Apache “Learners” and “Nonlearners”

While the Mescalero and Chiricahua Apaches of the Mescalero Indian Reservation aboriginally probably had very similar if not identical patterns of cognition and perception, present day aged members of those tribes have strikingly different patterns, demonstrable by clinical behavior and Rorschach responses. While in kindergarten, about half of the grandchildren and greatgrandchildren of those aged Mescaleros and Chiricahuas are unable to adjust themselves to the expectations of school teachers and are retained for a second year of kindergarten. Those children, here designated as nonlearners, are found to respond to Rorschach stimuli as do the aged Mescaleros with a high degree of statistical reliability.     

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.     

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.     

The Meaning of Rorschach Inkblots,Responses and Determinants as Perceived by Children

Fifteen semantic-differential scales were applied to the Rorschach inkblots, to nine common Rorschach responses representing various Rorschach determinants, and to two determinants not embodied in responses. Ss consisted of third, sixth, and ninth grade public school children separated by sex within each group. Children significantly differentiated the inkblots on the semantic scales, with older children differentiating the blots more sharply. Girls differentiated the blots at an earlier age than did boys. Individual cards differed widely in regard to their strongest connotations. Children significantly differentiated the majority of responses and determinants on the semantic scales for all age groups. The connotations of the cards, responses and determinants tended to be consistent with commonly held Rorschach interpretations. In general, the findings for children were consistent with the results previously reported for adults. The connotations of chromatic inkblots were found to differ significantly from those of achromatic blots for the third and ninth grades, but not for sixth grade children. Statistically significant clusters of meaning for three age groups of children were found to exist, based on the presence of movement determinants and on a combination of movement, shading and chromatic color. Only for the sixth and ninth grade girls did the semantic scales have a single hierarchy of importance for ordering or differentiating both inkblots and responses of determinants. A communality of connotative meaning between inkblots on the one hand, and responses and determinants commonly associated with the blots on the other, is found only for ninth grade children. Low intergroup agreement was found across grades in mean scale ranking for the inkblots, but high agreement in mean scale ranking of responses and determinants.     

Rorschach Comprehensive System data for a sample of 190 Japanese nonpatient children at five ages

This study is a part of our series of studies of nonpatient, Japanese children. In total, 346 children were administered the Rorschach. Thirty-two children had fewer than 10 responses, 112 children had more than 10 but fewer than 14 responses, and 12 children were maladjusted or mentally retarded, for a total of 156. In this study, we analyzed the remaining 190 children not excluded by the above criteria in the following age groups: 5 years (n = 24), 8 years (n = 43), 9 years (n = 42), 12 years (n = 42), and 14 years (n = 39). Japanese children showed few responses generally, with an average of 18 ~ 20 responses. In addition to having fewer responses, other features of Japanese children are high Lambda, low EA, very high X-%, and low X+%. The fact that the Rorschach test depends on verbal expression may be one factor in all these features, and we should consider this study in view of these Japanese cultural factors. Interrater reliability findings and Rorschach Comprehensive System (CS; Exner, 1995; Matsumoto, 2003; Matsumoto et al., 2002) data are presented.     

The Rorschach mutuality of autonomy scale in the assessment of black father-absent male children

This study examined the utility of the Rorschach Mutuality of Autonomy Scale (MOA, Urist, 1977) in the assessment of two groups of 40 father-absent Black male children (aged 6 to 12 years): those whose fathers had left voluntarily versus those whose fathers had left involuntarily. Children who had experienced involuntary father-absence reflected less adaptive object-relations attainment status as measured by the MOA, t(38) = 2.37, p = > .02, when compared to children whose fathers had negotiated their departure. Although the Rorschach MOA can be a useful measure of assessing psychological functioning in Black father-absent male children, a multimethod assessment of object-relations status for ethnic minority children is proposed.     

Personality Dimensions in Two Types of Learning-Disabled Children: A Rorschach Study

Children referred for psychoeducational assessment of learning disabilities (LDs) commonly receive the Rorschach test. Yet little is known about the impact of LD on Rorschach response patterns. This study investigated Rorschach response patterns in two groups of 9- to 12-year-old children (n = 41) classified by their respective intellectual abilities. Another group of 9- to 12-year-olds (n = 143) served as a nonclinical comparison group. Rorschach variables indicative of personality dimensions failed to discriminate between the two LD groups. Compared to the nonclinical group, the LD group exhibited several Rorschach characteristics—including problems in perceptual accuracy, inefficient visual scanning and problem-soving strategies, and avoidance of affect-laden stimuli—having implications for successful socioemotional adaptation.     

Effects of sensory manipulations on the dynamical structure of center-of-pressure trajectories of children with cerebral palsy during sitting

Aim: To investigate the effects of manipulating visual information and the compliance of the support surface on the area of sway and dynamical trajectories of center-of-pressure (CoP) in children with CP and children with typical development during static sitting. Methods: 32 typical children, 14 children with mild CP and 12 with moderate-to-severe CP were tested for CoP sway during static sitting under four sensory conditions: (1) eyes open on a rigid surface; (2) eyes closed on a rigid surface; (3) eyes open on foam; (4) eyes closed on foam. Results: Children with moderate-to-severe CP showed greater regularity and local stability of dynamical CoP trajectories and lower complexity in their motor patterns than typical children and children with mild CP. Moreover, removing vision and sitting on a compliant surface reduced the regularity of CoP trajectories. Conclusion: Children with CP were able to adjust the structure and complexity of their postural control responses to sensory challenges, although the structure of their postural responses was poorer than in typical children.     

Personality dimensions in two types of learning-disabled children: a Rorschach study

Children referred for psychoeducational assessment of learning disabilities (LDs) commonly receive the Rorschach test. yet little is known about the impact of LD on Rorschach response patterns. This study investigated Rorschach response patterns in two groups of 9- to 12-year-old children (n = 41) classified by their respective intellectual abilities. Another group of 9- to 12-year-olds (n = 143) served as a nonclinical comparison group. Rorschach variables indicative of personality dimensions failed to discriminate between the two LD groups. Compared to the nonclinical group, the LD group exhibited several Rorschach characteristics--including problems in perceptual accuracy, inefficient visual scanning and problem-solving strategies, and avoidance of affect-laden stimuli--having implications for successful socioemotional adaptation. Suggestions for further research are discussed.     

Response rate on the Adjusted Rorschach Comprehensive System (ARCS) by isiXhosa learners: a replication and extension

This study describes the response profiles of a sample of isiXhosa learners regarding to the Adjusted Rorschach Comprehensive System (ARCS) and related influences to explain the response latencies. This was a multiple case study in which six test naive high school learners (females = 3; males = 3; aged 14 years) attempted to respond to the ARCS. Both test protocol and process data were gathered. Data were thematically analysed. Responses were adequate in 83% of the instances. Process factors that appeared to impact response rate and quality included language of administration, seating arrangement, and option to use drawing for the responses.     

A Comparison Between Comprehensive System and an Early Version of the Rorschach Performance Assessment System Administration With Outpatient Children and Adolescents

For many years, the effects of variability in the length of Rorschach records has been debated, and a new administration procedure aimed at reducing the proportion of short and long records has recently been introduced. Using an outpatient sample of children and adolescents, this study explored the impact of an early version of the Rorschach Performance Assessment System (R–PAS) administration, on the central tendencies of Rorschach variables. Specifically, the mean values of 51 variables in 142 Comprehensive System versus 99 R–PAS collected records were compared with each other. Results found comparable mean values across CS and R–PAS administration methods for the variables that guide interpretation with children and adolescents. Both methods produced a comparable number of long (> 27 responses) records. The only relevant difference that emerged is that the early R–PAS administration version yielded significantly fewer short (14–16 responses) records and lower variability in the number of responses.     

The Effect of Color on the Production of Responses to Rorschach Cards VIII,IX, and X in Age Groups of 11–12 and 15–16 Years

The effect of color on the production of responses to the Rorschach task has been considered by investigators from 2 different positions: (a) that color has little effect on the production of responses, and (b) that color increases the number of responses. Some previous results found by the current investigators have supported the first position for the last 3 fully colored Rorschach cards (VIII, IX, and X), in children from 5 to 12 years old. Other studies of ours, however, have confirmed the second position for these same cards with a group of young adults 17 to 23 years old. As there was no increase of responses up to age 12, for this study we hypothesized a developmental effect in adolescence such that there would be an increase in the production of responses to the colored Rorschach cards at the age of 15 to 16 years, and this is what the results indicate. From a pragmatic standpoint, these results imply a revision of interpretive meaning for the Color and Affective Ratio variables in children's protocols. Our results also indicate that color cannot be regarded as a means of expression of affect at age 11 to 12 like it will be from age 15 to 16 and on.     

A simple method for evaluation of Rorschach Imagery Reactivity.

A general scoring system, previously developed for the analysis of pictorial associations within the paradigm of Visual Imagery Sequences, was applied in the evaluation of visual associations to memory images of Rorschach inkblots (Imagery condition) in a comparison with standard Rorschach responses (Conventional condition). The participants, 80 consecutively selected psychiatric outpatients, were divided into Clinical Reactor and Nonreactor groups, according to how productive they were of psychodynamically revealing material during insight-oriented therapy using imagery. For this simple scoring method (which does not include the customary Rorschach scores), conclusions concerning Imagery Reactivity in the Rorschach agreed with those of previous studies using a scoring system more unique to the Rorschach. The inferences drawn from statistical analysis by groups and conditions also contribute additional refinements to the understanding of the subtle interplay between defensiveness and sensitivity to imagery in determining the patterns of scorable components within the response complex. This general scoring method correctly identified 95.6% of Imagery Reactors and 100% of Imagery Nonreactors, an improvement over the 87% efficiency of the previously described, Rorschach-based method for assessing Imagery Reactivity in the Rorschach.     

A survey of graduate students' experiences, interests, and attitudes about learning the Rorschach

A questionnaire about the experiences, interests, and attitudes of graduate students learning the Rorschach was sent to 235 student affiliates of the Society for Personality Assessment. The questionnaire asked for information concerning their Rorschach training in (a) class instruction, (b) adjunctive instruction (i.e., extraclass supervision and experiences at practicum sites), (c) research, and (d) personal experiences and views concerning this training. Seventy-one percent (166) of the questionnaires were returned. Results indicate that almost half the respondents gave from zero to four Rorschachs in their first course, that only half the students took a second course on the Rorschach, and that the Exner Comprehensive System was learned by a majority of the students. Students felt somewhat unsure of their skills concerning the formulation of Rorschach findings into concepts that could be communicated in a written report. Students reported that they lacked instruction concerning the research findings and application of the Rorschach. Students also did not feel grounded well enough in theory. Specific recommendations based on the information gathered from this survey are offered to improve teaching practices in the Rorschach as well as in personality-assessment training.     

Memory for verbal and nonverbal stimuli in learning disability subgroups: analysis by selective reminding

Memory for verbal and nonverbal stimuli was evaluated using selective reminding procedures in normal achieving children and four groups of disabled learners: (1) reading-spelling disabled (R-S); (2) reading-spelling-arithmetic disabled (R-S-A); (3) spelling-arithmetic disabled (S-A); and (4) arithmetic disabled (A). Each child received two analogous free-list memory tasks, one for verbal material (animal names) and the other for nonverbal material (random dot patterns). These tasks were administered using selective reminding procedures that permit separation of storage and retrieval aspects of memory by reminding children only of those words not recalled on previous trials. Results revealed that relative to controls, the A and S-A children had significantly lower storage and retrieval scores on the nonverbal task, but did not differ on the verbal task; the R-S children differed only on retrieval scores from the verbal task; and the R-S-A children on retrieval scores on the verbal task and storage and retrieval scores on the nonverbal task. Thus, results indicate that the memory performance of disabled learners varies according to (1) the type of learning problem (arithmetic vs reading), (2) the nature of the stimuli (verbal vs nonverbal), and (3) the aspect of memory being assessed (storage vs retrieval). This study provides external validation for the classification of disabled learners according to patterns of academic achievement, demonstrating a useful procedure for dealing with the intrasubject variability characteristic of disabled learners.     

Personality Dimensions in Recalled Dream Content

Tests with fifth-grade pupils of Zulliger's hypothesis that children giving texture responses on the Rorschach profit more from education than those who do not suggest that, at least in the present sample, the reverse is true.     

What Is the Buzz About Iconicity? How Iconicity in Caregiver Speech Supports Children's Word Learning

One cue that may facilitate children's word learning is iconicity, or the correspondence between a word's form and meaning. Some have even proposed that iconicity in the early lexicon may serve to help children learn how to learn words, supporting the acquisition of even noniconic, or arbitrary, word–referent associations. However, this proposal remains untested. Here, we investigate the iconicity of caregivers’ speech to young children during a naturalistic free-play session with novel stimuli and ask whether the iconicity of caregivers’ speech facilitates children's learning of the noniconic novel names of those stimuli. Thirty-four 1.5-2-year-olds (19 girls; half monolingual English learners and half bilingual English-Spanish learners) participated in a naturalistic free-play task with their caregivers followed by a test of word-referent retention. We found that caregivers’ use of iconicity, particularly in utterances in which they named the novel stimuli, was associated with the likelihood that children learned that novel name. This result held even when controlling for other factors associated with word learning, such as the concreteness and frequency of words in caregiver speech. Together, the results demonstrate that iconicity not only can serve to help children identify the referent of novel words (as in previous research) but can also support their ability to retain even noniconic word-referent mappings.     

Measuring Mental Toughness in Sport: A Psychometric Examination of the Psychological Performance Inventory–A and Its Predecessor

The Rorschach Inkblot Method (RIM) is a performance-based personality assessment instrument used in both clinical and research settings worldwide. This investigation examines response-level, interrater reliability of U.S. graduate students enrolled in the same doctoral program and divided into two unique participant groups: 20 of those with previous Comprehensive System (CS) training background who are now trained in Rorschach Performance Assessment System (R-PAS; initial coders N = 11, blind coders N = 9), and 19 of those trained solely with R-PAS (initial coders N = 10, blind coders N = 9). Trainees’ coding was analyzed based on a sample of 50 protocols (half per group) representing a total of 1,189 responses. Blind coding was used among trainees and coding between the two investigated training groups was analyzed for each variable at the response level and expressed as percent agreement, Gwet's AC, and kappa values. Rates of agreement between the trainees were similar across both groups, and most of the concordance rates can be characterized as excellent. Overall, these results suggest that trainees may learn how to code R-PAS variables with similar reliability levels whether or not they had prior CS knowledge.     

A Rorschach investigation of mothers of behaviorally disturbed infants

This investigation focuses on one facet of the interactional family, parent-child, mother-infant matrix of behaviorally disturbed infants: the personality of mother as primary caregiver. Rorschach test behavior of mothers (N = 30) of behaviorally disturbed infants were compared with two normative samples. The Rorschach test was found to indicate certain atypical psychological patterns among these mothers. Differences emerged in intellectual sphere variables: number of responses (R), common detail responses (D), rare detail responses (Dd), number of accurate form percepts (F+), percentage of form percepts that are accurate (F+%), percentage of responses with animal content (A%), and popular percepts (P). Other response trends emerged in the affective sphere: percentage of pure form responses (F%) and in the interpersonal sphere: whole human content (H) and the ratio of the whole human content to human detail content (H:Hd), as well as to the test as a whole. Based on these results, hypotheses are generated for further investigation, particularly of traits in the areas of cognitive processing and the capacity for interpersonal relations.     

An Effect on Rorschach M Responses of a Boy's Relationship with his Mother

Summary: This paper is concerned with testing the hypothesis that children who have good relationships with their parents will more often give M responses to the Rorschach than will children whose relationships with their parents are not good. The sample consisted of 20 boys who were divided into two groups according to the number of their M responses. Their relations with their parents were tested by the Family Relations Test, The results supported only the hypothesis with regard to the boys, relationships with their mothers. This seems to indicate that the ability to make M responses develops at an early age when the relationship with mother is of overwhelming importance.