Some effects of color in thematic fantasy.

Brackbill, Glen A.

doi:10.1037/h0055668

Cited by 13 publications

(5 citation statements)

References 15 publications

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“…Differences between normals and neurotics in response to color have mainly involved the color shock phenomenon, but a number of studies, thoroughly reviewed by Baughman (1958), have demonstrated that this phenomenon is independent of the color in the ink blots. Differences between neurotics and normals were found by Brackbill (1951) when using chromatic versions of the Thematic Apperception Test cards, though the differences were not present when responding to the standard achromatic cards. Neurotics in his study told stories about the color cards that were rated significantly more depressed and more intellectual than the stories given by normals to the color cards, suggesting that the chromatic version is more effective in arousing unpleasant emotional associations and stimulating the expression of the subject's prevailing mood.…”

Section: Abundance Of Affect or Emotionmentioning

confidence: 80%

Personality variables and response to color.

Cerbus¹,

Nichols²

1963

Psychological Bulletin

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Section: Abundance Of Affect or Emotionmentioning

confidence: 80%

Personality variables and response to color.

Cerbus¹,

Nichols²

1963

Psychological Bulletin

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“…Unlike the TAT, the TEMAS test portrays characters, activities, and settings familiar to the examinee in order to promote identification with the stimuli and hence provoke greater verbal fluency and selfdisclosure (Thompson, 1949). TEMAS stimuli were developed in color, based upon empirical research with the TAT indicating that chromaticity enhances verbal fluency (Thompson & Bachrach, 1951;Lubin, 1955;Lubin & Wilson, 1956) and better discriminates between clinical and normal examinees (Brackbill, 1951;Murstein, 1963). Although traditional projective techniques have embraced the psychoanalytic notion that ambiguous stimuli bypass the examinee's ego defenses, thereby allowing latent motives to be more freely expressed (Murstein, 1963), TEMAS pictures are less ambiguous than those of TAT, based upon research indicating that increased structure in projective stimuli facilitates fluency and yields a more focused understanding of the examinee's personality functioning (e.g., Epstein, 1966;Sobel, 1981).…”

mentioning

confidence: 99%

Development of a Thematic Apperception Test ({temas}) for urban Hispanic children.

Malgady¹,

Costantino²,

Rogler³

1984

Journal of Consulting and Clinical Psychology

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This research investigated the psychometric properties of the TEMAS test (acronym for tell me a story), a thematic apperception technique composed of chromatic stimuli picturing Hispanic characters in urban settings. Previous research has demonstrated that Hispanic children are more verbally fluent in telling stories about TEMAS pictures than about the Thematic Apperception Test (TAT) and that thematic content is stable over time. The TEMAS test was administered to 73 public school and 210 clinical Puerto Rican children of low socioeconomic status in grades K-6. Thematic content of TEMAS stories was scored for nine personality functions (e.g., delay of gratification, reality testing) and descriptive indexes (e.g., verbal fluency, reaction time). Results indicated internal consistency and interrater reliability in scoring TEMAS protocols, and TEMAS indexes significantly discriminated between the public school and clinical samples. In the clinical sample, estimates of concurrent validity ranged from R = .32 to .51 with measures of ego development, trait anxiety, and adaptive behavior. Pretherapy TEMAS profiles predicted 6%-22% of the variance in posttherapy treatment outcomes. These results provide preliminary support for the clinical utility of personality assessment of Hispanic children, who typically are inarticulate in response to traditional projective tests.A prominent issue of widespread debate that have been standardized on white, middlein psychological testing is the validity of class norm groups (Olmedo, 1981; Padilla, evaluating ethnic minorities with instruments 1979). Although some attempts have been made to develop minority-oriented cognitive and personality tests for blacks (Thompson, Portions of this article were presented at the August 1949; Willia ™> 1977), as well as Hispanics 1983 meeting of the American Psychological Association, (Ortiz & Ball, 1977; Struthers & DeAvila, Anaheim, California. 1977), unfortunately such tests have not This research was supported by Grant 1 R01-MH33711 weathered critical psychometric scrutiny from the Center for Minority Group Mental Health (Oakland \QTJ\ Programs (National Institute of Mental Health) and 'V<* KJ <" 1U > ly ' '>• ,,""-Grant 83-0868-00 from the William T. Grant Foundation A decade ago, Padilla and Ruiz S (1973) to G. Costantino and also by Grant 2R01-MH30569-review of minority assessment studies revealed 06A from the Center for Minority Group Mental Health little about testing Hispanics, particularly with

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“…This study indicates (as also found by Rutchick et al (2010) for projective word completing test, Pravossoudovitch et al (2014) for the implicit association test and Malone et al (2013) for the Rorschach test) that colors affect the implicit system and therefore should be taken into account when applying such tests. On the other hand, it gives more insights into the results of Revers et al (1985) and Brackbill (1951). Colored TAT/PSE pictures do not only look more lifelike and therefore enhance motive arousal, but it is also possible that colors separately interact with specific components of the implicit achievement motive or implicit motives per se.…”

Section: Conclusion and Practical Implicationsmentioning

confidence: 91%

“…Indeed, it could be attested that colored pictures lead to different scores than an achromatic TAT (Revers et al, 1985). Brackbill (1951) indicated that colored pictures lead to a more vivid form of projection, especially for clinical people. One central point of critics could be that the colors were chosen just by the authors, not previously tested and so less systematic.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2018

RJAP

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Specific colors unconsciously influence achievement-related behavior, but colors also affect the expression of specific hormones (like cortisol). As implicit motives are related to both behavior and hormones, the demonstration of implicit motives arousal by colors could build a bridge between these two phenomena. The goal of this study is to test how colors affect the two components of the implicit achievement motive hope of success (HS) and fear of failure (FF). Therefore, 61 healthy participants (44 female, Mage = 22.79, SDage = 3.95) were tested with the TAT/PSE (Heckhausen, 1963) and randomly assigned to three experimental arousal situations (color red, green, blue) and one control group. Contrary to the expectations, there was no influence of green on HS and red on FF, but green and blue could reduce the implicit FF. The results indicate that colors could potentially interact with the implicit achievement motive and therefore should be taken into account for motive testing.

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Some effects of color in thematic fantasy.

Cited by 13 publications

References 15 publications

Personality variables and response to color.

Personality variables and response to color.

Development of a Thematic Apperception Test ({temas}) for urban Hispanic children.

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