Presented by: (Group 1)
Gulshan Ali
Presented to:
Sobia Jaffar
Miss Rabia Jameel
Irat Shaheen
Aiman Ishfaq
Iqra Sahar
Gulshan Ali
CMS: 404939
Sap Id: 10398
Projective psychological test
Developed during 1930s
By Henry A. Murray & Christiana D. Morgan
At Harvard University
• Series of pictures
• Examinee requested to create a story about picture
• Method of revealing to the trained interpreter
• Some of the dominant drives
• Emotions
• Sentiments
• Complexes
• Conflicts of personality
Process of projecting fantasy imaginary onto an
objective stimuli.
According to Schacter et al (2009):
TAT is:
Subjects' responses, in the narratives
Ambiguous pictures of people
Reveal their underlying motives
Concerns
And the way, they see the social world
Murray wanted to use a measure that would reveal information about
the whole person
Murray’s Theory of Personality
The biological basis
The social domain
Environmental determinants of behavior
Individuals interact with their environment
Most of development work
~ occurred within initial 10 years (1935 –
1945)
Key influences:
Earlier picture-story tests, e.g. of Binet
Ideas of Carl Jung
Thomas Wolfe’s Look Homeward, Angel
Reliability
Validity
People tend to interpret ambiguous situations in
accordance with their own past experiences
Current motivations
Conscious or unconscious
What has led up to the event shown
What is happening in the scene
The thoughts and feelings of characters
The outcome of the story
Projective test involves describing ambiguous scenes
Picture interpretation technique
Reveals covert behaviors
To learn more about a person.
To help people express their feelings.
To explore themes related to the person's life experiences.
To assess someone for psychological conditions.
To evaluate crime suspects.
To screen job candidates.
Keiser and Prather (1990) specified Murray’s 10 frequent cards:
1, 2, 3BM, 3GF, 4, 5, 6BM, 6GF, 8BM and 8GF
During administration, the subject should be seated beside the
examiner with his on her chair turned away .
After 3 versions of test (Series A, Series B, and Series C)
Morgan and Murray decided on the final set of pictures ~
Series D
Which remains in use today
(Morgan, 2002).
Current version (Series D): 31 picture cards and a manual
The images on picture cards are intentionally ambiguous to
facilitate free projection
The cards may be viewed at the following link:
http://s927.photobucket.com/user/Rotman/library/Thematic
%20Apperception%20Test?sort=6&page=1
To be administered in interpersonal setting
TAT materials consists of 20 cards on which ambiguous
pictures are presented.
-”M” for males, “F” for females
-”B” for boys, “G” for girls
-”BM” for boys/males, “GF” for girls/females.
Selection of cards may be idiosyncratic to the patient’s presenting problem.
Sequential numbering system (SNS)
Administered to females and males in exact order :
1, 2, 3BM, 4, 6BM, 7GF, 8BM, 9GF, 10, 13MF.
Administered to any males:
1, 2, 3BM, 4, 6BM, 7BM, 11, 12M, 13MF.
Administered to any females:
1, 2, 3, 3BM, 4, 6GF, 7GF, 9GF, 11, 13GF.
The examiner will show some pictures one at a time
Subject will be making up as dramatic a story as he/she
can for each picture card
50 minutes for 10 pictures
Current situation What is happening at the moment?
Thoughts and feelings of character(s)
What characters are feeling and thinking?
Preceding events: what has led up to the event shown in the picture?
Outcome: what was the outcome?
TIME
Begin: when picture is first presented
End: when the subject begins his or her story
RECORDING
Subject’s complete responses
Behavioral observations: exclamation, stuttering, pauses, blushing,
degree of involvement, and change in voice inflection.
QUESTIONING & INQUIRY
To produce an unhampered and free-flow of the subject’s fantasy material.
ORDER OF PRESENTATION
According to sequential numbering system
Instructions should be modified in accordance with age & vocabulary.
For use with children, TAT cards that have the highest number of
interpretable responses and the lowest number of responses are the following:
in order of usefulness: 7GF, 18GF, 3GF, and 8GF.
least helpful cards: 19, 18BM, 11 and 12BG
(Bellak and Abrams, 1997)
TAT to children ages 8-11 yrs old:
1, 3BM, 7GF, 8BM, 12M, 13B, 14, 17BM (Obsrzut and Boleik, 1968)
TAT for adolescents:
1, 2, 5, 7GF, 12F, 12M, 15, 17BM, 18BM, 18GF
Children and adolescents of either gender
1, 2, 3BM, 4, 5, 6BM, 7GF, 8BM ( Teglasi, 1993)
SENIOR APPERCEPTION TECHNIQUE (SAT) - for elderly individuals for
over 65 years of age (Bellak).
For each of scoring categories:
Abbreviate observations about the person.
In some sections, practitioners are asked to indicate the levels of
importance or strength for the per
by putting one check (mere presence of characteristics) ✓
two checks (moderate) ✓✓
or three checks (strong) ✓✓✓
Entire procedure - takes half an hour
FIVE DIFFERENT ASPECTS OF STORY
The Hero:
Scoring for the hero involves identifying who is central character(s) in the
story
Need of the Hero:
For Murray, it was also critical to identify the needs, motives and desire of
the hero.
Identifying the presses:
A press refer to any important environmental factor that may influence or
interfere with the need of the hero.
Example: (parents or boss)
Scoring for themes:
Noting the nature of the interplay and conflict between the needs and presses,
the types of emotion elicited by this conflict, and the way the conflict is
resolved.
Scoring for outcome:
Analyzing how the stories end by noting a happy versus unhappy ending and
assessing the ending is controlled by the strengths of the hero and forces in
the environment.
Nomothethic Interpretation
Practice of establishing norms for answer from subjects in specific age, gender,
racial, or educational level groups and then measuring a given subject’s
responses against those norms.
Idiographic Interpretation
refers to evaluating the unique features of the subject’s view of the world and
relationships.
TAT is better suited to idiographic than nomothethic interpretations
The story content usually reveals the subject’s attitudes, fantasies, wishes, inner
conflicts, and view of the outside world.
The story structure typically reflects the subject’s feelings, assumptions about the
world, and an underlying attitude of optimism or pessimism .
In Example Given: PICTURE 1
Descriptive level (the boy is practicing to
increase his competence.)
Interpretative level (If one practice, then he
or she will improve.)
Diagnostic level (The client has a high
need for achievement with a high level of
self- efficacy.
The story content usually reveals:
subject’s attitudes
Fantasies
Wishes
inner conflicts
view of the outside world.
The story structure typically reflects:
subject’s feelings
assumptions about the world
underlying attitude of optimism or pessimism.
Murray established detailed test protocols, with choice of protocol
determined by age and sex of the respondent
All respondents are asked to provide an imaginative story based on the
picture cards
Current test protocol has this basic structure but is more flexible, and
variable, than Murray intended
Rorschach Test: helps in the understanding
of personality dynamics from perception
TAT: is used to understand personality dynamics from
apperception (person makes sense of an idea by assimilating it to the body of
ideas he or she already possesses.)
Must be interpreted in the context of the subject’s:
• personal history
• Age
• Sex
• level of education
• Occupation
• racial / ethnic identification first language, and other
characteristics that may be important.
Difficult to generalize.
Results are often subjective (based on personal opinions,
interpretations, points of view, emotions and judgment.)
Do not use any formal type of scoring system.
Close analysis of the stories told by subject normally gives
the tester a decent idea of the traits mentioned above
(personality, emotional control, and attitudes towards aspects of everyday life).
Picture 1:
A boy is sitting at a table
looking at a violin placed
on the table in front of
him.
Only card in the series that presents the group scene
And gives information relating to how individual deals with
challenge of people living together .
Not being standardized (meaning there are no rules of administration or formal
scoring system.)
Clinicians often vary in how they administer the test.
A few practitioners use Murray's complex scoring system.
For example, even if clinicians use the same scoring system, they may use
different cards or a different number of cards. This makes it incredibly difficult to
obtain estimates of reliability and validity, and almost impossible to compare
results (Holmstrom et al.,1990).
Holmstrom, R.W., Silber, D.E., & Karp, S.A. (1990), "Development of the
Apperceptive Personality Test", Journal of Personality Assessment, 54 (1 &
2), 252-264.
Schacter, Daniel, Daniel Gilbert, and Daniel Wegner. Psychology. 2nd.
New York: Worth Publishers, 2009.
Vane, J. R. (1981). The Thematic Apperception Test: A review. Clinical
Psychology Review, 1(3), 319-336. doi: 10.1016/0272-7358(81)90009-
Morgan, W. (2002). "Origin and History of the Earliest Thematic
Apperception test". Journal of Personality Assessment. 79 (3): 422–
445. doi:10.1207/s15327752jpa7903_03
THANKS!
QUESTIONS?
