Personal Problem-Solving Scoring of TAT Responses: Known-Groups Validation

Ronan, George F; Senn, James A.; Date, Ann L.; Maurer, Lara; House, Kerri; Carroll, James L.; VanHorn, Roger

doi:10.1207/s15327752jpa6703_16

Cited by 6 publications

(6 citation statements)

References 26 publications

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“…The Personal Problem-Solving System (PPSS; Ronan, 1990) is a performance-based measure that uses standard stimuli (i.e., Thematic Apperception Test Cards 1, 2, and 4; Murray, 1943) to evoke social problem-solving processes that are then scored using a standardized rating system (Ronan, Colavito, & Hammontree, 1993; Ronan, Date, & Weisbrod, 1995; Ronan et al, 1996). These stimuli are conceptualized as depicting social and personal problems to which the participant is asked to respond.…”

Section: Methodsmentioning

confidence: 99%

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Social problem solving and community integration in postacute rehabilitation outpatients with traumatic brain injury.

Rath¹,

Hennessy²,

Diller³

2003

Rehabilitation Psychology

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Objective: To enhance understanding of the role that social problem solving (SPS) plays in community integration following traumatic brain injury (TBI). Study Design: Regression analysis. Participants: Forty-five adults with TBI participating in higher level outpatient cognitive rehabilitation and 15 uninjured adults. Main Outcome Measures: Measures of community integration, problem-solving ability, and SPS self-appraisal and performance. Results: Individuals with TBI demonstrated poorer problem-solving as measured by both neuropsychological and SPS methods; however, the largest effect size was observed for SPS self-appraisal. Only SPS self-appraisal predicted a significant proportion of the variance in community integration. Conclusions: It is important to assess brain-injured persons' confidence in their ability to cope with problems. A focus on objective test scores alone may lead to underdetection of disabling problem-solving deficits.

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Section: Methodsmentioning

confidence: 99%

“…This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. (Ronan et al, 1996), and it is sensitive to social problem-solving training (Ronan et al, 1995). Interrater reliability estimates range from r ϭ .83 to r ϭ .92 (Ronan & Gibbs, 1997).…”

Section: Problem Solving and Community Integrationmentioning

confidence: 99%

Social problem solving and community integration in postacute rehabilitation outpatients with traumatic brain injury.

Rath¹,

Hennessy²,

Diller³

2003

Rehabilitation Psychology

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“…A number of other potentially useful TAT scoring schemes have been developed in recent years. For example, Ronan and his colleagues (Ronan, Colavito, & Hammontree, 1993; Ronan et al, 1996) have derived an index of personal problem-solving from the TAT that correlates significantly with a performance measure involving the generation of means-end solutions to problems, and that significantly distinguishes psychiatric patients from normals. In addition, scores on this index have been found to increase significantly following training in the generation of alternative solutions (Ronan, Date, & Weisbrod, 1995).…”

Section: Thematic Apperception Testmentioning

confidence: 99%

The Scientific Status of Projective Techniques

Lilienfeld

Wood

Garb

2000

Psychol Sci Public Interest

606

391

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Abstract-AlthoughControversy has been no stranger to the field of personality assessment, and no issue in this field has been more controversial than the scientific status of projective techniques. Indeed, the novice reader attempting to make sense of the sprawling and bewilderingly complex literature on projective techniques is immediately confronted with a striking paradox. On the one hand, during the past four decades a litany of personality assessment researchers (e.g., Anastasi, 1982;Gittelman Klein, 1986;Dawes, 1994) have come forth to decry the reliability and validity of most projective techniques (see Lilienfeld, 1999). Jensen's (1965) famous quotation, although 35 years old, still captures the sentiments of many contemporary scientists toward the Rorschach Inkblot Test and numerous other projective techniques: ". . . the rate of scientific progress in clinical psychology might well be measured by the speed and thoroughness with which it gets over the Rorschach" (p. 238). On the other hand, clinicians in the United States and to a lesser extent those abroad continue to use projective techniques with great regularity, and many contend that these techniques are virtually indispensable to their daily practice (Watkins, Campbell, Neiberding, & Hallmark, 1995). The crux of this paradox was incisively summed up by Anastasi (1982), who observed that "Projective techniques present a curious discrepancy between research and practice. When evaluated as psychometric instruments, the large majority make a poor showing. Yet their popularity in clinical use continues unabated" (p. 564).Indeed, despite the sustained and often withering criticisms directed at projective techniques during the past several decades (Dawes, 1994;Lowenstein, 1987), numerous surveys demonstrate that such techniques continue to enjoy widespread popularity among clinicians. Durand, Blanchard, and Mindell (1988) reported that 49% of the directors of clinical psychology graduate programs and 65% of the directors of clinical psychology internships believed that formal training in projective techniques is important. Watkins et al. (1995) found that 5 projective techniques, including the Rorschach and Thematic Apperception Test (TAT), were among the 10 instruments most frequently used by clinical psychologists. For example, 82% of clinical psychologists reported that they administered the Rorschach at least "occasionally" in their test batteries and 43% reported that they "frequently" or "always" administered it. There is some indication, however, that the popularity of certain projective techniques may be waning. In a recent survey of practicing clinicians, Piotrowski, Belter, and Keller (1998) reported that several projective techniques, including the Rorschach and TAT, have been abandoned by a sizeable minority of users. Some authors (e.g., Piotrowski et al., 1998; Piotrowski & Belter, 1989) have attributed the recent decline in the popularity of projective techniques to the advent of managed care, although at least some of this decline may al...

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“…Palmer found that interactive behaviors in information search can be categorized by personality factors [28]. Another study found that problem-solving behaviors could be predicted by responses to the Thematic Apperception Test [37]. In reasoning behaviors, individual differences impact rationality and reasoning as well ( [45], [46]…”

Section: Individual Differencesmentioning

confidence: 99%

The Personal Equation of Complex Individual Cognition during Visual Interface Interaction

Green

Fisher

2011

Human Aspects of Visualization

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Abstract. This chapter considers the need for a better understanding of complex human cognition in the design of interactive visual interfaces by surveying the availability of pertinent cognitive models and applicable research in the behavioral sciences, and finds that there are no operational models or useful precedent to effectively guide the design of visually enabled interfaces. Further, this chapter explores the impact of individual differences, and in particular, inherent differences such as personality factors, on complex cognition. Lastly, it outlines how knowledge of human individuality, coupled with what is known about complex cognition, is being used to develop predictive measures for interface interaction design and evaluation, a research program known as the Personal Equation of Interaction. . . .

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Personal Problem-Solving Scoring of TAT Responses: Known-Groups Validation

Cited by 6 publications

References 26 publications

Social problem solving and community integration in postacute rehabilitation outpatients with traumatic brain injury.

Social problem solving and community integration in postacute rehabilitation outpatients with traumatic brain injury.

The Scientific Status of Projective Techniques

The Personal Equation of Complex Individual Cognition during Visual Interface Interaction

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