Abstract

1
Joni L Mihura
Joni L Mihura
What are Introductory Psychology Textbooks
Telling Students About the Rorschach? J L
Mihura R Alperin University of Toledo
Abstract
Introduction (cont.)
Results
This study evaluated the presentation of the
Rorschach inkblot test in introductory psychology
textbooks. Thirteen recently published popular
introductory psychology textbooks were reviewed
for their presentation of the initial development
of the Rorschach, administration, scoring, and
interpretation, reliability and validity, and
final conclusions. All textbooks discussed the
Rorschach. All described the Rorschach as a
psychoanalytic instrument with the purpose of
revealing unconscious dynamics. Four (31) said
its unique purpose was to reveal things that
people were consciously trying to fake or hide.
About half of the textbooks focused on content or
subjective interpretations. Overall, the
textbooks evaluation of the Rorschach was
largely negative. Most textbooks concluded that
Rorschach reliability and validity was low. Most
textbooks (85) arrived at all or mainly negative
final conclusions. Therefore, as enrollment in
introductory psychology courses is about 1.5
million per year, most introductory psychology
textbooks are telling millions of people that the
Rorschach is an invalid psychoanalytic
instrument. Furthermore, the majority of future
psychologists are likely presented with an
initial negative impression of the Rorschach.
This study evaluates the presentation of the
Rorschach inkblot test in introductory psychology
textbooks. We evaluated the presentation of (a)
test development, (b) the nature and purpose of
the test, (c) administration, scoring, and
interpretation, (d) the critique of the
instrument (viewpoints, reliability and validity
research), and (e) final conclusions. Textb
ook inclusion criteria was based on sales volume,
determined by an independent textbook research
company that evaluates textbook sales volume
(Monument Information Resource MIR). Thirteen of
the top introductory psychology textbooks were
used in this study (15 were included by the
research company, but two were identical except
for accompanying supplementary material 2
textbooks were by the same author, but both were
included as they were written for different
difficulty levels and were both in the top sales
category). See Appendix A for the textbook
references. An index search was used to find
Rorschach content in the textbook. For the
evaluative criteria used, see supplementary
material. If the texts discussion of projective
tests was clearly applied to the Rorschach, (as
was sometimes the case in the textbooks) this
information was used in the present ratings.
See Next Page
Discussion
Most (85) of the introductory psychology
textbooks did not give any history on Hermann
Rorschachs development of the instrument. All of
the textbooks described the Rorschach as a
psychoanalytic instrument with the purpose of
revealing unconscious dynamics. Four (31) said
that this purpose was specifically to reveal
things that people were consciously trying to
fake or hide. About half implied or stated that
Rorschach interpretation was subjective all
examples of interpretation were either
content/thematic or an emotional reaction to the
cards (one). Two textbooks used the
content/thematic interpretations as examples for
caution against test use. About half did not
refer to the CS or norms while 38 stated or
implied that psychologists now commonly use the
CS and/or norms. Overall, the majority of the
textbooks focused on content/thematic
interpretation to illustrate the Rorschach. The
viewpoints, research, and conclusions were
largely negative. Most concluded that Rorschach
reliability and validity was low. Most textbooks
(85) arrived at all or mainly negative
conclusions (no overall positive). In summary,
and to answer our initial question--most
introductory psychology textbooks are telling
millions of students that the Rorschach is an
invalid psychoanalytic instrument. Furthermore,
the majority of future psychologists are likely
presented with an initial negative impression of
the Rorschach.

Method

Introduction
Approximately 1.5 million people per year take
an introductory psychology course (Griggs,
Jackson, Napolintano, 1994). So for millions of
people, not limited to future psychologists,
their understanding of psychology is likely
influenced by the information in this course. Due
to the multitude of topics covered in this
course, students may be left with impressions
instead of being able to critically evaluate each
topic. For topics that are complex and
controversial, adequate presentation is
challenging.
2
Results

Table 1. Evaluation of the Rorschach in
Introductory Psychology Textbooks




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References
Appendix A
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L. A., Roy, E. J., Wickens, C. D. (2000).
Psychology (5th ed.). Boston Houghton-Mifflin
Co. (a) b. Coon, D. (1998). Introduction to
psychology Exploration and application (8th
ed.). Pacific Grove Brooks/Cole. c. Feldman, R.
S. (1999). Understanding psychology (5th ed.).
New York McGraw-Hill, Inc. d. Hockenbury, D. H.,
Hockenbury, S. E. (1998). Psychology. New
York Worth. e. Huffman, K., Vernoy, M.,
Vernoy, J. (1997). Psychology in action (4th
ed.). New York John Wiley Sons. f. Kalat, J.
W. (1999). Introduction to psychology (5th
ed.). Pacific Grove Brooks/Cole. g. Kassin, S.
(1998). Psychology (2nd ed.). Upper Saddle
River Prentice Hall. h. Lefton, L. A. (1997).
Psychology (6th ed.). Needhman Heights Allyn
and Bacon. i. Myers, D. G. (1998) . Exploring
psychology (4th ed.). New York Worth. j. Myers,
D. G. (1998). Psychology (5th ed.). New York
Worth. k. Sternberg, R. J. (1998). In search of
the human mind (2nd ed.). Forth Worth Harcourt
Brace. l. Wade, C., Tavris, C. (1998)
Psychology (5th ed.). New York Addison-Wesley
Longman. m. Weitan, W. (1998). Psychology Themes
and variations (4th ed.). Pacific Grove
Brooks/Cole.
Exner, J. E., Jr. (1993). The Rorschach A
comprehensive system, Vol. 1 Basic foundations
(3rd ed.). New York, NY John Wiley
Sons. Griggs, R. A. Jackson, S. L.,
Napolintano, T. J. (1994). Brief introductory
psychology textbooks An objective analysis.
Teaching of psychology, 21, 136-140.