Relationships between the Rorschach and the NEO-Five Factor Inventory

This study tested hypothesized associations between selected Rorschach variables and the five personality domains measured by the Five-Factor Personality Model from 45 college participants (23 men and 22 women). It was predicted that scores on NEO Neuroticism would correlate positively with those for m, the sum of Y, V, T, and C', MOR, D, and Adj D; that Extraversion scores would correlate with Sum C, Afr, active movement, and the Isolation Index (inversely); that scores on Openness would correlate with low Lambda and low Isolation Index; that scores on Agreeableness would correlate with COP, and inversely with the Isolation Index, S, and AG; and, also, that scores on Conscientiousness would correlate with low Lambda and high Zd. None of the expected associations was observed, and only one of the predicted relationships, that between Lambda and Conscientiousness, appeared (p < .10). Exploration of data indicated that Neuroticism scores related significantly to the sum of V, T, and Y (particularly to Y and Vista) and, unexpectedly, to Afr. Less unexpectedly, scores on Extraversion and Agreeableness related positively to T.     

Relationships between scores on the DIAL-R concepts scale and SRA scores.

42 children, brought for preschool screening from rural north central Kansas school districts, were administered the concepts area of the Developmental Indicators for the Assessment of Learning--Revised, and after the children had started school, the SRA scores were collected from their files. The 20 boys were absent more often than the 22 girls during Kindergarten. There was no sex difference on the concepts area of the DIAL--R. In Grade 1 girls had higher SRA Composite scores. The scores on the DIAL--R concepts area correlated (.36 to .68) with Kindergarten SRA scores and Grade 1 SRA scores, in part, because the DIAL--R concepts area covers the material presented and learned in Kindergarten and screens for material presented in Grade 1. Screening devices may be a useful first step in developing comprehensive assessment plans for children.     

The contagious Poisson distribution of Rorschach scores

Rorschach scores show frequency distributions that are neither normal nor Poisson. Their generating equation may be a formula for a “contagious Poisson” distribution developed by Coleman for use in social psychology. Data from the Harvard Student Study and from a sample of residents and interns both show good fit to the Coleman formula for nearly all Rorschach variables. Scores associated with abnormal mental states do not show good fit, however. The mathematical model may represent contagion once a type of response has occurred, or individual differences in response proneness, or perhaps an emission process. The corresponding urn model is one in which when one black ball is drawn, two are replaced.     

Relationships between Rorschach variables as relevant to the interpretation of structural data

The protocols of 100 adult nonpatients who had been administered the Rorschach twice in a long term temporal consistency study were used in this study. Separate intercorrelational matrices were calculated for each testing with R partialed. Means of the pairs of partial correlations were calculated, the square root of which is considered the best available estimate of the correlation between each pair of variables. Fifteen of the 120 partial correlations are considered to be significant. The findings are discussed in terms of their potential relevance for configurational interpretation of structural data.     

The relationship between the Rorschach whole response and level of cognitive functioning

Investigated the relationship between children's level of cognitive development and their production of whole responses (W) on the Rorschach, Both quantitative and qualitative variations in W were examined, and level of cognitive functioning was assessed by Piagetian techniques. The findings indicate that there is a significant and positive relationship between children's stage of cognitive development within the Piagetian framework and the number and complexity of whole responses they produce on the Rorschach. The strength of this relationship appears to be significantly influenced by the stimulus complexity of the inkblots, and the findings suggest that production of highly articulated W on the more complex broken blots requires the abstracting and synthesizing abilities associated with formal operational thought.     

Relationships between self-regulation and personality scores of persons with Down syndrome.

This study examined the associations of self-regulation (scores on self-assertion and self control) with personality traits for 76 persons with Down syndrome. Analysis shows self-assertion scores were correlated with scores for all personality traits. The correlations were significant with Emotionality and Playfulness for people with Down syndrome but not for those without Down syndrome (n=40). Self-control scores significantly correlated with scores on controlling and attachment for both groups. Emotionality was related to scores on self-control for students without Down syndrome but not for those with Down syndrome.     

An adjustment for protocol length in Rorschach scoring

A procedure is proposed by which the comparison of Rorschach protocols is facilitated through separation of the artifact of protocol length. This procedure may help empirical investigation of the Rorschach by standardization with respect to both group norms and profile elevation, similar to the method proposed by Skinner (1978) for use with the MMPI.