MEDICION Y EVALUACION

NRC: 8192

ENTREGADO POR:
LAURA LICET CONDE FLOREZ ID: 671782
KIRLIN VANESSA ALARCON ID: 661448
KIMBERLY ADRINA ROMERO QUINTERO ID: 671523
LAURA CAMILA TRUJILLO RAMIREZ ID 669433
EDNA QUINBAYA GUTIERREZ

TUTOR: LINA MARCELA MURCIA

CORPORACION UNIVERSITARIA MINUTO DE DIOS-UNIMINUTO

PROGRAMA DE PSICOLOGIA

NEIVA-HUILA

2020-2
 WORD ASSOCIATIONS

The first clinical application to detect neurotic conflicts. In this procedure, a series of words

is read aloud to the person to be examined, who has been instructed to respond to each term

with the first word that comes to mind. The applications clinical techniques involve

inserting within a set of neutral terms words selected that contain emotional charge or a

special meaning for the person. Further significant verbal associations and delays in

responding, it is possible to determine the degree of that certain words activate emotion by

measuring the conductivity of the skin, muscle tension, respiration rate, blood pressure,

pulse rate, voice tremor, or other reacphysiological responses to words that serve as stimuli.

Ona has some knowledge. As with all projective techniques, responses on an association

test words should be interpreted in a context where other information about the person. A

general principle that has guided psychoanalytic interpretations of language is that nouns

are more likely than verbs to be expressions disguised as needs and conflicts

INCOMPLETE PHRASES
Asking a person to complete specially prepared unfinished sentences is a flexible and easy

to apply projective technique first described by Payne (1928). It is possible to elaborate a

variety of sentence fragments or logs related to possible areas of emotional activation and

conflict.

Incomplete sentence tests can be developed for a particular clinical case, a personality

investigation, but several instruments of this type are available on the market.

Some examples

My biggest concern is ___________________________.

I just wish my mother had __________________________.

The thing that bothers me the most is _________________________.

I do not like _________________________.

ROSENZWEIG'S ILLUSTRATED FRUSTRATION STUDY

Another projective instrument in which examinees develop verbal responses to stimuli

partially verbal is Rosenzweig's Illustrated Frustration Study (by S. Rosenzweig,

Psychological Assessment Resources). Each of the three forms of this instrument The

direction of aggression includes the extra-aggressive (towards the outside or towards the

environment), the intra-aggressive (towards the inside, towards one himself) and
aggressiveness (avoidance or non-expression of aggression). The type of aggression

includes the mastery of the obstacle or O-D (the frustrating object stands out), defense of

the ego or E-D (the examinee's ego predominates to defend himself) and the persistence of

the need or N-P (the goal is persecuted despite frustration).

PROJECTIVE DRAWINGS

Procedures that require oral or written responses to words and statements are only one of

the many elaboration tasks characterized as projective techniques. Other materials non-

verbal that have been employed are clay paints, building materials and scraps of colors.

OTHER APERCEPTION TESTS

Unfortunately, the lack of representativeness and variety of stimulus materials and the lack

of psychometric rigor in design, standardization, and validation for which TAT has been

criticized also apply to the variations and modifications described in the previous

paragraphs. Something more robust from a psychometric point of view than the Children's

Apperception Test

Roberts Apperception Test for Children (RATC).

This test (WPS) was designed for children ages 6 to 15, but can also be used with families.

The 27 stimulus cards (line drawings of adults and children in modern clothes) in the test

emphasize everyday interpersonal situations, including family confrontation, parental

conflict, parental affection, observation of nudity, and interpersonal events at school. and

with colleagues, in addition to situations of the type found in the TAT and CAT.

Aperceptive Storytelling Test for Children (CAST).

This test (pro.ed) is based on Adlerian theory and is designed to assess emotional

functioning in children ages 6 to 13. The CAST consists of 31 color illustrations about

which children create stories (Schneider, 1989; Schneider and Perney, 1990). It was

developed to be sensitive to race and was standardized on a sample of 876 American

children selected as representative. The CAST is scored on four factors: adapted,

unadapted, immature, and not invested.

Perceptual Personality Test.

The set of eight Aperceptive Personality Test (APT) (IDS) picture cards contrasts with the

negative or gloomy tone of the TAT pictures and the unreal scenes depicted in them.

Illustrations in the APT present people in familiar settings and include men and women of

different ages and ethnic groups (Karp, Holmstrom, & Silber, 1990). Test takers tell a story
about each illustration and then answer a series of multiple-choice questions designed to

provide additional details about the stories that are short or cryptic.