Projective Methods for the Study of Personality

Frank, Lawrence K.; Macy, Josiah

doi:10.1111/j.2164-0947.1939.tb00021.x

Cited by 21 publications

(14 citation statements)

References 46 publications

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“…Accordingly, we could adapt the CMK more precisely. Psychologists often used projective procedures for delving into a private world of beliefs and imaginations (Frank, 1939;1948). For our present study we also chose a projective procedure in order to get familiar with the results of the apprenticeship of observation.…”

Section: Present Researchmentioning

confidence: 99%

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The Effects of Classroom Management Education on Handling a Class Disruption among Teacher Students

Steins¹,

Wittrock²,

Haep³

2016

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Our research contributes to the understanding of the contents of teacher students' "apprenticeship of observation" (Lortie, 1975), thus, teacher students private and inner beliefs about appropriate teachers' behavior. Specifically, we describe teacher students' private models of dealing with disruptive behavior in the classroom and embed this issue in a larger context concerning Classroom Management (CM) in Teacher Education. Therefore, our research questions are concerned with teacher students' private beliefs and exploring methods of teaching CM. We investigate two questions in specific: 1) What are the contents of teacher student's beliefs about solving a discipline problem at school between a teacher and a student? 2) Do they reflect critically on these beliefs after a CM seminar? We conducted a study with a projective procedure in order to investigate our research questions and obtained data at two points of time (T1, T2). At the beginning of a seminar about CM, teacher students (T1; N = 62) completed an unfinished story that described a conflict between a teacher and a disturbing student. Mental models about how to behave as a teacher and how to interact with a disturbing student are explored by means of content analysis. A second set of data was obtained after the seminar (T2; N = 51). The teacher students were requested to combine the original end of the story with contents they had learned in the seminar about CM. At T1, we found many approaches that were not appropriate and possibly emerged from teacher students' apprenticeship of observation. Results of T2 showed clearly that teacher students were able to adopt some theories, but were surprisingly uncritical towards the story. The results are discussed by focusing on the teaching of CM as one central task of Teacher Education.

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Section: Present Researchmentioning

confidence: 99%

“…The inducement is our intention to explore teacher students' private world and getting to know their beliefs about interaction in difficult situations between a teacher and a student. According to the original literature about projective procedures, open answers possibly trigger personal beliefs and imaginations (Frank, 1939;1948).…”

Section: Procedures At T1mentioning

confidence: 99%

The Effects of Classroom Management Education on Handling a Class Disruption among Teacher Students

Steins¹,

Wittrock²,

Haep³

2016

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“…With a revision of the A-S reaction study for women (76), favorable results were reported: negligible correlations with intelligence, around .35 between submission and introversion, and .44 between ascendance and persistence. Projective methods (27,88) are gaining headway with the gradual secularization of psychoanalytic approaches and the promotion of the Rorschach technic (49). Pearson (66) called attention to a neglected aspect of experience, that of the effect of operative procedures on the emotional life of the child.…”

Section: Personalitymentioning

confidence: 99%

Chapter IX: Educational Psychology

Trow¹

1942

Review of Educational Research

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DURING THE PAST THREE YEARS investigations in the field of educational psychology were reported under various headings in issues of the REVIEW and elsewhere: teacher personnel, pupil personnel, mental hygiene, exceptional children (35)-perhaps the most significant work in this area being the delineation of endogenous and exogenous feeble-mindedness by Strauss and Werner (84)-growth and development (61), and intelligence (62). During this period the IQ controversy (94) ran rampant with a flutter of varicolored banderillas in its neck defying anyone to administer the coup de grace until the public realized it was witnessing not a struggle in the arena but a tempest in a teacup. Surveys in the REVIEW have likewise appeared, or will appear shortly, on appraisal and on the psychological aspects of the school subjects, where the most prolific work has been in reading (96), though the increase was noteworthy in psychological investigations in the esthetic aspects of learning, particularly in music (79) and in design (100). In this chapter some of the more significant studies in educational psychology are reported following those of the June 1939 issue of the REVIEW, but excluding the areas indicated above. Hence the material treated will relate to the whole school situation rather than to specific school subjects or activities. The Thought ProcessesConditioning, which came as an answer to the behaviorists' subvocal tensions, has been shown by Hilgard and Marquis (36) and others to be a more complex process than the classical Russian experimentation originally implied. Responses conditioned by different perceptual configurations suggest Gestalt organization (71) and raise the question of equivalence of stimulus patterns (72) that is discussed at length by Hull (39).Studies of transfer during the preceding six years were reported by Orata (64) who discounts "identity" and favors the more familiar explanatory phrases, "generalization" and the "reconstruction of experience." A so-called generalization method in arithmetic (90), which "emphasized the discovery and use of relationships existing among addition combinations," proved more effective than a drill method in which each combination was "a specific element with no relation to any of the other number facts." The various interpretations that can be given to generalization make it a convenient explanatory principle; but its scientific value, since its famous though elusive launching on the waters of the dart-throwing experiment, is now called into question. An effort to repeat the experi-345 at LAKEHEAD UNIV on March 17, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCH Vol. XII, No. 3

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“…A small group of journal articles introduced new types of personality data over the 20th century, and collectively they define the data types we are familiar with today. For example, Frank (1939) defined projective tests such as the Rorschach inkblot test and the data they produced: We may approach the personality and induce the individual to reveal his way of organizing experience by giving him a field (objects, materials, experiences) with relatively little structure and cultural patterning so that the personality can project upon that plastic field his way of seeing life, his meanings, significances, patterns, and especially his feelings. (Frank, 1939, pp.…”

Section: Introductionmentioning

confidence: 99%

“…We may approach the personality and induce the individual to reveal his way of organizing experience by giving him a field (objects, materials, experiences) with relatively little structure and cultural patterning so that the personality can project upon that plastic field his way of seeing life, his meanings, significances, patterns, and especially his feelings. (Frank, 1939, pp. 402–403)…”

Section: Introductionmentioning

confidence: 99%

A Classification System for the Data of Personality Psychology and Adjoining Fields

Mayer

2004

Review of General Psychology

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Classes of data are often distinguished according to whether the person produces them, as is the case with self-report data or according to the type of test that produces them, for example, ability or personality tests. In a new classification system, data about personality are first divided according to whether they originate outside of the personality system (external source data) or inside it (personal report data). Personal report data are divided into life, world, self, and process report data. Data are further subdivided by the mental processes that produce each type (convergent thinking, divergent thinking, etc.) and then are connected to the measurement procedures that elicit the specific type. The new classification regularizes terminology and encourages new ways to think about data.

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Projective Methods for the Study of Personality

Cited by 21 publications

References 46 publications

The Effects of Classroom Management Education on Handling a Class Disruption among Teacher Students

The Effects of Classroom Management Education on Handling a Class Disruption among Teacher Students

Chapter IX: Educational Psychology

A Classification System for the Data of Personality Psychology and Adjoining Fields

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