1. Theories of Personality and Projective Technique
第二組
凌翊涵　　　 郭昀昕
曾詩宴　　　 蔡宛蓁
陳宜廷　　　 戴培瑜

2. Ability Tests： P.314 1. measuring intelligence 2. achievement
3. aptitude
Personality Tests：
1. personality traits
2. dynamic motivation
3. symptoms of distress
4. personal strengths
5. attitudinal characteristics

3. An Overview P.315 Two fundamental features：
1. consistent extent：coherent traits and action patterns
2. distinctive extent：behavioral differences exist between individuals
For example：if they get B…
Mary：complain  Amy：pleased 
Maria：disappointed but stoical :|

4. the concept of personality ：
1. make sense out of the behavior and express feelings of others
2. explain behavioral differences between persons（Mary and Maria）
3. understand the behavioral consistency within individuals（Mary：sour and disappointed）

5. *Personality’s Attribute：
1. Globality
2. Stability
3. Individuality
4. Motivity & Adaptability
5. Nature & Sociality
personality：
character、belief、notion of self

6. Origins of Psychoanalytic Theory
*Sigmund Freud（1856, Moravian）：
1. psychiatrist of Austria
2. founder of psychoanalysis study
3. Joesph Breuer：hysteria, by Talking Out
4. Jean-Martin Charcot：hypnosis treatment
5. self-analysis method：because of the sex
6. analysis of the dream

7. hypnosis treatment

8. Hysteria：（out of control）
1. an emotional disorder characterized by histrionic behavior and physical symptoms of psychic origin
2. a buried memories of traumatic experiences

9. hysteria

10. Unconscious：（you don’t know）
1. the reservoir of instinctual drives and a storehouse of thoughts
2. unacceptable to our conscious self
3. The Interpretation of Dreams（1990）

11. People know

12. Dreams：
1. dreams portray our unconscious motives in a disguised form
2. have a hidden sexual or aggressive meanings

13. Projective techniques：
1. inkblot tests
2. word association approaches
3. sentence completion techniques
4. storytelling techniques（apperception）

14. The Structure of the Mind
P.316
The Structure of the Mind
THE ID：
1. entirely unconscious
2. instinctual needs
3. pleasure principle

15. emperor

16. THE SUPEREGO：
1. ethical component
2. restrict the attempts of the id and the ego to obtain gratification
3. ego ideal

17. Buddha

18. THE EGO：
1. largely conscious
2. mediate between the id and the reality
3. reality principle

19. The Role of Defense Mechanisms
P.317
The Role of Defense Mechanisms
1. help the ego reduce anxiety
2. operate unconsciously
3. distort inner or outer reality

20. Assessment of Defense Mechanisms and Ego Functions
P.317
Assessment of Defense Mechanisms and Ego Functions
Vaillant（according to the psychological
maturity classification）
1. psychotic
2. immature
3. neurotic
4. mature

21. P.318
Psychotic：
1. the least healthy because they distort reality to an extreme degree
2. appear crazy
EX：
1. Delusional Projection
2. Denial
3. Distortion

22. Immature：
1. are easily detected by outside observers
2. seen as undesirable
EX：
1. Projection
2. Schizoid Fantasy
3. Hypochondriasis
4. Passive-Aggressive Behavior
5. Acting Out
P.318

23. P.318
Neurotic：
1. alter private feelings so that they are less threatening
EX：
1. Intellectualization
2. Repression
3. Displacement
4. Reaction Formation
5. Dissociation

24. P.318
Mature：
1. convenient virtues
EX：
1. Altruism
2. Humor
3. Suppression
4. Anticipation
5. Sublimation

25. P.319
Sum：
1. validity ratings：developmental changes and group differences
2. use fewer immature and more mature defense mechanisms as they grow into middle age
Drawback：
1. need specialized training
2. time-consuming

26. Type Theories of Personality
the Greek physician Hippocrates：
sanguine（happy）、choleric（angry）、melancholic（blue）、phlegmatic（cold）
2. Sheldon and Stevens

27. Type A Coronary-Prone Behavior Pattern
1. Friedman and Rosenman（1974）：put individuals at higher risk of coronary heart disease
2. emotion complex
3. against the opposing efforts of others things or persons
4. the Type B behavior pattern：easygoing、noncompetitive、relaxed lifestyle

28. Friedman and Ulmer（1984）have listed the specific components of the full-fledged Type A behavior pattern：
1. Insecurity of status
2. Hyperaggressiveness
3. Free-floating hostility
4. Sense of time urgency（hurry sickness）

29. Insecurity of status：
A hidden lack of self-esteem seems to plague many Type A persons.
No matter how successful, they often compare themselves unfavorably to other superachievers.
P.319

30. Hyperaggressiveness：
A desire to dominate others and damage their self-esteem is part of the pattern.
Type A persons are often indifferent to the feelings or rights of competitors.
P.319

31. Free-floating hostility：
The Type A person finds too many things to get upset about, and the anger is out of proportion to the situation.
P.319

32. Sense of time urgency（hurry sickness）：
This includes two basic strategems, speeding up daily activities, and doing two things at once.
P.319

33. *
being irritable、lack of patience、the rude language、easily to be enraged、suspect
but
stand the long-term work、depend on excessive drugs、ignore the healthy risk
1. depressing personality
2. high defense
3. high social anticipation
4. urgency

34. *Play with me examine and detect if you are a Type A or not：
Type A coronary-prone behavior pattern

35. Type A behavior can be diagnosed from a short interview.
It can also be detected by paper-and-pencil test.
However, the questionnaire approach is limited.（no facial, vocal, hostility, time urgency）
P.320

36. Early studies indicated that persons who exhibited the Type A behavior pattern were at greatly increased risk of coronary disease and heart attack.
In fact, not one of the pure Type Bs had suffered a heart attack.
In other studies, researchers have found only a weak -or no relationship at all- between Type A behavior and coronary heart disease.

37. P.320
Wielgosz and Nolan（2000） identify hostility, cynicism, and suppression of anger, as well as stress, depression, and social isolation, as significant risk factors in Type A behavior.

38. Phenomenological theories of personality
※Emphasize the importance of
experiences.
immediate
subjective
personal
the German philosopher Husserl.
the Danish existential writer Kierkegaard.
※Originated with
Husserl
Kierkegaard
phenomenology
Existentialism
存在主義
Origins of the Phenomenological Approach p.320

39. What is Q-sort? I invented the Q-sort to measure
Q-technique was developed by Stephenson.
Carl Rogers
I invented the Q-sort to measure
the self-concept and the idle self.
Q-sort is especially useful for studying changes in self-concept .
More details
Carl Rogers,Self-Theory, and the Q-Technique P.320 p.321

40. The procedure of Q-Technique
The subject is given a hundred (or so) of cards
The cards may contain self-referent statements.
The subject’s task is to sort the cards into 9 categories.
most like me least like me
→Forcing a near-normal distribution.
Carl Rogers,Self-Theory, and the Q-Technique p.321

42. Self sort and ideal-sort
Sort the items twice:
Self sort
Ideal-sort
Carl Rogers,Self-Theory, and the Q-Technique p.321

43. -0.10 0.36 0.32 0.58 —— 0.59 Psychotherapy clients increases their
治療前
Precounseling
治療後
Postcounseling
後續追蹤
Follow-Up
實驗組
Client Group
-0.10
0.36
0.32
控制组
Control Group
0.58 ——
0.59
◎The self-sort and the ideal sort are highly similar in Control Group,
and this result is not change over time.
Psychotherapy clients increases their
congruence between self and ideal.
Carl Rogers,Self-Theory, and the Q-Technique P.322 TABLE 8.2

44. BEHAVIORAL AND SOCIAL LEARNING THEORIES P.322
◎Early in 20 century
Modern social learning theory
behaviorism
BEHAVIORAL AND SOCIAL LEARNING THEORIES P.322

45. BEHAVIORAL AND SOCIAL LEARNING THEORIES
※Behavioral theorists:
Learned / environment / Disagree cognitions
When what a person does is attributed to what is going
on inside of him, investigation is brought to an end.
Skinner
※Social learning theorists
Reference to cognitions
We learn expectations or rules
about the environment, not just stimulus
and response connections!
BEHAVIORAL AND SOCIAL LEARNING THEORIES P.322

46. ◎behavioral and social learning ＝ personality are learned.
SOCIAL LEARNING THEORIES
◎behavioral and social learning ＝ personality are learned.
sees no role for ognitions in explaining behavior.
Rotter
In Contrast
radical behavior theorist
(基本教義派)
-Skinner
environmental reinforces are the primary determinants of behavior.
lower left P.322

47. See the details next page
BEHAVIORAL AND
SOCIAL LEARNING THEORIES
(1) External reinforcement is an important determinant
of behavior
(2) Cognitions have a critical influence in our actions.
→Based on (1)(2),Rotter developed the Internal-External(I-E) Scale
Internal-External(I-E) Scale ：*內外控量表
※Rotter‘s view ：
Behavior was largely guided by "reinforcements“
※Locus of control(內外控傾向)
See the details next page
lower right P.322

48. Your Locus of control (內外控傾向) is…..??
Do you believe that your destiny is controlled by yourself or by external forces ?
External Locus of Control
behaviour is guided by fate, luck, or other external circumstances
Internal Locus of Control
behaviour is guided by his/her personal decisions and efforts.
BEHAVIORAL AND SOCIAL LEARNING THEORIES Upper Left of p.323

49. Discuss with your partner:
rush answer time!
Discuss with your partner:
Internal or external?

50. Self-efficacy Albert bandura：
-Person’s belief about his or her ability
and capacity to accomplish a task or
to deal with the challenges of life.
-different from confidence.
lower left of P.323

51. Dear diary, sorry to bother you again.
BEHAVIORAL AND
SOCIAL LEARNING THEORIES
Dear diary, sorry to bother you again.
See the Exercise of
Self-efficacy Scale
lower left of P.323

52. Trait conceptions of personality -Outline-
Definition
Cattell’s Factor-Analytic Trait Theory (16PF)
Eysenck’s Trait-Dimensional Theory (PEN)
The Five-Factor Model of Personality (BIG FIVE)
Comment on the Trait Concept

53. Trait conceptions of personality
How do you introduce yourself?

54. Trait conceptions of personality -Definition-
What is 〝 Trait 〞?
A trait is any relatively enduring way in which one individual differs from another.
The ways people describe other people in everyday life.
1. stable over time
2. stable across situations

55. Trait conceptions of personality -Cattell’s Factor-Analytic Trait Theory-
◎ used factor analysis to help reveal the basic traits of personality.
Raymond B. Cattell ( )

56. Factor analysis: 1) Derives source traits from surface traits.
2) Summarizes large data sets with a few dimensions.
3) Dimensions are called factors & represent intercorrelations among multiple personality traits.

57. Cattell’s Factor-Analytic Trait Theory -Aspects of personality-
Surface traits
are easily observable clusters of behavior.
Surface traits should group together under larger source traits.
Source traits
are underlying. Basic building blocks of personality.
Less visible than surface traits but are more important in accounting for behavior.
Discovery of source traits is the most important goal.

58. Cattell’s success
Use Factor analysis to find how traits were organized and how they were related to each other.
two ways:
1.have persons rate others they knew well by checking adjectives.
2.have thousands of persons answer questions about themselves and then factor-analyze their responses.
16 Personality Factors (16PF)

60. Trait conceptions of personality -Eysenck’s Trait-Dimensional Theory-
used factor analysis to put a modern face of the four
temperaments.
Hans J. Eysenck(1975)

61. The Two-Dimensional Classification of personality
Melancholic
(憂鬱)
Choleric
(易怒)
Phlegmatic
(鎮定)
Sanguine
(樂觀)
The Two-Dimensional Classification of personality

62. Eysenck’s Trait-Dimensional Theory -PEN-
Psychoticism(精神病質)
Aggressive, cold, egocentric…
Extraversion(外向的):
Sociable, lively, active, assertive…
Neuroticism(神經質):
Anxious, depressed,low self-esteem,moody…

63. Trait conceptions of personality -The Five-Factor Model of Personality-
fundamental lexical hypothesis(1981)
Lewis R.Goldberg

65. Five dimensions of personality(OCEAN):
Neuroticism-Being anxious,moody
Extraversion-Being outgoing,sociable
Openness to Experience-Being curious,creative,and open to new ideas
Agreeableness-Being affable,warm,kind
Conscientiousness-Being organized,systematic,punctual

66. Scales from BIG FIVEp.326 Founder: Costa and McCrae
Two personality tests based on the five-factor model:
1. The Revised NEO Personality Inventory
(NEO-PI-R)
2. The NEO Five-Factor Inventory
(NEO-FFI)

67. Comment on the Trait Concept
1.Traits cause behavior VS. Traits merely describe behavior
2.low predictive validity

68. The Projective Hypothesis
(投射假說) 昀昕 68

69. Projective Hypothesis [page326~page327]
Projective method: To describe a category of tests for studying personality with unstructured stimuli. (非結構性刺激)
Projective hypothesis: Personal interpretations of ambiguous stimuli must necessarily reflect the unconscious needs, motives and conflicts of the examinee.
Bonus+　　
　structured stimuli: a set of questions, forms, scales…etc.
unstructured stimuli: pictures, sentences, a piece of blank paper…etc. 69

70. Projective Hypothesis [page326~page327]
Projective test:
Based on the projective hypothesis, and use projective method.
Conduct individually.
The responses of each examinee are unique and subjective. 70

71. A Classification of Projective Technique [page327]
Based on the response required, Lindzey (1959) divided projectives into five category:
Association to inkblots or words(墨漬連結)
Completions of sentences or stories(語句完成)
Construction of stories or sequences(統覺故事)
Arrangement/selection of pictures or verbal choices
Ex: Szondi test [page64]
Expression with drawing or play(繪畫表達) 71

72. Association Techniques Completion Techniques Construction Techniques
The classification in this chapter
Association Techniques
Completion Techniques
Construction Techniques
Expression Techniques 72

73. Association Techniques73

74. The Rorschach (羅夏克墨漬測驗) [page327]
Herman Rorschach( ):
A psychiatrist from Switzerland
It’s suited to person age 5 and up but is most commonly used with adults. 74

75. The Rorschach (羅夏克墨漬測驗) [page327]
There are 10 pictures: (black & gray)*5 + (black, gray & red)*2 + (colored)*3
The pictures are relatively symmetrical(對稱) bilateral(雙邊).
10 pictures of The Rorschach 75

76. The Rorschach (羅夏克墨漬測驗) [page327-page328]
There are two phases that the examiner (E) asks the examinee (e) questions:
The free association phase (自由聯想階段)
The inquiry phase(探索階段) 76

77. The Rorschach (羅夏克墨漬測驗) [page327-page328]
The free association phase:
(自由聯想階段)
E: “What might this picture be?”
e: “Should I use the whole blot or part of it?”
E: “It’s up to you!”
e: (might give more than one response) 77

78. The Rorschach (羅夏克墨漬測驗) [page328]
The inquiry phase:
(探索階段)
E: (asks questions to clarify the exact blot location)
e: (might give responses about the form, color, or movement…etc.)
E: (codes the responses) 78

79. The Rorschach (羅夏克墨漬測驗) [page327-page328]
---How does the examiner code the examinee’s response?
Rorschach died early, he hadn’t finish a scoring system.
Exner(1993) and his colleagues synthesized the comprehensive scoring system:
See it on the next page! 79

80. Where was the percept located?
[page329]
Location (位置) W D Dd S
Whole (全部)
Common detail (共同細節)
Unusual detail (不尋常細節)
Space (空白)
Determinant (決定因素) F F+ F- M C T
Form (形狀)
Form+ (完全貼切)
Form- (不大貼切)
Movement (動作)
Color (顏色)
Texture (質地)
Content (內容) H Hd Ex Xy
Human (人)
Human detail (軀幹)
Explosion (爆發)
X-ray (透視)
Popular vs. Original (稀有性) P O
Popular (普遍)
Original (稀有)
Where was the percept located?
What features determined the response?
What was the percept?
Was the response common or rare?
See more in Wiki… 80

81. The Rorschach (羅夏克墨漬測驗) [page328]
---What do the codes represent?
For example: F+ percent
F+ percentage↓70%:psychopathology
ego strength: examinee with high score can deal with stress well. 81

82. The Rorschach (羅夏克墨漬測驗) [page328-page330]
L.K. Frank : not enough for the diagnosis of schizophrenia(精神分裂症).
Bornstein and Masling :
The comprehensive scoring system (by Exner)
Should not confuse
The Rorschach (by Rorschach) 82

83. The Rorschach (羅夏克墨漬測驗) [page328-page330]
Rorschach Prognostic Rating Scale (RPRS; Handler & Clemence):
To predict the psychotherapy for the examiner will be successful or not.
A hopeless case.
50-50 chance.
The person is able to help himself. 83

84. The Rorschach (羅夏克墨漬測驗) [page330]
Thought Disorder Index (TDI; Holtzman, Levy & Johnston)
Thought disorder is especially characteristic of patients with schizophrenia.
mild slippage bizarre disorganization
continuum
See more… 84

85. The Rorschach (羅夏克墨漬測驗) [page330]
Thought Disorder Index (TDI)
none
extreme
x 100
none response is strange
every response is strange 85

86. Comment on the Rorschach [page331]
Albert, Fox and Kahn: The results of the Rorschach might easily be fake.
The made up a 24 persons group. 86

87. Comment on the Rorschach [page331]
24 persons
4 groups; persons in each group
paranoid schizophrenia patients
Uninformed fakers
Informed fakers
Normal controls 87

88. Low reliability! Comment on the Rorschach [page331]
---results: possibility of diagnosed psychotics
paranoid schizophrenia patients: 48%
Uninformed fakers: 46%
Informed fakers: 72%
Normal controls: 24%
Low reliability! 88

89. Completion Techniques89

90. Sentence Completion Test [page332]
Gives only first few words, examinee has to complete the sentence.
Reflects the underlying motivations, attitudes, conflicts and fears.
Figure 8.3→ I, mother, father 90

91. Sentence Completion Test [page332]
---Can be interpreted in two ways:
Subjective-intuitive analysis (主觀直覺分析): projections from the responses
Objective analysis(客觀分析): means of scores 91

92. Sentence Completion Test [page332]
There are many sentence completion test. →Table 8.4
Most of them are unpublished and unstandardized. 92

93. Rotter Incomplete Sentence Blank (盧特語句完成測驗)[page332]
RISB includes 3 similar forms:
High school
College
Adult
Each contains 40 sentences. 93

94. Rotter Incomplete Sentence Blank (盧特語句完成測驗)[page333]
The objective scoring system:
Response
Score
Example
Omission (遺漏)
Conflict response (衝突作答)
4-6
I hate … the entire world (我恨全世界)
Positive response (正向作答)
0-2
The best…is yet to come (最好的還在後頭)
Neutral response (中性作答)
Most girls… are women (大多數的女生是女人) 94

95. Rotter Incomplete Sentence Blank (盧特語句完成測驗)[page333]
Score:
x x
Sentences: =
Range of scores:
Maladjustment (失調;不適應) 95

96. Rotter Incomplete Sentence Blank (盧特語句完成測驗)[page333]
The reliability is good:
Interscorer reliability→.90s
Split-half coefficients→.80s 96

97. Rotter Incomplete Sentence Blank (盧特語句完成測驗)[page333]
---Can screen out people with maladjustment:
For example: Score of 135
Delinquent youth→60%
Heavy drug user→80%-100% 97

98. Construction Technique(p334)
The Thematic Apperception Test
(主題統覺測驗)
The Picture Projective Test
(圖片投射測驗)
Children’s Apperception Test
(兒童主題統覺測驗)
Other Variation on TAT

99. The Thematic Apperception Test
TAT was developed by Henry Murray.
It’s originally used to assess construct such as needs and press.
Needs: achievement / affiliation / dominance.
Press: the power of environment events to influence a person.

100. The Thematic Apperception Test
TOOL:
30 pictures describe lots of subject &themes. Most cards describe persons doing ambiguous activity.
Some cards are for adult males (M), adults females (F), boy (B), girl (G). Some cards are for (BM) or (FG) , not every examiner has to answer all the cards.

101. Exactly 20 cards are appropriate for every examinee.

102. The Thematic Apperception Test
HOW TO DO?
The examinee have to make up a dramatic story for each picture, including:
What led up to the current scene.
(2) What is happening at the moment.
(3) What does the character think and feeling.
(4) What the outcome will be.

103. Murray, 1943 (p335)
I am going to show you some pictures, one at a time; and your task will be to make up as dramatic a story as you can for each……………………………………………………..
Do you understand? Since you have fifty minutes for ten pictures, you can devote about five minutes to each story. Here is the first picture.

105. The Thematic Apperception Test
A central consideration is related to Murray’s “hero” assumption.

106. The Thematic Apperception Test
The examinee projects his or her own needs,
striving and feeling onto the hero.
Thought, feeling, or actions that avoided by the
hero represent the conflict for the examinee.

107. The Thematic Apperception Test
There is no single preferred mode of administration, no single system of scoring, no single preferred method of interpretation, so it’s a big problem of TAT.

108. TAT has very low test-retest reliability, just r = .28.
Most examiner interpret examinee in subjective way, just tiny of them rely on a standardized scoring system.
It’s likely to overdiagnose psychological disturbance.

109. The Thematic Apperception Test
A MAN AND A WOMEN ARE DOING A TEST. THEY ARE VERY serious. IT IS A EXPERIMENT ABOUT HUMAN'S FUTURE.IF THEY DO SOMETHIN WRONG IN THE EXPERIMENT, IT MAY DESTORY THE EARTH.

110. The Picture Project Test (PPT) (p335)
How is PPT appear?
The developers of PPT thought that most of TAT pictures are negative, dark, shaded tones, and the scene & people on the pictures are low-key & gloomy.
As a result, TAT may led examinee to negative moods and construct a negative story.

111. So, PPT use a new set of pictures.

112. The Picture Project Test (PPT) (p335)
1. Pictures show projective meaning.
2.Most pictures include more than one human character.
3.Pictures show human in positive expression and active pose, not simply standing or sitting.

113. TAT V.S PPT Compared to the TAT, the PPT story
were more active, self-determined.
PPT stories emphasize on “interpersonal”
rather than ”intrapersonal”.

114. Children’s Apperception Test (CAT) (p336)
Cards of TAT are designed for adults, in order to realize children’s need and thought, they develop CAT.
AGE: Children 3 to 10.
TOOL:10 pictures.

115. Children’s Apperception Test (CAT)
There’s no formal scoring system exist for CAT , and no statistical information is provided on reliability or validity.

116. Diagnose and describe personality based on the 10 point:
(1)main theme.
(2)main hero.
(3)main needs and drives of hero.
(4)conception of environment.
(5)perception of parental,
contemporary, and junior figure.

117. (6)confilts
(7)anxieties
(8)defense
(9)adequacy of superego
(10)integration

118. CAT-A CAT-H CAT-A & CAT-H NAME FOR USE ON CARDS Animal Human Younger
children
Animal
CAT-H
Older
Human

119. Children’s Apperception Test
The lack of psychometric issue of scoring, reliability and validity is the bad point of CAT.

120. TAT for specific populations (p337 table8.5)

121. Adolescent Apperception Card (AAC)
AGE: 12~19 years old teenagers
TOOL: 11 cards
ISSUE: Loneliness. Parenting style. Domestic violence. Gang activity. Drug abuse
BAD POINTS: The themes on card are negative, not positive.

122. Lets’ begin our adventure!!!!
Blacky Picture
Lets’ begin our adventure!!!!
AGE: children 5 and older
TOOL: 11 cartoon about the dog Blacky and his family
BAD POINTS: absence of norms, poor stability of scores.
I……
I LOVE YOU!!!

123. Michigan Picture Test-Revised (MPT-R)
AGE: children ages 8 to 14
TOOL: 15 pictures and a blank card.
SCORE: (1) Tension Index
(2) Direction of Force
(3) Verb Tense
Reliability is adequate, but the validity isn’t enough.
BAD POINT: The cards portray personal relationship so vividly that children may not understand well.

124. Senior Apperception Test (SAT)
AGE: for old people
ISSUE: Helpless. Abandonment. Disability. Family problem. Loneliness. Dependence. Low self-esteem.
BAD POINTS: SAT stereotypes the elderly and discourage positive responding.

125. Thompson TAT (T-TAT)
TOOL: The cards of TAT were redrawn with African American figures.
AGE: For people who through accident and unexpected events.

126. TEMAS (tell me a story)
TOOL: 23 colorful and attractive cards depict Hispanic person.
AGE: For minority.
(Hispanic or African-Americans )
SCORED FOR: 18 cognitive functions,
9 personality functions,
7 affective functions.

127. Personality function Affective Cognitive Happy Sad Angry Fearful
Interpersonal relations
Aggression
Anxiety/Depression
Achievement
Motivation
Delay of Gratification
Self-Concept
Sexual Identity
Moral Judgment
Reality Testing
Functions Not Pulled
Happy
Sad
Angry
Fearful
Neutral
Ambivalent
Inappropriate Affect
Reaction Time
Total Time
Inquiries
Fluency
Omissions
Sequencing
Imagination
Relationships
Transformations
Conflict

128. Although in TAT, CAT, MPT, Hispanic children may be stammer ,
The result of TEMA:
Although in TAT, CAT, MPT, Hispanic children may be stammer ,
they respond well to the TEMAS.

129. CAT, Blacky pictures and
TEMAS is more
appropriate than
CAT, Blacky pictures and
MPT for us!!!

130. （一）The Draw-A-Person Test （DAP畫人測驗）
Karen Machover
enjoyed early popularity
and is still widely used
as a clinical
assessment tool
338第一段

131. （一）The Draw-A-Person Test （DAP畫人測驗）
steps：
presenting the examinee with a blank sheet of paper and a pencil with eraser
asking examinee to draw a person

132. （一）The Draw-A-Person Test （DAP畫人測驗）
to draw another person of the sex opposite
make up a story about this person as if he（or she）were a character in a novel or a play

133. （一）The Draw-A-Person Test （DAP畫人測驗）
Definition：
project acceptable impulses onto the same-sex figure
relative size
female figures
338第三段、Table8.6

134. （一）The Draw-A-Person Test （DAP畫人測驗）
So often derived from the DAP are embarrassing
Some reviewers have concluded that the DAP is an unworthy test
339左上方

135. （一）The Draw-A-Person Test （DAP畫人測驗）
screening of children suspected of behavior disorder and emotional disturbance
Naglieri, McNeish, and Bardos developed the Draw A Person： Screening Procedure for Emotional Disturbance（DAP：SPED）
339左上方

136. （二）The House –Tree-Person Test（H-T-P）
uses freehand drawings of a house, tree, and person
pencil and crayon
339左下方

137. （二）The House –Tree-Person Test（H-T-P）
first page： identification information
Page two： House
Page three： Tree
Page four： Person
339左下方

138. （二）The House –Tree-Person Test（H-T-P）
separate four-page form for a postdrawing
consists of 60 questions

139. （二）The House –Tree-Person Test（H-T-P）
now used almost exclusivelyas a projective measure of personality

140. （二）The House –Tree-Person Test（H-T-P）
Definition：
House： home life 、intrafamilial relationships
Tree：experiences the environment.
Person： interpersonal relationships

141. （二）The House –Tree-Person Test（H-T-P）
Back is perhaps his own worst critic
339右下方

142. （二）The House –Tree-Person Test（H-T-P
1.no single sign itself is an infallible indication of any strength or weakness in the S
2.no H-T-P sign has but one meaning
3.the significance of a sign may differ markedly from one constellation to another ！

143. （二）The House –Tree-Person Test（H-T-P
4.the amount of diagnostic and prognostic data derivable from each of the points of analysis may vary greatly from S to S
5.colors do not have any absolute and universal meaning
6.nothing in the quantitative scoring system can be taken automatically at face value

144. （二）The House –Tree-Person Test（H-T-P）
Thoughtful reviewers have repeatedly recommended the abandonment of the H-T-P and similar figure-drawing approaches to personality assessment , but the popularity of the H-T-P and other projective techniques continues unabated
340左上方