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“NOTHING IS EITHER GOOD OR BAD, BUT THINKING MAKES IT SO”
SHAKESPEARE, HAMLET
PROJECTIVE TESTS AND TECHNIQUES
November,!"#
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I$ I%&ro'()&*o% *% +ro e)&*ve &e)-%*.(e/De0%*&*o%C12//*0)2&*o%
II$ Pre/e%&2&*o% o3 /ome +ro e)&*ve &e)-%*.(e/ C2/e /&('*e/4
"$ 2'(1& 5 m21e5 26e #$ )-*1' 5 m21e 5 26e 7
III$ Co%)1(/*o%/V$ BIBLIOGRAPH8
Presented by : Daniel Cochirlea
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:HAT DO 8OU SEE;
“IT’S JUST AN INKBL T!
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“PROJECTIVE TECHNIQUES ARE INDIRECT AND UNSTRUCTURED METHODS O9INVESTIGATION$ PS8CHOLOGISTS USE THEM 9OR IN9ERRING ABOUT UNDERLINEMOTIVES, URGES OR INTENTIONS :HICH CANNOT BE DISCOVERED THROUGH DIRECTQUESTIONING AS THE RESPONDENT EITHER RESISTS TO REVEAL THEM OR IS SIMPL8NOT A:ARE O9 THEM”
“A METHOD O9 PS8CHOLOGICAL TESTING, USED IN PERSONALIT8 ASSESSMENT, IN:HICH RELATIVEL8 UNSTRUCTURED STIMULI ARE PRESENTED S PERSONALIT8 ON TO THE
TEST MATERIAL$”SCIENCE DICTIONAR84
HTTP455THESCIENCEDICTIONAR8$ORG5PROJECTIVE?TECHNIQUE?PROJECTIVE?TEST “A PS8CHOLOGICAL TEST IN :HICH SUBJECT>S RESPONSES TO AMBIGUOUS ORUNSTRUCTURED STANDARD STIMULI, SUCH AS A SERIES O9 CARTOONS, ABSTRACTPATTERNS, OR INCOMPLETE SENTENCES, ARE ANAL8@ED IN ORDER TO DETERMINEUNDERL8ING PERSONALIT8 TRAITS, 9EELINGS, OR ATTITUDES$”
THE AMERICAN HERITAGE DICTIONAR8 O9 THE ENGLISH LANGUAGE
http://thesciencedictionary.org/projective-technique-projective-testhttp://thesciencedictionary.org/projective-technique-projective-test
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DISADVANTAGES O9 PROJECTIVE TECHNIQUES
"$ H*6-1 &r2*%e' *%&erv*e er/ 2%'
/ *11e' *%&er+re&er/ 2re %ee'e'$$ I%&er+re&er/ b*2/ )2% be &-ere$
#$ I& */ 2 )o/&1 me&-o'$F$ T-e re/+o%'e%& /e1e)&e' m2 %o&
be re+re/e%&2&*ve o3 &-e e%&*re+o+(12&*o%$
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Pro e)&*ve Te)-%*.(e/ )12//*0e' b & +e
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NAME AND TEST DESCRIPTION
ASSETS AND LIMITS
APPL8ING INSTRUCTIONS
PRACTICAL E AMPLES AND CONCLUSIONS
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DRAWING A PERSON TEST
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ASSETS LIMITS
* The purpose of thetest i s to assistprofessionals ininferring children'scognitivedevelopmental levels
with little or noinuence of otherfactors such aslanguage barriers or
special needs
* Test results can beinuenced byprevious drawingexperience,
* has been no validation of this
test as indicative ofschizophrenia.
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INDICATIONS
The psychologist gives the child a eeof paper and a black pencil well sharp
or/and a set of colors and asks him tomake “a draw of a person”. The rest isfor the child to decide, whether he uses
just the black pencil or the set of
colors, where he is going to place thedrawing on the page; or if he’s going todraw a girl or a boy, a. s. o.
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• line style sharp, vague, continuous or pointed• colors used• object’s sh ape• object’s position on page• intellectual maturity is important because the
drawing evolves according to the child’s age fromDoodles (from 1 year) thru Representation (between2-3 years) and logical state (from 4 years) to thestage of visual realism (variable age ) – when he cancopy, do a representation , or an adaptation to
reality.• visual perception• the amount of time needed to complete the drawing• the attitude answers spontaneously? asks questions before starting to draw? Fells the application as
frustrating?
IMPORTANT INDICATORS IMPORTANT FACTORS
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1.As INTELIGENCE TEST: we appreciatethe mental age of the child by thepresence or absence of anatomical partsof the body and by presence or absenceof vestments and accessories.
2. As PERSONALITY TEST: the drawing of aperson is considered to be a mirror and
reection of the child’s personality .
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A Drawing can be used as diagnostictool but in order to have the whole
view of the child’s personality we haveto use some other complimentarilymethods.
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FIRST DRAWING SECOND DRAWING
THE PERSON DRAWN BYCHILD
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INTERPRETATIONSUBJECT4
CHILDDRA: A PERSON TEST
R /- %e//
E *%2'e.(2)S e2 %e//
U 2% *e&
L emo&*o%21 *mb212%)e
T 266re//*ve
S *m+2&*e%)e
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The tree isone of themost popul rs!m"oli#themes. It
representslife$ fertilit!$the hum n"een
THE TREE
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THE ROOTS re s!m"ols of the un#ons#ious
THE TRUNK is the e%o$ the #ons#ious min&$ theemotion l life
THE BRANCHES re s!m"ols for so#i l rel tions
THE CRO:N represents the min&$ n& spiritu l life.
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ASSETS LIMITS
' Ri#hness ofinform tion
' S!m"oli# form' (seful &)un#t to
other tests
' Pro*i&es + ! fore,pressin% m teri lth t is &i-#ult toe,press or ll!
' Pro*i&e rel ti*el!#ulture/free me ns
' Di-#ult! est "lishin%the reli "ilit! n&* li&it! of pro)e#ti*e&r +in%s
' 0uestion "le * li&it!in spe#i1# ps!#hi tri##l ssi1# tions
' 2 n! of theinterpreti*eh!potheses h *e not
"een full!
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INDICATIONS
•
2 teri ls use& 3 sheet of p pern& "l #4 pen#il
•
Re5uest 3 6Dr + tree$ &i7erentfrom 1re tree8
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• t!pe of the tree3•
position on p %e• the ##entu te& p rts of the tree 9on
the ri%ht or on the left from the*erti# l , of s!mmetr!: up n& &o+nfrom the hori;ont l , "et+een #ro+n
n& trun4<• the 5u lit! of lines• the sh pe of roots: trun4$ #ro+n n&
"r n#hes• the rel tion "et+een roots$ trun4
n& #ro+n• the e,isten#e or omission of li*es$
=o+ers n& fruits n& their spe#i1#
sh pe• the e,isten#e of s#ener the sun
IMPORTANT INDICATORS
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RED COLOR is n in&i# tor of e,plosi*eperson lities 9)u*enile &elin5uen#!often o##urs
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THE TREE DRAWN BY CHILD
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INTERPRETATIONSUBJECT4
CHILD
DRA: A PERSON
TEST
TREE TEST
R 266re//*ve%e// A'2+&*%6 '* )(1&*e/E 2% *e& 266re//*ve%e//
S emo&*o%21 *mb212%)e e2/*1 *% (e%)e'U *m+2&*e%)e *%-*b*&*o%L *%2'e.(2) *%&rover&e'
T /- %e// re21*/m
+r2)&*)21 &re%'/m2&er*21 or*e%&2&*o%
S e2 %e// Se%/*&*v*& 2%'*m26*%2&*o%
S&(bbor%%e//
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THE TREE DRAWN BY AD(LT
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SUBJECT
5 ADULT
TREE TEST
R R*6(ro(/ *% &-e 2)&*v*&
E Some 2'2+&*%6 '* )(1&*e/
S Re21*/m? +r2)&*)21 &re%'/
U Or62%* e'
L O+e% 3or %e e +er*e%)e/
T Se13 )o%0'e%)e? +er/ever2%)e? 2ro62%)e
S :e11 e%626e' *% &-e +re/e%&
INTERPRETATION
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DRAWING A FAMILY TEST
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ASSETS LIMITS
* An optional tool for theinvestigation of the child's
mental representation ofattachment to the parents* Provides insight into the
child's fantasies thatcombine the child's
subjective life e periencesand interactions
* There is little professionalsupport for the use of
figure dra!ing" so thee amples that follo! shouldbe interpreted !ith caution#
* $all for s%illed and trainedadministrators familiar !ith
both the theor& behind thetests and the structure ofthe tests themselves#
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We note:• the child s attitude( mimic" verbali)ation
and if the& are or not related to thedra!ing
• if the dra!ing begins from the right orleft side of the paper
• the order the characters are dra!n• if he spends more time in dra!ing one
character or another
We ask:# +hat is this famil& doing" !here are the&,-# +hat is the nicest and !h&,.# +hat is the less nice and !h&,/# +ho is the happiest and !h&,0# +ho is the saddest and !h&,
INDICATIONS
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In order to discover:• The most loved erson• The least !avorite !amil" mem#er• Relations #et$een child and !amil"
mem#ers• %arents
• We ask &'estion a#o't:• Name( a)e( )ender o! !amil" mem#ers• Relationshi #et$een them• I! he is leased $ith his dra$in) or
$ants to chan)e somethin) and $hat
IMPORTANT INDICATORS
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THE A2ILY DRAWIN?
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SUBJECT CHILD DRA: A
PERSON TEST
TREE TEST 9AMIL8
TESTR 266re//*ve%e// 2'2+&*%6
'* )(1&*e/2&&2)-e' &o
32&-erE 2% *e& 266re//*ve%e// *%2'e.(2)S emo&*o%21
*mb212%)ee2/*1
*% (e%)e'
2% *e&
U *m+2&*e%)e I%-*b*&*o% ' %2m*)L *%2'e.(2) *%&rover&e' '* )(1& *%
3o)(/*%6 T /- %e// re21*/m
+r2)&*)21 &re%'/
m2&er*21or*e%&2&*o%S e2 %e// Se%/*&*v*& 2%'
*m26*%2&*o%
INTERPRETATION
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THE RORSCHACH TEST
THE RORSCHACH TEST 9 lso 4no+n sthe Rors#h #h in4"lot test$ theRors#h #h te#hni5ue$ or simpl! thein4"lot test< is ps!#holo%i# l test in+hi#h su")e#t s per#eptions of in4"lots
re re#or&e& n& then n l!;e& usin%
ps!#holo%i# l interpret tion$ #omple,l%orithms$ or "oth.
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HER2ANN RORSCHACH
Ps!#holo%ists use this
test to&ete#t
thou%ht&isor&er$
espe#i ll!
+henp tients rerelu#t nt to
&es#ri"etheir
thin4in%
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ASSETS LIMITS
' Ri#hness ofproto#ol$ m!ster!
llure' A##ess #o*ert or
un#ons#iousm teri l' Re&u#es&efensi*eness so#i l &esir "ilit!' Hi%hl! resist nt to
' 0uestion "le* ri "le * li&it!
#ross &i7erents#orin% # te%ories
' Immense timein*ol*e& in s#orin%n& interpret tion
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After the tested subject hasseen and responded to allof the inkblots “FREEASSOCIATION P ASE!"
the tester presents the#a$ain one at a ti#e for thesubject to stud%& Thesubject is asked to note ifhe sees 'hat he ori$inall%sa' and 'hat does it looklike" this is the“IN()IR* P ASE!&
INDICATIONS
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CARD " :ORRIORS HELMET
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CARD ELEPHANTS OR CATS
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CARD # T:O BIMBOS
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CARD A BAT
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CARD ANIMAL SKIN
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CARD MAN SHAPED TOASTBREAD
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CARD 7? CARNIVOR PLANT 9ACINGUP:ARDS
CARD "!? T O PERSONS MEETING IN 9RON O9 E99EL
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CARD "!? T:O PERSONS MEETING IN 9RON O9 E99EL TO:ER IN A BUSS8 DA8
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S(B ECT F AD(LT TREE TEST RORSARCH
R R*6(ro(/ *% &-e 2)&*v*& A))e+&/ 2%' e% o /%e &2/ /
E Some 2'2+&*%6 '* )(1&*e/ I6%ore/ +- /*)21 -2rm
S Re21*/m? +r2)&*)21 &re%'/ Goo' re12&*o%/-*+ / *11/
( Or62%* e' Goo' emo&*o%21
b212%)eL O+e% 3or %e e +er*e%)e/ A% *e& o3 ome%
T Se13 )o%0'e%)e?
+er/ever2%)e? 2ro62%)e
E2/ 'e21*%6 *&-
)o%)(rre%& /&*m(1*
S :e11 e%626e' *% &-e
+re/e%&
INTERPRETATION
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L(SCHER G COLO(RTEST
The Author$ Prof. Dr.2 , L s#her is theHe & of the Instituteof Ps!#ho/me&i# lDi %nosti#s in Lu#erne9S+it;erl n&
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ASSETS LIMITS
' "e# use the #olor sele#tionsre %ui&e& in n
un#ons#ious m nner$ the!re*e l the persons s the!re ll! re$ not s the!per#ei*e themsel*es or+oul& li4e to "e per#ei*e&.
' the results of the L s#her/Color/Di %nosti# #ont inin&i# tions pert inin% toperson l ssessment n&spe#i l$ profession lre#ommen& tions s to ho+ps!#holo%i# l stress n& theresultin% ph!si# l
s!mptoms # n "e *oi&e&.' o7ers &&ition l inform tion
' the * li&it! of the #olortest h s often "een5uestione&.
' "ein% e s! to interpret# n "e use& lso "! nonprofession ls
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INDICATIONS
Colors 2e nin%s
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Blue“De+&- o3 9ee1*%6” +2//*ve, )o%)e%&r*),
&r2%.(*1*& , )21m, &e%'er%e//
?reen
“E12/&*)*& o3 :*11” +2//*ve, )o%)e%&r*),
'e3e%/*ve, +er/*/&e%)e, /e13?e/&eem52//er&*o%, +r*'e, )o%&ro1
Re&“9or)e o3 :*11” e ?)e%&r*), 2)&*ve
266re//*ve, )om+e&*&*ve, 2)&*o%, 'e/*re,e )*&eme%&, /e (21*&
Yello+“S+o%&2%e*& ” e ?)e%&r*), 2)&*ve,+ro e)&*ve, 2/+*r*%6, e +e)&2%) ,
e -*12r2&*o%
iolet“I'e%&*0)2&*o%” (%re21*/&*)5 */-3(1
3(1011me%&, )-2rm, e%)-2%&me%&
Bro+nBo'*1 /e%/e/, *%'*)2&e/ &-e bo' /
)o%'*&*o%
Bl #4 No&-*%6%e//, re%(%)*2&*o%, /(rre%'er or
re1*%.(*/-me%&
?re! No%?*%vo1veme%& 2%' )o%)e21me%&
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The results of the L s#her/Color/Di %nosti##ont in in&i# tions pert inin% to person l
ssessment n& spe#i l$ profession lre#ommen& tions s to ho+ ps!#holo%i# lstress n& the resultin% ph!si# l s!mptoms# n "e *oi&e&. It lso o7ers &&ition linform tion for *er" l n& homeop thi#ther p!.The * li&it! of the #olor test h s often "een5uestione&.
INTERPRETATION
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INTERPRETATIONS(B ECT F
AD(LTTREE TEST RORSARCH L(SHER
COLO(R TESTb212%)e'3r*e%'1
R R*6(ro(/ *% &-e2)&*v*&
A))e+&/ 2%'e% o / %e
&2/ /
*%&(*&*ve
E Some 2'2+&*%6'* )(1&*e/
I6%ore/ +- /*)21-2rm
Emo&*o%21/e%/*&*ve
S Re21*/m? +r2)&*)21&e%'e%)*e/
Goo're12&*o%/-*+
/ *11/
3(%%
U Or62%* e' Goo' emo&*o%21b212%)e
e6o)e%&r*)
L o+e% 3or %ee +er*e%)e/
Co%)er%/ *&-3em21e 06(re/
+ro('
T Se13 )o%0'e%)e?+er/ever2%)e?
2ro62%)e
E2/ 'e21*%6*&- )o%)(rre%&
/&*m(1*
2mb*&*o(/
S :e11 e%626e' *% 2% *e&
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THE2ATIC APPERCEPTION TEST 92(RRAYAND 2OR?AN<
The TAT + s&e*elope& &urin%the JK Ms "! theAmeri# nps!#holo%istHenr! A. 2urr !
n& l !
ps!#ho n l!stChristi n D.2or% n t theH r* r& Clini# tH r* r&(ni*ersit
CHRISTIANA2OR?AN
HENRY 2(RRAY
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ASSETS LIMITS
A))e// &o )overe' or
(%)o%/)*o(/+2r& o3 +er/o%21*&
Le// /(/)e+&*b*1*& &o32 *%6
G1ob21 3o)(/ o% +er/o%21*& R*)-%e// o3 '2&2 E2/e o3 R2++or&
D* )(1& e/&2b1*/-*%6
re1*2b*1*&
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• the e*ent sho+n inthe pi#ture
• +h t h s le& up toit
• +h t the#h r #ters in thepi#ture re feelin%
n& thin4in%• the out#ome of thee*ent
INDICATIONS
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Saul Rosenzweig (1907–2004) was an Americanpsychologist antherapist!Rosenzweig"s stu y o#aggre$ssion lea to the
e%elopment o# theRosenzweig &icture$'rustration Stu y atest o# latent
hostility!
R S*+,-*./ &. R* 'R S RA . + *S
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ASSETS LIMITS
3 the o%erall purpose o#the stu y is #in out
how the e amineerespon s to#rustration an#rustratingsituations
3 a test o# latenthostility
3 in%ol%es a %er5alresponse to a semi$
am5iguous picturescenario3 he rea5ility o# the
test$retest proce ureis marginal
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he su56ect is re uire toe press his spontaneous attitu eusing a #ew wor s or a phrase#or the #irst 18 pictures an#or the ne t he has to responto an acusation or an in6ury!
INDICATIONS
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he Rosenzweig&icture'rustration Stu y(the &' est)tries to isco%erour tolerance anour ways o#respon ing to the
aily in ucestress !
he su56ect is re uireto e press hisspontaneous attitu eusing a #ew wor s or aphrase #or the #irst 18pictures an #or the ne t
he has to respon to anacusation or an in6ury!
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INTERPRETATION
• he score is 5ase on a total o# nine#actors eri%e #rom com5inations o#three types o# aggression : o5stacle$
ominance ego$ e#ense an nee $persistence an three irections o#aggression : e traggressionimaggression an intraggression!
• ;owe%er testers o#ten analyze thesu56ect"s responses more in#ormally anintuiti%ely!
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I m sosorr! forhim. Wh th sh ppene&
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I m sorr! for thissitu tion$+h tm 4es !ou feel th tthis + t#h is#rumm! I h *esome other mo&elshere...
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You
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2 n! people #ome here +ith lot of #he p thin%s ... ri%ht But I4no+ !ou re sm rt %u! n& !ou re li;e th t this is Role,. Itrust th t +e # n help e #hother.
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I feel so
horri"le$ I mso sorr! ple sefor%i*e me$ letme see +h t I# n &o to 1, it.
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You re #le*erm n$ this is +h!I # lle& !ou.Ple se t 4e se t$ let me "u!!ou &rin4.
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Ye h...+ell..
.it s ni#e of!ou to s !sorr!$ notm n! people&o this soit s O@
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No+ I m heren!+ ! so let us
t l4 little "out+h! I m here
VERBAL ASOCIATIVE TEST
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6WHO LOO@S O(TSIDE IS DREA2IN?.WHO LOO@S INSIDE WA@ES (P8
CARL ?(STA (N?
VERBAL ASOCIATIVE TEST
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ASSETS LIMITS
* Empirical proof of thephysiological difference
bet een conscio!s and!nconscio!s reactions"* #sed as a techni$!e to
enhance the therape!ticprocess
* Acti%ates both conscio!sand !nconscio!sphenomena or
comple&es"
Associatespsychoanalyticmeanings to the ords
There is no singleaccepted list of ords" The efficacy has notbeen determined" 'i%es some $!alityinformation that( in the%ery least( can inspiref!rther in%estigation"
INDICATIONS
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•
The e&aminer !ses a list of ind!cti%e ords andin%ites the s!b)ect to prono!nce as $!icly as
possible ( the first ord hich comes into his
mind"• Te e&aminer needs chronometer and a rotocol
sheet containing + col!mns ,-. the list of %erbal stim!li/. the s!b)ect0s response1. time of response2. reprod!ction of response+. obser%ations 3 !n!s!al beha%ior.
INDICATIONS
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STA'ES O4 T5E TEST
-" ASOCIATIO6 STA'E 7 s!b)ect m!st ans er to stim!li
ords
/" RE RO8#CTIVE STA'E 7 s!b)ect m!st reprod!ce the
ans ers
1" I6VESTI'ATIO6 STA'E 7 the goal is to disco%er cl!sters
so the e&aminer as9s $!estions li9e, : ;hat is the
connections bet een :ind!cer ord< and : the ord
ind!ced< or :;hat brings in yo!r mind the ord ="
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>#6'0S OSSIBLE LIST O4 I68#CTIVE ;OR8S
9INAL CHAPTER
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9INAL CHAPTER
• B &-*/ +ro e)& e *%&e%'e' &o 6*ve o( /omeb2/*) *%3orm2&*o% re62r'*%6 +ro e)&*o%&e)-%*.(e/$
• :e 21/o &r*e' &o 6*ve o( /ome e 2m+1e/ b
2++1 *%6 /ome o3 &-em &o o(r /(b e)&/$
• :e 2re %o 1oo *%6 3or 2r' &o o(r 3ee'b2) 4.(e/&*o%/, )r*&*)/ or )o%6r2&(12&*o%/$
THANK 8OU 9OR 8OUR ATTENTION
This is a "ro#$ $ro%ect &ade by second year st#dents at
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Psycholo"y 'ac#lty (ro& )colo"ical Uni*ersity B#charest:BADITA PAULACRISTINA DRAW A PERSON
BUGA MIHAI ROSENSWEIG THECHNIC
IONESCU RO ANA PROJECT COORDINATORPADUREANCRISTINA TREE TEST
SCORTAN TEODOR RORSCHACH TEST
TENE ANDREEA PPT and PPS PROJECT FORMAT COCHIRLEADANIEL LUSHER TEST OF COLOURS
TANASESCU ANCA DRAW A FAMILY TEST
9USEA ANDREI TAT
MITITELU ANDREEA LUSHER TEST
LITA ALININTRODUCTION TO PROJECTIVETECHNIQUES
NICOLAESCURALUCA ASSETS AND LIMITS OF PROJECTIVE TESTSGEORGESCUIULIAN VERBAL ASOCIATION TEST
Biblio"ra$hy:
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Biblio"ra$hy:
• Anitei+ ,& -.//01+ Pihologie experimentala, Editura Poliro#+ Iasi&• enderson+ R&2& -345.1+ 6Re#ote action potentials at the #o#ent of response in a si#ple
raction7ti#e situation!& 8urnal of E9peri#antal Ps%cholo$%+ :;+ pp&./37./5&• 8un$+ C& -343/1& “Association ,ethod!+ American Jurnal of Psychology,
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