Projective Techniques

Unit - 9 ProjectiveTechniques

UNIT - 9 : PROJECTIVE TECHNIQUES

UNIT STRUCTURE

9.1 Learning Objectives 9.2 Introduction 9.3 Meaning of Projective Techniques 9.3.1 Procedure of Projective Techniques 9.3.2 Characteristics of Projective Method 9.4 Rationale for Projective Techniques 9.5 Major Projective Techniques 9.5.1 Word Association Techniques 9.5.2 The Rorschach Ink Blot Test 9.5.3 Thematic Apperception Test 9.6 Assessment of the Projective Techniques 9.7 Let us sum up 9.8 Further Reading 9.9 Answers to Check your progress 9.10 Model Questions

9.1 LEARNING OBJECTIVES After going through this unit, learner will be able to-  explain the concept of projective test  describe the characteristics of the projective test  describe some important projective test -like word association, Ror- schach Ink Blot, TAT etc.  assess the merits and demerits of projective test

9.2 INTRODUCTION

With the development of the experimental branch of psychological, measurement of personality has become an attractive subject of study. Now,

176 Measurement and Statistics in Education (Block-1) ProjectiveTechniques Unit - 9 more scientific techniques have been evolved by psychologists for personality assessment. The projective technique is also a specific method of personality testing. Projective techniques have a lengthy and vital history in personality assessment. Projective techniques are more useful to assess some inner aspects of personality. Here, in this unit you will be introduced with these projective techniques of personality measurement.

9.3 MEANING OF PROJECTIVE TECHNIQUES

Projective Techniques are indirect and unstructured methods to assess the personality of an individual. In this technique, the psychologists use the projection of respondents for inferring about underline motives, urges or intentions. In psychology, the term "projection" means the tendency of an individual to see his / her own unwanted traits, ideas, and motives in other persons or objects. The term was first used by Freud to indicate one of the defiance mechanisms, which stands for the process whereby ego trans- fers on to some external objects. But in personality testing projection means a somewhat different process. The term "projection" when applied to projective methods, is used in a general sense to denote the process by which the characteristics of the individual influence the ways in which he perceives, organizes and interprets his environment and experiences. These influences are best seen when an individual encounters new and ambiguous situation. A fundamental assumption of projective techniques is that the person expresses or "projects" his or her personality characteristics through the completion of relatively unstructured and ambiguous tasks (Rabin, 1981). Thus, distinguishing features of projective techniques include ambiguous directions, relatively unstructured tasks, and virtually unlimited responses (Anastasi, 1988). In short, the projective test creates an ambiguous situation in which people being tested are encouraged to express them-selves in such a way that the basic structure and dynamics of their personality will be revealed.

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This technique helps the respondents to project his/her own attitudes and feelings unconsciously on the subject under study. As it is defined in Encyclopedia of Psychology, edited by Eysenck (1972:833), "Projective techniques are a group of psychological techniques and procedures that claim to disclose the basic (underlying, hidden) personality structure and motiva- tions of a subject by having him to organize, respond to, or deal with materials or stimuli in a free, unlimited way without reference to a preconceived system of correct or incorrect answers". This technique does not measure personality in terms of certain traits rather evaluate the total picture of personality. Typically, projective technique represents disguised testing procedure. Other techniques of personality measurement evaluate the overt or conscious behaviour of an individual. But projective techniques can reveal a person's inner or private world and go deeper into the unconscious of an individual. Hence, projective techniques are a method of knowing the unconscious mind. A projective technique provides the subject with a stimulus situation, giving him an opportu- nity to impose upon it his own private needs and his particular perceptions and interpretations. After surveying the various aspects of projective techniques Lindzey (1961) concluded that projective test "is an instrument that is considered especially sensitive to covert or unconscious aspects of behaviour, it permits or encourages a wide variety of subject's responses, it is highly multi- dimensional, and it evokes unusually rich or profuse response data with a minimum of subject's awareness concerning the purpose of the test."

9.3.1 Procedure of Projective Techniques

Till now you have come to know that projective techniques present some ambiguous stimuli to a person to interpret or impose some structure upon them. Thus, by knowing how a person interprets and structures ambiguous stimuli, it is possible to infer some- thing about his personality. The materials used in these tests serve as a sort of screen on which the subjects "project" their characteris-

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tics though processes, needs, anxieties and conflicts (Anastasi, 1976). So, the characteristics which are imputed to the stimulus come from the needs of the interpreter rather than from the stimulus itself. The important aspects of projective testing is that --  The stimulus situation lacks definite structure.  Since the stimulus is ambiguous, so varieties of interpretations are given to it. In the testing situation, in order to free play of the individual's fantasy, only brief instruction should be provided to the subject. Given a minimum of instruction he is free to go in his own directions and to give his own unique responses. The subject is asked to be subjective as possible and to behave in an imaginative way. Basic procedure common to all projective techniques is -  To present the subject with a series of fluid, weakly structured stimuli;  To give instructions that emphasizes freedom of response  To analyze his productions for insight into his basic personality dynamics.

9.3.2 Characteristics of Projective Method

The projective techniques have some characteristics in common. Some of the distinguishing characteristics of the projective techniques may be outlined as below-  In this type of test, the test materials are unstructured, vague, ambiguous and neutral. The subject is asked to supply meaning, significance, and organizations and doing so he unconsciously leaves the impression of his own personality upon the undefined stimulus materials.  The test materials serve as a sort of screen upon which the subject 'projects' his characteristics, ideas, attitudes, striving, fears, conflicts, aggressiveness etc.  The subject is given only brief instructions which provide few

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guidelines for responding.  The multiplicity of responses is another characteristic of projective tests. It provides full freedom to the subject to response to the test materials as he likes. Thus, it permits a free play of subject's imagination. Subject behaves in an imaginative way.  In the projective test, the responses of the subject are not evalu- ated as right or wrong.  Projective methods represent a disguised testing procedure. The purposes of the tests are hidden from the subject. He is not aware of the type of psychological interpretation that will be made of his responses.  Projective testing is characterized by a global approach to the personality appraisal. This type of test does not measure personality in terms of specific traits or qualities but attempt to measure it as a whole.  Generally, these tests are concerned with emotional, motivational and interpersonal characteristics of an individual. But these also throw light on certain intellectual aspects of behaviour.  In their theoretical framework, most projective tests reflect the influences of psycho-analytical school. But the emphasis on a global approach to personality may be well recognized as a contribution of Gestalt Psychology.  Projective methods originated within a clinical setting. These tests are very effective as an instrument in the diagnosis of mental patients.  Implicit or unconscious aspects of the personality are revealed in these techniques and psycho-dynamic principles, therefore, play an important part in the interpretations of test results.  Interpretations of these tests are done on the basis of the holistic or organismic theory, according to which the whole and its parts are mutually interrelated. The whole is essential to an understanding of the parts as the parts are to an understanding of the whole.

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 The responses in these tests have to be analyzed in accor- dance with some set and standard theories and principles. Thus, we can conclude that these tests enable a subject to project his internal feeling and attitudes, needs, values or wishes to external objects. Sensitivity to unconscious or latent aspects of personality, the multiplicity of responses given by the subject, subject's unaware- ness of the purpose of the testing, the ambiguity of stimulus, use of holistic analysis etc. are certain important characteristics of these tests. These tests work as an X-ray.As Anne Anastasi has said, "Pro- jective techniques are likewise characterized by a global approach to the appraisal of personality. Attention is focused on a composite picture of the whole personality, rather than on the measurement of sepa- rate traits. Finally, projective techniques are usually regarded by their exponents as especially effective in revealing covert, latent or unconscious aspects of personality.'"

CHECK YOUR PROGRESS

Q1: What is the meaning of the term 'projection?' ……………………………………………………………………… ……………………………………………………………………… Q2: Write the name of the person who uses the term projection in psy chology. ……………………………………………………………………… ……………………………………………………………………… Q3: What is the fundamental assumption of projective techniques? ……………………………………………………………………… ……………………………………………………………………… Q4: Why projective techniques are considered as a disguised testing procedure? ……………………………………………………………………… ………………………………………………………………………

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9.4 RATIONALE FOR PROJECTIVE TECHNIQUES Let us examine the rationales of using these projective techniques for personality testing.  Freud in his theory of personality emphasized the importance of unconscious. Freud's belief that unconscious processes may be identified provides the first rationale for projective tests.  It is experimentally proved that there is a relationship between motiva- tion and perception process. A person must project his own needs and motives into his perception of an unstructured stimulus.  There is a very high relationship between personality variables such as motives and values and the way a person interprets need related stimuli, which are somewhat ambiguous. Thus, an individual, when confronted with an ambiguous stimulus situation, will impose a structure on the stimulus that reflects his particular personality organization.

9.5 MAJOR PROJECTIVE TECHNIQUES

A large number of projective instruments are available for personality testing. Important tests include association (e.g., Rorschach tests), con- struction (e.g., Thematic Apperception Test), completion (e.g., sentence completion), expressive (e.g., human figure drawings), and choice or or- dering (e.g., Picture Arrangement Test) etc. Out of these three important techniques are discussed below-

9.5.1 Word association techniques

The word Association Test is one of the oldest projective techniques. It antedated the flood of projective tests by more than half a century. Originally known as the "free association test", this technique was first systematically described by Galton (1879). Wundt and J. Mak. Cattell subsequently introduced it into the psychological labora-

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tory. Psychoanalyst Jung contributed to the systematic development of the word association test. On word association tests, the examiner reads a list of words and the subject responds with the first word that comes into his mind. As might be expected, the ideal stimulus words are ones that permits a wide variety of associations, some of which have diagnostic significance. The response given by the subject and time taken by him is recorded by the tester. By analyzing responses with reference to reaction time, content and physical expressions of emotions, hesitation in responding and other signs, inferences about personality are made. These tests are simple, rapid and easy to administer. But they do not produce the variety or richness of responses found on other projective methods. As J. B. Rotter (1952) has described, this technique is able to acquire clues to the personality of the subject in three ways -  By analyzing the stimulus words on which the subject 'blocks', that is, words on which his  Reaction-time, nature of response or behaviour deviates from his usual reaction.  By analyzing the association or actual responses to stimulus words on which the subject shows some emotional disturbance, blocking or otherwise.  By analyzing the commonness or unusualness of the subject's responses as compared to norms for his culture or for a diagnostic group.

9.5.2 The Rorschach Ink Blot Test

The best known projective test is the Rorschach test. This technique was first described in 1921 by Swiss Psychologist Hermann Rorschach. Although standardized series of inkblot had previously been utilized by psychologists in studies of imagination and other mental functions, Rorschach was the first which apply inkblot to the diagnostic investigation of the personality as a whole.

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In this test "ink-blots' are used as stimulus. The Inkblots are, of course, essentially meaningless, yet, because they resemble and suggest real objects, they are capable of being structured, allowing the subject to project meaning into them. Thus, they are ideally suited to serve as stimuli, even though they have no inherent meaning. The test consists of 10 properly standardized inkblot cards. All the designs are bilaterally symmetrical and printed on a white back- ground. Five of the cards are in shades of gray and black, others are gray plus colour and others are completely chromatic. As the number increases the ink-blots become more and more complex and difficult. Administration of the test generally occurs in two stages. In the first stage, the test administrator presents the cards, one at a time, in a set order. Subjects are asked to describe what they see in each card. He is to tell the tester everything that he sees while looking at the cards. The tester records the subject's responses and keep some other records of several other aspects of performance such as- the time taken by the subject to give his first response, the total time spend on a card, the position of the card when the response is given, spon- taneous remarks made by the subject, his emotional expressions and other incidental behaviour during the test session. There is no time limit, nor any fixed number of responses for each card. The subject can see the card from any side and takes his own time. The second stage of the administration is an inquiry. In this stage the tester makes inquiry from the subject to clarify his responses-as what the subject saw, wherein the card he saw, what characteristics of the blot determined the particular responses, commenting upon the feature of the blots that caused him to have a particular response. In the third phase, called "testing the limits", the examiner tries to ascertain whether the subject responds to the colour, shading and other meaningful aspects of the inkblots, or whether the whole or parts of the blots are used by the subject in his responses. All these responses are then subjected to a scoring system. The scoring of each card consists of attaching the appropriate

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symbols to each of the subject's answers in such a way that it represents as faithfully as possible an abstract of the subject's reactions to all inkblot. The technique of interpretation of Rorschach responses is very complex. Hence, adequate experience and expertness are required for the interpretation of scores. It requires a deep insight into the dynamics of human personality through training. It is based on the relative number of responses falling into the various categories and the ratio and interrelationships among different categories. The scoring categories of the test such as movement and colour, are interpreted as signifying different functions of the personality intellectual creativ- ity, outgoing emotionality, practical mindedness and the like. From norms based on work with subjects in various well-characterized groups, normal individuals, neurotics, and psychotics - the pattern of the subject's scores may be interpreted as belonging to one or another personality make-up. We need highly trained personnel to administer and interpret Rorschach; and it is a time-consuming test there are its limitations.In the interpretation of the Rorschach test major emphasis is placed on the final 'global' description of the personality of an individual.

ACTIVITY- 9.1

Prepare three Ink-blot cards and give these cards to two students. Asked them to describe what they see in each card. Compare their response.

Demerits of Rorschach test  The validity of the Rorschach test is questionable. In the Rorschach test, the validity of the interpretation of the responses presents a real problem. Interpretation depends upon patterning the responses, but so many combinations can be formed to give different patterns each one capable

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of a different interpretation.  Secondly, interpretations of Rorschach scores are highly indi- vidualized. Different persons tend to interpret responses to the test somewhat in a different manner. There is always an ele- ment of subjectivity in the interpretation of the Rorschach test. In Rorschach test assessment of personality is based on the determination of interrelationships of scores of several scoring categories and in the psychological concept on which various interpretations are based. Hence, an important drawback of this technique is the lack of uniformity of scoring.  Thirdly, Rorschach is a technique for inferring in part, hidden personality dynamics. The prediction made on the basis of an inference of a person's responses must be verified through some reliable evidence. But evidence concerning Rorschach test is very much lacking.  Fourthly, many Rorschach users consider that statistical treatments may destroy the dynamic and holistic nature of the interpretation. Similarly, different numbers of responses are given by different subjects cause a certain statistical problem (Cronbach, 1949). This statistical problem with scores renders much of the validity data meaningless or at least inconclusive.  Fifthly, although the test is supposed to reflect basic personality structures, changes in the testing situation affect the subject's responses. In short, the Rorschach test is too technical to be used com- monly. It needs highly trained personnel to give the test and to interpret the data. It is also time-consuming. But Rorschach has a suc- cessful history behind it and it is highly respected by competent clinicians throughout the world. It is an effective projective technique for observing certain aspects of personality. But, it requires systematic experimental exploration.

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CHECK YOUR PROGRESS

Q6: Mention two Rationales for using Projective Techniques ………………………………………………………………………… ………………………………………………………………………… Q7: Write the original name of word association test. ………………………………………………………………………… ………………………………………………………………………… Q8: Write the name of the originator of the Rorschach Ink Blot Test. ………………………………………………………………………… ………………………………………………………………………… Q9: Describe the characteristics of the cards used in Ink Blot Test. ………………………………………………………………………… ………………………………………………………………………… Q10: What does it mean by popularity or originality in the interpretation of Ink Blots in Rorschach test. ………………………………………………………………………… ………………………………………………………………………… Q 11: Write two demerits of Rorschach Ink Blot Test. ………………………………………………………………………… …………………………………………………………………………

9.5.3 Thematic Apperception Test

Another widely used projective test is the Thematic Appercep- tion Test (TAT) Thematic Apperception Tests present more highly structured stimuli and response situation in comparison to Inkblot Tech- nique. It is known as T.A.T. It was developed by Morgan and Murray in 1935 at the Harvard Psychological Clinic. It requires more complex and meaningfully organized verbal responses. The TAT consists of a set of 30 (in black and white) pictures which portrays human beings in a variety of actual life situations plus

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one blank card. The pictures are vague and indefinite. But they are structured to some extent. The maximum number of pictures used with any subject is 20. Generally, four overlapping sets of 20 cards are available-for boys, girls, and males over 14 and female over 14. The cards are presented to the subject one by one. The subject is asked to tell a story about the picture shown on the card. This story should include details such as (1) what is happening (2) who the people involved (3) what they are doing (4) what they are thinking and feeling (5) what the necessary outcome of their action will be and similar other matters relating to the individual in the story and situation in which they are placed. In the case of the blank card, the subject is asked to imagine a picture by himself and narrate a story connected with that picture. The stories that the subjects made around the pictures give expression to a wide variety of interpretations about the feelings and actions of the figures shown in the picture. They are encouraged to interpret the pictures as freely and imaginatively as they want and to be completely open and honest in their responses. Typi- cally given as an individual oral test, it may also be administered in writing and as a group test. The test is administered in two sessions; 10 cards being employed during each session. The cards used in the second session are more unusual, dramatic and bizarre. While responding, subjects are asked to give the free play of their imagination. There is no right or wrong response. There are no time limits. In fact, the subject is encouraged to continue for as long as five minutes on a picture. Thus, in TAT the tester plays a relatively passive role- giving the initial instructions and recording responses. The basic rationale of the test depends primarily on the mechanism of identification. In scoring and interpreting TAT stories the psychologist first de- termines who the 'hero' is, the characters with whom the subject has presumably identified himself. In the next step, the content of the story is analyzed principally with reference to the hero's needs -such as the need for achievement, affiliation, aggression, sex etc. and press i.e. the forces in the environment that may facilitate or interfere with the

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satisfaction of his need. Such forces may be that the hero is criticized by another person, receiving affection, protection sympathy, being comforted, exposed to physical danger, shown hostility etc. Next, the psychologist analyses the 'theme' or the plot in a story. It represents a simple episode which contains one need and one press. That is the interaction of a hero's needs with environmental forces. Lastly, stories are analyzed in terms of 'outcomes' which include comparative strengths of the forces emanating from the hero and the strengths of those from the environment: the amount of hardship and frustration experienced: relative degree of success and failure; happy and un- happy endings etc. It is recommended that testing should be followed by an interview to learn the origin of the stories seeking associations to places, names of persons, dates, specific and unusual information. It enables the examiner to clarify the meaning of stories and to evaluate their significance more reliably. Murray has suggested that one should not give literal adher- ence to the behavioural side of the stories but looks for hidden human motives and intra-psychic conflicts. In general scoring and interpretation system rely heavily on an analysis of the thematic content of the stories, with structural properties playing a relatively minor role. In assessing the importance or strength of a particular need or press for the individual, special attention is given to the intensity, duration, and frequency of its occurrence in different stories, as well as the unique- ness of its association with a given picture. Evaluation of T.A.T. T.A.T. enjoys great popularity as a technique for the study of structure and organization of personality. Rorschach throws light on the structure of personality while the T.A.T. reveals the functioning of personality. It is considered of much value for uncovering personality dynamics. It is a technique for studying fantasy as a product of conscious and unconscious needs. T.A.T. is less time-consuming, less technical, can be easily adapted and is certainly more useful. It can be used both for adults and children separately. It has gained wide-

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spread use among clinical psychologists in studies and diagnoses of maladjusted and abnormal persons. But it also used with other normal groups also for the fuller understanding of personality differences. In responding to the Thematic Apperception Test situation, the subject is free from social tensions.T.A.T. permits wide qualitative and quantitative individual differences in expressions of wishes, fantasies, frus- trations, mode of adjustment. In T.A.T, procedures in administering, scoring, and interpreting differ, depending upon the conceptual system of the user and purpose for which the tester using the test. Thus, lack of agreement on a single scoring and interpretation system complicates the task. Simi- larly, determination of the validity of the T.A.T. is a difficult task. It is designed to study the hidden needs which cannot be observed di- rectly. So, it is questionable whether the stories reflect the test taker's personality or whether they are only stereotypic reactions to the situations pictured. Thus, there are many problems as regards scoring, reliability, and validity of T.A.T. A basic assumption that T.A.T. shares with other projective techniques are that present motivational and emotional condition of the subject affects his or her responses to an unstructured test situation (Anastasi). So, more systematic research is needed in all these areas to accept it as a tool for giving useful psycho diagnostic information.

9.6 ASSESSEMENT OF THE PROJECTIVE TECH- NIQUES Some psychologists have given penetrating accounts of the dynamics of personality on the basis of projective tests. More particularly The- matic Apperception Test and Rorschach test are widely used and become very popular. These tests have been able to draw out attention to the dynamics and organizational aspects of human mind and behaviour instead of perceiving the various traits of personality in isolation. The main advantages of this technique are-  The subject is not aware of the interpretation of his responses in this

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technique. So, it is very difficult to fake in these techniques.  These tests can be used with every age and intelligence level. The directions are very simple and reading/writing is not required in many cases.  These tests are useful for the study of our unconscious mind. These techniques are especially helpful to individuals who are in need of psychiatric treatments. But from the point of view of efficiency and accuracy, the projective tests are not free from criticism. Looking to the nature and complexity of projective tests, there is not much possibility of their use for school programmes or for selection of a career.  They are the tools to be handled by trained psychologists, psychia- trists, and clinicians. Even, they have not been able to prescribe specific instruction regarding the interpretation of the test results.  At the same time, the information about the reliability and validity of these tests are woefully lacking. Regarding validity, it may be said that the subject matter of projective test is sometimes quite vague and remained ambiguous. As such they cannot maintain the content validity of the test. Due to this reason, it does not have its predictive validity. Owing to the lack of clearness of the purpose, it is dominated by the hypothesis of the tester.  The quantitative scores derived from projective tests often have low reliabilities when assessed by the psychometric method. It is blamed by some psychologists that the usual methods of assessing reliability-such as split-half, test-retest, etc. are not applicable to projective instruments. The reactions and responses of the subject are by nature qualitative and changing. So, determination of the reliability of the projective techniques is also problematic.  Similarly, it may be said that unlike the other mental tests the norms of projective tests could not be attained. The norms of this type of test have now been obtained on the basis of age, sex, and intelligence, educational standard as well as the socioeconomic status of the testees or subjects. In the absence of adequate norms, the special-

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ists are to depend upon the personal experiences of the psychologists in their clinical use.  The most disturbing aspect of the projective technique is that the directions for the administration of the projective instruments are not standardized and thus, the examiner can significantly influence the subject's responses. To some extent, the tester projects his own mind while giving an interpretation of the responses given by the subject. In these tests, the subjects are permitted to give a varying number of responses, of varying length. Variability of responses makes statistical comparison extremely difficult However, they continue to be employed because of their usefulness in helping psychologists obtain a comprehensive picture of an individual's personality. The results are most useful when combined with information obtained from personal observation, other test scores, and familiarity with a person's 'previous history.

ACTIVITY- 9.2

Collect few cards with pictures of human being in a variety of actual life situations. Give these cards to some students. Asked them to tell a story about the picture shown in the card.

We may conclude by saying that projection is an unconscious process whereby a person attributes certain thoughts, attitudes, emotions or characteristics to other persons or certain characteristics to objects in his environment and attributes his own needs to others in his environment. They are not measuring proficiency or ability or achievement. They are revealing certain aspects of personality.

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9.7 LET US SUM UP

 Projective tests are used and developed by psychologists to measure personality. A projective technique is a tool which is considered especially sensitive to unconscious aspects of behaviour; it permits or encourages a wide variety of subject responses, is highly multidi- mensional, and it evokes unusually rich response data with a minimum of subject awareness concerning the purpose of the test.Projective techniques are usually regarded by their exponents as especially effective in revealing covert, latent or unconscious aspects of personality  Distinguishing features of projective techniques include ambiguous directions, relatively unstructured tasks, and virtually unlimited client responses. A fundamental assumption of projective techniques is that the person expresses or "projects" his or her personality characteristics through the completion of relatively unstructured and ambiguous tasks  A large number of projective instruments are available including Word association, Rorschach tests, Thematic Apperception Test etc.There are distinct advantages and disadvantages to projective tests, depending both on the type of test and the purpose for which it is used. Com- pared to other types of personality assessment projective test are difficult to score and questions are often raised about their reliability and validity. Projective tests also need special skill to administer and more time. However, they continue to be employed because of their usefulness in helping psychologists obtain a comprehensive picture of an individual's personality. The results are most useful when combined with information obtained from personal observation, other test scores, and familiarity with a person's previous history.

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9.8 FURTHER READING

1) Anastasi Anne, Psychological Testing 4th ed. New York: Macmillan Publishing Co. Inc. 2) Anderson, Scarvia B. Samuel Ball, Murphy, R.T. and et.al. Encyclope- dia of Educational Evaluation. Jessey-Bass Publishers, 1976. 3) Asthana Bipin. Measurement and Evaluation in in Psychology and Education. Binod Pustak Mandir , Agra. 4) Brown Frederick, G.. Principles of Educational and Psychological Test- ing. Holt: Rineheart and Winston, 1976. 5) Goswami Marami. Measurement and Evaluation in Education and Psychology. Nilkamal Publishing House, Hyderabad, 2010 6) Gronlund, Norman, E.. Readings in Measurement and Evaluation, Edu- cation, and Psychology. The Macmillan Company, 1968. 7) Freeman, F.S. Theory and Practice of Psychological Testing. Oxford and IBH. 8) Mehrens, William, A. and Lehmann, Irvin, J. Measurement and Evalu- ation in Education and Psychology. Holt, Rinehard and Winston, 1978.

9.9 ANSWERS TO CHECK YOUR PROGRESS

Ans to Q No 1: In psychology, the term "projection" means the tendency of an individual to see his / her own unwanted traits, ideas, and motives in other persons or objects. Ans to Q No 2: The term was first used by Freud Ans to Q No 3: A fundamental assumption of projective techniques is that the person expresses or "projects" his or her personality characteristics through the completion of relatively unstructured and ambiguous tasks Ans to Q No 4: Projective techniques are considered as a disguised test-

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ing procedure because in this technique the purpose of the test is not known to the test taker. Ans to Q No 5: 1. To present the subject with a series of fluid, weakly structured stimuli; 2. To give instructions that emphasizes freedom of response Ans to Q No 6: 1. Freud's belief that unconscious processes may be identified provides the first rationale for projective tests. 2. A person must project his own needs and motives into his perception of an unstructured stimulus. Ans to Q No 7: Word association test is originally known as the "free association test", Ans to Q No 8: Swiss Psychologist Hermann Rorschach was the originator of the Rorschach Ink Blot Test Ans to Q No 9: The test consists of 10 properly standardized inkblot cards. All the designs are bilaterally symmetrical and printed on a white back- ground. Five of the cards are in shades of gray and black, others are gray plus colour and others are completely chromatic. As the number increases the ink-blots become more and more complex and difficult. Ans to Q No 10: Some responses are very frequently given by normal subjects. These are called ' popular' responses. Others are extremely infrequent. These uncommon responses are called 'original'. Ans to Q No 11: Interpretations of Rorschach scores are highly individual- ized and Validity of Rorschach test is questionable (or any other given in the text)

9.10 MODEL QUESTIONS

A) Short Questions (Answer each question in about 150 words): Q1: What do you mean by a projective test of personality? Describe briefly a projective test designed to measure personality. Q2: Discuss the procedure of Projective Techniques.

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Q3: Describe Word association test as a projective test for measuring personality. Q4: Discuss the characteristics of a projective test of personality. Q5: In what respect is a projective test better than a personality inventory /questionnaire. - explain. Q6: Write a short note on Thematic Apperception Test (TAT). Q7: Write a short note on word association test.

B) Long Questions (Answer each question in about 150-300 words) Q1: What are projective tests for measuring personality? Explain the advantages and disadvantages of projective tests. Q2: Discuss Rorschach tests for measuring personality. Q3: Elucidate the administration procedure of Rorschach Ink Blot Test Q4: Explain the Scoring and interpretation of Ink Blots Test Rorschach Test Q5: Evaluation of the significance of T.A.T in measuring personality.

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