Differential responding to achromatic and chromatic rorschach stimuli

Abstract

20 20 referred a t some point in their elementary school experience have a significantly higher EEIS score than children who are not referred.As the HFDs can be influenced by intelligence, 20 pairs of Ss in the referred and non-referred groups were matched for age, sex and intelligence. The results are summarized in Table 1, and strongly suggest that the EEIS does not merely reflect differences in intelligence level. The results indicate that the EEIS did predict those children needing help beyond what the regular classroom teacher could provide. TABLE 1. MEAN EEIS SCORES, IQs AND AQES FOR REFERRED AND NONREFERRED S w~~c r s 9.75 4.88 107.20 7.36 66.8 2.4 2.00 1.78 107.10 8.23 67.1 3.1 I x Age SD EEIS 1 IQ SD SD x Group Referred Nonreferred d = 13.83; p < .001. SUMMARYThe kindergarten HFDs of 36 referred and 81 nonreferred 8 s currently enrolled in 4th and 5th grades were scored for ten weighted items comprising the EEIS.Predictions of school problems based on the EEIS scores were compared with observed frequency of actual referrals by computing Chi-square values. Mean EEIS score differences between groups were analyzed by t tests. Results indicated that the referred children had significantly higher scores on the EEIS than nonreferred children. Results did not appear to be significantly influenced by intelligence. Initial results point to the use of the EEIS as an early screening device a t the kindergarten level for identifying children who will have problems during their elementary school experience. REFERENCES 1. LANDSMAN, M. and DILLARD, H. The Evanah Early Zdentij?cdion S&: Test and Manual. 2. KOPPITZ, E. M. 8motional indicators on human figure drawings and school achievement of first 3. KOPPITZ, E. M. Emotional indicators on human figure drawings of children. A validation 4. ~N E , S. R. and EISEN, V. W. The Goodenough Draw-A-Man teat and signs of maladjustment Chicago: Follett, in reas. and second graders.PROBLEM In his review of the literature, Baughman(l) pointed out the necessity for placing greater stress on the study of the stimulus variables of the Rorschach test. A vast percentage of the studies reviewed by Baughman were attempts to delineate the effect of color on responding. One result of this review was that the effect of color on responding was equivocal. A major difficulty with previous studies on the *The manuscript is based, in part, on a pa er presented at the Southeastern Psychological Association Convention in Atlanta, Georgia in Apri& 1967.