Experiments on the Rationale of the Szondi Test

1954 ◽  
Vol 100 (419) ◽  
pp. 384-392 ◽  
Author(s):  
Philip L. Short

The purpose of this paper is to investigate one of the basic assumptions of the Szondi test, namely, that in selecting pictures in the test subjects tend to assign consistent meanings to the pictures, although these meanings are not explicitly stated. In the following experiments, this assumption was tested by obtaining explicit reactions to the pictures in the form of identifications, using two different experimental methods. Similar studies have been made by Klopfer and Borstelmann (1950), Rabin (1950a), Fosberg (1951), Davis and Raimy (1952), and by Dudek and Patterson (1952). In all these investigations, American subjects with some experience of psychology or psychiatry were used. The most extensive work was done by Klopfer and Borstelmann, who used a sample of American psychology students, and suggested that their methods might be employed on “other segments of the population”. In the following experiments, their methods have been largely adopted for English subjects, of varying ages and occupations, including students.

1985 ◽  
Vol 57 (3_suppl) ◽  
pp. 1071-1076 ◽  
Author(s):  
Mirja Kalliopuska

Implicit personality theories could develop out of the rationales on which each individual bases a concept of man and constructs an implicit personality theory. 77 psychology students (19 men, 58 women) were given the task of appraising rationales in an empirical study designed to investigate the background of implicit personality theory. The basic assumptions of Hjelle and Ziegler in 1976 concerning personality theories were used as the rationales. The answers given on the basis of these rationales were uniform, which supports the supposition that they are universal. Holism, subjectivity, and proactivity were emphasized uniformly. The results are, in part, very similar to the theoretical views of Murray, Allport, Erikson, Freud, and Kelly.


2020 ◽  
Vol 43 ◽  
Author(s):  
Jeremy Trevelyan Burman

Abstract The authors’ arguments reflect the dominant traditions of American Psychology. In doing so, however, they miss relevant insights omitted during the original importation (translation and popularization) of the foreign sources that informed the theories they built upon. Of particular relevance here are Piaget's last studies. These are presented to unpack the meaning of “object permanence” as a kind of representation.


2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.


2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.


1995 ◽  
Vol 40 (4) ◽  
pp. 329-330
Author(s):  
Clayton P. Alderfer

1982 ◽  
Vol 27 (2) ◽  
pp. 134-136
Author(s):  
Robert Serpell

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