RORSCHACH INKBLOTS

Journal of Personality Assessment, 1993

SIS Journal of Projective Psychology and Mental Health, 12. 61-78., 2005

Rorschach Inkblot T est in India : Historical R eview and P erspectives for F uture Action L. S a m S . Ma nick a m a nd B .L. D ub e y SIS J. Proj. Psy. & Ment. H e alth (2005) 12 : 61-78

Rorschach Archives up to 2015

Journal of Projective Psychology & Mental Health, 2023

Historically, the effects of color have generated extensive scholarly interest in the field of psychology and allied disciplines (Elliot et al., 2015). Yet, the majority of this body of research has appeared in journals outside of the sub-specialty of psychological assessment. As 5 of the 10 Rorschach cards have chromatic characteristics, the significance of individuals' reactions to color on these inkblots seems critical to the assessment process. In the initial phase of Rorschach administration, the sole color on cards II and III is red. The aim of the current study is to highlight the critical importance and impact of the color Red on human perception and cognitive processes, with direct implications for the Rorschach method. A review of the empirical research on this issue confirms that the color Red has the potential to influence visual selection, perceptual processes, avoidance motivation, and psychological inhibitions. Moreover, the color Red has been found to elicit strong emotional reactivity and disruptive effects on cognitive processes. Overall, the preponderance of experimental findings supports the position that of all the different hues, the color Red seems to have a) high arousal properties and b) a detrimental influence on cognitive-perceptual performance. Moreover, research suggests that cognitive processing style in response to the color Red can occur unconsciously. Of interest to the assessment process, several studies on the impact of the color Red specific to Rorschach chromatic plates corroborate this general conclusion. Further research on the significance of the color Red in Rorschach assessment is sorely needed. An extensive bibliography that serves as a basis for this review is provided.

2017

Even though personality traits are already a crucial issue in organizational practice, using Rorschach for individual personnel selection, team dynamics, management assessments and any other corporate activity for a practicing psychologist still seems very far in the horizon. This paper seeks to demonstrate how useful can Rorschach be in this field of expertise when used as part of an assessment battery toolkit for a multi-level organizational request.

… of the International Society for the …, 2012

Rorschachiana, 2021

The administration process of the Rorschach test is of utmost importance as it influences both the coding and the interpretative procedures. Performing it appropriately requires complex skills, knowledge, and solid training. The aim of the study is to describe students' interests in and difficulties with administering the Rorschach (Comprehensive System) for the first time. A two-phase methodology, including an analysis of questionnaire responses followed by a study of students' written narratives, using Iramuteq textual analysis software, was implemented with two different samples of third-year undergraduates (including 63 and 253 participants, respectively), recruited from a French psychology school. Our results show that students have a strong interest in understanding the test and wish to use it in their future practice. When administering the Rorschach for the first time, students find it difficult to cope with the complexity of the procedures at a technical, emotional, and relational level.

Psychological Assessment, 2001

Comments are made about the articles comprising the first round of the Special Series on the Rorschach. G. Strieker and J. R. Gold (1999) and D. J. Viglione (1999) praised the Rorschach, but they consistently failed to cite negative findings. R. M. obtained results that provide modest support for the Rorschach, but one of his data sets is flawed. J. B. Miller, R. Rosenthal, R. F. Bornstein, D. T. R. Berry, and S. reported the results of a meta-analysis, but, among other problems, their coders were not blind to the results of all the studies. J. Hunsley and J. M. Bailey (1999) made a strong case for concluding that there is no scientific basis for using the Rorschach. Recommendations are made for resolving the Rorschach controversy.

Journal of Personality Assessment, 1997

Problems in Rorschach esearch and What to Do About Them This artlcie idennfies many in;e:re-eiared problems thar interfere with progress in Rorschach research. Ktese inciude vague hypo:heses, cocfouncted comparisons, faiIarc to controi extraneous variabies; misuse of statistics, and distorted interpretation of resuks. ' TWO crucial sclu:ions tc address many of these probiems are offered: knowing the data and d i n g oct rival hypotheses. Underiy:ng conceptual confusions are addressed and prototypical exiirnpies deriveci from the literature are discussed in the hope of improwg the scientific foundatron oi'the Rorschach. Recently, Exner (1995) publashed a book designed to irnprove rhe research and the scieritrfaz foundaimn of the Rorschach. Prepxataorm for that pmb1rcataoc led te many d~s c u s s m x an2 tc' this xtlcie. The goal of rkss artncle rs to dentrfy some of the probkms rn Rorscilach research sad, more ~mponant. to offer a few salurrons

Journal of Personality Assessment, 2016

Learning to code the imagery, communication, and behavior associated with Rorschach responding is challenging. Although there is some survey research on graduate students' impressions of their Rorschach training, research has not identified which coding decisions students find to be the most problematic and time-consuming. We surveyed students to identify what they struggled with most when learning coding and to quantify how difficult it is to learn how to code. Participants (n = 191) from the United States, Brazil, Denmark, Israel, and Italy rated 57 aspects of coding using a 4-point scale that encompassed both the time required to code and the subjective difficulty of doing so. Mean ratings for coding in general indicated that students considered the overall task challenging. Ratings also revealed that students struggled most with Cognitive Special Scores, Determinants, and extrapolating from the tables to code Form Quality for objects that were not specifically listed. The findings offer suggestions about how to improve the guidelines for some of the more difficult variables and where it is most necessary to focus teaching time. Taking these steps may help the new student in learning the Rorschach.