sign in sign up
<<
Home , Rorschach test

University of the Pacific Scholarly Commons

University of the Pacific Theses and Dissertations Graduate School

1969

The human movement factor of the Rorschach test as a predictor of

Samuel Cucciare University of the Pacific

Follow this and additional works at: https://scholarlycommons.pacific.edu/uop_etds

Part of the Commons

Recommended Citation Cucciare, Samuel. (1969). The human movement factor of the Rorschach test as a predictor of intelligence. University of the Pacific, Thesis. https://scholarlycommons.pacific.edu/uop_etds/1697

This Thesis is brought to you for free and open access by the Graduate School at Scholarly Commons. It has been accepted for inclusion in University of the Pacific Theses and Dissertations by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. THE HUMAN MOVEMENT FACTOR OF THE RORSCHACH TEST AS A PREDICTOR OF INTELLIGENCE

,·

A Thesis Presented to the Faculty of the Department of Psychology University of the Pacific

In Partial Fulfillment of the Requirements for the Degree Master of Arts

by Samuel Cucciare June 1969 This thesis, \vritten and submit.ted by

Samuel Cucclare ---·---·-··--· --·--"'"-- ·----·-- ---·' i.s approved for recommendation to the

Graduate Council, University of the Pacific.

Departr11ent. Chail·rnan o:t' Dec.m:

Thesis Commit'!:.ee: TABLE OF CONTENTS

CHAPTER PAGE I. INTRODUCTION • • • • • • • • • • • • • • • • • • • • • • • • • • • • 1

Statement of the Problem • • • • • • • • • • • • • • • • • • • • 1 Purpose of the Problem • • • • • • • • • • • • • • • • • • • • 1 Sources and Treatment of the Date ••••••••••• • • • 1 California Short-Form Test of Mental Maturity,

Historical Data and Administration • • • • • • • • • • • 1 Quality I. Q. Classifications for California

Short-Form Test of Mental Maturity. ••• • • • • • • • 4 Rorschach Test, Materials Used and Administration of • • • • • • • • • • • • • • • • • • • • • • • 4 Definitions of Terms Used ••• • • • • • • • • • • • • • • • • • 5 Intelligence • • • • • • • • • • • • • • • • • • • • • • • • • • • • 5 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 6 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 7 Psychomotil.ity • • • • • • • • • • • • • • • • • • • • • • • • • 8

ll. REVIEW OF RESEARCH IN THE FIELD • • • • • • • • • • • • 9 Study of M. R. Hertz and Stephanie Kennedy • • • • • • • • 9 M (Human Movement) Response, Selection of ••••••• 11 W (Whole) Response •••••••••••••••••••••••• 12 III. THE RORSCHACH TEST • ; ••••••••••••••••••••• 13 Historical Data • • • • • • • • • • • • • • • • • • • • • • • • • • • 13 Description of the Rorschach Test • • • • • • • • • • • • • • 13 Administration of Group Rorschach Blank • • • • • • • • • 14 Most Frequent M (Human Movement) Responses • • • • • 15 CHAPTER PAGE

IV. ANALYSIS OF TEST DATA • • • • • • • • • • • • • • • • • • • 18 statistical Data • • • • • • • • • • • • • • •• • • • • • • • • • • 19 Bivariate Distribution •••••••••••• • • • • • • • • • • 24 v. CONCLUSIONS AND RECOMMENDATIONS • • • • • • • • • 25 Conclusions • • • • • • • • • • • • • • • • • • • • • • • • • • • • 26 Recommendations • • • • • • • • • • • • • • • • • • • • • • • • 26 BIBLIOGRAPHY ••••••••••••• • • • • • • • • • • • • •••••• 27

I CHAPTER I

INTRODUCTION

STATEMENT OF THE PROBLEM

Is it possible to determine the degree of intelligence of an individual by use of the M (human movement) response of the Group 1 Rorschach Blank arranged by M. R. Harrower.

Is there a significant difference between the correlation of summed human movement Rorschach scores and intelligence test scores earned in a sixth grade elementary school population.

PURPOSE OF THE PROBLEM

The writer is attempting to determine further whether or not it is possible to predict the intelligence of an individual by use. e>f the M (human movement) response of the Group Rorschach Blank.

SOURCES AND TREATMENT OF THE DATA

Library study conducted by the writer includes investigation c•f psychology text books listed in the card catalogues of the Ubraries' of the University of the Pacific and the University of I

1 Group Rorschach Blank, arranged by M. R. Harrower, btainable from the Psychological Corporation, New York. 2 Psychological Abstracts dating from 1940 to February, 1969 have been thoroughly investigated for information pertaining to the subject. 2 The California Short-Form Test of Mental Maturity and the Group Rorschach Blank were administered in April, 1958 to one hundred (100) sixth graders from four different classes selected at random within the same school. The school population consists of children who come from a mixed rural and suburban area who are for the most part transported to school by buses. Within this school district are farms with some tracts of low priced homes and numerous trailer courts. The parents of the children are mostly unskilled laborers who work in factories, in canneries, on farms with a small amount of skilled workers and professional people. Approximately one-third of the school population are of Mexican extraction who primarily use the Spanish language in their homes.

The tests used in this study were administered to three sixth­ grade classes and a portion of a fourth sixth-grade class in order to obtain one hundred (100) subjects. Each group was tested separately as follows: First Group 32 subjects Second Group - 35 subjects Third Group 33 subjects

~----- 1 2 / Manual California Short Form .!!.!1.2! Mental Maturity. 1957, ~ Form, Devised by Elizabeth T. Sullivan, Willis W. Clark and ~rnest W. Tiegs. Los Angeles: California Test Bureau. 3 The first of the two tests administered was the California Short-Form Test of Mental Maturity. For years, the California Short-Form Test of Mental Maturity has been outstanding as a group ir,ttelligence test. Among the reasons for this is its consistently high correlation with the &'tanford-Binet. Some users have reported coefficients which approach test retest results with the Stanford- Binet when different administrators have done the Binet testing. 3 Beldon, a former educational statistician for the Los Angeles County Schools, reported a correlation of 0. 88 between the CTMM and the Stanford-Binet. Several other studies report CTMM and Stanford-Binet correlations exceeding o. 88.

The California Short-Form Test of Mental Maturity was administered to each group separately according to the directions for administration within the same week, in the same classroom at the same time of the day. This test consists of the following seven tests: 1. Sensing right and left. 2. Manipulation of areas. 3. Similarities. 4. Inference. 5. Number Series. 6. Numerical Quantity. 7. Verbal Concepts.

3 Daniel Beldon, "Factor Analysis of the California Test of ental Maturity." (Unpublished study for the Education Section, ffice of the County Superintendent of Schools.. Los Angeles County, 1 os Angeles, 1938.) 4 "The descriptive classifications in the table listed below are based on the normal typical population and an I. Q. standard deviation of 16.

QUALITY CLASSIFICATIONS FOR INTELLIGENCE QUOTIENTS

Portion of Typical I. Q. Descriptive Classification Population Included

130+ Very Superior 5o/a 115-129 Superior 13o/o 100-114 High Average 32% 85-99 Low Average 32% 70-84 Inferior 13% 69- Very Inferior 5% 114

The above table was used to classify California Short-Form Test of Mental Maturity results obtained in this study.

The second test administered to the one hundred (100) subjects was the Group Rorschach Blank. This test was administered to the same one hundred (100) subjects, divided into three groups. Each group was tested separately within the same week, in the same c:lassroom and at the same time of the day. The inkblots (ten 2 x 2 sllides) were flashed on a 40 x 40 screen for three minutes and the sl:ubjects were instructed to mark the Group Rorschach Blank according +the instructions prescribed by M, R. Harrower which are printed Jn the cover of the blank.

4 Manual California Short Form ~ _gf Mental Maturity, 1957. S Form, Devised by Elizabeth T, Sullivan, Willis W. Clark Td Ernest W. Tiegs. Los Angeles: California Test Bureau.

I, 5 DEFINITION OF TERMS

"Intelligence may be defined in several ways: (1) Capacity to integrate experiences and to meet a new situation by means of appropriate and adaptive responses; (2) Capacity to learn; (3) Capacity to carry on abstract thinking. While psychologists differ in regard to which of these three aspects is the most important and which they would emphasize .. the fact is that most tests of general intelligence probe and sample all three."

According to item number (1) above, an individual who is able to adjust and adapt himself to new problems and situations is more intelligent than an individual who is not able to do the same. Therefore, the more intelligent person is one who can more easily and more extensively vary his behavior when conditions change. The more intelligent individual is capable of greater creative re­ organization of behavior. An individual who is less intelligent has fewer responses and is less creative. The more intelligent person is capable of dealing with a greater number and a variation of situations.

Capacity to learn, item number (2) above, signifies the more intelligent person should be able to learn more readily and should be able to learn more in quantity and quality than the less intelligent individual. -·------5 I Frank S. Freeman. Theory.!.!!! Practice E.f Psychological ,r-estin,g~ revised edition. New York: Henry Holt & Company. I'>• 5. 6 Ability to carry on abstract thinking, item number (3) above, means that an individual is able to use concepts and symbols in problem solving.

PEH.CEPTION

There have been many books written on perception which is a broad subject. Listed below are some of the obvious principles of perception along with some that are not as obvious: Attention. Attention is to concentrate on a given current experience and to avoid any others. The concentration is limited to an event which is clearly perceived. At the same time there may be events which are less clearly perceived.

Shiftins ,2! Attention is to focus on certain aspects of current experience which before was marginal, and to focus once more on an event which was clearly perceived.

Intensity~.§!!!..: A person is more likely to attend to a very loud sound than he is to one which was heard, but was not very loud. Also, a person is more apt to attend to a bright light than to one that is not very bright. A person is not as likely to notice part of an advertisement on part of a page as he would one that covered the entire page. A general statement concerning the above is that a person is more likely to notice something that is loud, big, and bfight as compared to something that is not very loud, not very big, hd not very bright. 7 Contrast. An individual tends to adapt and get used to the stimulation around him. If a person enters a room in which a clock is ticking, it is very noticeable at first. After a while, the ticking is hardly noticeable. The person would become aware of the clock again if it should suddenly stop ticking.

Hepetition. A shout or any other sound is more likely to be heard if repeated. A person may be focusing his attention on an event and when the shout or sound is repeated, he may be caught during one of the periodic wanings of attention.

Movement. Just as animals are attracted to objects that move, so are people. Human eyes are attracted to moving objects in much the same way as moths are attracted to flame. An object that moves is seen much more easily than an object that is not moving. The more effective advertising signs are those that involve movement such as blinking lights or moving figures. -Set. Our attention is governed not only by what will attract our attention, but also by what will hold it. A person may be totally unaware of some objects that are included among objects in which he has a special interest. Set is very important as to what an individual will perceive. A person who is expecting an event to take place is more apt to be a.ware of it when it happens.

CREATIVITY

Creativity is dependent upon a person's ability to re-combine into a new pattern of mental images from past experiences. 8 Mental images are involved., for example, when a person responds to Card IV of the Rorschach Test as seeing "acrobats doing a back bend. "

PSYCHO MOTILITY

The term for any motor action, attitude, or habit pattern which is influenced by mental processes and thus reflects the individual's make -up. CH.APTEH. II

REVIEW OF RESEARCH IN THE FIELD

6 M. R. Hertz and Stephanie Kennedy analyzed the M (human movement factor) in the records of 137 boys and girls who were fourteen and fifteen years of age. The boys and girls were tested at the Bruch Foundation, and the purpose of the study was to determine whether it is possible to determine intelligence by use of certain lVr' s in combination with other Rorschach scores.

A comparison was made of average, high-average, superior and very superior groups. The respective "stimulus value" was next determined from the distribution of theM's on each card. The three cards which tend to elicit M most readily and those lease likely to stimulate M were analyzed. The ease with which the blots elicit movement responses determines the relative value of lVl as a gross indicator of intelligence. Appropriateness of the forms, the amount of originality or popularity and the extent of the organization are considered in terms of the cards in which they appear that determine the value of the M.

From the records of average, high-average, superior and very superior children, a comparison of M patterns was obtained.

6 j Hertz, M. R. and S. Kennedy, "The M-Factor in Estimating I 11telligence." Rorschach Research Exchange, Vol. 4, 1940, p 105-106. 10 This was done according to the cards in which they appeared. It was found that certain relationships were established for that study between various patterns and gross levels of intelligence.

From the data above, the conclusion was offered that children of average intelligence rarely exhibit M' s with poor form level. Poor form level is a response in which the shape of the ink­ blot is not clearly used.

Average intelligence was reportedly reflected when M's occurred with undifferentiated wholes even when the form is well perceived. Undifferentiated wholes were reportedly in reference to responses in which a subject saw one thing in the total inkblot without the use of details. Only average intelligence was supposedly reflected when M's occurred with ordinary whole answers weighted for organization.

A response is weighted for organization when a subject organizes the various parts of the inkblot into a meaningful larger concept. When M's are combined with details, and when organization takes place, one might deduct that higher intelligence is indicated. Superior intelligence is inferred when organization takes place with detail answers. Detail answers are those in which a subject breaks up the inkblot into various parts when reporting what he sees. Higher intelligence is indicated when M's occur with popular forms combined with details than when M's are combined with wholes. Popular forms are responses that have been found to be given most frequently. Very superior intelligence is shown when M1s occur I with "good" originality. "Good" original responses are usually I cJmsidered to be those which occur only once in every one hundred r(!Cords.I I

I --

11 Conclusions that superior intelligence is generally suggested when M's occur with higher form level organization. and "good" originality could be drawn from the preceding data for that population studied. Good form is when the response is given by a subject in­ volving only the shape of a blot. Very superior intelligence may be inferred especially when combinations of M's occur with organization in detail responses and M's with good original responses.

"Data found in studies by Bradway, Gardner, Harriman, Hertzman, Klopfer, Lindner, Rickers-Ovsiankina, Stanbrook and Siegel, Vernon, and ·wishner, tend to confirm the hypothesis that as intelligence increases an increase in the number of human move­ 7 ment responses in Rorschach records may be expected. "

The writer selected theM (human movement) response for his study in order to attempt to determine whether or not it could be used to estimate the intelligence of an individual.

Human movement responses may indicate intellectual function, both in terms of capacity and in terms of. efficiency. The number of M responses, the degree to which they vary from typical responses,

and their COrrelatiOn With form level are indicatorS Of the SUbject IS intellectual and creative powers.

A lack of M response, however, is not in itself an indicator of low ability. If other signs point to high intellectual ability, a lack of

7 Tucker, J. E. (Pennsylvania State College) "Rorschach a:uman and other Movement Responses in Relation to Intelligence." ~~urnal£! Consulting Psychology, 1950 Vol. 14, pp 283.

I

:1

JI I :j d 12 M responses may indicate that the subject is emotionally disturbed with the result that his intellectual efficiency and creative powers are impaired.

The letter W symbolizes the whole response. This occurs when the whole blot is covered by a subject's response. There is one exception permitted by common usage of plate III. If a response to plate III includes only the ~ain gray areas, omits the bottom center gray part, and is an M response, it is scored w. This follows Rorschach's example. He noted that sometimes plate III is the only one to which the initial response is not a W.

A significant number of good-quality W responses indicates a high level of intellectual function, particularly in the area of the ability to perceive relationships between parts of the material and to organize. On the other hand, many global or undifferentiated . whole responses indicate either low intellectual ability or significant emotional disturbance. Lack of W responses, like lack of M responses, should not necessarily be interpreted as a sign of low ability. Such a lack may be a sign that a subject who is so careful and concerned with detail that he has difficulty observing relationships, organizing perception and coming up with an integrated achievement. Emotional stability should also be considered. CHAPTER III

THE RORSCHACH TEST

Herman Rorschach, a Swiss, after whom the Rorschach Test was named, began experimentation with inkblots as a means of stimulating and testing imagination. His work was the most extensive of any; however, he was not the first investigator to perceive the possibilities of inkblots in experimental psychology. His work continued from 1911 to 1921 with credit given to him for being the first to develop a technique for inkblot use in personality diagnosis. His test and methods were developed to be used as a practical tool in the study of unconscious factors in perception and dynamics of behavior and personality. Every performance of a person, according to Rorschach., is an expression of his total personality.

DESCRIPTION OF THE GROUP RORSCHACH BLANK

The Group Rorschach Blank is in booklet form made up of twenty-two pages. The first page contains identifying data of the subject and instructions for administration. Beginning with the first page and continuing throughout the booklet on every other page is a bUaterally symmetrical inkblot. The inkblots are printed in black and lighter shaded areas.

; ~1 14 The Group Rorschach Blank was administered according to the following instructions:

You will see on the screen ten inkblot pictures. Your task is to write down what these inkblots .. or any parts of them, resemble or look like to you.

You will see each inkblot for three minutes. Always write your answers on the right hand side of the open double page, and do not concern yourself with the left hand side until instructed to do so. Turn the page each time the slide is changed.

Do not be disturbed if the light is not very bright while you are looking at the inkblots and writing your answers, handwriting is not important.

When the first slide is on the screen, open this blank and record your answers where it says: '~·write your answers to inkblot I here 11

Number your answers for each inkblot. 15 Reportedly listed below are the most frequent M (human movement) responses for each inkblot:

INKBLOT I

1. "Hovering angels. 11 2. "Santa Claus. " 3. "Two figures back to back. "

INKBLOT II

1. "Two people with hands together." 2. "Two elves sitting back to back with cone shaped hats. 11

INKBLOT III

1. ''Two people bending over bowing or dancing."

(Most frequent movement response on the test. )

INKBLOT IV

1. "Acrobats doing back bend. " 2. "Man sitting on stove." 3. "Woman holding a baby." 16 INKBLOT V

1. "Figure of a person in the center with big wings. " 2. "Two reclining persons with arms folded. "

INKBLOT VI

1. "Man hanging on a cross. " 2. "Hindu standing with outstretched arms."

INKBLOT VII

1. "Two ladies fighting or dancing and pointing away from each other. 11 2. "Two people standing holding hands with arms across shoulders. 11

INKBLOT VIII

(No frequent response on this card. ) 1. "Arab woman sitting back to back at foot of a tree bent mourning. "

INKBLOT IX

1. "Two clowns or witches with their hands in front of them, maybe in a sword fight. " 17 INKBLOT X

1. "Two Firemen with their helmets on. " 2. "Two people sucking on something. " 3. "A woman swimming. "

The symbol Misused to indicate human movement responses, and also animals, such as apes and bears in human-like movements. A response which indicates that humans are being acted upon. is also scored M. Human movement, human-like movement, and humans who are being acted upon are generally considered to be indicative of the richness of inner life of the individual. This is purported to be representative of inner creativity. M (human movement) responses which occur minimally in children are generally exceeded in the early years by FM responses.

From two to ten years the average number of M (human movement) responses have generally been found to increase steadily. One exception to this is for 4! and 5! year olds who tend to show an increase from an average of. 07 to 1. 70 per child. M (human movement) responses more than double from 5f to 6 years. CHAPTER IV

ANALYSIS OF TEST DATA

The statistical analysis of the test data of this study is computed according to the Pearson Product Movement Correlation Coefficient, 8 r. The value of the correlation coefficient r is always between positive and negative one. Uris near positive one (+. 6 to +1. 0), there is a positive correlation between the two test group results. If r is near negative one ( -. 6 to -1. 0), the correlation has a reverse relationship, and if r is near zero ( -. 5 to+. 5). there is no relationship whatsoever.

The formula used for obtaining the coefficient r is as follows:

X stands for the deviation between the individual's and the mean I. Q. of the total group. Y is the deviation between the individual's number of M (human movement) responses and the group's mean number of responses. N is the number of individuals involved in this study.

The results after inserting the proper numbers into the formula are as follows:

8Anne Anastasi, ., Second Edition. New York: The Macmillan Company,. 1961., p. 115.

~I_~ g :1 0 "'I nJ j 19 STATISTICAL DATA

2 2 (Rorschach)M IQ X ;y !Y X y

1. 0 141 40.6 -. 6 -24.4 1648 • 36 2. 2 135 34.6 1.4 +48.4 1197 1. 96 3. 0 130 29.6 -. 6 -17.8 876 • 36 4. 0 127 26.6 -. 6 -15.9 708 • 36 5. 1 125 24.6 +.4 +10.0 604 • 16 6. 0 125 24.6 -. 6 -14.8 604 • 36 7. 0 122 21.6 -. 6 -12.9 467 .36 a.. 0 118 17.6 -. 6 -10.6 310 • 36 9. 0 116 15.6 -.6 - 9. 4 243 .36 10. 1 115 14.6 .4 + 5.8 213 .16 11. 3 114 13.6 2.4 +32.8 185 5.8 12. 0 113 12.6 -. 6 - 7. 6 159 .36 13. 0 113 12.6 -. 6 - 7. 6 159 .36 14. 0 113 12.6 -. 6 - 7. 6 159 .36 15. 0 113 12.6 -. 6 - 7. 6 159 .36 16. 2 112 11. 6 1. 4 - 6. 9 135 1.96 17. 1 112 11. 6 .4 + 4.6 135 .16 18. 0 112 11.6 -. 6 +16.3 135 .36 19. 0 111 10.6 -. 6 - 6. 3 112 .36 20. 0 111 10.6 -. 6 - 6.3 112 .36 20 -----

2 2 (Rorschach) M IQ X y xy X y

21. 1 110 9. 6 .4 +3.8 92 .16 22. 1 110 9. 6 .4 +3.8 92 .16 23. 1 109 8. 6 .4 +3.4 74 .16 24. 0 109 8.6 -.6 -5.2 74 • 36 25. 0 109 8.6 -.6 -5.2 74 • 36 26. 0 109 8. 6 -.6 -5.2 74 • 36 27. 0 108 7. 6 -.6 -4.6 58 .36 28. 1 107 6.6 .4 +2.6 43.6 .16 29. 1 107 6. 6 .4 +2.6 43.6 .16 30. 0 107 6.6 -.6 -3.9 43.6 • 36 31. 2 106 5.6 1.4 +7. 8 31 1. 96 32. 2 106 5.6 1.4 +7.8 31 1. 96 33. 2 106 5.6 1.4 +7.8 31 1. 96 34. 1 106 5. 6 .4 2. 2 31 .16 35. 1 106 5. 6 .4 2. 4 31 • 16 36. 0 106 5. 6 -. 6 -3.4 31 • 36 37o 1 105 4.6 .4 +1. 8 21 .14 38. 0 105 4.6 -.6 -2.8 21 • 36 39. 0 105 4.6 -. 6 -2.8 21 • 36 40. 0 104 3.6 -. 6 -2.2 13 .36 21

2 2 (Rorschach)M IQ X Y. xy X y

41. 0 104 3.6 -. 6 -2.2 13 • 36 42. 0 103 2.6 -. 6 -1.6 6. 8 .36 43. 0 103 2.6 -. 6 -1.6 6. 8 • 36 44. 6 102 1.6 +5. 4 +8. 6 2. 6 29.2 45. 0 102 1.6 -.6 -1.0 2. 6 .36 46. 0 102 1.6 -. 6 -1.0 2. 6 .36 47. 0 101 • 6 -. 6 - • 4 .36 .36 48. 0 100 -. 4 -. 6 + • 2 .16 .36 49. 1 99 -1.4 .4 - • 6 1.96 .16 50. 0 99 -1.4 -. 6 .8 1. 96 • 36 51. 1 98 -2.4 .4 -1.0 5. 8 .16 52. 2 98 -2.4 1. 4 -3.7 5. 8 1.96 53. 1 98 .. 2.4 .4 -1.0 5. 8 .16 54. 4 97 -3.4 3.4 -11.6 11.6 11.6 55. 1 97 -3.4 .4 -1.4 11.6 .16 56. 1 97 -3.4 .4 -1.4 11.6 .16 57. 1 97 -3.4 -. 6 +2. 0 11.6 .36 58. 0 96 -4.4 -.6 +2.6 19.5 .36 59. 0 96 -4.4 -.6 +2. 6 19.5 .36 60. 0 96 -4.4 -.6 +2.6 19. 5 • 36 22

2 2 (Rorschach)M IQ X y xy X l

61. 0 96 -4.4 -. 6 +2. 6 19.5 .36 62. 0 96 -4.4 -. 6 +2.6 19.5 .36 63. 0 95 -5.4 -. 6 +3.2 29 .36 64. 0 95 -5.4 -.6 +3.2 29 .36 65. 2 94 -6.4 1.4 -9.0 41 1.96 66. 1 94 -6.4 .4 -2.6 41 .14 67. 0 94 -6.4 -. 6 +3.8 41 .36 68. 0 94 -6.4 -. 6 +3.8 41 .36 69. 0 94 -6.4 -. 6 +3.8 41 .36 70. 4 93 -7. 4 3. 4 -25.2 55 11.6 71. 1 93 -7.4 .4 -3.0 55 .16 72. 1 93 -7.4 .4 -3.0 55 .16 73. 0 93 -7.4 -. 6 +4.5 55 .36 74. 0 92 -8.4 -. 6 +5.0 71 .36 75. 0 92 -8.4 -. 6 +5.0 71 .36 76. 3 91 -9.4 2. 4 -22.5 88 5. 8 77. 1 91 -9.4 .4 -3.8 88 .16 78. 0 91 -9.4 -. 6 +5.6 88 .36 79. 0 91 -9.4 -.6 +5. 6 88 .36 80. 0 90 -10.4 -.6 +6.2 108 .36 23

2 2 (Rorschach)M IQ X y xy X y

81. 0 89 -11.4 -. 6 + 6.8 130 • 36 82. 0 89 -11.4 -. 6 + 6.8 130 • 36 83. 3 87 -13.4 2. 4 -32.0 180 5. 8 84. 0 86 -14.4 -.6 + 8.6 208 .36 85. 0 88 -14.4 -. 6 + 8.6 208 • 36 86. 0 85 -15.4 -.6 + 9. 2 238 .36 87. 0 85 -15.4 -. 6 + 9. 2 238 • 36 88. 1 84 -16.4 .4 - 6. 6 270 .16 89. 0 84 -16.4 -.6 + 9.6 270 • 36 90. 0 83 -17.4 -. 6 +10.4 303 .36 91. 1 82 -18.4 .4 - 7.4 340 .16 92. 0 82 -18.4 -.6 +11. 0 340 .36 93. 0 82 -18.4 -. 6 +11.0 340 .36 94. 0 81 -19.4 -. 6 +11.6 376 .36 95. 0 80 -20.4 -. 6 +12.2 41.6 • 36 96. 0 79 -21.4 -. 6 +12.8 458 .36 97. 0 77 -23.4 -.6 +14.0 550 .36 98. 0 76 -24.4 -. 6 +14.6 596 .36 99. 1 72 -28.4 • 4 -11.4 810 .14 100. 0 70 -30.4 -. 6 +18.2 925 .36 +68.07 17881.40 110.18

.'j

:1 24 BIVARIATE DISTRIBUTION

6 ,

5

4 , r

3 II ,

2 ' I 'fll t 1 Ill llfl }UJI 'tH.t fill I 'tt-4 II 0 ni.llm II 'mllti.{ 11&lbttlHt btlli~Jm fit( Jll

70-85 86-95 96-105 106-115 116-125 126-145 I. Q. CHAPTERV

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

I According to the results found by this study there is no significant difference between the correlation of summed M (human movement) Rorschach scores and intelligence test scores made in a sixth-grade elementary school population. It is not possible to determine the degree of intelligence by use of the lVI (human movement) response of the Group H.orschach Blank.

Since Rorschach emphasized that, at least in the individual and adult interview, the subject must be able to draw from a wealth of associations and memory images in order to derive an M (human movement) experience, it may be that sixth~graders are somewhat too young. Rorschach considered this associative wealth representative of the subject's general endowment and thus for him the flexibility of these associations made theM responses representative of psychomotility. 26

RECOMMENDATIONS

In order to attempt to obtain data to support the hypothesis that it is possible to predict the intelligence of an individual by use of the M (human movement) response of the Group Rorschach Blank , a study using older subjects should be conducted. Older subjects could make some difference in the number of M (human movement) responses among low, average, high average, superior, and very superior children.

The investigator should also take into account the degree to which theM responses vary from the typical responses, and their correlation with form level in order to attempt to predict intellectual and creative powers.

,.; I § 27

BIBLIOGRAPHY

Altus, William D. and Grace M. Thompson, "The Rorschach as a Measure of Intelligence," Journa1.2!., ConsultinS: Psychology, 13:341-47, 1949 (Santa Barbara College).

Ames, Bates Louise, Janet Learned, Ruth W. Metraux, and Richard N. Walker, Child Rorschach Responses, Developmental Trends from Two to Ten Years. New York: Paul B. Hoeber, Inc •• Medical Book Department of Harper and Brothers. 1952. 310 pp.

This book shows that the Rorschach can be a valid test for children if scored by suitable "child" norms. It also presents data pertinent to the use of the movement response in general as an indicator of intelligence.

Anastasi, Ann, Psychological Testing, Second Edition. New York: The MacMillan Company, 1961. 633 pp.

Beldon, Daniel, "Factor Analysis of the California Test of Mental Maturity, " (Unpublished study for the Education Section, Office of the County Superintendent of Schools, Los Angeles County, Los Angeles, 1938.)

Dana, Richard H. (Marquette University), "Six Constructs to define Rorschach M,. "Journal !:?!. Projective Techniques ~Personality Assessment, 32 (2) 183-145, 1968.

Freeman,. Frank S. , Theory~ Practice .2!_ Psychological Testins-. Revised Edition. New York: Henry Holt and Company, 1955. 609 pp.

This book deals with the theory behind and the practice of Psychological Testing and gives historical data pertaining to the Rorschach Inkblot Test.

Group Rorschach Blank. Arranged by M. R. Harrower. Obtainable from the Psychological Corporation, New York. 28

Hertz, M. R. and s. Kennedy, "TheM-Factor in Estimating Intelligence." Rorschach Research Exchange, Vol. 4, 1940, pp. 105-106.

Klopfer, Bruno, Mary D. Ainsworth, ·walter G. Klopfer, and Robert R. Holt, Developments !!!..!!!!.. Rorschach Technique, Vol. I New York:· World Book Company, 1964. 726 pp.

The authors of this book give a detailed breakdown on the various parts of the Rorschach test. Scoring methodology is discussed extensively.

Manual California Short-Form.!!!! .2! Mental Maturity. 1957 S Form. Devised by Elizabeth T. Sullivan, Willis W. Clark and Ernest W. Tiegs. Los Angeles: California Test Bureau.

McReynolds, Paul, Editor, Advances~ Psychological Assessment, Palo Alto, California: Science and Behavior Books, Inc., 1968. 336 pp.

The aim of this book is to examine a limited number of significant topics in depth.

Morgan, Clifford T., Introduction ~Psychology. New York, Toronto, London: McGraw Hill Book Company, 1956. 648 pp. This book covers the more important and representative areas of psychology including explanations of perception and imagination.

Sherman, Murray H. Editor,..!;, Rorschach Reader. New York: International Universities Press, Inc., 1963. 440 pp. This book utilizes data from any sound source, without regard for variations in scoring.

Stoddard, George D. , ~ Meaning 2! Intelligence. New York: The MacMillan Company, 1943. 504 pp. This book brings into focus various research findings on the broad question of intelligence. It attempts to relate technical issues to certain problems in modern life. 29

Tucker, J. E. (Pennsylvania State College). "Rorschach Human and other Movement Responses in Relation to Intelligence. " Journa12!_ Consulting Psycholos,y, 1950, 14:283-86.

.j ]