This report is based on a thesis by the first author for the Master of Arts degree.

No abstract

Although the methodological problems associated with the use of children's self-report depression inventories have previously been discussed in detail, the ethical problems related to the use of these instruments have been largely ignored. The primary purpose of this survey study was to determine how childhood depression researchers have prepared for and responded to children from community (i.e., nonclinic) samples whose nonanonymous scores on self-report depression inventories have indicated that they might be severely depressed or suicidal. Several recommendations, based upon the results of this survey study, the existing literature relevant to the ethical responsibilities of investigators who conduct research with children, and our own experiences with these instruments and populations, are made to assist researchers in their attempts to use these inventories in an ethical manner.

A standard intelligence test (CTMM) used as a measure of convergent thinking (CT), and a composite measure of divergent thinking ability (DT) were the independent variables for a series of 2factorialjinalyses of variance, based on 192 talented junior high-school pupils (X for CTMM = 124). High DT Ss scored higher on tests of word fluency, reading ability, and Holtzman Inkblot Technique scores for movement, anxiety, hostility, color, penetration, and use of large areas of the blots. On a biographical form, high CT Ss indicated higher grades, less trouble with schoolwork, and more parental interest in college. The Junior Personality Quiz failed to discriminate among the 4 subgroups.

As summarized by Holtzman (1968), a number of recent studies have sought to extend the construct vahdity of the standard scores for the Holtzman Inkblot Technique (HIT) (Holtzman, Thorpe, Swartz, & Herron, 1961) These mvestigations have focused on the psychological correlates of HIT scores via use of vanous psychiatnc groups, responses to other measures of personahty, and performance on laboratory type tasks, particularly ones of a perceptual or cogmtive nature In view of the promising results of these studies, additional mvestigations to vahdate further the psychological meaning of scores from the HIT seem mdicatedDespite the wealth of clmical expenence dealmg with mkblot perception, very little systematic information has been obtamed regarding the influence of diflFerent perceptual styles on responses to lnkblots In order to investigate this problem by testing specific hypotheses regarding the relevance of perceptual and cogmtive charactenstics to several HIT scores, subjects were studied who are highly successful m one of three contrastmg modes of visual expenence as defined by their fields of study abstract art, architecture, and engineering drawmg