In an evaluation of textbook theories of personality adjustment it is easier—much easier—to enumerate the goals which have not been accomplished than to appraise the achievements.

Dr. Spencer presents a hypothesis based upon the conviction gained from intensive study of the responses of test subjects at the high school level that arbitrary scoring keys similar to those used in measuring intelligence are of little value in measuring personality. Briefly stated, the hypothesis is that currently used personality test items have no dependable meaning in the abstract, and that responses to them can be evaluated only on the basis of their personal meaning to the individual subject and that factors in the concrete experience of the individual determine the personal meaning of such responses. Personality conflict is defined as the