PAPER
103
THE EFFECTS OF THE .AGE OF ENLIGHTENMENT GOVERNOR
TRAINING COURSES ON FIELD INDEPENDENCE, CREATIVITY,
INTELLIGENCE, AND BEHAVIORAL FLEXIBILITY
DAVID W. 0RME-JOHNSON, PH.D.; BARBARA GRANIERI, M.A.
Centre for the Study of Higher States of Consciousness,
Maharishi European Research University, Weggis, Switzerland
Research completed May 1977
Controlled, longitudinal studies showed that field independence, creativity, intelligence, and behavioral
flexibility are increased by Age of Enlightenment Governor Training Courses in which course participants
learn and practice the "sidhis"-procedures in which natural and evolutionary desires are effortlessly
projected from the deepest level of the mind to result in materialization at the level of experience and
physiological performance.- EDITORS
A total of398 subjects were tested during the first and last weeks of the Age ofEnlightenment Governor Training Courses,
advanced courses in the Transcendental Meditation program (3 ), held at Maharishi European Research University
(MERU), during which they learned and practiced the procedures for performing the sidhis (for example, knowledge of
the past and future, knowledge of other minds, and "passage through the sky" or ''flying") (1 ). The necessary initial
criterion for practicing the sidhis is the state of samadhi, or transcendental consciousness, whose behavioral and
cognitive effects have been given a modern exposition by Maharishi Mahesh Yogi (3 ).
Four experiments were designed to assess the effects of the course on a variety ofpsychological dimensions: perception,
creativity, intelligence, and cognitive and motor flexibility. All the experiments were of a similar design. Pairs of course
participants equivalent in age, education, length of time participating in the Transcendental Meditation program and
length of time as an instructor ofTranscendental Meditation, were randomly assigned to one of two groups. One group
was tested at the beginning and at the end of the six-month course and the other group was tested only at the end of the
course to control for test familiarity effects. In the following summaries, improvement due to the course is reported if the
following conditions were met:
(a) subjects pre- and posttested showed a significant improvement over the course (paired t),
(b) course participants tested only at the end of the course scored higher than their matched partners did on pretesting (unpaired t),
(c) the two group did not differ significantly from each other on posttesting (unpaired t).
Statistical significance was defined asp< .05, two-tailed, unless otherwise specified. On many of the tests a significant
number of subjects scored high on the pretesting, creating a ceiling effect -the maximum value ofperformance the test
was designed to measure was reached. Whenever percentile norms were available and the results were ambiguous due
to a ceiling effect, two additional overlapping groups of subjects were selected for analysis, those who on pretesting
scored under the 95th percentile and those who scored under the 90th percentile. An equal number of matched partners
were selected as the second (posttest group only).
The Age of Enlightenment Governor Training Courses were found to produce (i) greater field independence (Embedded
Figures Test), (ii) increased originality and fluency of visuo-spatial creativity (Torrance Test of Creative Thinking,
Figural), (iii) increased intelligence (Raven's Progressive Matrices), and (iv) improved motor-cognitive flexibility
and psychomotor speed (Test of Behavioral Rigidity).
FIELD INDEPENDENCE
The group Embedded Figures Test is a standard perceptual test that measures field independence-the ability
to locate a simple figure embedded in a perceptually
complex field (6, 7). A pilot study of62 female subjects in
June 1976, showed that at the beginning of the course over
one third of the subjects solved 100% of the problems
713
SCIENTIFIC RESEARCH ON THE TRANSCENDENTAL MEDITATION PROGRAM: COLLECTED PAPERS, VOL. I
when tested under standard time conditions. Therefore, in
order to eliminate a '?eiling effect it was necessary to reduce the testing time by one half in the subsequent longitudinal study (2.5 minutes for section II or section III of
the test, 9 problems in each section). A second group of
female subjects (N = 126) was tested over the October
1976 to April 1977 course. Table 1 shows that the two
groups were closely matched on all variables. Both the
group tested before and after the course (N = 63) and the
matched group t~sted only at the end of the course
(N = 63) scored significantly better than the pretest subjects (p < .001, p < .1 respectively, two-tailed t-tests).
The groups did not differ significantly from each other on
posttesting (see Fig. 1).
in order to obtain a more precise estimate of the effect of
the Age of Enlightenment Governor Training Course,
only those posttest subjects who took the same form of the
test as their partners on pretest were selected (29 prepost
subjects and 29 posttest only subjects). This additional
control gave even clearer results: both groups showed significant improvement on field independence after the
course (see Fig. 2).
Group Embedded Figures Test
en
6
I-Ll
E--
;:J
z
:@
5
p<.05
p<.OOI
V)
<'i
t
~
0
= -4.03
I-Ll
p<.OOI
>
....l
(paired t, two-tailed)
t =
FIG. I. MEANS
0
en
t = .98
-2.25
AND
4
STANDARD
DEVIATIONS
FOR GROUP
Course participants tested at the
beginning of an Age of Enlightenment Governor Training
Course improved significantly when retested at the end of the
course. Course participants tested for the first time at the end of
the course also scored significantly higher than the pretest
subjects. These results indicate that the course improved field
independence.
EMBEDDED FIGURES TEST.
o...................................
PRETEST •
SIX·MONTH COURSE •
POSTTEST
MEAN SCORES FOR SUBJECTS PRE- AND POSTTESTED
(N= 29, p·value is for pre-post comparison, paired Hest, two-tailed).
0
MEAN SCORE FOR SUBJECTS POSTTESTED ONLY (N= 29, p-valt
is for comparison with pretest subjects, paired f.test, two-tailed).
FIG. 2. BROAD COMPREHENSION AND IMPROVED ABILITY TO FOCUS
TABLE 1
MATCfUNG OF SUBJECTS IN THE STUDY OF FIELD INDEPENDENCE
AGE
(YEARS)
YEARS OF
COLLEGE
YEARS
MEDITATING
YEARS A
TM TEACHER
Course
participants
pre- and post- M
S.D.
tested (N = 63) 27.0 6.3
M
S.D.
M
S.D.
M
S.D.
3.2
1.5
5.6
1.6
3.2
1.3
Course
participants
posttested
only (N = 63)
M
S.D.
M
S.D.
M
S.D.
3.2
1.4
5.7
1.7
3.4
1.4
M
S.D.
27.2 6.4
According to the test manual, section II and section III
of the Group Embedded Figures Test are equivalent
(section 1, a warm up, was always given first). In this
experiment, the order of testing was counterbalanced,
pre- and posttesting being in the order II-III for approximately half the subjects and III-II for the other half.
However, an analysis of variance showed that the two
forms were not equivalent (Form x Prepost Interaction,
F = 16.18, df= 1,69, MSe = 1.81, p < .001). Therefore,
714
ATTENTION RESULTING FROM THE AGE OF ENLIGHTENMENT
GOVERNOR TRAINING COURSE. The Embedded Figures Test (EFT)
is a standard perceptual test designed to measure field independence-the ability to locate a simple figure embedded in a
perceptually complex field. Twenty-nine subjects given different forms of the test at the beginning and end of the Age of
Enlightenment Governor Training Course were found to improve significantly on the EFT. During the course the subjects
learned to practice the TM-Sidhi techniques. A second group
of 29 course participants given the same form of the test
as the pretest subjects and matched with them on age, education
level, years practicing the Transcendental Meditation technique, and years teaching the Transcendental Meditation program were tested for the first time at the end of the course. They
also scored significantly higher than the pretest group, showing
that the improved performance was not due to familiarity with
the test.
The average scores of the two groups at the end of the course
were 105 and 115 percent greater than the maximum speed the
test was designed to detect (the test had to be given in half the
usual time to eliminate a "ceiling" effect). Seventeen percent of
the subjects solved the problems in 200 percent of the maximum
speed the test was designed to detect (9 problems in 2.5
minutes).
ORME-JOHNSON AND GRANIERI
THE TM-SIDHI PROGRAM: FIELD INDEPENDENCE, CREATIVITY, INTELLIGENCE, FLEXIBILITY-PAPER
It was found that the mean rates of solving perceptual
problems after the course for the two groups were 105%
and 115% of the maximum speed the test was originally
designed to detect. These levels of performance are
beyond the established norms of the test. Ten subjects
solved the problems at 200% of the maximum speed the
test was originally designed to detect (they correctly
answered all of the problems in half the standard time) and
twenty-one subjects answered all but one problem in half
the allotted time.
Research on the Embedded Figures Test has shown that
higher scores reflect psychological differentiation, a
deep-seated potential to discover and utilize more diversified resources to solve problems, greater creativity,
and a reliance on one's own internal frame of reference in
comprehending perceptual and social situations (6, 7).
The mechanics of achieving the sidhis is through a
process technically called "sanyama." Sanyama is a
process involving three aspects of consciousness: (1)
"dharana," or the ability effortlessly to hold a thought in
the focus of attention; (2) "dhyana," the capacity of
thought to refine itself to its subtlest state; and (3)
"samadhi" or unbounded awareness, the state of least
excitation of consciousness. When unbounded awareness
is maintained even when the attention is able to entertain a
thought as it refines to its subtlest state, then the process of
sanyama is said to be in operation. The Yoga Sutras of
Patanjali specify specific formulas which, when subjected
to the process of sanyama, result in the performance of
sidhis. The purpose of sidhi performance is the integration
of consciousness. While the actual performance of the
sidhi is experienced within, and expressed in outer behavior, the wholeness of the state of samadhi, or transcendental consciousness, is simultaneously challenged
and strengthened. The Embedded Figures test, by demanding (a) fixed attention to the hidden figure to be
iientified, (b) continous scanning of the field, and
(c) broad comprehension which is stable in the face of distracting detail, may be said to exercise all three components of sanyama-dharana or fixity, dhyana or motion,
and samadhi or unbounded awareness. When the solution
is achieved, both in the Embedded Figures Test and in the
sanyama exercise, only the final component, samadhi,
remains, with its characteristic feature of blissful fulfillment-the "Aha" or "Eureka" phenomenon. This
experience, both in the case of successful problemsolving and in the case of sanyama practice, has been
associated with synchronous EEG patterns indicative of
resolution to a simple ordered psychophysiological state.
It is thus to be expected that repeated experience of
sanyama should be associated with improved performance on the Embedded Figures Test.
The results of the present experiment indicate that the
practice of sanyama in the context of developing the
103
higher abilities known as sidhis does in fact increase field
independence as measured in the Embedded Figures Test
and supports the view that dharana, dhyana, and
samadhi are basic to field independent performance.
CREATIVITY
The Torrance Test of Creative Thinking, Figural,
measures visuo-spatial creativity, the ability to generate
new and useful visual ideas.
Thirty subjects (females) tested before and after the
six-month Age of Enlightenment Governor Training
Course on different forms of test (Form A and Form B)
improved significantly on fluency, (the number of ideas
generated) and originality, (the imaginativeness or statistical infrequency of the ideas) (see figure 3). Matched
course participants (see Table 2 for matching data) tested
only at the end of the course also scored higher than
pretest subjects, indicating that the improvement in
creativity was not due to test familiarity.
Torrance Figural Test of Creative Thinking
FLUENCY
ORIGINALITY
Qp<.OOI
Qp<.OI
~p<.05
PRETEST
....
0
+SIX-MONTH COliR!<;[.
POSTTEST
PRETEST
·~IX-MONTH
COURSE.
MEAN SCORES FOR SUBJECTS PRE- AND POSITESTED
(N==30,p-valuesareforpairedr.test,two-tailed)
MEAN SCORES FOR MATCHED <;:ONTROL SUBJECTS POSTIESTED ONLY
(N = 30, p-values are for comparison with pre-test subjects, unpaired r-test. two-tailed)
FIG. 3. INCREASED VISUO-SPATIAL CREATIVITY RESULTING FROM
THE AGE OF ENLIGHTENMENT GOVERNOR TRAINING COURSES.
Sixty subjects were given the figural form of the Torrance Test
of Creative Thinking which measures visuo-spatial creativity.
Thirty were tested on different forms of the test at the beginning
and at the end of an Age of Enlightenment Governor Training
Course during which they learned to practice the TM-Sidhi
techniques. A matched group of thirty course participants
was tested only at the end of the course. Both groups did better
after the course than the group tested before the course on (a)
Fluency (the frequency of creative ideas) and (b) Originality
(the imaginativeness or statistical infrequencies of the ideas),
indicating that increased creativity results from participating in
the course and is not due to familiarity with the test.
715
SCIENTIFIC RESEARCH ON THE TRANSCENDENTAL MEDITATION PROGRAM: COLLECTED PAPERS, VOL. I
TABLE 2
MATCHING OF SUBJECTS IN THE STUDY OF VISUO-SPATIAL CREATIVITY
AGE
(YEARS)
Course
participants
pre- and post- M
tested ( N
30) 27.3
=
Course
participants
posttested
only (N
30)
=
M
YEARS OF
COLLEGE
YEARS
MEDITATING
YEARS A
TM TEACHER
of information and logically converge on the correct
solution.
Raven AdvancedProgressive Matrices
SUBJECTS WHO SCORED UNDER THE
90th PERCENTILE AT THE BEGINNING OF
THE COURSE AND MATCHED GROUP
S.D.
7.7
S.D.
28.12 7.91
M
S.D.
3.13 1.55
M
S.D.
2.88 2.18
M
5.10
M
S.D.
M
S.D.
1.9
2.9
1.14
S.D.
5.67 2.18
M
3.13
SUBJECTS WHO SCORED UNDER THE
95th PERCENTILE AT THE BEGINNING OF
THE COURSE AND MATCHED GROUP
S.D.
1.19
Psychological studies have indicated that creativity
emerges from the silent level of consciousness (2). Transcendental consciousness is the state of restful liveliness
of awareness. Stabilizing this through the process of
sanyama can be expected to enhance creativity, a conclusion which is confirmed by the results of the present
experiment.
..._
0
MEAN SCORES FOR SUBJECTS PRE- AND POSTTESTED
(N =SO, Left and N = 78, Rigbt)
MEAN SCORES FOR MATCHED CONTROL SUBJECTS POS'ITESTED ONLY (N=SO. Left and N =78, Right)
+n.etc:Rwasglven intwoformsronsistingofoddorevenprobl~msgi~n in 20min.,halfthetimeallotted focrh,· ft~lll<'<l
INTELLIGENCE
The Progressive Matrices, developed by Raven, test the
potential of analytic thinking, the ability to identify
dimensions of sequential change and discover the next
logical step in the sequence. The ability measured by the
test is the type of mathematical and scientific reasoning
that involves assimilation of large amounts of information
and convergence on the solution that is consistent with all
of the information given.
Of the 130 subjects tested at the beginning of the
course, 52 (40%) scored over the 95th percentile on the
Raven's Progressive Matrices. In order to eliminate a
ceiling effect, only subjects who scored under the 95th
percentile were analysed for longitudinal changes
(N = 40 males and N = 38 females). Subjects were preand posttested on different forms of the Test (either even
problems or odd problems, the order being counterbalanced).
Subjects improved significantly on intelligence over
the Age of Enlightenment Governor Training Course.
Subjects who initially scored under the 90th percentile
showed an even larger increase in intelligence (see Fig.
4). Matched course participants tested for the first time at
the end of the course (for both 95th and 90th percentile
groups) also scored significantly better than the pretest
subjects, demonstrating that the increase of intelligence
measured was not due to test familiarity (see Fig 4, and
see Table 3 for comparison of groups on matching
variables).
Whereas the creativity studies in the previous experiment measured divergent thinking, the ability to generate
a diversity of new ideas, this test of intelligence measures
convergent thinking, the ability to take a large amount
716
FIG. 4. INCREASED INTELLIGENCE RESULTING FROM THE AGE OF
ENLIGHTENMENT GOVERNOR TRAINING COURSES. The Raven's
Progressive Matrices measure the potential for deductive reasoning, assimilation of large amounts of information and convergence on a single correct solution, as is commonly used in
mathematics and science. Of the 130 subjects tested at the
beginning of the Age of Enlightenment Governor Training
Course, 40% scored over the 95th pecentile for adults and 61%
over the 90th percentile. In order to eliminate a ceiling effect,
only subjects initially scoring under the 90th and 95th percentile
were analysed for a longitudinal change. These subjects
(N = 50 and N = 78 respectively) increased significantly on
intelligence when retested on a different form of the test at the
end of the course. Two groups (N = 50 and N = 78) matched
with the first ones on age, education, length of time meditating
and years teaching the TM program, were tested for the first
time at the end of the course. They also scored significantly
better than subjects at pretesting, showing that the increased
intelligence after the course could not be accounted for by
familiarity with the test.
The universal prototype of these two basic types of
thinking is the process of sanyama. During sanyama a
thought is perceived as converging on its universal value,
sequentially settling into the state of maximum integration
of consciousness (transcendental consciousness), whereupon the divergent and striking effects of the sidhis
emerge out of transcendental consciousness. The practice
engenders in the mind and physiology the generalized
habit of "converging" and "diverging" which is transferable to any specific situation as measured in these experiments on creativity and intelligeJ?.Ce. The Vedic tradition
states that once sanyama is mastered, the ability to
accomplish anything is ingrained in the physiology:
"Consciousness is the field of all possibilities. It is the
practice of transcending that prepares the fertile ground
for sanyama."
-Maharishi
ORME-JOHNSON AND GRANIERI
THE TM-SIDHI PROGRAM: FIELD INDEPENDENCE, CREATIVITY, INTELLIGENCE, FLEXIBILITY-PAPER
TABLE 3
MATCHING OF SUBJECTS IN THE STUDY OF INTELLIGENCE
USING RAVEN'S PROGRESSIVE MATRICES
MALES
AGE
(YEARS)
Course
participants
pre- and posttested (N = 40)
Course
participants
posttested
only (N = 40)
M
S.D.
YEARS OF
COLLEGE
YEARS
MEDITATING
YEARS A
TM TEACHER
M
S.D.
M
S.D.
M
S.D.
28.0 3.8
3.2
1.8
6.0
1.7
3.7
1.4
M
M
S.D.
M
S.D.
M
S.D.
3.5
1.6
5.9
1.7
4.0
1.6
28.6 4.3
AGE
(YEARS)
Course
participants
posttested
only (N = 38)
easily from one familiar task to another without interference. The two composite scores that contribute the
most to motor-cognitive rigidity are derived from the
series 1-3 subtests (Opposites -R1 and Opposites
-R2). Course participants improved significantly on both
these scores, showing an improvement in motor-cognitive
flexibility.
TABLE
4
MATCHING OF SUBJECTS IN THE STUDY OF BEHAVIORAL RIGIDITY
S.D.
FEMALES
Course
participants
pre- and posttested (N = 38)
103
M
S.D.
27.7 7.9
M
S.D.
27.3 6.4
YEARS OF
COLLEGE
YEARS
MEDITATING
YEARS A
TM TEACHER
M
S.D.
M
S.D.
M
S.D.
3.1
1.6
5.8
1.9
3.2
1.3
M
S.D.
M
S.D.
M
S.D.
3.2
1.5
5.9
1.7
3.3
1.4
AGE
(YEARS)
Course
participants
pre- and posttested (N = 36)
27.1 4.1
Course
participants
posttested
only (N = 36)
27.2 4.6
M
M
S.D.
S.D.
YEARS OF
COLLEGE
YEARS
MEDITATING
YEARS A
TM TEACHER
M
S.D.
M
S.D.
M
S.D.
3.4
1.9
5.6
1.8
3.3
1.7
M
S.D.
M
S.D.
M
S.D.
3.4
1.7
5.6
1.8
3.8
1.6
Test of Behavioral Rigidity
SERIES 2
SERIES I
BEHAVIORAL FLEXIBILITY
The Test of Behavioral Rigidity measures the ability to
make conceptual and behavioral changes without
previous habits inhibiting adustment to changed conditions. Rigidity as measured by the test has been shown
to increase as a function of aging while increased flexibility implies reversal of the aging process (4).
Thirty-six course participants were measured at the
beginning and end of the Age of Enlightenment Governor
Training Course on the test and thirty-six additional
course participants matched with the first group were only
tested at the end of the course (see Table 4 for matching
data). This experiment was concerned with the objective
sections of the test measuring flexibility of cognitive and
motor performance under timed conditions.
Both subtest scores and composite scores were analysed. On series 1, speed of thinking and writing antonyms, and series 2, synonyms, subjects improved significantly (see figure 5). Series 3 is a more complex text of
flexibility requiring the application of a rule (synonyms if
the stimulus word is capitalized and antonyms if the
stimulus word is lower case). A significant improvement
was found for course participants who initially scored
under the 95th percentile (N = 13).
One of the major factors (derived by factor analysis) of
the test is motor-cognitive rigidity, the ability to shift
~p<.O>
~
---
0
Qp<OOI
MEAN SCORES FOR SUBJECTS PJtE.. AND POSlTESTED
(N=36,p-values are forpa1redt-tests, two-tailed)
MEAN SCORES FOR MATCHED CONTROL SUBJECTS POSTI'ESTED ONLY
(N = 36, p-values for comparison with pretest subjects, unpaired Hest, two-tailed)
FIG. 5. INCREASED MIND-BODY COORDINATION RESULTING FROM
THE AGE OF ENLIGHTENMENT GOVERNOR TRAINING COURSES. The
Test of Behavioral Rigidity measures the degree of flexibility of
cognitive and motor behavior by testing the rate of correctly
producing familiar responses under time pressure. Participants
in an Age of Enlightenment Governor Training Course tested at
the beginning and end of the course were found to increase significantly on two tests of psychomotor speed, the rate of thinking and of writing antonyms (series 1) and synonyms (series 2).
A matched control group of course participants tested for the
first time at the end of the course also scored significantly
higher than the subjects tested at the beginning of the course,
demonstrating that familiarity with the test could not account
for the improvement. The mean score in series 1 for the subjects
at the end of the course was virtually the maximum speed
possible on the test.
717
SCIENTIFIC RESEARCH ON THE TRANSCENDENTAL MEDITATION PROGRAM: COLLECTED PAPERS, VOL. I
For Opposites -R1, the analysis was for all subjects
who did not make a perfect score at the beginning of the
course (N = 22). Pretest mean= 88.2, S.D.= 13.2, Posttest mean= 95.0, S.D.= 5.8, Second group, Posttest
mean= 94.9, S.D.= 6.7.
For Opposites -R2, subjects under the 90th percentile
on the pretest improved significantly. Pretest
mean= 76.8, S.D.= 16.5, Posttest mean= 88.5,
S.D.= 18.5, Second group mean= 89.5, S.D.= 20.3.
A second major factor measured by the test is psychomotor speed; a high score implying superior effeciency in
coping with familiar situations requiring rapid response
and quick thinking (4, p. 4). Course participants also improved significantly over the Age of Enlightenment
Governor Training Course on the psychomotor speed
factor (for the 24 subjects who originally scored under
the 90th percentile, Pretest mean= 53.8, S.D.= 6.2,
Posttest mean= 58.0, S.D.= 7 .2, Second group, Posttest
mean=57.7, S.D. =6.0).
These results show increased flexibility in dealing with
restraints imposed by physical objects; increased psychomotor speed; increased flexibility in dealing with symbolic and semantic restraints; increased motor-cognitive
flexibility.
Schaie and Strother (5) have conducted studies on
aging using the Behavioral Rigidity Test and have found
that rigidity increases steadily as a function of increasing
age. For example, on the psychomotor speed variable,
performance decreases by 5 T-score points over the ten-
718
year period from the ages of 26 to 36. The improvement of
4.2 T-~"'ore points over the six month period ofthe Age of
Enlightenment Governor Training Course found in the
present experiment implies a reversal of aging of approximately 8 years, a rate of negative aging, or getting
younger, by a factor of 16.
By the end of the course, the mean flexibility score of
the course participants was similar to that of normal
individuals 5 to 10 years younger.
REFERENCES
1. ARANYA, SWAMI HARIHARANANDA. 1963. Yoga Philosophy
of Patanjali. Translated by N. P. Mukerji. Pooran Press.
2. BRUNER, J. S. 1973. Beyond the Information Given:
Studies in the Psychology of Knowing. New York: Norton.
3. MAHARISHI MAHESH YoGI. 1969. Maharishi Mahesh Yogi
on the Bhagavad-Gita: A new translation and commentary,
Chapters 1-6. Baltimore, Maryland: Penguin.
4. SCHAIE,K. W. ANDPARHAM,l. A. 1975. TestofBehavioral
Rigidity Manual. Palo Alto: Consulting Psychologists Press,
Inc.
5. SCHAIE, K. W. AND STROTHER, C. R. 1968. The effect of
time and cohort differences on the interpretation of age changes
in cognitive behavior. Multivariate Behavioral Research. 3:
277-278.
6. WITKIN, H. A.; DYK, R. B.; PATERSON, H. F.; GOODENOUGH, D. R.; AND KARP, S. A. 1974. Psychological
Differentiation. New York: John Wiley & Sons.
7. WITKIN, H. A.; OLTMAN, P. K.; RASKIN, E.; AND KARP,
S. A. 1971. Group Embedded Figures Test Manual. Palo Alto:
Consulting Psychologists Press, Inc.