are highly rated on this factor. High grades largely determine successful leadership in difficult situations and the individual’s desire for self-actualization. At the same time, these assessments are characteristic of neurotics, alcoholics and people with certain types of psychopathy. Cattell believes that this factor can, within certain limits, be called the Hamlet factor and it can have a socio-moral significance that admirers of Dostoevsky intuitively feel. It should be taken into account that high scores on this factor may have a situational origin.

. 1-3 wall- serene, with a calm mood, it is difficult to anger him, unperturbed. Confident in yourself and your abilities. Flexible, does not feel threatened, sometimes to the point of being insensitive to the fact that the group is going down a different path and that it might cause hostility.
. 4th wall- serene, trusting, calm.
. 7 walls- anxious, depressed, worried (tendency of autopunitiveness), feeling of guilt.
. 8-10 walls- depressed, bad mood prevails, gloomy forebodings and thoughts, anxiety. Tendency to become anxious in difficult situations. Feeling that he is not accepted by the group. High scores are common in clinical groups of all types.

13. Factor Q1: “conservatism - radicalism”

Research has provided evidence that individuals with high scores on this factor are better informed, less prone to moralizing, and express greater interest in science than in dogma. Moreover, they are ready to break habits and established traditions; they are characterized by independence of judgment, views and behavior.

The factor determines radical, intellectual, political and religious attitudes.

High scores for this factor are observed among managers, administrators, scientists, university teachers, and especially among researchers and theorists. Low - among unskilled specialists and service personnel (nannies, nurses, etc.).

There is an assumption that this factor is of genetic origin and in everyday consciousness correlates with such human characteristics as “smart” (Q1+) and “stupid” (Q1-). It is noteworthy that business leaders score high on this factor.

In the behavioral picture, a person with low scores on this factor is characterized as a “conservative”, and with high scores - as a “radical”.

. 1-3 wall- is convinced of the correctness of what he was taught, and accepts everything as proven, despite the contradictions. Tends to be cautious and compromise when dealing with new people. Tends to resist and resist change and postpone it, sticks to tradition.
. 4th wall- conservative, respecting principles, tolerant of traditional difficulties.
. 7 walls- experimental, critical, liberal, analytical, free-thinking.
. 8-10 walls- is absorbed in intellectual problems, has doubts on various fundamental issues. He is skeptical and tries to understand the essence of ideas old and new. He is often better informed, less inclined to moralize, more inclined to experiment in life, tolerant of inconsistencies and changes.

14. Factor Q2: “conformism - nonconformism”

Low scores on this factor are given to sociable individuals, for whom the approval of society means a lot; these are secular people. High marks are given to people who are often disconnected from the group and who are individualists by occupation - writers, scientists and criminals!

This factor is central to the second-order factor “dependence - independence”.

It should be especially taken into account that indicators for this factor can characterize a certain sociability of an individual and have a constant connection with the criteria of real life.

Essentially, Cattell believes that this factor is “thinking introversion” and both family and social traditions play a significant role in the formation of such a model of behavior. Such people are characterized by a fairly high degree of awareness in choosing a line of behavior.

. 1 -3 wall- prefers to work and make decisions together with other people, loves communication and admiration, depends on them. I tend to go with a group. Not necessarily sociable, rather he needs support from the group.
. 4th wall - dependent on the group, “joining”, follower, responding to the call (group dependence).
. 7 walls- self-satisfied, offering his own solution, enterprising.
. 8-10 walls- independent, inclined to go his own way, make his own decisions, act independently. He does not take into account public opinion, but does not necessarily play a dominant role in relation to others (see factor E). It cannot be assumed that he does not like people, he simply does not need their consent and support.

15. Factor Q3: “low self-control - high self-control”

Low scores on this factor indicate weak will and poor self-control. The activities of such people are disordered and impulsive. A person with high scores on this factor has socially approved characteristics: self-control, perseverance, conscientiousness, and a tendency to observe etiquette. In order to meet such standards, an individual is required to make certain efforts, have clear principles, beliefs and take into account public opinion.

This factor measures the level of internal control of behavior and personality integration.

People with high scores on this factor are prone to organizational activities and achieve success in professions that require objectivity, determination, and balance. The factor characterizes a person’s awareness in regulating the strength of the “I” (factor C) and the strength of the “super-ego” (factor G) and determines the severity of the volitional characteristics of the individual. This factor is one of the most important for predicting the success of activities. It is positively related to the frequency of being chosen as a leader and the degree of activity in solving group problems.

. 1-3 wall- is not guided by volitional control, does not pay attention to social requirements, is inattentive to others. May feel inadequately adjusted.
. 4th wall- internally undisciplined, conflict-ridden (low integration).
. 7 walls- controlled, socially accurate, following the “I” image (high integration).
. 8-10 walls- tends to have strong control over their emotions and general behavior. Socially attentive and thorough; exhibits what is commonly called "self-respect" and concern for social reputation. Sometimes, however, he is prone to stubbornness.

16. Factor Q4: “relaxation - tension”

A high score (9-12 points) is interpreted as energetic excitement, which requires a certain release; sometimes this condition can turn into a psychosomatic disorder: emotional stability decreases, balance is disturbed, and aggressiveness may appear. Such people rarely become leaders.

Research has shown that a low score (0-5 points) is typical for people with a low level of achievement motivation who are content with what they have. Persons with values of this factor from 5 to 8 points are characterized by optimal emotional tone and stress resistance.

. 1-3 wall- prone to relaxation, balance, contentment. In some situations, his oversatisfaction can lead to laziness and the achievement of low results. On the contrary, high levels of stress can impair the effectiveness of school or work.
. 4th wall- relaxed (unstressed), unfrustrated.
. 7 walls- tense, frustrated, driven, overreactive (high energy tension).
. 8-10 walls- prone to tension and excitability.

17. Factor MD: “adequate self-esteem - inadequate self-esteem”

The MD factor is additional to the main 16 and is highlighted in Cattell’s personal methodology for forms C and D. The average values of this factor (from 5 to 9 points) characterize the adequacy of a person’s self-esteem and its certain maturity. For the researcher, data on this factor are of great importance, since they help assess the maturity of the individual, and can also be used when working individually with the subject.

Description of secondary factors of the Cattell test

F1. Anxiety

Low scores - in general, this person is satisfied with what he has and can achieve what he thinks is important. However, very low scores may indicate a lack of motivation in difficult situations.

High scores indicate a high level of anxiety in its usual sense. Anxiety is not necessarily neurotic, since it can be situationally determined. However, in some way it has maladjustment, because the person is dissatisfied to a degree that does not allow him to fulfill the requirements and achieve what he wants. Very high anxiety usually impairs productivity and leads to physical disorders.

F2. Extraversion - introversion

Low scores - a tendency to dryness, self-satisfaction, frozen interpersonal contacts. This can be beneficial in work that requires precision.

High scores - socially contactable, uninhibited, successfully establishing and maintaining interpersonal connections. This can be very beneficial in situations that require this type of temperament. This trait should always be considered a favorable prognosis in activities, for example, in studies.

F3. Sensitivity

Low scores - a tendency to experience difficulties in connection with the emotionality manifested in everything. These people may be the dissatisfied and frustrated type. However, there is a sensitivity to the nuances of life. Probably there are artistic inclinations and softness. If such a person has a problem, then resolving it requires a lot of thought before taking action.

High scores - enterprising, determined and flexible personality. This person tends not to notice the nuances of life, directing his behavior towards what is too obvious and obvious. If difficulties arise, they cause quick action without sufficient thought.

F4. Conformity

Low scores - a group-dependent, passive person who needs the support of other people and orients his behavior towards the people who provide such support.

High scores - aggressive, independent, courageous, sharp personality. Tries to choose situations where such behavior is at least tolerated. Shows significant initiative.

Interpretation of Cattell test results

Social and psychological characteristics: extraversion - introversion

A-, F-, H-

Restraint in interpersonal contacts, difficulties in direct and social communication, a tendency to individual work, isolation, focus on one’s inner world. Introversion.

A-, F+, H-

Restraint in establishing both interpersonal and social contacts. In behavior - expressiveness, impulsiveness; in character, shyness and external activity are manifested, a tendency towards individual activity. A tendency towards introversion.

A+, F-, H-

Openness in interpersonal contacts, the ability to communicate directly, restraint and prudence in establishing social contacts, caution and shyness.

A+, F-, H+

Openness in interpersonal contacts, activity, sociability, readiness to join new groups, restraint and prudence in choosing communication partners. Tendency towards extraversion.

A- , F+, H+

Restraint in direct interpersonal contacts, activity, expressiveness in social communication, readiness to join new groups, a tendency to lead. Tendency towards extraversion.

A- , F-, H+

Restraint and prudence in establishing interpersonal contacts, activity in the social sphere, business leadership can be manifested.

A+, F+, H-

Openness, expressiveness, impulsiveness in interpersonal communication. Difficulty in establishing social contacts, shyness in new, unfamiliar circumstances, difficulty making social decisions.

A+, F+, H+

Openness, sociability, activity in establishing both interpersonal and social contacts. Behavior reveals expressiveness, impulsiveness, social courage, risk-taking, readiness to join new groups, and to be a leader. Focused outward, on people. Extraversion.

Social and psychological characteristics: communicative properties

E+, Q2+, G+, N+, L+

Independence of character, a tendency towards dominance, authoritarianism, wariness towards people, opposing oneself to a group, a tendency towards leadership, a developed sense of responsibility and duty, acceptance of rules and norms, independence in decision-making, initiative, activity in social spheres, flexibility and diplomacy in interpersonal communication, the ability to find non-trivial solutions in practical, everyday situations.

E-, Q2+, L+, N+, G+

The character shows softness and pliability. These features are compensated in social behavior by opposing oneself to the group, wariness towards people, flexibility and diplomacy in communication, a developed sense of duty and responsibility, and acceptance of generally accepted moral rules and norms.

E+, Q2-, G+, L+, N+

Independence of character, wariness towards people, flexibility and diplomacy in communication, manifestation of conformal reactions, submission to the requirements and opinions of the group, acceptance of generally accepted moral rules and norms, desire for leadership and dominance (authoritarianism) as a manifestation of conformity.

E+, Q2-, G+, L-, N+

Independence of character, openness, diplomacy towards people, acceptance of generally accepted rules and norms, a developed sense of duty and responsibility. Submission to the requirements and opinions of the group, the ability to make independent and original decisions in both intellectual and everyday situations.

E+, Q2-, G+, L-, N-

Independence in making intellectual decisions, openness and straightforwardness towards people, manifestation of conformity, acceptance of generally accepted moral rules and norms, developed sense of duty and responsibility, submission to the requirements and opinions of the group.

E+, L-, Q2+, G+, N+

Independence of character, openness and diplomacy towards people, a developed sense of duty and responsibility, acceptance of generally accepted moral rules and norms, a tendency towards leadership, dominance (authoritarianism), confidence in social situations.

E+, L-, N+, Q2+, G-

Independence of character, manifestation of non-conformist reactions, free attitude to generally accepted rules and norms, a tendency to oppose oneself to a group, autonomy in social behavior, some irresponsibility, a tendency to violate traditions, make extraordinary decisions in relation to people - openness, gullibility, diplomacy (at a high level intelligence, one can assume a high creative potential of the individual).

E+, Q2-, L-, G-, N-

Independence of character, manifested in a free attitude towards generally accepted moral rules and norms, not expressed by a sense of duty and responsibility. Behavior is characterized by conformal reactions, dependence on the opinions and demands of the group, openness and straightforwardness in relation to people, and some social immaturity.

E+, Q2-, G-, L+, N+

Independence of character, wariness and insight towards people, dependence on the group and public opinion, conformity and some social immaturity. There may be neurotic reactions (with low scores on the MD factor and high scores on the O factor).

E+, L-, Q2-, G+, N-

Independence of character in relation to people - openness, trustfulness and straightforwardness. A developed sense of duty, responsibility, adherence to generally accepted rules and norms, dependence on the opinions and demands of the group. In extreme situations, dominance can manifest itself.

E+, L+, Q2-, G+, N-

Independence of character, wariness towards people, straightforwardness. In the social sphere, conformal reactions are manifested: dependence on the opinions and demands of the group, adherence to generally accepted moral rules and norms, some social lack of independence, independence manifests itself in motivation and a sense of duty and responsibility.

E-, L-, Q2-, N-, G-

Gentleness, compliance and openness, adherence to the opinion and demands of the group, straightforwardness and trustfulness towards people, a free attitude towards generally accepted moral rules and norms. Conformity of behavior, social lack of independence and immaturity are noted.

E- , L+, Q2+,N+, G+

The natural softness and pliability of character is compensated by a wary attitude towards people, a desire for independence and opposition to the group. Full acceptance of generally accepted moral rules and norms, diplomacy and insight in relationships with people. Possible manifestation of business leadership.

E-, L+, Q2-, N+, G+

Gentleness, pliability, wariness, diplomacy, and worldly insight are noted in relation to people. Social behavior is characterized by conformist reactions, adherence to generally accepted moral rules and norms, dependence on the opinions and demands of the group, and lack of independence in decision-making.

E-, L-, Q2+, N+, G+

Gentleness, pliability towards people, open and insightful. In a small group - the desire for independence, some opposition to the group. A developed sense of duty and responsibility, acceptance of generally accepted moral rules and norms. It is possible to demonstrate strong-willed qualities and some desire for leadership.

E-, L- , Q2-, N+, G+

Softness, pliability, pliability. In relation to people - openness and insight. In social behavior, it is characterized by conformism, dependence on the opinions and demands of the group, acceptance of generally accepted moral rules and norms, lack of independence and indecisiveness in decision-making.

E-, L-, Q2+, N-, G+

Gentleness, compliance, openness and straightforwardness. In small groups there is a desire for independence and independence. A developed sense of duty and responsibility, acceptance of generally accepted moral rules and norms.

E-, L+, N-, Q2-, G+

Gentleness, pliability, ingenuousness, but there is wariness towards people. In social behavior - conformity, dependence on the opinion of the group, acceptance of generally accepted moral rules and norms, lack of independence in decision making.

E-, L+, N+, Q2-, G+

Gentleness, compliance, in relation to people - wariness and insight. In social behavior - conformity, a developed sense of duty and responsibility, acceptance of generally accepted moral rules and norms, the ability to find the right way out of difficult everyday situations.

E-, L+, N-, Q2+, G+

Gentleness, compliance, straightforwardness, in a small group the desire for independence, for opposing oneself in relation to it. Wary of people, developed sense of duty and responsibility.

E-, L-, N-, Q2+, G-

Gentleness, gullibility, compliance, straightforwardness. In social behavior, non-conformist reactions are noted: opposing oneself to the group, free attitude towards generally accepted moral rules and norms. One can assume personal and social immaturity.

E-, L-, N+, Q2+, G-

Gentleness, openness towards people - insight, diplomacy. In social behavior, nonconformity: independence from the opinion of the group, freedom from the pressure of generally accepted moral rules and norms, a tendency to independence.

E-, L+, N-, Q2+, G+

Gentleness towards people - wariness, straightforwardness, the desire to oppose oneself to the group. Developed sense of duty and responsibility, acceptance of generally accepted moral rules and norms, desire for leadership.

Emotional personality characteristics

C+, O-, Q3+, Q4-, (L-, G+)

Emotional stability, self-confidence and self-confidence, calm adequate perception of reality, ability to control one’s emotions and behavior, resistance to stress. In behavior - balance, focus on reality. (Low scores on factor L confirm calm adequacy; high scores on factor G, together with factor Q3, emphasize the development of volitional qualities.)

C-, O+, Q3-, Q4+, (L+)

Emotional instability, increased anxiety: self-doubt, suspiciousness, low resistance to stress, excessive emotional tension, frustration, low control of emotions and behavior, impulsiveness, affectivity, dependence on moods. The combination of factors O+, Q4+, L+ indicates a neurotic anxiety syndrome, aimed at resolving internal conflicts.

C+, O+, Q3-, Q4+ (L+)

Strong nervous system, natural emotional stability. Reduced volitional activity, increased anxiety, suspiciousness, low control of emotions and behavior, dependence on moods, frustration, low stress resistance. In external behavior, he may give the impression of a fairly balanced person (impulsivity manifests itself in stressful situations). In combination O+, Q4+, L+, neurotic anxiety syndrome is diagnosed, aimed at resolving internal conflicts.

C-, O-, Q3+, Q4-

Emotional plasticity, genetic instability, tendency to impulsiveness. These properties are compensated by developed volitional regulation: the ability to control one’s emotions and behavior, self-confidence, and resistance to stress. In behavior - balance, focus on reality, emotionally flexible.

C-, O-, Q3-, Q4-, (N-)

Emotional plasticity, genetic instability of emotions (biological dependence), low volitional regulation: inability to control one’s emotions and behavior, dependence on moods, impulsiveness, efficiency. At the same time, it can be stress-resistant. In combination N- and Q4- (0-6), O- they diagnose low motivation, self-satisfaction, internal relaxation. Low efficiency in professional activities.

C+, O-, Q3-, Q4-, (N-)

Genetic emotional stability (biological dependence), self-confidence, calm adequate perception of reality, such a person does not need volitional regulation of his emotions and behavior, stress-resistant, rigid. He can be balanced and calm in behavior. Low scores on factors N, O, Q4 suggest low motivation, self-satisfaction, internal relaxation (lack of effectiveness in professional activities).

C+, O+, Q3+, Q4-, (N+)

Genetic emotional stability, high control of emotions and behavior, stress resistance, a certain dissatisfaction with oneself, some dissatisfaction, which ensures the desire for self-actualization (with high scores on factor N, one can assume an inflated level of aspirations) In behavior - balanced, stable, focused on reality and social success.

C-, O+, Q3+, Q4-, (G+, I+)

Genetic emotional instability (biological dependence), plasticity of the nervous system, increased anxiety, self-doubt, doubt and suspiciousness, however - high self-regulation, control of emotions and behavior, stress resistance, behavior can be impulsive. With average scores on factor G and high scores on factor I, one can make an assumption about the creative potential of the individual and his artistic type.

C+, O+, Q3+, Q4-, (G+, I+)

Genetic emotional stability (biological dependence). A developed volitional component, high self-regulation, control of emotions and behavior, resistance to stress - ensures balance in behavior, characterizes the emotional maturity of the individual, and the ability to be a leader. Average scores on factor G and high scores on factor I suggest the presence of creative potential and the classification of a person as an artistic type.

C-, O-, Q3-, Q4+

Genetic emotional instability, low control of emotions and behavior are characterized by unbalanced behavior, impulsiveness, dependence on moods, and in extreme situations - frustration, resistance to stress. At the same time, self-confidence, a calm perception of reality, and self-satisfaction are noted. One can make an assumption about the immaturity of the emotional sphere of the individual.

C+, O+, Q3-, Q4-

Genetic emotional stability, low control of emotions and behavior, low self-regulation give rise to self-doubt, doubts and suspiciousness, and dissatisfaction with oneself. However, in extreme situations, natural qualities appear that provide stress resistance and sufficient balance of behavior. Emotional-volitional immaturity of the personality is noted.

C+, O-, Q3+, Q4+

Genetic stability, high self-regulation, control of emotions and behavior provide balance, internal self-confidence and self-confidence, a calm perception of reality, but low situational stress resistance and excessive emotional tension may be observed, however, this only applies to complex significant situations and can be controlled. The personality is emotionally mature.

C+, O+, Q3+, Q4+, (N+, L+)

Genetic emotional stability, highly developed control of emotions and behavior, a pronounced volitional component and self-regulation ensure balanced behavior. However, internal dissatisfaction with oneself, suspiciousness and some anxiety give rise to frustration and low stress resistance. With high scores on factors N and L, we can talk about a certain neurotic syndrome and an inflated level of aspirations.

I+, M+, O+

Programmed emotional sensitivity, sophistication, richness of emotional experiences, wide emotional palette, developed imagination, tendency to daydreaming, reflection, self-dissatisfaction, increased anxiety and intuitiveness. Focus on one's inner world, artistic personality type and anxiety as a personality trait are diagnosed.

I-, M-, O-

Low sensitivity, some emotional flatness, rationality, practicality, self-confidence, calm adequacy in the perception of reality, balance and stability in behavior, focus on specific practical activities (pragmatism) and reality.

I+, M+, O-

High sensitivity, emotional sophistication, wide emotional palette. Self-confidence, a calm perception of reality, and a focus on solving specific practical problems (pragmatism) are noted. In men, high scores on Factor I indicate an artistic personality type: High sensitivity, emotional sophistication, rich emotional palette, tendency to reflect, dissatisfaction with oneself, increased anxiety. Concrete imagination, orientation to reality. With low scores on factors L and Q4, high anxiety (factor O) is interpreted as a personality trait and therefore, when combined with I+, can characterize the artistic type of personality.

I-, M+, O+

Low sensitivity, some emotional flatness. Developed imagination, tendency to daydreaming, reflection, dissatisfaction with oneself, susceptibility to doubt, desire for self-improvement, search for stimuli for imagination. Focus on one's inner world, low pragmatism in behavior, difficulties in solving practical problems.

I-, M-, O+, (N+, Q4+)

Low sensitivity, some emotional flatness, pragmatism, focus on objective reality, adherence to earthly principles. At the same time, the individual is characterized by dissatisfaction with himself and lack of confidence in his abilities. (With high scores on factors N and Q4, a neurotic syndrome can be diagnosed).

I-, M+, O- (N+)

Low sensitivity, some emotional flatness, calm perception of reality, self-confidence and self-confidence, a certain complacency. Such a person has a developed imagination, can make his dreams come true, is reality-oriented and quite enterprising. (High scores on the N factor emphasize the practical entrepreneurial spirit of the individual).

I+, M-, O+, (L+, Q4+)

High sensitivity, emotional sophistication, intuitiveness, reflexivity, self-dissatisfaction, self-doubt, focus on one’s inner world. Such a person has a specific imagination and an orientation towards earthly principles, but high anxiety does not give him the opportunity to be enterprising and decisive. With a combination of high scores on factors O, L and Q4, neurotic anxiety syndrome is diagnosed.

Intellectual characteristics of the individual

B+, M+, Q1+, (E+)

Efficiency, agility of thinking, a high level of general culture, the ability to operate with abstractions, developed analyticity, developed intellectual interests, the desire for new knowledge, a tendency towards free-thinking, radicalism, high erudition, breadth of views. (With high scores on factor E, independence and originality in solving intellectual problems are noted).

B+, M-,Q1+, (E+)

Efficiency, agility of thinking, a high level of general culture, developed analyticity, interest in new intellectual knowledge, desire for free-thinking, radicalism, high erudition, broad-mindedness. Specific imagination, focus on solving specific intellectual problems. Harmonious development of intelligence. (With high scores on factor E, independence and originality in solving intellectual problems are noted).

B+, M+, Q1+, (N+), (E+)

Efficiency, agility of thinking, high level of general culture, developed analytical skills, interest in intellectual knowledge, desire for free-thinking, radicalism. Ability to operate with abstractions, developed imagination. With high scores on factor N, the ability to translate abstract concepts into practical implementation (a quality necessary for a manager). With high scores on factor E, there is a tendency to make independent, original decisions. Harmonious development of intelligence.

B+, M+, Q1-, (E+)

Efficiency, agility of thinking, high level of general culture, erudition. Ability to operate with abstractions, developed imagination. Criticality and conservatism in accepting new things, reduced intellectual interests, low analytical thinking. (With high scores on factor E, there is a tendency to make independent, extraordinary intellectual decisions.)

B+, M-, Q1-, (N+)

Efficiency, agility of thinking, high level of general culture, erudition. Such a person has a specific imagination, criticality and conservatism in accepting new things, and is aimed at specific practical thinking. (High scores on factor N characterize a focus on practical activities.)

B-, M+, Q1+, (E+)

Low efficiency of thinking, insufficiently developed general culture. Such a person has developed analytical thinking, intellectual interests, the ability to operate with abstract concepts, and a developed imagination. (High scores on factor E indicate a tendency to make independent, original, intellectual decisions). Low scores on factor B with this combination of factors can be explained by a number of reasons, insufficient level of education; low resistance to stress, frustration, situational anxiety (reduced efficiency in implementing knowledge); poor physical health at the time of the test.

B-, M-, Q1+, (E+, N+)

Low efficiency of thinking, insufficiently developed general level of culture and erudition (possibly due to reasons of frustration or low level of education). Such a person has developed analytical thinking, intellectual interests, and a penchant for free-thinking and radicalism. Specific imagination is noted. (With high scores on factor E - a tendency to make independent, original intellectual decisions; on factor N - developed practical intelligence.)

B-, M+, Q1-, (E+, N+)

Low efficiency of thinking, low level of general culture and erudition, criticality and conservatism in accepting new things, reduced interest in new intellectual knowledge. Such a person has a developed imagination and the ability to operate with abstractions - this property affects such a personality trait as daydreaming. Solving intellectual problems is difficult. High scores on factors E and N compensate for difficulties in making intellectual everyday decisions. A high score on factor E and a low score on factor N characterize a tendency towards dominance and conservative stubbornness.

B-, M-, Q1-

Low efficiency of thinking, inability to update one’s knowledge, low general culture and erudition, conservatism and criticality in accepting new intellectual knowledge, reduced intellectual interests, concreteness of imagination, focus on practical, specific activities. (High scores on factors E and N do not affect intellectual ability, but aggravate negative personality traits: dominance, worldly resourcefulness, stubbornness.)

Self-esteem

MD-
MD = 0-3
Low self-esteem, overly critical attitude towards oneself, dissatisfaction with oneself, lack of self-acceptance.

M.D.
MD = 4-8
Adequate self-esteem, knowledge of oneself and one’s qualities, self-acceptance (indicator of personal maturity).

MD+
MD = 9-14
Inflated self-esteem, uncritical attitude towards oneself, acceptance of oneself and one’s qualities (indicator of personal immaturity).

MD, G+, Q3+, C+, M-
MD = 4-8
Adequate self-esteem, social normativity, emotionally significant responsibility of behavior, self-discipline, self-control of emotions and behavior, emotional stability and concreteness of imagination form a symptom complex that characterizes self-regulation and maturity of the individual.

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