Projective Measure Without Projective Baire

2020 ◽  
Vol 267 (1298) ◽  
pp. 0-0
Author(s):  
Sy Friedman ◽  
David Schrittesser
Keyword(s):  
Projective Measure

Oral Character and Attitudes and Behavior Related to Food and Eating

1988 ◽  
Vol 63 (1) ◽  
pp. 15-18 ◽  
Author(s):  
Jon K. Mills ◽  
Jean Cunningham
Keyword(s):  
Body Weight ◽  
Developmental Stages ◽  
Female College Students ◽  
Adult Personality ◽  
Adult Body ◽  
Adult Body Weight ◽  
Projective Measure ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Early Developmental

Freudian theory predicts that adult personality characteristics and behavior will reflect unresolved conflicts from early developmental stages. In this study, a card from the Blum's Blacky test was used as a projective measure of oral conflict with 35 male and 61 female college students. The presence of such conflict was significantly associated with deviations from norms for body weight, greater variability in adult body weight, rating food as important, and eating more frequently. However, ratings of preoccupation with food were not significantly related to scores for oral conflict. These findings support predictions from psychoanalytic theory and also point to the continued usefulness of the Blacky test in psychoanalytic research.

Children's Attitudes toward the Mentally Ill: An Eight-Year Longitudinal Follow-up

1994 ◽  
Vol 74 (1) ◽  
pp. 51-56 ◽  
Author(s):  
Marc Franchot Weiss
Keyword(s):  
Social Distance ◽  
Mentally Ill ◽  
Longitudinal Research ◽  
Interpersonal Attraction ◽  
Kindergarten Students ◽  
Cross Sectional ◽  
Elementary School Age ◽  
Mentally Ill Persons ◽  
Projective Measure

In 1986, Weiss reported the measurement of the attitudes of 577 children of elementary school age toward mental illness and mentally ill persons relative to other stigmatized groups on a projective measure of social distance. It was concluded that attitudes toward deviant groups were evidenced by Kindergarten and did not change appreciably with increasing age or grade. Eight years later, 35 of the previously examined 65 Kindergarten students were still enrolled in the district. Parental permission to repeat the evaluation was received for 34 of those students. The results of this longitudinal research were remarkably similar to the results in the original cross-sectional research, again leading to the conclusion that attitudes toward the mentally ill become quite stable and enduring by the time a child enters Kindergarten. Only one stigmatized group, mentally retarded persons, significantly changed in terms of social distance and interpersonal attraction toward being more acceptable.

Relationships between Hostility Guilt and Several Measures of Hostility

1970 ◽  
Vol 27 (3) ◽  
pp. 967-970 ◽  
Author(s):  
Thomas Schill ◽  
Larry Schneider
Keyword(s):  
Objective Measure ◽  
Forced Choice ◽  
Projective Measure

Scores on Mosher's forced-choice Hostility Guilt Scale for females were related to a projective and an objective measure of hostility. The projective measure was the extent to which 70 female undergraduates used the hostile alternative in making up sentences to a list of homonyms with hostile and neutral meanings. The objective measure was the Buss-Durkee Hostility Inventory. Hostility guilt correlated negatively and significantly with the projective measure and with the following Buss-Durkee scales: Assault, Negativism, Resentment, Suspicion, Verbal and Total Hostility, summing over all subscales except Guilt. The projective measure correlated positively and significantly with the Assault and Suspicion Scales, as well as the Total Hostility Score.

Personality Correlates of Achievement Imagery: Theoretical and Methodological Implications

1967 ◽  
Vol 24 (3_suppl) ◽  
pp. 1087-1098 ◽  
Author(s):  
Kenneth Shrable ◽  
Lawrence H. Stewart
Keyword(s):  
Research Design ◽  
Achievement Motivation ◽  
High Achievement ◽  
Personality Variables ◽  
Personality Correlates ◽  
Projective Measure ◽  
Low Motivation

Certain scoring procedures for the McClelland-Atkinson projective measure of achievement motivation were examined. Traditionally, achievement imagery (AI), task imagery (TI), and unrelated imagery (UI) responses have been scored as though they form a continuum, with AI indicating high achievement motivation and UI low motivation. The findings indicate that the three responses are non-monotonic; on selected personality variables, Ss responding predominantly with AI were similar to those with UI responses. Both AI and UI Ss were significantly different from those responding predominantly with TI. Implications of these findings for research design and for the meaning of achievement motivation are discussed.

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