The Tell-Me-A-Story-Test: A multicultural offspring of the Thematic Apperception Test.

Costantino, Giuseppe; Malgady, Robert G.

doi:10.1037/10334-014

Cited by 15 publications

(8 citation statements)

References 33 publications

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“…Nevertheless, gradual changes in scoring strategies yielded dramatic improvements in the psychometrics of the TAT and TATbased measures (e.g., Costantino & Malgady, 1999;Winter, 1999). For example, McClelland and Atkinson (1948) devised a scoring system that increased the predictive validity of the TAT, allowing researchers to predict important outcome variables such as achievement, persistence at challenging tasks, economic success, adaptation to life changes, job performance, and career choice (see McClelland, 1999, andWinter, 1999, for reviews).…”

Section: Swannmentioning

confidence: 99%

Stalking the perfect measure of implicit self-esteem: The blind men and the elephant revisited?

Bosson

Swann²,

Pennebaker³

2000

Journal of Personality and Social Psychology

905

927

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Recent interest in the implicit self-esteem construct has led to the creation and use of several new assessment toots whose psychometric properties have not been fully explored. In this article, the authors investigated the reliability and validity of seven implicit self-esteem measures. The different implicit measures did not correlate with each other, and they correlated only weakly with measures of explicit self-esteem. Only some of the implicit measures demonstrated good test-retest reliabilities, and overall, the implicit measures were limited in their ability to predict our criterion variables. Finally, there was some evidence that implicit self-esteem measures are sensitive to context. The implications of these findings for the future of implicit self-esteem research are discussed.According to Indian folklore, there were once six blind men who had heard of the animal called the elephant but did not know what one was like. To satisfy their curiosity, they decided one day to use their sense of touch to determine the creature's appearance. Matters became confusing, however, when each man touched a different part of the elephant and became convinced that he alone understood its true nature. "The elephant is very like a snake!" proclaimed the man who had touched its trunk. The fellow who had touched its side, however, declared the elephant to be **nothing but a wall," whereas the man who touched the creature's tusk claimed that the elephant was "like a spear," and so on. It is no wonder, then, that the six men could not agree on the true appearance of the elephant (Saxe, 1936).We see two compelling parallels between the tale of The Blind Men and the Elephant and the current state of implicit self-esteem research. First, implicit self-esteem researchers, like the six blind men, are involved in a process of giving shape to something that cannot be seen, something whose characteristics must be inferred. Second, like the blind men, researchers tend to use their own idiosyncratic strategies for measuring implicit self-esteem, yielding many different (and perhaps nonoverlapping) pictures of the underlying construct.1 In this article, we attempt to uncover the "elephant" by examining the different strategies that researchers have devised in their explorations of implicit self-esteem. To this end, we assess the psychometric properties of several different measures of implicit self-esteem, and we ask whether they tap into

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Section: Swannmentioning

confidence: 99%

Stalking the perfect measure of implicit self-esteem: The blind men and the elephant revisited?

Bosson

Swann²,

Pennebaker³

2000

Journal of Personality and Social Psychology

905

927

View full text Add to dashboard Cite

show abstract

“…Several raters of American TEMAS cards commented on a character’s lack of clothing, while in reality, the clothes of this character had no bearing on the actual conflict that was supposed to be at the focus of patients who look at the same cards. Indeed, several individuals were offended at the lack of clothing depicted on some of the A-TEMAS cards (Costantino & Malgady, 1999, 2008).…”

Section: Discussionmentioning

confidence: 99%

Tell-Me-A-Story (TEMAS) Assessment for Culturally Diverse Children and Adolescents

et al. 2014

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The Tell-Me-A-Story (TEMAS) narrative test is a multicultural measure developed for both minority and nonminority children and adolescents. As the off-spring of the Thematic Apperception Test (TAT), it enhances several narrative features, including the use of chromatic cards, diminished ambiguity and structured pictorial stimuli of the cards, familiar and contemporary themes, problem-solving situations, and an objective scoring system. This article describes the standardization of the TEMAS in the US, the validation of the Orthodox Jewish version of the TEMAS, and the internal reliability of the Argentinian version of the TEMAS. In the US, the test was normed on a sample of 642 children (281 boys and 361 girls) from public schools in the New York City area, ages 5–13 years, with a mean age of 8.9 years (SD = 1.9). The total sample represented four ethnic/racial groups: Puerto Rican and other Hispanic, Black, and White children. The TEMAS measures 10 personality functions, 18 cognitive functions, and seven affective functions. This paper presents two studies. The first study describes the reliability of the TEMAS measurement, using the Argentinian version of the TEMAS. The second study provides the rationale as well as the procedures for developing culturally suitable pictures, and also presents novel data for the cultural validity of the Orthodox Jewish version of the TEMAS. Overall, these results provide support for TEMAS as a reliable and culturally valid tool for the measurement of cognitive, personality, and affective functioning.

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“…TEMAS (meaning themes in Spanish) is a thematic apperception tool constructed specifically for multicultural subjects (Costantino, Flanagan, & Malgady, 2001;Costantino & Malgady, 1999Costantino, Malgady, Casullo, & Castillo, 1991;Costantino, Malgady, Colon-Malgady, & Bailey, 1993;Costantino, Malgady, & Vazquez, 1981;Flanagan & di Guiseppi, 1999;Malgady, Costantino, & Rogler, 1985). TEMAS (meaning themes in Spanish) is a thematic apperception tool constructed specifically for multicultural subjects (Costantino, Flanagan, & Malgady, 2001;Costantino & Malgady, 1999Costantino, Malgady, Casullo, & Castillo, 1991;Costantino, Malgady, Colon-Malgady, & Bailey, 1993;Costantino, Malgady, & Vazquez, 1981;Flanagan & di Guiseppi, 1999;Malgady, Costantino, & Rogler, 1985).…”

Section: Renorming/restandardizationmentioning

confidence: 99%

“…In addition to criterion-based personality measures, other tools such as TEMAS and the Hispanic Stress Inventory have emerged, which borrow items and constructs from previous instruments but allow for a more appropriate cultural context. TEMAS (meaning themes in Spanish) is a thematic apperception tool constructed specifically for multicultural subjects (Costantino, Flanagan, & Malgady, 2001;Costantino & Malgady, 1999Costantino, Malgady, Casullo, & Castillo, 1991;Costantino, Malgady, Colon-Malgady, & Bailey, 1993;Costantino, Malgady, & Vazquez, 1981;Flanagan & di Guiseppi, 1999;Malgady, Costantino, & Rogler, 1985). The test itself is similar to the original thematic apperception test (TAT) stimuli, in which one or several persons are depicted in different situations/environments and the subject is expected to develop a story about the stimulus card.…”

Section: Renorming/restandardizationmentioning

confidence: 99%

Ethnopsychological Method and the Psychological Assessment of Mexican Americans

Gutiérrez

2002

Hispanic Journal of Behavioral Sciences

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This article reviews the theoretical and methodological development of ethnopsychology, which is founded on the principle that distinct cultural groups share basic common beliefs and values that differentiate them psychologically from other cultural groups. The distinctness of a cultural group is rooted in a series of historical, sociocultural experiences and perceptions of oneself and the group as a whole. The development of ethnopsychology is summarized through the contributions of Rogelio Diaz-Guerrero and his early exploration of the fundamental premises and tenets that guide ethnopsychological theory and method. The contributions of other theorists, focusing on the uniqueness of bicultural/bilingual groups such as Mexican Americans, are also summarized. The author supports the application of ethnopsychological theory and method to enhance psychologists' understanding of bilingual/bicultural groups in the United States. Specifically, she reviews current psychological assessment methods and their ethnopsychological adaptation for Mexican Americans.

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The Tell-Me-A-Story-Test: A multicultural offspring of the Thematic Apperception Test.

Abstract: In testing culturally, linguistically, and ethnically-racially diverse children, examiners should be fluent in the language in which the examinees are dominant and should be familiar with the cultural ethnic-racial heritage of the children being tested (

Cited by 15 publications

References 33 publications

Stalking the perfect measure of implicit self-esteem: The blind men and the elephant revisited?

Stalking the perfect measure of implicit self-esteem: The blind men and the elephant revisited?

Tell-Me-A-Story (TEMAS) Assessment for Culturally Diverse Children and Adolescents

Ethnopsychological Method and the Psychological Assessment of Mexican Americans

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