Rorschach Responses as an Index of Narcissism

A two-part study was conducted to investigate the uniqueness and interpretive meaning-fulness of Rorschach reflection responses. In Part I, 80 Rorschach protocols were collected from overt homosexuals, character disorders, depressed patients recently suicidal, and a control group of college students. Homosexuals and sociopaths gave significantly more reflection and C and CF responses than did either of the other two groups. In Part 2 of the investigation two groups of 40 subjects each were selected from a population of college students and industrial workers on the basis of their score on a sentence completion test, especially devised to focus on the self. The high narcissism group gave a significantly greater number of reflection responses, pair type responses, and C and CF responses than did the low narcissism group.     

Reliability of a sentence completion measure of ego development.

Studied the reliability of the Washington University Sentence Completion Test by giving 51 9th graders and 26 college students the test twice, a week apart. For 9th graders the design included a test-retest group and two groups given half of the test at each session. Although test-retest correlations were high for the 9th graders, retest scores dropped significantly. With college students (a) test-retest correlations through positive and significant were lower, (b) retest scores did not change systematically, and (c) percentage agreement between test and retest scores was high. Discrepant results were related to motivational set and variance in test scores. Split-half correlations and internal consistency coefficients were high. Likelihood of lower retest scores makes problematic the use of this test for short term pretest-posttest studies seeking to stimulate ego development.     

Personality of College Under-Achievers Who Improve with Group Psychotherapy

The 16 PF and a rating scale were given to a group of college underachievers and the following subgroups emerged: 38 test responders (TR) who were not interested in group therapy, an experimental (E) group containing 19 subjects who received group therapy, and a control (C) group containing 13 subjects who were interested in but did not receive group therapy. After an interval of about 17 weeks, and following the termination of group therapy for the E group, data on academic improvement were obtained. The results indicate: (a) significantly greater academic improvement in the E group than in the C group; (b) higher correlations between certain adaptive or “healthy” personality variables and academic improvement in the E group than in the TR and C groups.     

Relationships among Eysenck's extraversion, Rorschach's Erlebnistypus, and tolerance of experimental tonic pain (Cold Water Pressor Test)

In a group of 42 healthy volunteers the correlations between the concept of Extraversion-Introversion as defined by Eysenck and Erlebnistypus as defined by Rorschach were analysed to relate these with the tolerance of an experimentally induced tonic pain. We conducted an experimental procedure comprising a test and retest. At test the subjects were administered the Rorschach, the Eysenck Personality Inventory, the Cold Water Pressor Test, a nongraduated Visual Analogue Scale, and the Italian version of the McGill Pain Questionnaire. At retest the experimental induction of pain was measured again. At test subjects who scored higher on the EPI Extraversion scale tolerated pain longer and did not modify their performance at retest. Also, the concepts of Extroversion defined by the Rorschach test and by the Extraversion scale of the Eysenck Personality Inventory shared some psychophysiological features of higher tolerance to pain. These personality features did not influence how subjects qualitatively describe the immediate painful experience.     

Comparative relationships of the Wechsler Adult Intelligence Scale—Revised (WAIS-R) and the Wechsler Adult Intelligence Scale (WAIS) to the Wechsler Memory Scale (WMS)

This study investigated whether the Wechsler Adult Intelligence Scale — Revised (WAIS-R) and Wechsler Adult Intelligence Scale (WAIS) demonstrate similar patterns of relationship with the Wechsler Memory Scale (WMS). Sixty VA patients were administered the WAIS-R and WMS and 60 completed the WAIS and WMS. The groups were comparable in terms of demographic variables. Pearson correlations were computed between the subtest and IQ scores from the intelligence scales and the scores from the WMS for each group. Comparison of the resulting correlations for the WAIS-R group with those of the WAIS subjects demonstrated only four significant differences, indicating that the WAIS-R and WAIS variables covary in a similar manner with the WMS scores. Following factor analysis of the test data for both groups, coefficients of congruence indicated a high degree of similarity between the two factor solutions. Essentially the same relationships emerged between intelligence variables and the WMS regardless of which scale was administered.     

A Rorschach stability study in a nonpatient adult sample

The objective of this study was to provide new primary data on Rorschach Comprehensive System stability levels. To achieve this, we tested 75 French nonpatient adults twice on the Rorschach with a 3-month interval between the tests. Interrater reliability was in the excellent range for most of the variables studied. The overall stability level in a selected set of previously studied variables was below expectations (median r = .53). Personality, cognitive or self/relational variables yielded higher test-retest correlations than emotional and coping variables. Moderators of stability could be identified: (a) overall level of Task Engagement (TE) in F, m, FM + m, a, FC, Sum C', Sum V, Sum Shd, Fr + rF, INC + FAB, COP, es, Adj es, EGO, and Blends; (b) variations in TE in F, FM, and p; (c) state distress in Zd, m, FM + m, a, C, CF + C, WSumC, FD, and es; (d) variables derived from the number of responses impacted stability in P, Zf, m, FC, CF + C, Sum C', Sum V, MOR, EA, es, and Blends. These results provide further support for the reliability of several measures. Examiner effects as an influence on productivity and TE were identified as an important area for future research.     

Reaction time task as unconditional stimulus

The present study was conducted to demonstrate classic conditioning in electrodermal (ED) and heart rate (HR) responses by using a nonaversive reaction time (RT) task as unconditional stimulus (US). Three groups of 12 subjects each were studied to test the efficacy of this US procedure by varying the essential components of the RT task-US between groups. Eight seconds differential delay conditioning was applied in each group. Simple geometric features (square, cross) displayed on a TV screen were used as CS+ and CS−. RT task consisted of a nonaversive tone (72 dBA, 1000 or 1200 Hz) and a motor response (pressing a button with the left index finger). Subjects were asked to respond as soon as the tone stimulus was presented. The three groups received different stimulus sequences during the 16-trial acquisition phase only. In one group (Group C1), CS+ was followed by a tone to which subjects were to respond, whereas CS− was not followed by a tone. Similarly, in a second group (Group H), CS+ was followed by a tone, whereas CS− was not; however, subjects of Group H (habituation group) were not required to respond to the tone. In a third group, (Group C2) CS+ was followed by a tone to which subjects were to respond, while CS− was followed by a different tone requiring no response. According to analysis of Group C1 data, differential conditioning was obtained in each response measure. Group H displayed habituation in each response measure obtained. In Group C2, differential conditioning was obtained in the second latency window of ED responses only. In all trials, first-interval anticipatory ED responses and HR responses did occur during acquisition, but were not differentiated with respect to the CS conditions. Although the results of Group C2 need further exploration, differential conditioning of HR and in all latency windows of ED responses was demonstrated by the use of a nonaversive RT task as US.     

The effects of the Let's Get Rational board game on rational thinking,depression, and self-acceptance in adolescents

The present study investigated the effects of the Let's Get Rational board game on rational thinking, depression, and self-acceptance in high school students. A sample of 80 subjects (40 male, 40 female) was selected for participation in this study. Four experimental groups of 10 students played the board game Let's Get Rational for one 52 minute class period once a week for seven weeks. Three dependent measures were used. These included a measure of rational thinking (Child and Adolescent Scale of Irrationality), a measure of depression (Beck Depression Inventory), and a measure of self-acceptance (Adjective Generation Technique). Cell means were calculated for the following independent variables: 1) treatment vs. no treatment, 2) gender—male vs. female, and 3) grade level—9th, 10th, 11th, and 12th. Results indicated that the subjects in the experimental group agreed with fewer irrational beliefs than subjects who received no treatment. Ninth grade experimental subjects reported less irrational thinking than did 9th-grade control group subjects. Finally, 10th-grade experimental subjects were significantly less depressed than 10th-grade control subjects.     

Alcoholism and the Rorschach

This study attempts to cross validate 20 hypotheses reported over the past three decades professing to differentiate alcoholics from non-alcoholics using the Rorschach. Comparison groups (N = 25 each) were matched for age, sex, race, income and education, and diagnosis. Each S received the Rorschach and a test to rule out “organicity”. Rorschach scoring was consensually validated and Chi squares were performed for all twenty hypotheses. Through the careful selection and matching of control and experimental groups, only two significant differences were found, both in the direction opposite to that predicted. Non-alcoholics gave 4 or more water responses significantly more often than alcoholics (p < .05) and significantly more “high CF with C” scores (p < .05).     

Indications of depression and distress in divorce and nondivorce children reflected by the Rorschach test

The appearance of depressive features, as reflected by responses to the Rorschach test, were explored in two groups of children from divorced and nondivorced families (referred to here as divorce and nondivorce children). The relationships between the depression scores and the children's hostility, aggression, and anxiety levels were also studied. The Rorschach Inkblot Test was individually administered to a nonclinical sample of 108 Swedish school children between 10 and 12 years old. The subjects constituted two groups, a divorce group (27 girls, 27 boys) and a nondivorce group (27 girls, 27 boys). Divorce children scored significantly higher on Exner's (1986) Depression Index than their nondivorce peers. Furthermore, divorce children with depressive features in their Rorschach responses were found to have a high level of hostility and aggression (as manifested in their Rorschach protocols), whereas no such associations were found among nondivorce children.     

Stability of magnitude production scales for oral and nonoral vibrotactile mechanoreceptive systems

The stability of oral and nonoral vibrotactile magnitude scales produced by the method of magnitude production was investigated for 11 adult subjects. Each subject was tested over four sessions separated by 1-wk. intervals. Data analyses included correlations across trials of power function slopes as well as individual adjustments of intensity. Analysis showed a lack of stability over time for the slope functions obtained on the thenar eminence but moderate stability for the functions obtained on the tongue. Individual adjustments on intensity showed consistently high correlations across trials and structures. It was concluded that the subjects' responses were guided by the imposed experimental variables and that each individual's scaling was not necessarily reflected by the correlations based on power function slopes established over the four trials.     

Baseline training sequence affects speed of emergent conditional discriminations

We examined the effects of baseline training sequence on the emergence of conditional discriminations in an intraverbal naming task. Thirty‐two college students were randomly assigned to two groups. The tact‐intraverbal (TI) group first learned to vocally tact eight visual stimuli using a unique verbal label for each stimulus, and then to intraverbally relate four pairs of verbal labels. The intraverbal‐tact (IT) group received the same training but in the opposite sequence. Both groups then received a match‐to‐sample test involving the visual stimuli alone. On average, the TI group had significantly shorter reaction times than the IT group throughout all four test blocks, even when controlling for intraverbal retention, which was lower in the IT group. Accuracy on the MTS test did not differ significantly between groups when controlling for intraverbal retention. However, MTS accuracy and intraverbal retention were strongly correlated in the IT group but uncorrelated in the TI group. We suggest the effect of training sequence reflects different sources of stimulus control available to subjects in different groups when confronted with the novel MTS trials.     

The effects of token reinforcement,feedback and response cost on standardized test performance

The primary purpose of the present study was to compare the differential effects of token reinforcement, feedback, and response cost on the test performance of delinquent boys. Eighty students were randomly assigned to three experimental groups and one control group of 20 subjects each. Each experimental group received a standard and a modified administration of the verbal section of the WISC. For the token reinforcement group, the modified WISC administration permitted students to earn tokens contingent on correct responses; the response cost group forfeited tokens contingent on incorrect responses; and the feedback group simply received information regarding the accuracy of each response. The control group received two standard WISC administrations. The primary measure was the difference in verbal I.Q. scores between the standard and modified WISC administrations. Results indicated that the token reinforcement and response cost groups achieved significantly higher scores than the feedback and control groups. No significant differences were found between the token reinforcement and response cost groups nor between the feedback and control groups. The implications of these findings for clarifying the relationship between motivational condition and test performance are discussed.     

Directory of Members of the Society for Projective Techniques as of March 1, 1964

The appearance of depressive features, as reflected by responses to the Rorschach test, were explored in two groups of children from divorced and nondivorced families (referred to here as divorce and nondivorce children). The relationships between the depression scores and the children's hostility, aggression, and anxiety levels were also studied. The Rorschach Inkblot Test was individually administered to a nonclinical sample of 108 Swedish school children between 10 and 12 years old. The subjects constituted two groups,, a divorce group (27 girls, 27 boys) and a nondivorce group (27 girls, 27 boys). Divorce children scored significantly higher on Exner's (1986) Depression Index than their nondivorce peers. Furthermore, divorce children with depressive features in their Rorschach responses were found to have a high level of hostility and aggression (as manifested in their Rorschach protocols), whereas no such associations were found among nondivorce children.     

Sleep deprivation and naps

It is important for military commanders to know the likely effects of a small amount of sleep under conditions of sustained operations. To this end, two laboratory-based experiments on naps were carried out. The first examined the effect of 2 h of sleep following 90 h of wakefulness. Ten infantrymen subjects were not told the scheduled length of their vigil, or that they would be allowed a nap at some stage, until a few hours before the 2-h nap. After 3 nights without sleep, the subjects’ average cognitive performance was 55% of the control values. During a test session immediately before the 2-h nap, performance improved by 30%, to 85% of control values, indicating the considerable effect that the incentive of knowing that a nap is imminent can have on even severely sleep-deprived subjects. In the second experiment, two groups, each of six infantrymen, took part in a 5-day trial; for one group, 4 h of uninterrupted sleep was scheduled and for the other, four l-h naps in each 24-h period. There were no significant differences in cognitive test scores or mood between the two groups. On the last experimental day, cognitive test and mood scores were not significantly different from baseline values for either group, indicating the utility of 4 h of sleep, either in one uninterrupted block or in four scheduled 1-h naps per 24 h.     

Gender-specific social experiences and the development of aggressive and sexual behavior in male mice

This study examined influences of gender-specific social experiences on the development of aggressive and sexual behavior in male mice. To determine the effects of gender-specific social experience three different types of groups were constituted after the animals had been weaned. The subjects were randomly assigned to different treatments. Female groups were composed of one experimental male and three female cohabitants. Male groups were composed of five experimental males each, and the mixed-sex groups were composed of two experimental males and of two females. The experimental subjects stayed in these groups until the age of approximately three months, when the testing for sexual and aggressive behavior commenced. For the sexuality tests, a receptive female was placed in the home cage of the experimental male for ten minutes. A nonaggressive male was placed in the home cage of the experimental male for seven minutes for the aggression tests. The experimental males were administered both sexuality and aggression tests, the sequence of testing sexual and aggressive behavior was systematically varied in order to control the influence of the two different types of behavioral tests. The results showed that males with only male social experiences showed fewer responses and were less active in both the aggression and sexuality tests than the males from the two other types of groups. Significant positive correlations between activity during aggression and sexual tests were obtained for all three groups. © 1994 Wiley-Liss, Inc.     

An investigation of the reliability of the Rosenzweig Picture-Frustration (P-F) Study, Children's Form

Presents data on the retest and split-half reliability of the Rosenzweig Picture-Frustration (P-F) Study, Children's Form, for two groups of subjects (aged 10-11 and 12-13 years, respectively), each group tested twice at an interval of three months. It was found that the retest reliability for all scoring categories (except O-D) were statistically significant (.01 or .05 level). GCR proved stable for the younger group (r = .53) but not for the older group. The difference here may be due to the less comfortable retest conditions prevailing for the older subjects. Reliability by retest was consistently higher than by the less appropriate split-half method, but the latter proved, nevertheless, to be in the main favorable.     

Brief Rorschach records with children and adolescents

In order to determine the frequency with which children and adolescents give brief Rorschach (R less than 14) records and to test the hypothesis that brief records represent a resistance to testing, the psychological evaluations of 439 admissions to an inpatient unit were reviewed. Of the records reviewed, 16.6% were found to contain less than 14 responses. When the complete test protocol of those subjects who provided brief records were compared with those of a matched group, it was found that the group with brief records failed to complete the other parts of the evaluation significantly more often than did those subjects who did not give brief records. There was no significant difference between the two groups on IQ scores or on self-report scores of depression, anxiety, and social desirability. Result are interpreted as supporting Exner's (1988) hypothesis that brief records represent a form of resistance to being tested.