Projective test

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Projective tests
MeSH D011386

In psychology, a projective test is a personality test designed to let a person respond to ambiguous stimuli, presumably revealing hidden emotions and internal conflicts projected by the person into the test. This is sometimes contrasted with a so-called "objective test" / "self-report test", which adopt a "structured" approach as responses are analyzed according to a presumed universal standard (for example, a multiple choice exam), and are limited to the content of the test. The responses to projective tests are content analyzed for meaning rather than being based on presuppositions about meaning, as is the case with objective tests. Projective tests have their origins in psychoanalysis, which argues that humans have conscious and unconscious attitudes and motivations that are beyond or hidden from conscious awareness. [1] [2]

Contents

Theory

The general theoretical position behind projective tests is that whenever a specific question is asked, the response will be consciously formulated and socially determined. These responses do not reflect the respondent's unconscious or implicit attitudes or motivations. The respondent's deep-seated motivations may not be consciously recognized by the respondent or the respondent may not be able to verbally express them in the form and structure demanded by the questioner. Advocates of projective tests stress that the ambiguity of the stimuli presented within the tests allow subjects to express thoughts that originate on a deeper level than tapped by explicit questions, and provide content that may not be captured by responsive tools that lacks appropriate items. After some decrease in interest in the 1980s and 1990s, newer research suggesting that implicit motivation is best captured in this way has increased the research and use of these tools.

Projective hypothesis

This holds that an individual puts structure on an ambiguous situation in a way that is consistent with their own conscious and unconscious needs. It is an indirect method- testee is talking about something that comes spontaneously from the self without conscious awareness or editing.

Common variants

Rorschach

The best known and most frequently used projective test is the Rorschach inkblot test. This test was originally developed in 1921 to diagnose schizophrenia. [4] Subjects are shown a series of ten irregular but symmetrical inkblots, and asked to explain what they see. [5] The subject's responses are then analyzed in various ways, noting not only what was said, but the time taken to respond, which aspect of the drawing was focused on, and how individual responses compared to other responses for the same drawing. It is important that the Rorschach test and other projective tests be conducted by experienced professionals to ensure validity and consistency of results. [6] The Rorschach was commonly scored using the Comprehensive System (CS), until the development of the newer scoring system, the Rorschach Performance Assessment System (R-PAS) in 2011. [7] In an influential review, the Rorschach Inkblot Test using the CS method has been labeled as a "problematic instrument" in terms of its psychometric properties. [8]

The new scoring system has stronger psychometric properties than the CS, and, like the CS, allows for a standardized administration of the test [7] which is something that is lacking in a majority of projective measures. Additional psychometric strengths present with the R-PAS include updated normative data. The norms from the CS were updated to also include protocols from 15 other countries, resulting in updated international norms. The CS international norm data set was based on fewer countries, most of which were European only. The new international norms provide a better representation of the Western hemisphere and westernized countries. [7] Concerning differences in administration of the task across both scoring systems, a critical issue with CS administration was addressed in the development of the R-PAS. Following CS administration procedure, it was common to obtain too few or too many responses per card which could result in an invalidated protocol (due to too few responses) or in error. [7] The new administration procedure introduced in the R-PAS requires the clinician to initially tell the examinee that they should provide two or three responses per card, and allows the clinician to prompt for additional responses if too few are given, or to pull cards away if too many are given. [7] Therefore, the new administration procedure addresses the critical issue of number of responses that was prevalent with use of the CS administration procedure. The CS administration procedure prevented clinicians from prompting for more responses or pulling cards when too many responses were provided. An additional psychometric improvement concerns the presentation of obtained scores. With the R-PAS system, it is now possible to change scores to percentiles and convert percentiles to standard scores which can be presented visually and allow for easy comparison to the normative data. [7] With the CS, this was not possible and it was more difficult to compare results to normative comparison groups. Lastly, the R-PAS scores have been shown to possess similar and sometimes stronger inter-rater reliability than was seen in scores from the CS. [7] This means that when different clinicians score the same protocol, they are quite likely to derive the same interpretations and scores.

Holtzman Inkblot Test

This is a variation of the Rorschach test, but uses a much larger pool of different images. Its main differences lie in its objective scoring criteria as well as limiting subjects to one response per inkblot (to avoid variable response productivity). Different variables such as reaction time are scored for an individual's response upon seeing an inkblot. [9]

Thematic apperception test

Another popular projective test is the Thematic Apperception Test (TAT) in which an individual views ambiguous scenes of people, and is asked to describe various aspects of the scene; for example, the subject may be asked to describe what led up to this scene, the emotions of the characters, and what might happen afterwards. A clinician will evaluate these descriptions, attempting to discover the conflicts, motivations and attitudes of the respondent. A researcher may use a specific scoring system that establishes consistent criteria of expressed thoughts and described behaviors associated with a specific trait, e.g., the need for Achievement, which has a validated and reliable scoring system. In the answers, the respondent "projects" their unconscious attitudes and motivations into the picture, which is why these are referred to as "projective tests." Although the TAT is a commonly used psychological assessment instrument, its validity as a personality assessment test has been questioned. In contrast, it has high reliability and validity when used in research with larger samples. [10]

Draw-A-Person test

The Draw-A-Person test requires the subject to draw a person. The results are based on a psychodynamic interpretation of the details of the drawing, such as the size, shape and complexity of the facial features, clothing and background of the figure. As with other projective tests, the approach has very little demonstrated validity and there is evidence that therapists may attribute pathology to individuals who are merely poor artists. [5] A popular review has concluded that its scientific status "can best be declared as weak". [8] A similar class of techniques is kinetic family drawing.

Animal Metaphor Test

The Animal Metaphor test consists of a series of creative and analytical prompts in which the person filling out the test is asked to create a story and then interpret its personal significance. Unlike conventional projective tests, the Animal Metaphor Test works as both a diagnostic and therapeutic battery. Unlike the Rorschach test and TAT, the Animal Metaphor is premised on self-analysis via self-report questions. The test combines facets of art therapy, cognitive behavioral therapy, and insight therapy, while also providing a theoretical platform of behavioral analysis. The test has been used widely as a clinical tool, as an educational assessment, and in human resource selection[ citation needed ]. The test is accompanied by an inventory, The Relational Modality Evaluation Scale, a self-report measure that targets individuals' particular ways of resolving conflict and ways of dealing with relational stress. These tests were developed by Dr. Albert J Levis at the Center for the Study of Normative Behavior in Hamden, CT, a clinical training and research center.

Sentence completion test

Sentence completion tests require the subject to complete sentence "stems" with their own words. The subject's response is considered to be a projection of their conscious and/or unconscious attitudes, personality characteristics, motivations, and beliefs. However, there is evidence that sentence completion tests elicit learned associations rather than unconscious attitudes. Thus, respondents answer "black" when presented with the word, "white," or "father" when presented with the word "mother," according to Soley and Smith. [10]

Picture Arrangement Test

Created by Silvan Tomkins, this psychological test consists of 25 sets of 3 pictures which the subject must arrange into a sequence that they "feel makes the best sense". The reliability of this test has been disputed, however. For example, patients with schizophrenia have been found to score as more "normal" than patients with no such mental disorders. [11] Other picture tests include:

Word Association Test

Word association testing is a technique developed by Carl Jung to explore complexes in the personal unconscious. Jung came to recognize the existence of groups of thoughts, feelings, memories, and perceptions, organized around a central theme, that he termed psychological complexes. This discovery was related to his research into word association, a technique whereby words presented to patients elicit other word responses that reflect related concepts in the patients' psyche, thus providing clues to their unique psychological make-up [13] [14] [15]

Graphology

Graphology is the pseudoscientific [16] analysis of the physical characteristics and patterns of handwriting purporting to be able to identify the writer, indicating psychological state at the time of writing, or evaluating personality characteristics. [17]

Graphology has been controversial for more than a century. Although supporters point to the anecdotal evidence of positive testimonials as a reason to use it for personality evaluation, most empirical studies fail to show the validity claimed by its supporters. [18] [19]

The Teste Palográfico (Palographic Test) is a personality test used frequently in Brazil. [20] [21] [22] [23] [24] [25]

Validity

Projective tests are criticized from the perspective of statistical validity and psychometrics. [8] [26] [27] Most of the supporting studies on the validity of projective tests are poor or outdated. [27] Proponents of projective tests claim there is a discrepancy between statistical validity and clinical validity. [28]

In the case of clinical use, they rely heavily on clinical judgment, lack statistical reliability and statistical validity and many have no standardized criteria to which results may be compared, however this is not always the case. These tests are used frequently, though the scientific evidence is sometimes debated. There have been many empirical studies based on projective tests (including the use of standardized norms and samples), particularly more established tests. The criticism of lack of scientific evidence to support them and their continued popularity has been referred to as the "projective paradox". [5]

Responding to the statistical criticism of his projective test, Leopold Szondi said that his test actually discovers "fate and existential possibilities hidden in the inherited familial unconscious and the personal unconscious, even those hidden because never lived through or because have been rejected. Is any statistical method able to span, understand and integrate mathematically all these possibilities? I deny this categorically." [29]

Other research, however, has established that projective tests measure things that responsive tests do not, though it is theoretically possible to combine the two, e.g., Spangler, 1992. [30] Decades of works by advocates, e.g., David C. McClelland, David Winter, Abigail Stewart, and, more recently, Oliver Schultheiss, have shown clear validity for these tools for certain personality traits, most especially implicit motivation (as contrasted with self-attributed or "explicit" motivation, which are conscious states), [31] [ incomplete short citation ] and that criticisms of projective tools based on techniques used for responsive tools is simply an inappropriate method of measurement. Moreover, Soley and Smith report that when used with larger Ns in research, as opposed to the clinical assessment of an individual, projective tests can exhibit high validity and reliability. [10]

Concerns

Assumptions

Situation Variables

Terminology

In 2006 the terms "objective test" and "projective test" came under criticism in the Journal of Personality Assessment. The more descriptive "rating scale or self-report measures" and "free response measures" are suggested, rather than the terms "objective tests" and "projective tests," respectively. [34] Additionally, there are inherent biases implied in the terminology itself. For example, when individuals use the term "objective" to describe a test, it is assumed that the test possess accuracy and precision. Conversely, when the term "projective" is used to describe a test, it is assumed that these measures are less accurate. Neither of these assumptions are fully accurate, and have led researchers to develop alternative terminology to describe various projective measures. For example, it has been proposed that the Rorschach be labeled as a "behavioral task" due to its ability to provide an in vivo or real life sample of human behavior. [7] [34] It is easy to forget that both objective and projective tests are capable of producing objective data, and both require some form of subjective interpretation from the examiner. Objective testing, such as self-report measures, like the MMPI-2, require objective responses from the examinee and subjective interpretations from the examiner. Projective testing, such as the Rorschach, requires subjective responses from the examinee, and can in theory involve objective (actuarial) interpretation.

Uses in marketing

Projective techniques, including TATs, are used in qualitative marketing research, for example to help identify potential associations between brand images and the emotions they may provoke. In advertising, projective tests are used to evaluate responses to advertisements. The tests have also been used in management to assess achievement motivation and other drives, in sociology to assess the adoption of innovations, and in anthropology to study cultural meaning. The application of responses is different in these disciplines than in psychology, because the responses of multiple respondents are grouped together for analysis by the organisation commissioning the research, rather than interpreting the meaning of the responses given by a single subject.

Uses in business

Projective techniques are used extensively in people assessment; besides variants of the TAT, which are used to identify implicit motive patterns, the Behavioral Event Interview pioneered by American psychologist David McClelland and many of its related approaches (such as the Critical Incident Interview, the Behavioral Interview, and so on) is fundamentally a projective tool in that it invites someone to tell a specific story about recent actions they took, but does not ask leading questions or questions with yes or no answers. [35] [ incomplete short citation ]

See also

Related Research Articles

Psychometrics is a field of study within psychology concerned with the theory and technique of measurement. Psychometrics generally covers specialized fields within psychology and education devoted to testing, measurement, assessment, and related activities. Psychometrics is concerned with the objective measurement of latent constructs that cannot be directly observed. Examples of latent constructs include intelligence, introversion, mental disorders, and educational achievement. The levels of individuals on nonobservable latent variables are inferred through mathematical modeling based on what is observed from individuals' responses to items on tests and scales.

<span class="mw-page-title-main">Myers–Briggs Type Indicator</span> Non-scientific personality questionaire

The Myers–Briggs Type Indicator (MBTI) is a pseudoscientific self-report questionnaire that claims to indicate differing personality types. The test attempts to assign a binary value to each of four categories: introversion or extraversion, sensing or intuition, thinking or feeling, and judging or perceiving. One letter from each category is taken to produce a four-letter test result representing one of sixteen possible personalities, such as "INFP" or "ESTJ".

Psychological testing refers to the administration of psychological tests. Psychological tests are administered or scored by trained evaluators. A person's responses are evaluated according to carefully prescribed guidelines. Scores are thought to reflect individual or group differences in the construct the test purports to measure. The science behind psychological testing is psychometrics.

<span class="mw-page-title-main">Rorschach test</span> Psychological test created in 1921

The Rorschach test is a projective psychological test in which subjects' perceptions of inkblots are recorded and then analyzed using psychological interpretation, complex algorithms, or both. Some psychologists use this test to examine a person's personality characteristics and emotional functioning. It has been employed to detect underlying thought disorder, especially in cases where patients are reluctant to describe their thinking processes openly. The test is named after its creator, Swiss psychologist Hermann Rorschach. The Rorschach can be thought of as a psychometric examination of pareidolia, the active pattern of perceiving objects, shapes, or scenery as meaningful things to the observer's experience, the most common being faces or other pattern of forms that are not present at the time of the observation. In the 1960s, the Rorschach was the most widely used projective test.

Thematic apperception test (TAT) is a projective psychological test developed during the 1930s by Henry A. Murray and Christiana D. Morgan at Harvard University. Proponents of the technique assert that subjects' responses, in the narratives they make up about ambiguous pictures of people, reveal their underlying motives, concerns, and the way they see the social world. Historically, the test has been among the most widely researched, taught, and used of such techniques.

<span class="mw-page-title-main">Personality test</span> Method of assessing human personality constructs

A personality test is a method of assessing human personality constructs. Most personality assessment instruments are in fact introspective self-report questionnaire measures or reports from life records (L-data) such as rating scales. Attempts to construct actual performance tests of personality have been very limited even though Raymond Cattell with his colleague Frank Warburton compiled a list of over 2000 separate objective tests that could be used in constructing objective personality tests. One exception however, was the Objective-Analytic Test Battery, a performance test designed to quantitatively measure 10 factor-analytically discerned personality trait dimensions. A major problem with both L-data and Q-data methods is that because of item transparency, rating scales and self-report questionnaires are highly susceptible to motivational and response distortion ranging all the way from lack of adequate self-insight to downright dissimulation depending on the reason/motivation for the assessment being undertaken.

<span class="mw-page-title-main">Hermann Rorschach</span> Swiss Freudian psychiatrist and psychoanalyst (1884–1922)

Hermann Rorschach was a Swiss psychiatrist and psychoanalyst. His education in art helped to spur the development of a set of inkblots that were used experimentally to measure various unconscious parts of the subject's personality. His method has come to be referred to as the Rorschach test, iterations of which have continued to be used over the years to help identify personality, psychotic, and neurological disorders. Rorschach continued to refine the test until his premature death at age 37.

<span class="mw-page-title-main">Holtzman inkblot technique</span> Projective personality test

The Holtzman inkblot technique (HIT), also known as the Holtzman inkblot test, is an ink blot test aimed at detecting personality and was conceived by Wayne H. Holtzman and colleagues. It was first introduced in 1961 as a projective personality test similar to the Rorschach. The HIT is a standardized measurement. The Holtzman Inkblot Test was developed as an attempt to address some controversial issues surrounding the Rorschach Inkblot Test.

Objective tests are measures in which responses maximize objectivity, in the sense that response options are structured such that examinees have only a limited set of options. Structuring a measure in this way is intended to minimize subjectivity or bias on the part of the individual administering the measure so that administering and interpreting the results does not rely on the judgment of the examiner.

Bruno Klopfer was a German psychologist, born in Bavaria.

The Bender Visual-Motor Gestalt Test is a psychological test used by mental health practitioners that assesses visual-motor functioning, developmental disorders, and neurological impairments in children ages 3 and older and adults. The test consists of nine index cards picturing different geometric designs. The cards are presented individually and test subjects are asked to copy the design before the next card is shown. Test results are scored based on the accuracy and organization of the reproductions.

Psychogram is a term sometimes used in fields within psychology such as personality theory and perception as well as graphology and handwriting analysis, although the term has multiple senses, many of them outdated, and none of the senses of the term are defined clearly or used consistently.

John E. Exner, Jr., born in Syracuse, New York, was an American psychologist. He received a BS and an MS degree in psychology from Trinity University and a PhD in clinical psychology from Cornell University in 1958. From 1968 to 1969 he served as a director for the East Asia/Pacific and North Africa, Near East, South Asia Regions of the Office of Selection, Peace Corps of the United States of America. Later he became a faculty member at Long Island University, where he was director of clinical training from 1969 to 1979. He became professor emeritus in 1984.

<span class="mw-page-title-main">Ink blot test</span> Personality test

An ink blot test is a personality test that involves the evaluation of a subject's response to ambiguous ink blots. This test was published in 1921 by Swiss psychiatrist Hermann Rorschach. The interpretation of people's responses to the Rorschach Inkblot Test was originally based on psychoanalytical theory but investigators have used it in an empirical fashion. When this test is used empirically, the quality of the responses is related to the measurements of personality.

The Blacky pictures test was a projective test, employing a series of twelve picture cards, used by psychoanalysts in mid-20th century America and elsewhere, to investigate the extent to which children's personalities were shaped by Freudian psychosexual development.

Sentence completion tests are a class of semi-structured projective techniques. Sentence completion tests typically provide respondents with beginnings of sentences, referred to as "stems", and respondents then complete the sentences in ways that are meaningful to them. The responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states. Therefore, sentence completion technique, with such advantage, promotes the respondents to disclose their concealed feelings. Notwithstanding, there is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states. This debate would affect whether sentence completion tests can be strictly categorized as projective tests.

The Sixteen Personality Factor Questionnaire (16PF) is a self-report personality test developed over several decades of empirical research by Raymond B. Cattell, Maurice Tatsuoka and Herbert Eber. The 16PF provides a measure of personality and can also be used by psychologists, and other mental health professionals, as a clinical instrument to help diagnose psychiatric disorders, and help with prognosis and therapy planning. The 16PF can also provide information relevant to the clinical and counseling process, such as an individual's capacity for insight, self-esteem, cognitive style, internalization of standards, openness to change, capacity for empathy, level of interpersonal trust, quality of attachments, interpersonal needs, attitude toward authority, reaction toward dynamics of power, frustration tolerance, and coping style. Thus, the 16PF instrument provides clinicians with a normal-range measurement of anxiety, adjustment, emotional stability and behavioral problems. Clinicians can use 16PF results to identify effective strategies for establishing a working alliance, to develop a therapeutic plan, and to select effective therapeutic interventions or modes of treatment. It can also be used within other areas of psychology, such as career and occupational selection.

The Freiburger Persönlichkeitsinventar (FPI) is a psychological personality test to assess personality. The test is comparable in some aspects to MMPI and more generally to EPI or 16PF and is mainly used in German speaking countries. The FPI is primarily used in the field of clinical psychology and more generally in psychological research.

The Rorschach Performance Assessment System (R-PAS) is a scoring and interpretive method to be used with the Rorschach inkblot test. This system is being developed by several members of the Rorschach Research Council, a group established by John Exner to advance the research on the Comprehensive System, the most widely used scoring system for the Rorschach. Following Exner's death, the council admitted that the current Comprehensive System scoring was in need of revision. R-PAS was developed as an empirically based revision of the Exner Comprehensive System.

The Washington University Sentence Completion Test (WUSCT) is a sentence completion test created by Jane Loevinger, which measures ego development along Loevinger's stages of ego development. The WUSCT is a projective test; a type of psychometric test designed to measure psychic phenomenon by capturing a subject's psychological projection and measuring it in a quantifiable manner. The test has been characterized as a good test for clinical use as it can measure across distinct psychopathologies and help in choosing treatment modalities; to this end, it is used by many clinical psychologists and psychiatrists.

References

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  28. ↑ Leopold Szondi (1960) Das zweite Buch: Lehrbuch der Experimentellen Triebdiagnostik. Huber, Bern und Stuttgart, 2nd edition. Ch.27, From the Spanish translation, B)II Las condiciones estadisticas, p.396. Quotation:
    En esta crítica aparece siempre la conocida discrepancia entre la validez estadistica y clinica de todos los «tests» de psicologia profunda
  29. ↑ Szondi (1960) Das zweite Buch: Lehrbuch der Experimentellen Triebdiagnostik. Huber, Bern und Stuttgart, 2nd edition. Ch.27, From the Spanish translation, B)II Las condiciones estadisticas, p.396
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  31. ↑ McClelland, Koestner, & Weinberger 1989
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  34. 1 2 Meyer, Gregory J. and Kurtz, John E.(2006) 'Advancing Personality Assessment Terminology: Time to Retire "Objective" and "Projective" As Personality Test Descriptors', Journal of Personality Assessment, 87: 3, 223—225
  35. ↑ Camp, Vielhaber, Simonetti, 2001

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