Aronson D W
J Clin Psychol. 1979 Oct;35(4):779-83. doi: 10.1002/1097-4679(197910)35:4<779::aid-jclp2270350419>3.0.co;2-m.
Administered a 20-item semantic differential three times (week 0, week 4, and week 10) to 110 junior and senior level psychology undergraduates. Each S evaluated six concepts. After collapsing across concepts, each administration was factor-analyzed separately to obtain a relatively stable factor structure. Three factors emerged. They were labeled: General-evaluative (factor one), active-independence (factor two), and passive acceptance (factor three). Utility of this particular device for the applied clinical psychologist was discussed.
对110名心理学专业的本科高年级和低年级学生进行了三次（第0周、第4周和第10周）20项语义差异测试。每个受试者评估六个概念。在对概念进行汇总后，对每次测试分别进行因素分析，以获得相对稳定的因素结构。出现了三个因素。它们被标记为：总体评价（因素一）、主动独立（因素二）和被动接受（因素三）。讨论了这种特殊工具对应用临床心理学家的效用。
