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Schwartz, Mark S.; Ewert, Josephine C. – J Clin Psychol, 1969
Descriptors: Diagnostic Tests, Projective Measures, Psychological Testing, Schizophrenia
Peer reviewed Peer reviewed
Bricklin, Barry – Journal of Personality Assessment, 1975
Three subjects were used in a role playing study based on the subject's own Rorschach responses. The results proved to be valuable as an aspect of therapeutic involvement. Results also help to expand and clarify the psychological meaning of Rorschach images. (Author/DEP)
Descriptors: Fantasy, Personality Studies, Pictorial Stimuli, Projective Measures
Peer reviewed Peer reviewed
Wade, Terry C.; And Others – Journal of Personality Assessment, 1978
The occupational specializations and therapeutic orientations of clinical psychologists were related to their use and opinion of testing. The two tests clinicians considered most important to clinical practice were the Rorschach and the Thematic Apperception Test. Among the 10 most frequently recommended test, projective measures were listed 30…
Descriptors: Clinical Psychology, Objective Tests, Opinions, Projective Measures
Peer reviewed Peer reviewed
Feigenbaum, David; Costello, Raymond M. – Journal of Personality Assessment, 1975
This study attempts to show that information about one aspect of test rationale affects performance in a predictable manner. (Author/DEP)
Descriptors: Behavior, College Students, Conditioning, Multiple Choice Tests
Bruhn, Karl – 1984
Karl Bruhn, professor of education at Helsinki University for almost 20 years, in addition to writing a history of education, concentrated particularly on carrying out further investigations with his Helsinki Test which was publicly released in 1953. The use of this test is presented in this posthumous article by Bruhn. The Helsinki Test is a…
Descriptors: Association Measures, Diagnostic Tests, Foreign Countries, Intelligence Tests
Peer reviewed Peer reviewed
Allen, Robert M. – Journal of Personality Assessment, 1975
The inkblot method was used to differentiate how a person, who is considered retarded from the viewpoint of measured intelligence, deals with familiar and unfamiliar problems. The language and mode of perceiving, organizing, and responding of an individual while problem solving is emphasized. (Author/BJG)
Descriptors: Children, Elementary Secondary Education, Intelligence Tests, Language Ability