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PSYC37H3 (159)
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Chapter 14

PSYC37: Chapter 14

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Department
Psychology
Course
PSYC37H3
Professor
Bouffard
Semester
Fall

Description
Chapter 14 Projective Personality Tests In practice psychologists conduct assessments tests in conjunction with historical data face to face contact interviews and experience to test hypotheses about individuals Projective personality tests perhaps most controversial and misunderstood psychological tests Attacked on variety of scientific and statistical groundsRorschach continues to be one of widely used tests in clinical settings Found that five projective techniquesRorschach and TAT among 10 testing instruments most frequently usedRor by far most referenced projective personality test and rank third only to MMPI and NEORationale underlying projective tests projective hypotheses attempt to understand an ambiguous or vague stimulus their interpretation of that stimulus reflects their needs feelings experiences prior conditioning thought processes Subject finally sees in a stimulus is assumed to be reflection of personal qualities or characteristicsExaminers can never draw absolute definite conclusions from single response to ambiguous stimulus only hypothesize what a test response means Same response may have several possible meanings Problemmany factors can influence ones response to themValidity highly questionedRorschach InkblotOriginator J Kerner noted individuals frequently report unique personal meanings when viewing inkblot stimuli Led to publication of first set of standardized inkblots by WhippleRor first for identifying psychological disorders Beck Hertz Klopfer Piotrowski Rapaportdevelopment of RorRor constructed each stimulus card by dropping ink on piece of paper and folding itIndividual test no restrictions placed on response no clues givenExaminer sits next to rather than face to face of subjectExaminer is nonspecific and largely vaguePrimary feature provide as much ambiguity as possible so that the subjects response reflects only the subjectIf examiner gives too many guidelines response may reflect subjects tendency to perform as expected or to provide socially desirable response Each card administered twiceDuring free association phase presents cards one at a timeExaminer records every word and even how long response takesverbatim Second phase inquiryexaminer shows cards again and scores responses Five dimensions of scoring location where perception seen determinant what determined response form quality to what extent response matched stimulus properties of inkblot content what perception was and frequency of occurrence to what extent response popular or originalLocation chart providedwhether subject used whole blot W common detail D or unusual detail Dd As well as confabulatory response DWovergeneralizes According to Exner summary of location choices valuablesummarized as frequency or percentagequantitative structural or statistical aspect of Ror
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