User:Jedidiah.e.obomighie/sandbox

Assignment 4: Comments on article
Problem: The information on the "Picture Arrangement Test" article has very little information about the test, how it was developed, or how it is performed.Jedidiah.e.obomighie (talk) 03:13, 4 October 2018 (UTC)
 * Please note that Picture Arrangement Test is a generic title and can refer to a number of different tests. It is a technique, not a specific test.

References: 1. Russell, Jack (1961). An experimental study of the use of picture story responses to the Wechsler Intelligence Scale for Children Picture Arrangement Test as a means of identifying poorly adjusted sixth-grade pupils. University of Southern California Digital Library (USC.DL). Retrived from http://digitallibrary.usc.edu/cdm/ref/collection/p15799coll29/id/585613Jedidiah.e.obomighie (talk) 03:36, 4 October 2018 (UTC)

2. Arthur S. Reber, Rhiannon Allen, Emily Sarah Reber (2009). The Penguin dictionary of psychology (4th ed.). London, UK: Penguin. Retrieved from https://ezproxy.lib.ndsu.nodak.edu/login?url=https://search.credoreference.com/content/entry/penguinpsyc/picture_arrangement_test/0?institutionId=1780Jedidiah.e.obomighie (talk) 03:36, 4 October 2018 (UTC)

Questions: Is there a limit to how long the article should be? Although the description of the article is interesting, if we don't find many references and the article ends up short, will that be a problem?Jedidiah.e.obomighie (talk) 03:13, 4 October 2018 (UTC)
 * The article just needs to be long enough to do a good job of covering the topic. Even if there is not a lot of information, I will still credit you with a good faith effort to develop the article.
 * The assignment cslled for 2 questions/comments. J.R. Council (talk) 04:27, 15 October 2018 (UTC)

Note: '''I was aware that you didn't realize another group got this topic. This will be fine for completing this assignmment, even though you did not base your responses on Picture Arrangement Test. J.R. Council (talk) 04:27, 15 October 2018 (UTC)

1. One issue with the article was that it lacked a lot of important information. There was a basic definition of what discrimination learning is, but there was no in-depth discussion on what it is and how it is studied. To better the article, I would add examples, how it was discovered, and other important information regarding the topic.
 * See my responses to Jedidiah, above.

2. Terrace, H. S. (1963). Discrimination learning with and without “errors.” Journal of the Experimental Analysis of Behavior, 6(1), 1–27. http://doi.org/10.1901/jeab.1963.6-1

Spence, K. W. (1936). The nature of discrimination learning in animals. Psychological Review, 43(5), 427-449. http://dx.doi.org/10.1037/h0056975

3. Is there any specific things you would like us to add in the article or just create a stronger article altogether? I think this is a good project to do since we get to learn how to create better wiki articles and benefit other people by giving valuable information about important topics. Sarah.olson.1 (talk) 17:29, 3 October 2018 (UTC)
 * The aim would just be to improve the article. There are many possible ways to do this.
 * Assignment called for 2 questions for me. J.R. Council (talk) 04:27, 15 October 2018 (UTC)

Porblem: There are no examples given for the different kinds of discrimination learning. JordanPorteous (talk) 17:20, 8 October 2018 (UTC)

References : Amitay, S., Irwin, A., & Moore, D. R. (2006). Discrimination learning induced by training with identical stimuli. Nature Neuroscience, 9, 1446-1448. Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe and A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp.185-205). Cambridge, MA: MIT Press. Goldstone, R. L. (1998). Perceptual learning. Annual Review of Psychology, 49, 585-612. Stickgold, R., James, L., & Hobson, J. A. (2000). Visual discrimination learning requires sleep after training. Nature Neuroscience, 3, 1237-1238. JordanPorteous (talk) 17:20, 8 October 2018 (UTC)

Questions/Comments Are there certain sections that we need to make the article adequate? I understand this is somewhat susubjective from article to article but I want to be sure we are elaborating on the right things. What is most significant for discrimination learning? The different kinds, the history, current practices, etc. JordanPorteous (talk) 17:20, 8 October 2018 (UTC)
 * Well, you're not doing discrimination learning, but in general, it depends on the topic. See my responses to Jedidiah and Sarah. J.R. Council (talk) 04:27, 15 October 2018 (UTC)

Dr. Council's comments
Aside from that, here are some comments on your work:
 * You are not the first group in my class to try working on this article. You are making the same initial mistake, and that is due to the existing content. Picture Arrangement is not a specific test, but a method or type of testing. There are several picture arrangement tests. For example, the Wechsler Intelligence Scales use picture arrangement. But not the same as the Tompkins test.
 * It may be that someone is committed to or protective of the article, and is reverting attempts to change it. Looking at the history of the article will tell you.
 * 1) I don't like the way you've divided the work. You should all be working cooperatively on all parts of the assignment. Instead, it looks like Jordan did the to-do list, and Sarah did the outline. I can't see where Jedediah has done anything.
 * 2) You need to correct what you've done so far by writing this up more generally, and by all working together.

To Do List
Post do-to list things here.


 * 1) Create base outline, decide the things we want to keep in our outline from the existing article. This will be a group activity done together.
 * 2) Create sections in accordance with outline. First, defining what the Picture Arrangement test is. All group members will contribute to this. Second, major contributors of the Picture Arrangement Test will be done by Jordan. Third, limitations of the test will be done by Sarah. Fourth, a section for the benefits of the test will be completed by Jedidiah. The final section will be references which each group member will contribute a minimum of four sources to. Three for their assigned section and one for the collaborative portion of the article.
 * 3) Create content for your assigned section(s). Each contributor will be responsible for doing this in their designated portions of the article.
 * 4) Tie information from textbook into article. Each contributor will be responsible for doing this in their designated portions of the article.
 * 5) Find appropriate and reliable resources to put under our new references. Everyone must find three relevant and credible sources of each of their sections (at a minimum).
 * 6) Find where our references will fit best into the outline of the article. Each contributor will be responsible for doing this in their designated portions of the article.
 * 7) Complete you assigned sections minimum two weeks before due dates for peer review.
 * 8) Peer review each section an provide feedback minimum one week before all due dates for final review.

JordanPorteous (talk) 04:08, 13 October 2018 (UTC)

Outline
1.	 Define what the Picture Arrangement test is
 * What the purpose of the test is
 * What the test consists of (the steps involved)
 * 1) 	Different ways to conduct the picture arrangement test (Methods)
 * 2) 	Evaluate the different methods (which is most effective)

2.	Major contributors of the Picture Arrangement Test
 * Tomkins beginning and major contributions.
 * John Miner’s contributions to the test
 * 1) 	Experiments involved
 * 2) 	Complications with the test

3.	Limitations of the test
 * Assumptions of the test
 * Real life examples
 * 1) 	Physiological aspects in correlation to the test (BP and HR)
 * 2) 	Study done in NJ

4.	Benefits of the test
 * Used today?
 * What the test implies about personality and mindset
 * 1) 	Examples of uses today
 * 2) 	What the test can explain about a person

5.	References Sarah.olson.1 (talk) 01:47, 13 October 2018 (UTC)

Dr. Council's comments
J.R. Council (talk) 23:14, 5 November 2018 (UTC) J.R. Council (talk) 23:16, 5 November 2018 (UTC) Here is reference to a test published in 1917 -- I found it by searching with Google: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5145029/ J.R. Council (talk) 23:20, 5 November 2018 (UTC)
 * The problem here is that picture arrangement is a testing method that has been used in several tests different reasons. The current Wikipedia article focuses on the Sylvan Tomkins test in particular, but there are others as well. For example, the Wechsler intelligence scales have a Picture Arrangement subtest which is used for assessing nonverbal intelligence. The Tomkins test has a different purpose.
 * Jordan seems to get this. Not sure about Jedidiah.
 * There were picture arrangement tests before the Wechsler tests. Used in Army intelligence testing in WWI. And those had a precedent too.
 * You two need to dig around in the literature to find the old tests.
 * For Jedidiah - the tests do look like separate panels of a comic strip. Tomkins was not the first person to come up with this technique.

Lead Section - Jordan Porteous
Picture Arrangement is a type of intelligence test item or subtest in which the respondent tries to arrange a number of pictures into a sequence that tells a meaningful story. As time has gone on and the demand for psychological testing has drastically increased this type of testing has seen a surge in important throughout the community of Psychology. There are a number of different ways and scales that can be used with this test to measure different kind of intelligence. Some tests, for example, will consists of 25 sets of three pictures that the subset is asked to tell a story with by putting a card in sequence and writing a sentence about it. This version of the test was created by Silvan Tomkins. Another example we will further discuss is a test that takes again roughly 25 pictures but this time asks the participant to match the pictures with premade sentences to see how he or she will arrange them. Different tests over time have been created to measure different things. One scale that has been developed and used with these tests has been the Wechsler Adult Intellegence Scale which breaks down ones full performance IQ into subsets like verbal IQ and performance IQ, getting more specific and elaborate as the scale for each individual develops. JordanPorteous (talk) 02:15, 30 October 2018 (UTC)

Lead Section - Jedidiah Obomighie
Picture Arrangementis a test that consists of a series of comic-like pictures that are presented in a random order. The subject is given the task to arrange the pictures as quickly as possible so that a reasonable story is formed. This is an example of a common feature found in intelligence tests.

The test was first conducted by Silvan Tomkins-Horn to elicit information about and from humans. It was developed to 'maximize the ease of administration and the scoring at the least cost in richness of projective material'. The test is designed to be given in random order to the subject where the subject has to arrange the pictures to tell ta story. There are different keys which have been pre-determined and the story the subject tell matches a key which then gives information about the subject's intelligence and mental state.

The subject could respond to the random pictures in three ways; 1. They could arrange the pictures in different sequences thereby altering the stories. 2. They could bring in new details or omit details significant parts of the pictures in their stories. 3. A question that states, "If there were one more picture, what will it be?" can be asked to the subject to inquire for more projective production.

It is one of the tests used for children to determine whether a child is failing to adjust because of a mental deficiency or an emotional event or occurrence.Jedidiah.e.obomighie (talk) 04:53, 30 October 2018 (UTC)

New Lead Section
Picture Arrangement is a test that consists of a series of comic-like pictures that are presented in a random order. The subject is given the task to arrange the pictures as quickly as possible so that a reasonable story is formed. This is an example of a common feature found in intelligence tests. As time has gone on and the demand for psychological testing has drastically increased this type of testing has seen a surge in important throughout the community of Psychology. There are several different ways and scales that can be used with this test to measure different kind of intelligence.

The Tomkin-Horn Picture Arrangement test was conducted and created by Silvan Tomkins and Daniel Horn at the Harvard Psychology Clinic in 1942 as a subset the Wechsler intelligence scales, wherein the involved party must appropriately order a sequence of sketches which tell a short story in a very similar manner to the PAT developed by Tomkins and Horn. The PAT was inspired by The Thematic Apperception test and was developed to 'maximize the ease of administration and the scoring at the least cost in richness of projective material'. It was also developed for group testing and machine scoring. The test is designed to be given in random order to the subject where the subject is presented with a series of cards in an incorrect order that must be placed in the correct order to tell a story that makes sense. The stories are like short comic strips and placing them in order relies on the individual’s ability to recognize the cause and effect relationship of events depicted in the cards. This task gives information about an individual’s reasoning abilities, and performance is related to the ability to understand precursors and consequences of events. The pictures on the cards involve human characters and interactions and there are different keys which have been pre-determined. The subject tell matches a key which then gives information about the subject's intelligence and mental state.

The PAT developed by Silvan Tomkins and Daniel Horn had 25 plates each consisting of line drawings of three situation that were different but related. Each plate, and all 25 plates depicted a common “hero” in all the situations presented. It was the subject’s task to specify in what order the three situations should be placed to make the most reasonable story. The Tomkins-Horn Picture Arrangement Test was changed to The Tomkins-Horn Picture Arrangement Experiment by the Public Opinion Surveys who believed that samples could be easily obtained when the term ‘experiment’ is used instead of ‘test’. The interpretation of the test was not fixed, Silvan Tomkins and Daniel Horn stated that there are always alternate possible interpretations for any rare response in terms of content and in respect to the psychological level involved. The PAT was not developed to differentiate the different levels of psychological levels with respect to all content areas.Jedidiah.e.obomighie (talk ) 04:36, 10 November 2018 (UTC) JordanPorteous (talk) 05:02, 10 November 2018 (UTC)

Dr. Council's comments on combined lead
You're still not getting it! Please see my comments on Assignment 6. J.R. Council (talk) 22:33, 20 November 2018 (UTC)
 * Tomkin-Horn Picture Arrangement test was not a subset of the Wechsler scales.
 * Don't discuss Tomkin-Horn Picture Arrangement test in lead. You can discuss it in the main body of the article as a specific type of picture arrangement test.

Dr, Council's comments on Assignment 8

 * It's good to see that you've shifted your focus from the Tomkin's test to picture arrangement as a general method. I will give comments on specific sections in the text below. Look for a bullet marking my comment.

Article Assignment 8

 * What follows is good, but needs a lead. Put this paragraph in the historical overview. J.R. Council (talk) 06:09, 28 November 2018 (UTC)

An article in 1917 written by Alida Bowler talked about the picture arrangement test designed to measure logical judgments that was tried by Dr. O. Decroly with five hundred school children in Brussels. His material consisted of eleven series of pictures taken from children’s books, each series tell a complete simple story when arranged in the right order. The series are given to the child in a random order and requested that the child arrange them in a way that they tell a continuous story. The order the series was arranged, and the time taken was recorded. The subjects Dr. Decroly used were from the public and private schools of Brussels and their ages ranged from four to fourteen. His aim was to find series that adapted to different ages. He concluded that series of such tests can be found which will approximately indicate the mental age of who takes the test and the measure of time is important part of the test. D. K. Frazer made use of Decroly idea and execution of the picture arrangement test at Cornell University using a collection of “Foxy Grandpa” pictures which has a total of fifteen series with each story containing six scenes. In 1915, Alida and her co-examiners obtained copies of the “Foxy Grandpa” picture series and tried them using D. K. Frazer’s presentation on twenty-five delinquent girls at the Ohio Girls’ Industrial home. The results of the experiment is described in the article and six picture series were dropped from the original fifteen for various reasons not specified in the article.Jedidiah.e.obomighie (talk) 22:22, 21 November 2018 (UTC)

Historical Overview
In 1939, David Wechler realized the limitation of the Stanford-Binet and designed an intellect by tapping a diverse sample of capabilities. In earlier methods of assessment, Weschler devised the format that we currently known as the Weschler scales, consisting of a collection of subsets. He believed in the unitary nature of intelligence but subscribed to the idea that intellect can be best measured through interdependent, qualitatively different abilities. Historical, the PA subsets of the Wechler scales have been characterized repeatedly as being nonverbal and verbal measure of social competence. For this reason, clinicians interpret performance on the PA subsets as measures of social ability.

Although PA has been viewed as predictive of social intelligence, there has been considerable difficulty defining social intelligence, social functioning and/or social competence. The concept of social intelligence is vague. Some (Ramos and Die – 1985..will expand on this later) argued that “social intelligence itself is a concept that may not exist”. Thorndike (1920) described social intelligence as the ability to understand others and “act wisely in human relations”. He proposed that social intelligence was itself an aspect of a person’s IQ. Wechsler believed that general intelligence could be applied to all situations. Thus, “social” intelligence might best be conceptualized as one aspect of general intelligence. More recent authors within the intelligence literature have also attempted to define social intelligence but have not succeeded in clarify the concept. Gardner (1983/1985) specifically distinguished interpersonal or social functioning as a separate intelligence. He defined social intelligence as an understanding of others/ moods, feelings, behaviors, motivations, and intentions and the ability to act on that understanding. In his book “Emotional Intelligence” Danial Goleman shoed the data from a wide range of disciplines and various parts of the life span converge to suggest that one’s social and affective skills are at least as important to one’s future in life success as what are traditionally seen as “intellectual” skills. Robert Sternberg concluded that social intelligence is both distinct from academic abilities and a key part of what makes people do well in the practicalities of life. JordanPorteous (talk) 22:29, 21 November 2018 (UTC)

== Inkblot test == ''Hermann Rorschach who developed the Rorschach Test, was born in November 8, 1884, in Zurich, Switzerland. He studied medicine and specialized in psychiatry, encountering and being influenced by members of the psychoanalytic community in Switzerland, including Carl Jung. Jung pioneered the study of word association testing as a way of tapping into unconscious material and Rorschach had experimented with this procedure. His interest in psychoanalysis was complemented by his interest in art and drawing. In 1913, he had published many papers analyzing mental patients’ artworks to understand their personality and the potential inspiration sources for the use of inkblot to study personality were many. Alfred Binet had reported on the use of inkblots as a test of creativity in experiments in the early twentieth century. In 1857, Justinius Kerner had published a book of poems inspired by inkblots he had produced from ink dropped on paper. In 1921, Rorschach wrote a book called Psychodiagnostik, after studying 400 people, 300 who were mental patients and 100 control subjects, which was the basis of the inkblots test. He selected 10 out of the hundreds of inkblots he had experimented with for their diagnostic value. Unfortunately, Rorschach in 1922 and after his death, the original test scoring system was improved by Samuel Beck, Bruno Klopfer and others. The Rorschach test is appropriate for individuals from the age of five to adulthood. There are 10 official inkblots each printed on separate white cards. Five are of black ink, two are of black and red, and three are multicolored. There are 27 codes for identifying the name of the descriptive object. The goal in the coding content is to categorize what the subject of the test describes in response to what they see in the inkblot. The codes include terms such as “human”, “nature”, “fire”, and “x-ray” to name a few. Content described by the subject that does not have a code should be coded using the code “idiographic contents” and they can also be coded for statistical popularity.Jedidiah.e.obomighie (talk) 22:22, 21 November 2018 (UTC)

The Holtzman inkblot technique also known as the Holtzman inkblot test was developed by Wayne H. Holtzman and colleagues to detect personality and as an attempt to address some issues that was brought up about the Rorschach test. It was introduced in 1961 as a projective personality test similar to Rorschach inkblot test. The Holtzman inkblot test is a standardized measurement with 45 inkblots and has a clearly defined objective scoring criteria.Jedidiah.e.obomighie (talk) 22:22, 21 November 2018 (UTC) ''

'''This has nothing to do with picture arrangement. Delete the ink blot section above. J.R. Council (talk) 06:32, 28 November 2018 (UTC)

Dr. Council's comments on section below

 * I didn't mean to say you had to abandon the Tomkins test. You should include it here. J.R. Council (talk) 06:46, 28 November 2018 (UTC)

Weschler’s Picture Arrangement (PA) Subset
The PA subset includes “a set of colorful pictures, presented in a mixed-up order, which the child rearranges into a logical story sequence”. This subset is thought to measure the child’s ability to anticipate the consequences of initial acts or situations, as well as the ability to interpret social situations. It is widely assumed that the PA subset measure a person’s ability to evaluate and comprehend a situation using pictorial cues that have been visually organized. When performance is poor, it is suspected that the client may have an impaired capacity to reflect, anticipate, and plan a course of action, and to understand antecedent and consequent events. Since the PA items typically involve human or practical situations, it is also thought that a person with a high PA score is adept at sizing up and comprehending social situations. For example, it was common to attribute the high PA score found for adults diagnostically classified as narcissistic to their “Characteristically facile social anticipation”. Furthermore, adults with psychopathic character disorders frequently have a very high PA score, especially the “shrewd schemer” who can quickly evaluate a situation and manipulate it for his/her own end. JordanPorteous (talk) 22:29, 21 November 2018 (UTC)


 * I didn't mean to say you had to abandon the Tomkins test. You could include it here. J.R. Council (talk) 06:44, 28 November 2018 (UTC)

Dr. Council's comments on latest revision / Assn. 9

 * This looks much better! I think it is getting close to ready to send off to Ian. Not yet, though. I'll put my suggestions for finalizing it in the text below. J.R. Council (talk) 05:35, 3 December 2018 (UTC)
 * In general, needs to be proofread and edited to improve conciseness. Add links to related articles, e.g., social intelligence. J.R. Council (talk) 05:38, 3 December 2018 (UTC)

Historical Overview
Picture Arrangement is a test that consists of a series of comic-strip-like pictures that are presented in a random order. The subject is given the task to arrange the pictures as quickly as possible so that a reasonable and meaningful story is formed. This is an example of a common feature found in intelligence tests. As time has gone on and the demand for psychological testing has drastically increased this type of testing has seen a surge in important throughout the community of Psychology. There are several different ways and scales that can be used with this test to measure different kind of intelligence. Different tests over time have been created to measure different things. One scale that has been developed and used with these tests has been the Wechsler Adult Intellegence Scale which breaks down ones full performance IQ into subsets like verbal IQ and performance IQ, getting more specific and elaborate as the scale for each individual develops

Add section and subsection titles to organize text below:
 * The text above can serve as the lead (or add parts to the existing lead).
 * Need to add reference citations
 * I don't see where Jordan has contributed. Has he? J.R. Council (talk) 05:47, 3 December 2018 (UTC)


 * That, plus editing for brevity and conciseness will make it much easier for readers to follow your article.
 * Also, proofread! J.R. Council (talk) 05:35, 3 December 2018 (UTC)

An article in 1917 written by Alida Bowler talked about the picture arrangement test designed to measure logical judgments that was tried by Dr. O. Decroly with five hundred school children in Brussels. His material consisted of eleven series of pictures taken from children’s books, each series tell a complete simple story when arranged in the right order. The series are given to the child in a random order and requested that the child arrange them in a way that they tell a continuous story. The order the series was arranged, and the time taken was recorded. The subjects Dr. Decroly used were from the public and private schools of Brussels and their ages ranged from four to fourteen. His aim was to find series that adapted to different ages. He concluded that series of such tests can be found which will approximately indicate the mental age of who takes the test and the measure of time is important part of the test. D. K. Frazer made use of Decroly idea and execution of the picture arrangement test at Cornell University using a collection of “Foxy Grandpa” pictures which has a total of fifteen series with each story containing six scenes. In 1915, Alida and her co-examiners obtained copies of the “Foxy Grandpa” picture series and tried them using D. K. Frazer’s presentation on twenty-five delinquent girls at the Ohio Girls’ Industrial home. The results of the experiment is described in the article and six picture series were dropped from the original fifteen for various reasons not specified in the article.

J.R. Council (talk) 05:35, 3 December 2018 (UTC)
 * The paragraph above needs to be rewritten so that it is much more concise. Sentences are too wordy, and too much detail in general.
 * Need to add reference citations

In 1939, David Wechsler realized the limitation of the Stanford-Binet and designed an intellect by tapping a diverse sample of capabilities. In earlier methods of assessment, Weschler devised the format that we currently known as the Wechsler scales, consisting of a collection of subsets. He believed in the unitary nature of intelligence but subscribed to the idea that intellect can be best measured through interdependent, qualitatively different abilities. Historical, the PA subsets of the Wechsler scales have been characterized repeatedly as being nonverbal and verbal measure of social competence. For this reason, clinicians interpret performance on the PA subsets as measures of social ability.
 * Need to add reference citations

Although PA has been viewed as predictive of social intelligence, there has been considerable difficulty defining social intelligence, social functioning and/or social competence. The concept of social intelligence is vague. Some (Ramos and Die – 1985..will expand on this later) argued that “social intelligence itself is a concept that may not exist”. Thorndike (1920) described social intelligence as the ability to understand others and “act wisely in human relations”. He proposed that social intelligence was itself an aspect of a person’s IQ. Wechsler believed that general intelligence could be applied to all situations. Thus, “social” intelligence might best be conceptualized as one aspect of general intelligence. More recent authors within the intelligence literature have also attempted to define social intelligence but have not succeeded in clarify the concept. Gardner (1983/1985) specifically distinguished interpersonal or social functioning as a separate intelligence. He defined social intelligence as an understanding of others/ moods, feelings, behaviors, motivations, and intentions and the ability to act on that understanding. In his book “Emotional Intelligence” Danial Goleman shoed the data from a wide range of disciplines and various parts of the life span converge to suggest that one’s social and affective skills are at least as important to one’s future in life success as what are traditionally seen as “intellectual” skills. Robert Sternberg concluded that social intelligence is both distinct from academic abilities and a key part of what makes people do well in the practicalities of life.


 * The section above makes good points, but it is too long. Most does not directly address PA. Cut it down.
 * Need to add additional reference citations
 * References need to be put into proper Wikipedia format.

Weschler’s Picture Arrangement (PA) Subset
The PA subset includes “a set of colorful pictures, presented in a mixed-up order, which the child rearranges into a logical story sequence”. This subset is thought to measure the child’s ability to anticipate the consequences of initial acts or situations, as well as the ability to interpret social situations. It is widely assumed that the PA subset measure a person’s ability to evaluate and comprehend a situation using pictorial cues that have been visually organized. When performance is poor, it is suspected that the client may have an impaired capacity to reflect, anticipate, and plan a course of action, and to understand antecedent and consequent events. Since the PA items typically involve human or practical situations, it is also thought that a person with a high PA score is adept at sizing up and comprehending social situations. For example, it was common to attribute the high PA score found for adults diagnostically classified as narcissistic to their “Characteristically facile social anticipation”. Furthermore, adults with psychopathic character disorders frequently have a very high PA score, especially the “shrewd schemer” who can quickly evaluate a situation and manipulate it for his/her own end.
 * Need to add reference citations

Tomkin-Horn Picture Arrangement test
The Tomkin-Horn Picture Arrangement test was conducted and created by Silvan Tomkins and Daniel Horn at the Harvard Psychology Clinic in 1942 as a subset the Wechsler intelligence scales, wherein the involved party must appropriately order a sequence of sketches which tell a short story in a very similar manner to the PAT developed by Tomkins and Horn. The PAT was inspired by The Thematic Apperception test and was developed to 'maximize the ease of administration and the scoring at the least cost in richness of projective material'. It was also developed for group testing and machine scoring. The test is designed to be given in random order to the subject where the subject is presented with a series of cards in an incorrect order that must be placed in the correct order to tell a story that makes sense. The stories are like short comic strips and placing them in order relies on the individual’s ability to recognize the cause and effect relationship of events depicted in the cards. This task gives information about an individual’s reasoning abilities, and performance is related to the ability to understand precursors and consequences of events. The pictures on the cards involve human characters and interactions and there are different keys which have been pre-determined. The subject tell matches a key which then gives information about the subject's intelligence and mental state.

The PAT developed by Silvan Tomkins and Daniel Horn had 25 plates each consisting of line drawings of three situation that were different but related. Each plate, and all 25 plates depicted a common “hero” in all the situations presented. It was the subject’s task to specify in what order the three situations should be placed to make the most reasonable story. The Tomkins-Horn Picture Arrangement Test was changed to The Tomkins-Horn Picture Arrangement Experiment by the Public Opinion Surveys who believed that samples could be easily obtained when the term ‘experiment’ is used instead of ‘test’. The interpretation of the test was not fixed, Silvan Tomkins and Daniel Horn stated that there are always alternate possible interpretations for any rare response in terms of content and in respect to the psychological level involved. The PAT was not developed to differentiate the different levels of psychological levels with respect to all content areas.Jedidiah.e.obomighie (talk) 22:34, 30 November 2018 (UTC)

J.R. Council (talk) 05:44, 3 December 2018 (UTC)
 * First, it's Tomkins with an s!
 * Since most of the existing article focuses on this test, you can just work around it. If you aren't adding any new information on the Tomkins-Horn test.

Lead
Picture Arrangement is a test that consists of a series of comic-strip-like pictures that are presented in a random order. The subject is given the task to arrange the pictures as quickly as possible so that a reasonable and meaningful story is formed. This is an example of a common feature found in intelligence tests. As time has gone on and the demand for psychological testing has drastically increased this type of testing has seen a surge in important throughout the community of Psychology. There are several different ways and scales that can be used with this test to measure different kind of intelligence. Different tests over time have been created to measure different things. One scale that has been developed and used with these tests has been the Wechsler Adult Intellegence Scale which breaks down ones full performance IQ into subsets like verbal IQ and performance IQ, getting more specific and elaborate as the scale for each individual develops.

Historical Overview
An article in 1917 written by Alida Bowler talked about the picture arrangement test designed to measure logical judgments that was tried by Dr. O. Decroly with five hundred school children in Brussels. His material consisted of eleven series of pictures taken from children’s books, each series tell a complete simple story when arranged in the right order. The series are given to the child in a random order and requested that the child arrange them in a way that they tell a continuous story. His aim was to find series that adapted to different ages and he concluded that series of such tests will approximately indicate the mental age of who takes the test. In 1915, Alida and her co-examiners obtained copies of the “Foxy Grandpa” picture series which has a total of fifteen series with each story containing six scenes. The results of the experiment is described in the article and six picture series were dropped from the original fifteen for various reasons not specified in the article.

In 1939, David Wechsler realized the limitation of the Stanford-Binet and designed an intellect by tapping a diverse sample of capabilities. In earlier methods of assessment, Weschler devised the format that we currently known as the Wechsler scales, consisting of a collection of subsets. He believed in the unitary nature of intelligence but subscribed to the idea that intellect can be best measured through interdependent, qualitatively different abilities. Historical, the PA subsets of the Wechsler scales have been characterized repeatedly as being nonverbal and verbal measure of social competence. For this reason, clinicians interpret performance on the PA subsets as measures of social ability. Although PA has been viewed as predictive of social intelligence, there has been considerable difficulty defining social intelligence, social functioning and/or social competence. Wechsler believed that general intelligence could be applied to all situations. Thus, “social” intelligence might best be conceptualized as one aspect of general intelligence.

Thorndike (1920) described social intelligence as the ability to understand others and “act wisely in human relations”. He proposed that social intelligence was itself an aspect of a person’s IQ. More recent authors within the intelligence literature have also attempted to define social intelligence but have not succeeded in clarify the concept.

Weschler’s Picture Arrangement (PA) Subset
The PA subset includes “a set of colorful pictures, presented in a mixed-up order, which the child rearranges into a logical story sequence”. This subset is thought to measure the child’s ability to anticipate the consequences of initial acts or situations, as well as the ability to interpret social situations. It is widely assumed that the PA subset measure a person’s ability to evaluate and comprehend a situation using pictorial cues that have been visually organized. When performance is poor, it is suspected that the client may have an impaired capacity to reflect, anticipate, and plan a course of action, and to understand antecedent and consequent events. Since the PA items typically involve human or practical situations, it is also thought that a person with a high PA score is adept at sizing up and comprehending social situations. For example, it was common to attribute the high PA score found for adults diagnostically classified as narcissistic to their “Characteristically facile social anticipation”. Furthermore, adults with psychopathic character disorders frequently have a very high PA score, especially the “shrewd schemer” who can quickly evaluate a situation and manipulate it for his/her own end.

Tomkins-Horn Picture Arrangement test
The Tomkins-Horn Picture Arrangement test was conducted and created by Silvan Tomkins and Daniel Horn at the Harvard Psychology Clinic in 1942 as a subset the Wechsler intelligence scales, wherein the involved party must appropriately order a sequence of sketches which tell a short story in a very similar manner to the PAT developed by Tomkins and Horn. The PAT was inspired by The Thematic Apperception test and was developed to 'maximize the ease of administration and the scoring at the least cost in richness of projective material'. It was also developed for group testing and machine scoring. The test is designed to be given in random order to the subject where the subject is presented with a series of cards in an incorrect order that must be placed in the correct order to tell a story that makes sense. The stories are like short comic strips and placing them in order relies on the individual’s ability to recognize the cause and effect relationship of events depicted in the cards. This task gives information about an individual’s reasoning abilities, and performance is related to the ability to understand precursors and consequences of events. The pictures on the cards involve human characters and interactions and there are different keys which have been pre-determined. The subject tell matches a key which then gives information about the subject's intelligence and mental state.

The PAT developed by Silvan Tomkins and Daniel Horn had 25 plates each consisting of line drawings of three situation that were different but related. Each plate, and all 25 plates depicted a common “hero” in all the situations presented. It was the subject’s task to specify in what order the three situations should be placed to make the most reasonable story. The Tomkins-Horn Picture Arrangement Test was changed to The Tomkins-Horn Picture Arrangement Experiment by the Public Opinion Surveys who believed that samples could be easily obtained when the term ‘experiment’ is used instead of ‘test’. The interpretation of the test was not fixed, Silvan Tomkins and Daniel Horn stated that there are always alternate possible interpretations for any rare response in terms of content and in respect to the psychological level involved. The PAT was not developed to differentiate the different levels of psychological levels with respect to all content areas.