An investigation was made of the degree to which student clinicians differentiate among clients and among significant others as role types and the extent to which the degree of differentiation varies as a function of the affective value of the stimulus person. Cognitive complexity, derived from a modification of Kelly's Role Construct Repertory Test, was used as an index of differentiation. The results obtained indicated that more differentiations were made among clients than among significant others. The degree of differentiation made among clients was not affected by the affective value of the stimulus person, whereas, with significant others, Ss made significantly more differentiations among those with whom negative affect was associated.
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