A cognitive-perceptual analysis of projective tests used with children.
There are both general and specific problems with projective tests--the production, comprehension, and interpretation of two-dimensional visual representations. At the general level, there is a need to integrate findings from the neuro- and cognitive sciences, cognitive, perceptual, and affective development, and the understanding and interpretation of pictorial material based on the accumulated research base in the arts. At the specific level, much of the research base on projective tests is poor or outdated; evidence for clinical utility is mixed or negative; and the tests possess poor reliability and validity while the putative underlying psychological process of projection" has not been subject to rigorous empirical examination--the term remains vague and elusive. While earlier critiques and reviews have focused on problems in validity and reliability, their has been a lack of attention to the development of children's pictorial abilities as pertain to projective techniques. Although many of the principles delineated here also apply to adolescents and adults, an important challenge for clinicians is to develop and employ better methods in the "projective" assessment of children.
Seitz
J A
JA
Department of Political Sciencc and Psychology, York College/City of New York, Jamaica, NY 11451, USA. seitz@york.cuny.edu
D000293:Adolescent; D000328:Adult; D000339:Affect; D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D010364:Pattern Recognition, Visual; D011386:Projective Techniques / Q000706:statistics & numerical data*; D011594:Psychometrics; D011597:Psychomotor Performance