Rorschach responses in gifted and nongifted children: A comparison study.

摘要

Statement of the problem. School psychologists frequently administer the Rorschach Inkblot Test to gain insight into emotional functioning of children. It is important that clinicians understand how intelligence factors affect Rorschach performance to avoid the error of attributing to personality results that may be related to intelligence. One issue yet to be resolved is whether intellectually gifted children give responses that are different from normative data. The purpose of this study, therefore, is to compare Rorschach responses of gifted and nongifted children.; Method. The sample included 60 students (Grades 4-5) in five public elementary schools consisting of 30 students participating in a gifted and talented program, and 30 students with Composite Cognitive Abilities scores between 90-109. The study employed the Rorschach Inkblot Test individually administered by three examiners, according to the Exner Comprehensive Method. Between group comparisons, as well as comparisons to normative data were made for seven dependent variables: Lambda, Erlebnistypus (EB), Schizophrenia Index (SCZI), total number of Responses (R), Populars (P), unusual detail (Dd) responses, and total number of blends.; Results. Parametric and non-parametric analyzes were completed as appropriate. Significant group differences were evidenced for three of the seven variables: Lambda {dollar}(t = 3.86, p < .001),{dollar} EB {dollar}(chisp2 = 6.13, p < .05),{dollar} and number of blends {dollar}(t = 3.99, p < .001).{dollar} Although SCZI Index mean score comparisons between gifted and nongifted groups were similar, 50% of the gifted and 33% of the nongifted samples earned significant SCZI Index scores ranging from 4-6. A comparison of descriptive data for dependent variables to normative data (10-11 year), indicates wide disparity.; Conclusions. Findings, in part, support the original research questions. Intelligence level in children appears to affect Rorschach responses. Data suggest that nongifted children offer more responses based on pure form and gifted children offer more responses involving more than one determinant. The most prevalent Coping style (EB) for both groups is Ambitent. Data raise questions related to the validity of the SCZI Index when applied to children. This study also raises questions related to the use of Rorschach Comprehensive System normative data for interpretative comparisons.