Projective methodology for personality research "Thematic Apperception Test". Categories of analysis (features and indicators). Using a test to measure affiliation motive. Psychodiagnostic complex of graphic tests, diagnostic conclusion.

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

Educational institution

"Gomel State University named after Francis Skaryna"

Correspondence faculty

Department of Psychology

Abstract on the topic:

General characteristics of the technique " Thematic Apperception Test" (TAT).

Performer: student of group PZ-42 Severinets Yu.O.

Head: senior teacher Dudal N.N.

Gomel 2013

Thematic Apperception Test (TAT)

Projective methodology for personality research. Along with the Rorschach test, one of the oldest and most widespread in the world. Created by H. Morgan and G. Murray in 1935. Subsequently, the technique became better known by the name of G. Murray, who made a significant contribution to its development.

The stimulus material of the thematic apperception test is a standard set of 31 tables: 30 black and white paintings and one empty table on which the subject can imagine any picture. The tables currently used are the third edition of the Thematic Apperception Test (1943).

The images used represent relatively vague situations that allow for ambiguous interpretation. At the same time, each of the drawings has a special stimulating power, provoking, for example, aggressive reactions or facilitating the manifestation of the subject’s attitudes in the field of family relationships. During the experiment, 20 pictures are presented in a certain sequence, selected from a standard set depending on gender and age (there are pictures for everyone: women, men, boys and girls under 14 years old). It is possible to use abbreviated sets of specially selected paintings.

Typically, the examination is carried out in two stages - 10 paintings per session with an interval between sessions of no more than 1 day. The subject is asked to come up with a short story about what led to the situation depicted in the picture, what is happening at the present time, what the characters are thinking about, what the characters are feeling, how this situation will end. The subject's stories are recorded verbatim, recording pauses, intonation, expressive movements, and other features. Usually they resort to a transcript or recording on a hidden tape recorder. During a group examination, you are allowed to independently record a story or choose one of the many options offered. The time from the moment the picture is presented to the start of the story and the total time spent on the story for each picture are noted.

The examination ends with a survey, the main task of which is to obtain additional data about the subject, as well as clarify the sources of certain stories, analyze all logical inconsistencies, reservations, errors of perception, etc. found in the stories.

The analysis of stories recorded using the thematic apperception test is structured as follows:

1) finding a hero with whom the subject identifies himself. A number of criteria have been developed to facilitate the search for a hero (for example, a detailed description of the thoughts and feelings of any of the characters; a match with him in gender and age, social status; the use of direct speech, etc.);

2) determination of the most important characteristics of the hero - his feelings, desires, aspirations, or, in the terminology of G. Murray, “needs” (Table 1).

Table 1. List of needs according to G. Murray (in order of the Latin alphabet)

n. Abasement (n Aba) humiliation
n. Achievement (n Ach) achievements
n. Affiliation (n Aff)
n. Aggression (n Agg) aggression
n. Autonomy (n Auto) independence
n. Counteraction (n Cnt)
n. Deference (n Def) respect
n. Defense (n Dfd)
n. Dominance (n Dom)
n. Exhibition (n Exh) attracting attention to oneself
n. Harmavoidance (n Harm) avoidance of harm
n. Infavoidance (n Inf) avoidance of failures
n. Nurtrance (n Nur) patronage
n. Order (n Ord) order
n. Play(nPlay) games
n. Rejection (n Rej) rejection
n. Sentience (n Sen)
n. Sex (n Sex) sexual relations
n. Succorance (n Sue) of seeking help (addiction)
n. Understanding (n Und) understanding

The following needs have been postulated but not systematically investigated:

n. A acquisition (n A cq)
n. Blamavoidance (n Blam) avoidance of blame
n. Cognizance (n Cog)
n. Construction (n Cons)
n. Exposition (n Exp) explanation (training)
n. Recognition (n Rec) recognition
n. Retention (n Ret) conservation (thrift)

The pressure of the medium is also detected, i.e. forces influencing the hero from the outside. Both needs and environmental pressure are rated on a five-point scale depending on their intensity, duration, frequency and significance in the plot of the story. The sum of scores for each variable is compared with the standard for a specific group of subjects;

3) a comparative assessment of the forces emanating from the hero and the forces emanating from the environment. The combination of these variables forms a theme (hence the thematic apperception test), or a dynamic structure of interaction between person and environment. According to G. Murray, the content of the topics is:

a) what the subject actually does;

b) what he strives for;

c) what he is not aware of, manifesting itself in fantasies;

d) what he is experiencing at the moment;

e) how the future seems to him.

As a result, the researcher receives information about the basic aspirations, needs of the subject, the influences exerted on him, conflicts that arise in interactions with other people, and ways to resolve them, and other information.

A formal analysis of the stories is also carried out, including calculation of the duration of the stories, their stylistic features, etc. This aspect of the analysis can be useful for detecting pathological tendencies. The diagnostic value of TAT is based on the recognition of the existence of two clearly manifested tendencies in the human psyche. The first of these is expressed in the desire to interpret every ambiguous situation that an individual encounters in accordance with his past experience. The second tendency is that in any literary work the author relies primarily on his own experiences and consciously or unconsciously endows them with fictional characters. In its final form, the personality theory developed by G. Murray, which he called personology and formed under the strong influence of psychoanalysis, is quite eclectic in nature. It was critically examined in the works of domestic psychologists (L.F. Burlachuk and V.M. Bleikher, 1978; E.T. Sokolova, 1980, etc.).

The reliability of the Thematic Apperception Test has been repeatedly studied by various researchers. Most works discuss the problem of repeating themes in stories after a certain period of time.

According to S. Tomkins, the correlation when the test was repeated after 2 months was equal to 0.80, after 6 months - 0.60, and after 10 months was 0.50. The validity of the thematic apperception test, despite the fact that in the case of projective techniques this issue cannot be resolved traditionally psychometrically, is confirmed by numerous studies.

Various approaches to the analysis and interpretation of data are known (for more details, see L.F. Burlachuk and V.M. Bleikher, 1978; E.T. Sokolova, 1980). There are many modifications of the thematic apperception test (for examining people of different cultural levels, adolescent delinquents, elderly and senile people, etc.). In domestic research, TAT was first used in the early 1960s. at the Leningrad Research Psychoneurological Institute named after V.M. Bekhterev to identify significant, primarily pathogenic personality relationships, differential diagnosis of neuroses, psychoses and borderline states (I.N. Gilyasheva, 1983). Later, TAT began to be used in general psychological research (V.G. Norakidze, 1975, etc.).

Main categories of analysis (signs and indicators)

Category "Care".

“Escape” is the behavior of the subject aimed at avoiding the required answers. When “leaving,” the subject seems to replace the true answers by substituting other answers. “Leavings” can be intentional or unconscious. There are 4 main options for “care”: a descriptive option (in this case, the subject uses only one moment, i.e., is given only a description of what is depicted), a variant of the formal construction of the plot (in this case, the subject creates only a kind of skeleton of the plot, without complementing it in any way). visible images, neither judgments, nor characteristics), substituting option (the subject, instead of creating his own plot, selects ready-made material schematically similar to the one depicted), branched option (in this case, the plot is created by the subject, but he tries to give the maximum number of the most diverse options at each turn ).

Category "Character Position".

This or that life position (active, passive, contemplative, aggressive) is the acceptance of the place of a particular character in the picture in personal or public relationships, “identifying” oneself with the person depicted. Position is the starting point for solving life problems and conflicts. All types of positions are direct indicators of the corresponding personality tendencies. All of them provide material for solving questions about the individual’s modes of action.

Category "Solidarization".

Solidarity is seen as “understanding” a person, sharing his views, sympathy for this person and complicity in his experiences. The subject may not accept the position of the person, but nevertheless, its qualities and properties will appeal to the subject.

Category "Digression from the storyline."

A sign of this category is a sudden change in the direction of the story, distractibility by random association. There are reference and memorial retreats. Reference deviations are indicators of a tendency to reasoning. Memorial - indicators of egocentricity.

Category "Perception errors".

An error of perception is considered to be naming, but not inventing, and adding objects of a different type and type than those shown in the picture.

Category "Number of parts".

A significant number of details taken from the painting are assessed as a tendency towards “field behavior”. Conversely, a small number of details used to construct a story characterizes the independence of the person, his independence, and at the same time reduced attention to the environment.

Category: Total Story Time.

Long “without pauses” stories throughout all the paintings characterize a sphere of consciousness rich in ideas and associations and a penchant for fantasy. A selectively long story suggests that the situation and plot that the subject saw captured him. Pauses of more than 30 minutes are indicators of affective reactions.

Thematic Apperception Test to Measure the Affiliation Motive

The TAT is a projective technique refined by R. Haynes, D. Veroff, and D. Atkinson (1958), who developed the structured TAT to measure affiliative motives (the desire to maintain, create, or restore positive emotional relationships with other people), dominance, and achievement. In the classical TAT methodology, the scaling of assessments is based on the experience and intuition of the interpreter.

Structured TAT, according to the literature (McClelland, 1958), provides fairly reliable assessments of the motives being studied. As for the application of the concept of validity to tests of thematic apperception, the difficulties of its use decrease as these tests are structured. To create a structured TAT, a system of categories has been developed that allows one to accurately identify one or another functional element of the motive.

Each category that the experimenter can identify in the respondent’s story based on the TAT pictures is scored 1 point. In total, when analyzing affiliation, 8 categories were identified (system of images of affiliation, emotions, instrumental activity, etc.). An individual scale score is determined by summing the individual category scores. The procedure for identifying categories is the main content of the work of an expert in content analysis of these texts. In the 1970s The method of content analysis of stories (written from TAT pictures) for measuring the motive for achievement was revalidated by Yu.M. Orlov, motive of affiliation Yu.M. Orlov, N.D. Tvorogova. Since the compilers of the structured version of TAT used experimental situations with arousal and neutralization of the affiliation motive, the same experimental procedures were repeated during revalidation. The task was to establish: a) whether the individual scale score obtained from the results of describing the test pictures correlates with the excitation and neutralization of the affiliation motive or the suppression of the affiliation motive by another motive, for example, the achievement motive; b) whether the scale score is affected by the difference in the pictures from which the subject writes stories;

c) since scaling is carried out by experts who use a common text of instructions, to what extent do the judgments of experts working independently of each other differ.

The study was conducted among students of the 1st Moscow Medical Institute named after. THEM. Sechenov. The study showed that the categories of content analysis are sensitive to the arousal of the affiliation motive; the methodology is valid.

List of used literature

1. Leontyev D.A. Thematic apperception test. 2nd ed., stereotypical. M.: Smysl, 2000. - 254 p.

2. Orlov Yu.M. Measuring sociogenic needs using the thematic apperception test // Problems of formation of sociogenic needs. Tbilisi, 1974;

3. Orlov Yu.M., Tvorogova N.D. Revalidation of the thematic apperception test for measuring the affiliation motive // Issues. psychology. 1982. No. 2;

4. Psychological tests / Edited by A. A. Karelina: In 2 volumes - M.: Humanit. ed. VLADOS center, 2001. - T.1. - 312 s.

5. Sokolova E.T. Psychological research of personality: projective techniques. - M., TEIS, 2002. - 150 p.

Application

Psychodiagnostic complex of graphic tests: “Free drawing”, “Picture of the world”, “Self-portrait”

Targetusetests: identification of individual typological characteristics of a person.

Material: for the “Free Drawing” and “Picture of the World” tests, sheets of paper measuring 15x20 cm are used, for the “Self-Portrait” test - a sheet measuring 10x15 cm. Test subjects can use pencils and fountain pens.

Instructions: " You need to complete three tasks:

1) draw any image you wish ("Free Drawing" test);

2) draw a “Picture of the World”, i.e. How do you imagine the world around you ("Picture of the World" test);

3) draw a self-portrait (test “Self-Portrait”).”

Note: The examination can be carried out either individually or in a group.

Subject: female, 23 years old

Total examination time: 30 min.

Diagnostic conclusion on the psychodiagnostic set of graphic tests: “Free drawing”, “Picture of the world”, “Self-portrait”

According to G. Reed, the drawing obtained as a result of the “Free Drawing” test can be classified as an emphatic drawing that conveys the atmosphere, elements, natural landscape - sunrise or sunset, mountains, sea. It can be assumed that the subject belongs to the extroverted sensory type.

A person who has a dominant emphatic type of image is characterized by a plot strategy when freely describing a literary text. This type is not characterized by high school performance and good health.

According to Jung, this is the “male type.” The objective sense of reality in the “male type” is unusually developed. Everything he feels serves as a reason for him to experience new sensations. The sensation represents a concrete expression of life, its fullness. True pleasure has a special morality, moderation, self-denial and readiness for sacrifice. The ideal of a person belonging to this type is reality and in relation to it he is full of respect. He dresses well and there is always delicious food in his house. His refined taste makes special claims to the world around him. But the more the sensations outweigh, the more unpleasant the type who strives for sensual pleasures becomes. Repressed intuition can develop into fantasies of jealousy and fear. To reach his consciousness, effective measures of influence are often required.

When interpreting the “Picture of the World” test, we can say that the drawing is abstract, schematic, characterized by laconic construction, in the form of some kind of abstract image, sign, symbol.

The self-portrait is represented by a schematic image - in the form of a face drawn in profile; More often, people of an intellectual disposition gravitate towards this type of image (thinkers, according to I.P. Pavlov), for whom it is important to obtain the most general ideas about the phenomenon; they are interested in particulars and details as needed. This image appears to correspond to a synthetic cognitive style with a tendency to generalize.

diagnostic thematic apperception test

A drawing in a decorative style (an image of a portrait in a clearly embellished form, in a beautiful frame, with the presence of flowers) indicates that the subject is a sensory extrovert;

The design of a large head usually suggests great intellectual pretensions or dissatisfaction with one's intellect.

An emphasis on the nose suggests sexual problems. Prominent nostrils indicate a tendency towards aggression. A prominent mouth suggests primitive oral tendencies or possible difficulty speaking. A pattern without legs means instability and lack of foundation.

Methodology for diagnosing frustration reactions by S. Rosenzweig

Purposetest

The technique is designed to study reactions to failure and ways

exiting situations that interfere with activity or satisfaction

personality needs.

Descriptiontest

The technique consists of 24 schematic contour drawings, which depict two or more people engaged in an unfinished conversation. The situations depicted in the figures can be divided into two main groups.

"Obstacle" situations. In these cases, some obstacle, character or object discourages, confuses in a word or in some other way. This includes 16 situations.

Images: 1, 3, 4, 6, 8, 9, 11, 12, 13, 14, 15, 18, 20, 22, 23, 24.

"Blame" situations. The subject then serves as the object of the accusation. There are 8 such situations.

Images: 2, 5, 7, 10, 16, 17, 19, 21.

There is a connection between these groups of situations, since the “accusation” situation assumes that it was preceded by the “obstacle” situation, where the frustrator was, in turn, frustrated. Sometimes the subject may interpret the situation of “accusation” as a situation of “obstacle” or vice versa.

The drawings are presented to the subject. It is assumed that by “responsible for another”, the subject will express his opinion more easily, more reliably and show his typical reactions to get out of conflict situations. The researcher notes the total time of the experiment.

The test can be used both individually and in groups. But unlike group research, individual research uses another important technique: asking students to read written answers out loud. The experimenter notes features of intonation and other things that can help clarify the content of the answer (for example, a sarcastic tone of voice). In addition, the subject may be asked questions regarding very short or ambiguous answers (this is also necessary for scoring). Sometimes it happens that the subject misunderstands a particular situation, and, although such errors in themselves are significant for a qualitative interpretation, nevertheless, after the necessary clarification, a new answer must be received from him. The survey should be conducted as carefully as possible, so that the questions do not contain additional information.

InstructionsTotest

For adults: “You will now be shown 24 drawings. Each of them depicts two talking people. What the first person says is written in the square on the left. Imagine what another person might answer. Write the very first answer that comes to your mind "on a piece of paper, marking it with the corresponding number. Try to work as quickly as possible. Take the task seriously and do not get off with a joke. Also, do not try to use hints."

Answersonsituations

1. It’s okay if you give me a ride home...

2. Oh, excuse me, please, do you want me to give you money for it?

3. Woman, could you take off your hat, I can’t see the screen?!

4. Well, never mind, I’ll try to catch the bus...

5. Well, let's look again.

6. Well, give me two, and I’ll come for the rest next time.

7. Oh, sorry, I'll leave now...

8. Of course, go together, but I have other plans today...

9. But it’s raining outside, and I’ll get all wet...

10. This is just your opinion...

11. It's okay.

12. Then I’ll take Petrov’s hat, and then we’ll exchange.

13. But why? I won't leave here until you listen to me...

14. Damn, she's always late!

15. But I relied on you! You can't do that!

16. Well, excuse me, I’ll pay you for the repairs...

17. Sorry, it happened that way. I'll call the master now.

18. Damn!!! What to do?

19. Sorry, I'm just in a hurry. I look carefully at the road.

20. Well, okay, maybe she has some motives of her own...

21. What a pity!!! I'll go see him at the hospital right now!

22. No, thank you, everything is fine...

23. But we are already late, say goodbye to her on the phone...

24. It’s okay, it’s a child.

Severinets Yulia Olegovna, 23 years old

Treatmentreceiveddata

Evaluation of the subject's answers

Group conformity coefficient GCR

General GCR table for adults Matches for the subject

100/14*9=64,3% - GCR

Profile table

M>E>I NP>OD>ED

i>E/>M/=M=m

Trends

E/= (1-3) /4=-0.5*100%=-50%

M/= (1-2) /3=-0.3*100%=-33%

I= (0-1) /1=-1*100%=-100%

M= (2-1) /3=0.3*100%=33%

e= (2-0) /2=1*100%=100%

m= (3-0) /3=1*100%=100%

Diagnostic conclusion for the subject using the Rosenzweig test

Having analyzed the level of social adaptation, we can conclude that a high percentage of GCR, equal to 64.3%, indicates that the subject is non-conflict, easily finds a common language with others, and quickly adapts to his social environment.

The leading direction of the subject's reaction in a frustrating situation is the impulsive reaction. The dominance of impulsive reactions means the desire to resolve the conflict and hush up an awkward situation. Here the frustrating situation is seen as something insignificant or inevitable, overcome over time.

Less often, the subject resorts to intropunitive reactions, where the reaction is directed at himself, with the acceptance of guilt or responsibility for correcting the situation that has arisen.

It can be noted that most often the type of reaction “with fixation on an obstacle” predominates in the subject. The 0D score exceeds the established normative limit, which means that the subject tends to fixate excessively on the obstacle. Obstacles that cause frustration are emphasized in every possible way, regardless of whether they are regarded as favorable, unfavorable or insignificant.

The type of reaction “with a fixation on need satisfaction” is less pronounced. The subject is not inclined to the constant need to find a constructive solution to a conflict situation in the form of either demanding help from other people, or accepting the responsibility to resolve the situation, or the confidence that time and the course of events will lead to its resolution.

Personality Study Using Cattell's 16-Factor Questionnaire (Form A)

The questionnaire is designed to measure 16 personality factors - personality traits, properties that reflect relatively stable ways a person interacts with the outside world and himself. Emotional, communicative, intellectual properties, as well as self-regulation properties that generalize a person’s information about himself (form A) are identified.

The questionnaire contains 187 questions that the subjects (adults with at least 8-9 grades of education) are asked to answer. The duration of the task is 50-60 minutes.

The subject is asked to enter one of the answer options to the question “yes”, “no”, “I don’t know” (or “a”, “b”, “c”) on the registration form.

The test can be used for a multifaceted and in-depth study of a person’s personality, his character, temperament, intelligence, emotional, volitional, moral, communicative and other characteristics, which suggests its use in the fields of career guidance and personnel placement, medical psychodiagnostics, family counseling, pedagogy, scientific research, etc.

Instructions.

You are asked to answer a series of questions, the purpose of which is to find out the characteristics of your character, inclinations and interests. When answering a question, you can choose one of three proposed answer options. The answer number on the form must correspond to the question number. Having chosen the answer “a”, cross the left symbol; if the answer is “b”, then the middle symbol; the answer “c” corresponds to the right symbol. When answering, remember: don’t waste time thinking, give the first natural answer that comes to your mind; try to avoid intermediate, “vague” answers; Don’t skip anything, be sure to answer all the questions in a row.

FormForanswers

1 A in with 33 A in c 65 A in c 97 A in c 129 a in With 161 A in with

2A in c 34 a in With 66 A in c 98 A in c 130 a in With 162 a V With

3 A in c 35 a in With 67 a in With 99 a b With 131 A in with 163 A in with

4 A in with 36 A in c 68 a V from 100 a V from 132 a to With 164 A in with

5 a V from 37 A in with 69 A in s 101 A in with 133 A in c 165 A in with

6 a V from 38 a V from 70 a to With 102 A in with 134 A in with 166 A in with

7 a V from 39 a to With 71 a in With 103 a V from 135 A in c 167 A in with

8 a b With 40 A in c 72 a in With 104 a b With 136 A in c 168 a V With

9 a V from 41 A in c 73 A in s 105 A in c 137 a in With 169 A in with

10 a V from 42 A in c 74 A in c 106 a in With 138 A in c 170 a in With

11 a V from 43 A in c 75 a in With 107 a b With 139 a in With 171 a in With

12 A in c 44 a in With 76 a in With 108 a b With 140 A in c 172 A in with

13 A in c 45 A in c 77 a in With 109 a b With 141 a V from 173 a to With

14 a V from 46 a to With 78 a V from 110 A in c 142 A in c 174 a in With

15 A in c 47 A in c 79 a in With 111 a V from 143 A in c 175 a in With

16 A in with 48 A in c 80 a in With 112 A in c 144 A in c 176 a in With

17 A in with 49 A in with 81 A in s 113 A in c 145 a in With 177 A in with

18 A in s 50 A in c 82 a in With 114 A in c 146 A in c 178 A in with

19 A in c 51 a in With 83 A in c 115 a in With 147 A in c 179 a in With

20 A in with 52 A in c 84 a V from 116 a V from 148 A in from 180 A in with

21 a V from 53 a V from 85 A in c 117 a in With 149 A in c 181 a in With

22 A in c 54 a V from 86 a to With 118 a v With 150 a V from 182 A in with

23 a v With 55 a V from 87 a to With 119 a v With 151 a in With 183 A in with

24 A in with 56 A in c 88 A in s 120 A in c 152 a in With 184 a V With

25 A in c 57 a in With 89 A in c 121 a in With 153 a in With 185 A in with

26 a b With 58 A in from 90 A in s 122 A in c 154 A in c 186 A in with

27 A in with 59 A in c 91 a in With 123 A in c 155 A in c 187 A in with

28 a V from 60 A in c 92 A in c 124 a in With 156 a in With

29 A in c 61 a V from 93 a to With 125 a V from 157 A in with

30 A in c 62 a in With 94 a V from 126 A in c 158 a in With

31 a in With 63 A in c 95 a in With 127 a in With 159 A in with

32 A in c 64 a in With 96 A in c 128 a V from 160 A in with

	Raw points

	Raw scores for factor A

Secondary factors:

Let's calculate the standard deviation on a normal scale for factor A:

Let's check the normality of the distribution by calculating skewness and kurtosis:

Let's calculate the critical values of asymmetry and kurtosis:

Based on the data obtained, we can say that the distribution of the trait according to factor A is considered normal.

Individual personality profile

5.5 A B C E F G H I L M N O Q1 Q2 Q3 Q4

Psychodiagnostic report

Based on the results of the test, it turned out that the subject does not avoid relationships with people, but his own activity in establishing and maintaining contacts is low. He becomes the initiator of communication if his interests are affected or the problem is solved only through communication. Selective in communication; has a small circle of friends and acquaintances who are close in interests and value orientations and with whom he feels comfortable. Communicating with a large audience or authority figures requires overcoming tension.

According to the individual profile data, it turned out that the subject

collected, quick-witted, he has abstract thinking, high general mental abilities, and quickly grasps.

High scores on factor E indicate a tendency towards dominance, authority, intransigence; he is self-confident, assertive, sometimes aggressive, stubborn, conflict-ridden, independent.

High scores on factor F indicate that the subject is carefree, cheerful, cheerful, active, energetic, talkative, and believes in luck.

A peak in factor I indicates that the subject is gentle, dependent on others, sensitive, likes attention from others, capable of empathy and understanding, kind, tolerant of himself and others, prone to romanticism, artistic, often acts on intuition, feminine , fantasizes in conversation and alone, changeable, hypochondriac.

High scores on factor L indicate such negative character traits as jealousy, envy, great conceit, and his interests are directed towards himself.

The subject often experiences feelings of guilt, he is very vulnerable, at the mercy of moods, impressionable, sensitive to the reactions of others,

The lowest scores on factor Q2 indicate that the subject needs group support, makes decisions together with others, follows public opinion, and is focused on social approval.

Based on the results of secondary factors, it turned out that the subject establishes and maintains social contacts well, is emotional, sensitive to subtleties, and polite.

G. Murray's Thematic Apperception Test (TAT)

Instructions: Work with TAT begins with the presentation of instructions. The subject sits comfortably, determined to work for at least an hour and a half, several tables (no more than 3-4) are ready face down. The instructions consist of two parts. The first part of the instructions must be read verbatim by heart, twice in a row, despite possible protests from the subject. The text of the first part of the instructions: “I will show you the pictures, you look at the picture and, starting from it, make up a story, a plot, a story. Try to remember what needs to be mentioned in this story. You will say what, in your opinion, is this situation, what kind of moment is depicted in the picture, what is happening to people. In addition, you will say what happened before this moment, in the past in relation to it, what happened before. Then you will say what will happen after this situation, in the future in relation to her, what will happen next. In addition, you must say what the people depicted in the picture or any of them feel, their experiences, emotions, feelings. And you will also say what the people depicted in the picture think, their reasoning, memories, thoughts , solutions".

After repeating the first part of the instructions twice, you should state the following in your own words and in any order (the second part of the instructions):

There are no “right” or “wrong” options; any story that follows the instructions is good; You can tell them in any order. It’s better not to think through the whole story in advance, but to start immediately saying the first thing that comes to mind, and changes or amendments can be introduced later if there is a need for it; literary processing is not required; the literary merits of the stories will not be assessed. The main thing is to make it clear what we are talking about. Some specific questions can be asked along the way. The last point is not entirely true, since in reality the logic of stories, vocabulary, etc. are among the significant diagnostic indicators.

Special instructions are required when working with Table 16 (blank white box). Often it does not confuse the subject, and he gives a full story without additional instructions. In this case, the only thing to do is, at the end of the story, ask to imagine another situation and compose another story. When this is completed, you should ask to do the same for the third time. When the subject gives a description of the situation, he should be asked to write a story. If he begins immediately with a story, after finishing it, the subject should be asked to describe the imaginary picture that served as the basis for the story.

Protocolexaminations

Subject: female, 23 years old

Date of examination: 05/27/2013

Start time of the examination: 2 p.m. 50 min

General diagnostic conclusion for the subject

Based on the tests conducted, we can say that the subject belongs to the extroverted sensory type. The subject is non-conflict, easily finds a common language with others, and quickly adapts to his social environment. He is selective in communication; has a small circle of friends and acquaintances who are close in interests and value orientations and with whom he feels comfortable. Communicating with a large audience or authority figures requires overcoming tension.

He tends to quickly navigate problem situations, but does not always know how to calculate possible solutions. In this regard, the chosen solution is not always optimal. Uses new ideas and solutions carefully, only after a comprehensive assessment and evaluation of the consequences.

Organized and persistent, especially in situations in which he has adapted. In the event of an unexpected additional load, it can act chaotically and disorganized. Selectively applies to group-wide norms and requirements. Conscientiousness and responsibility in personally significant situations can be combined with formal fulfillment of duties when the situation does not affect personal interests.

The subject is collected, quick-witted, has abstract thinking and high general mental abilities. He is prone to dominance, power, intransigence, he is self-confident, assertive, sometimes aggressive, stubborn, conflict-ridden, independent.

However, he is also very cheerful, cheerful, active, energetic, talkative, and believes in luck. The subject likes attention from others, he is capable of empathy and understanding, kind, tolerant of himself and others, prone to romanticism, artistic, often acts by intuition, feminine, fantasizes in conversation and alone with himself, changeable, hypochondriac. Has negative character traits such as jealousy and envy. The subject often experiences a feeling of guilt, he is very vulnerable, at the mercy of moods, and impressionable. He needs group support, makes decisions together with others, follows public opinion, and focuses on social approval.

Table No. 1 - Formal mandatory indicators.

Compliance with instructions Emotional background

Lat. time

Total time

Detail level

Level of presentation

mood

intonation

story

calm

Description, plot

excited

story

excited

alarmed

story

calm

story

calm

story

sad

excited

story

excited

story

excited

story

elevated

joyful

calm

story

calm

story

excited

story

calm

stories

sad

excited

story

drooping

excited

deteriorated

excited

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(TAT) is a method of complex in-depth psychodiagnostics of personality, belongs to the category of projective methods. developed in the second half of the 1930s. at the Harvard Psychological Clinic by G. Murray and his associates. TAT is a set of 31 tables with black and white photographic images on thin white matte cardboard. One of the tables is a blank white sheet.

The subject is presented in a certain order with 20 tables from this set (their choice is determined by the gender and age of the subject). His task is to compose plot stories based on the situation depicted on each table. TAT is recommended for use in cases that raise doubts, require subtle differential diagnosis, as well as in situations of maximum responsibility, such as when selecting candidates for leadership positions, astronauts, pilots, etc. It is recommended to be used in the initial stages of individual psychotherapy, since it allows you to immediately identify psychodynamics, which in ordinary psychotherapeutic work become visible only after a fair amount of time. TAT is especially useful in a psychotherapeutic context in cases requiring acute and short-term treatment (for example, depression with suicidal risk).

this is a specific diagnostic technique developed by G. Murray; this is a method of personal diagnostics, the embodiment of which is not only the Murray test, but also a number of its variants and modifications, developed later, as a rule, for more specific and narrow diagnostic or research tasks.

A complete examination using TAT rarely takes less than 1.5 - 2 hours and, as a rule, is divided into two sessions, although individual variations are possible. In all cases when the number of sessions is more than one, an interval of 1-2 days is made between them. If necessary, the interval may be longer, but should not exceed one week. At the same time, the subject should not know either the total number of paintings or the fact that at the next meeting he will have to continue the same work - otherwise he will unconsciously prepare plots for his stories in advance. At the beginning of the work, the psychologist places no more than 3-4 tables on the table (image down) in advance and then, as needed, takes out the tables one at a time in a pre-prepared sequence from the table or bag. An evasive answer is given to the question about the number of paintings; at the same time, before starting work, the subject must be determined that it will last at least an hour. The subject should not be allowed to look at other tables in advance.

The general situation in which the survey is carried out must meet three requirements: 1. All possible interference must be excluded. the examination should be carried out in a separate room, into which no one should enter, the telephone should not ring, and both the psychologist and the subject should not rush anywhere. The subject should not be tired, hungry or under the influence of passion.

2. The subject must feel quite comfortable. The subject should sit in a position that is comfortable for him. The optimal position of the psychologist is from the side, so that the subject sees him with peripheral vision, but does not look at the notes. It is considered optimal to conduct the examination in the evening after dinner, when the person is somewhat relaxed and the psychological defense mechanisms that provide control over the content of fantasies are weakened. Secondly, the psychologist, through his behavior, must create an atmosphere of unconditional acceptance, support, approval of everything that the subject says, while avoiding directing his efforts in a certain direction. In any case, it is recommended to praise and encourage the subject more often (within reasonable limits), while avoiding specific assessments or comparisons. The psychologist should be friendly, but not excessively, so as not to cause heterosexual or homosexual panic in the subject. The best atmosphere is one in which the patient feels that he and the psychologist are seriously doing something important together that will help him and is not at all threatening

3. The situation and behavior of the psychologist should not actualize any motives or attitudes in the subject. Implies the need to avoid updating any specific motives in a survey situation. It is not recommended to appeal to the abilities of the subject, to stimulate his ambition, to show a pronounced position of an “expert human scientist”, or dominance. The professional qualifications of a psychologist should inspire confidence in him, but in no case should he be placed “above” the subject. When working with a subject of the opposite sex, it is important to avoid unconscious coquetry

Work with TAT begins with the presentation of instructions. The subject sits comfortably, determined to work for at least an hour and a half, several tables (no more than 3-4) lie face down at the ready. The instructions consist of two parts. The first part of the instructions must be read verbatim by heart, twice in a row, despite possible protests from the subject.

The text of the first part of the instructions: “I will show you pictures, you look at the picture and, starting from it, make up a story, a plot, a story. Try to remember what needs to be mentioned in this story. You will say what kind of situation you think this is, what kind of moment is depicted in the picture, what is happening to people. In addition, you will say what happened before this moment, in the past in relation to him, what happened before. Then you will say what will happen after this situation, in the future in relation to it, what will happen later. In addition, it must be said how the people depicted in the picture or any of them feel, their experiences, emotions, feelings. And you will also say what the people depicted in the picture think, their reasoning, memories, thoughts, decisions.” This part of the instructions cannot be changed (with the exception of the form of addressing the subject - “you” or “you” - which depends on the specific relationship between him and the psychologist)

Second part of the instructions: After repeating the first part of the instructions twice, you should state the following in your own words and in any order: there are no “right” or “wrong” options, any story that matches the instructions is good. You can tell them in any order. It is better not to think through the entire story in advance, but to immediately start saying the first thing that comes to mind, and changes or amendments can be introduced later, if there is a need for this; literary processing is not required; the literary merits of the stories will not be assessed. The main thing is to make it clear what we are talking about.

After the subject confirms that he understood the instructions, he is given the first table. If any of the five main points (for example, the future or the thoughts of the characters) are missing from his story, then the main part of the instructions should be repeated again. The same can be done again after the second story, if not everything is mentioned in it. Starting from the third story, the instructions are no longer recalled, and the absence of certain points in the story is considered as a diagnostic indicator. If the subject asks questions like “Have I said everything?”, then they should be answered: “If you think that’s it, then the story is finished, move on to the next picture, if you think that it’s not, and something needs to be added, then add "

When resuming work at the beginning of the second session, it is necessary to ask the subject if he remembers what to do and ask him to reproduce the instructions. If he correctly reproduces the main 5 points, then you can start working. If some points are missed, you need to remind “You forgot...”, and then get to work without returning to the instructions. Murray suggests giving a modified instruction in the second session with an increased emphasis on freedom of imagination: “Your first ten stories were wonderful, but you limited yourself too much to everyday life. I would like you to take a break from it and give more freedom to your imagination.” Finally, after completion story on the last, twentieth table, Murray recommends going through all the stories written and asking the subject what the sources of each of them were - whether the story was based on personal experience, on material from books or films read, on the stories of friends, or is pure fiction. This information does not always provide anything useful, but in a number of cases it helps to separate borrowed stories from the products of the subject’s own imagination and thereby roughly assess the degree of projectivity of each story.

Latent time - from the presentation of the picture to the beginning of the story - and the total time of the story - from the first to the last word. The time spent on clarifying questioning is not added to the total time of the story. Position of the picture. For some paintings, it is unclear where the top is and where the bottom is, and the person being examined can turn it around. The rotations of the painting must be recorded. Relatively long pauses during the composing of the story.

The complete set of TAT includes 30 tables, one of which is a blank white field. All other tables contain black and white images with varying degrees of uncertainty. The set presented for examination includes 20 tables; their choice is determined by the gender and age of the subject. The table provides a brief description of all the paintings. The symbols VM indicate pictures used when working with men over 14 years old, the symbols GF - with girls and women over 14 years old, the symbols BG - with teenagers from 14 to 18 years of both sexes, MF - with men and women over 18 years old. The remaining pictures are suitable for all subjects. The number of the painting determines its ordinal place in the set.

1 Speech stamps and quotes. The fact of their use is regarded as reduced energy of thinking, a tendency to save intellectual resources through the use of ready-made formulas. For example, instead of describing a person, they say “Jacklondon type” or “Hemingway type.” This also includes the frequent use of proverbs, sayings, and sayings. An abundance of cliches and quotes may also indicate difficulty in interpersonal contacts. The boy looks at the violin lying on the table in front of him. Attitude towards parents, the relationship between autonomy and submission to external demands, achievement motivation and its frustration, symbolically expressed sexual conflicts.

2 Village scene: in the foreground there is a girl with a book, in the background there is a man working in the field, an older woman is looking at him. Family relationships. Love triangle. Conflict of desire for personal growth. The woman in the background is often perceived as pregnant (provoking the corresponding theme). A man's muscular figure can provoke homosexual reactions. In the Russian context, subjects related to national history and professional self-affirmation arise.

3 BM On the floor next to the couch is a crouched figure, most likely a boy, and a revolver on the floor next to it. The perceived gender of a character may indicate latent homosexual attitudes. Problems of aggression, in particular, self-aggression, as well as depression, suicidal intentions.

3 GF A young woman stands near the door, holding out her hand to it; the other hand covers the face. Depressive feelings.

4 A woman hugs a man by the shoulders; the man seems to be trying to escape. A wide range of feelings and problems in the intimate sphere: themes of autonomy and infidelity, the image of men and women in general. A half-naked female figure in the background, when she is perceived as a third character, and not as a picture on the wall, provokes plots related to jealousy, a love triangle, and conflicts in the field of sexuality.

5 A middle-aged woman peers through a half-open door into an old-fashioned furnished room. Reveals the range of feelings associated with the image of the mother. In the Russian context, however, social themes related to personal intimacy, security, and the vulnerability of personal life from prying eyes often appear.

6 BM A short elderly woman stands with her back to a tall young man who has lowered his eyes guiltily. A wide range of feelings and problems in the mother-son relationship.

6 GF A young woman sitting on the edge of the sofa turns around and looks at a middle-aged man standing behind her with a pipe in his mouth. The painting was intended to be symmetrical to the previous one, reflecting the father-daughter relationship. However, it is not perceived so unambiguously and can actualize quite different options for relations between the sexes.

7 BM A gray-haired man looks at a young man who stares into space. Reveals the father-son relationship and the resulting relationship to male authorities.

7 GF A woman sits on a couch next to a girl, talking or reading something to her. A girl with a doll in her hands looks to the side. Reveals the relationship between mother and daughter, and also (sometimes) to future motherhood, when the doll is perceived as a baby. Sometimes the plot of a fairy tale is inserted into the story, which the mother tells or reads to her daughter, and, as Bellak notes, this fairy tale turns out to be the most informative.

8 BM A teenage boy in the foreground, a gun barrel visible to the side, a blurry surgical scene in the background. Effectively brings up themes related to aggression and ambition. Failure to recognize a gun indicates problems with controlling aggression.

8 GF A young woman sits, leaning on her hand, and looks into space. Can reveal dreams about the future or current emotional background. Bellak considers all the stories on this table to be superficial, with rare exceptions.

9 BM Four men in overalls lie side by side on the grass. Characterizes relationships between peers, social contacts, relationships with a reference group, sometimes homosexual tendencies or fears, social prejudices.

9 GF A young woman with a magazine and a purse in her hands looks from behind a tree at another smartly dressed woman, even younger, running along the beach. Reveals relationships with peers, often rivalry between sisters or conflict between mother and daughter. Can identify depressive and suicidal tendencies, suspicion and hidden aggressiveness, even paranoia.

10 A woman's head is on her husband's shoulder. Relationships between a man and a woman, sometimes hidden hostility towards the partner (if the story is about separation). The perception of the two men in the painting suggests homosexual tendencies.

11 The road running along the gorge between the rocks. There are obscure figures on the road. The head and neck of a dragon protrudes from the rock. Actualizes infantile and primitive fears, anxieties, fear of attack, and general emotional background.

12 M A young man lies on a couch with his eyes closed, an elderly man is leaning over him, his hand is extended to the face of the man lying. Attitudes towards elders, towards authorities, fear of dependence, passive homosexual fears, attitude towards a psychotherapist.

12 F Portrait of a young woman, behind her is an elderly woman in a headscarf with a strange grimace. Relationship to mother, although most often the woman in the background is described as the mother-in-law.

12 BG A boat tied to a river bank in a wooded environment. There are no people. Bellak considers this table useful only in identifying depressive and suicidal tendencies

3 BM A young man stands with his face covered with his hands, behind him on the bed is a half-naked female figure. Effectively identifies sexual problems and conflicts in men and women, fear of sexual aggression (in women), feelings of guilt (in men).

13 B A boy is sitting on the threshold of a hut. In many ways similar to Table 1, although less effective.

13 G The girl goes up the steps. Bellak considers this table to be of little use, like other purely teenage TAT tables.

15 An elderly man with his hands down stands among the graves. Attitude to the death of loved ones, own fears of death, depressive tendencies, hidden aggression, religious feelings.

16 Clean white table. Provides rich, versatile material, but only for subjects who do not experience difficulties with verbal expression of thoughts.

18 BM A man is grabbed from behind by three hands, the figures of his opponents are not visible. Identifies anxieties, fear of attack, fear of homosexual aggression, and the need for support.

18 GF A woman has her hands around another woman's throat, seemingly pushing her down the stairs. Aggressive tendencies in women, conflict between mother and daughter.

20 A lonely male figure at night near a lantern. As with Table 14, Bellak points out that the figure is often perceived as female, but our experience does not confirm this. Fears, feelings of loneliness, sometimes assessed positively.

Interpretation of results By completing or structuring an incomplete or unstructured situation, the individual manifests his aspirations, dispositions and conflicts in this. When writing a story, the narrator usually identifies with one of the characters, and that character's desires, aspirations, and conflicts may reflect the desires, aspirations, and conflicts of the narrator. Sometimes the narrator's dispositions, aspirations, and conflicts are presented in implicit or symbolic form. Stories have unequal significance for diagnosing impulses and conflicts. Some may contain a lot of important diagnostic material, while others may have very little or no material at all. Themes that are directly derived from the stimulus material are likely to be less significant than themes that are not directly derived from the stimulus material. Recurring themes are most likely to reflect the narrator's impulses and conflicts.

Contraindications to the use of TAT include 1) acute psychosis or a state of acute anxiety; 2) difficulty in establishing contacts; 3) the likelihood that the client will consider the use of tests a surrogate, a lack of interest on the part of the therapist; 4) the likelihood that the client will consider this a manifestation of the therapist’s incompetence; 5) specific fear and avoidance of testing situations of any kind; 6) the possibility that the test material stimulates the expression of excessive problematic material at too early a stage; 7) specific contraindications related to the specific dynamics of the psychotherapeutic process at the moment and requiring postponing testing until later

Advantages and disadvantages of TAT Disadvantages Advantages Labor-intensive procedure for carrying out the Richness, depth and variety of diagnostic information obtained using TAT Labor-intensive processing and analysis of results Possibility to combine various interpretive schemes or improve and supplement them High requirements for the qualifications of a psychodiagnostician Independence of the procedure for processing results from the examination procedure

Thematic apperception test- a projective psychodiagnostic technique developed in the 1930s at Harvard by Henry Murray and Christiana Morgan. The purpose of the methodology was to study the driving forces of personality - internal conflicts, drives, interests and motives. After the Second World War, the test began to be widely used by psychoanalysts and clinicians to work with disorders in the emotional sphere of patients.

Henry Murray himself defines TAT as follows:

“The Thematic Apperception Test, better known as TAT, is a method with which one can identify dominant impulses, emotions, attitudes, complexes and conflicts of the individual and which helps determine the level of hidden tendencies that the subject, or patient, hides or cannot show due to their unconsciousness ."

- Copyright 1943 by the President and Fellows of Harvard College.

© Copyright 1971 by Henry Alexander Murray.
Printed in the United States of America

History of the creation of the technique

The thematic apperception test was first described in an article by K. Morgan and G. Murray in 1935. In this publication, TAT was presented as a method for studying imagination, allowing one to characterize the personality of the subject due to the fact that the task of interpreting depicted situations, which was posed to the subject, allowed him to fantasize without visible restrictions and contributed to the weakening of psychological defense mechanisms. The TAT received a theoretical justification and a standardized scheme for processing and interpretation a little later, in the monograph “Study of Personality” by G. Murray and his colleagues. The final TAT interpretation scheme and the final (third) edition of the stimulus material were published in 1943.

Testing process

The test taker is offered black and white drawings, most of which depict people in everyday situations. Most TAT drawings depict human figures whose feelings and actions are expressed with varying degrees of clarity. TAT contains 30 paintings, some were drawn specifically at the direction of psychologists, others were reproductions of various paintings, illustrations or photographs. In addition, the subject is also presented with a white sheet on which he can create by imagination any picture he wants. From this series of 31 drawings, each subject is usually presented with 20 in succession. Of these, 10 are offered to everyone, the rest are selected depending on the gender and age of the subject. This differentiation is determined by the possibility of the subject identifying himself with the character depicted in the drawing to the greatest extent, since such identification is easier if the drawing includes characters close to the subject in gender and age. The study is usually carried out in two sessions, separated by one or more days, in each of which 10 drawings are presented sequentially in a certain order. However, modification of the TAT procedure is permitted. Some psychologists believe that in a clinical setting it is more convenient to conduct the entire study at once with a 15-minute break, while others use part of the drawings and conduct the study in 1 hour. The subject is asked to come up with a story for each picture, which would reflect the depicted situation, it would tell what the characters in the picture think and feel, what they want, what led to the situation depicted in the picture, and how it will end. Answers are recorded verbatim, recording pauses, intonations, exclamations, facial and other expressive movements (stenography, a tape recorder may be used, or less often the recording is entrusted to the subject himself). Since the subject is unaware of the meaning of his answers regarding seemingly foreign objects, he is expected to reveal certain aspects of his personality more freely and with less conscious control than under direct questioning. The interpretation of TAT protocols should not be carried out “in a vacuum”; this material should be considered in relation to the known facts of the life of the person being studied. Great importance is attached to the training and skill of the psychologist. In addition to knowledge of personality and clinical psychology, he must have significant experience with the method; it is advisable to use this method in conditions where it is possible to compare the TAT results with detailed data on the same subjects obtained by other means.

Interpretation of results

G. Lindzi identifies a number of basic assumptions on which the interpretation of TAT is based. They are quite general in nature and practically do not depend on the interpretation scheme used. The primary assumption is that by completing or structuring an incomplete or unstructured situation, the individual manifests his aspirations, dispositions and conflicts. The following 5 assumptions are related to identifying the most diagnostically informative stories or fragments thereof.

When writing a story, the narrator usually identifies with one of the characters, and that character's desires, aspirations, and conflicts may reflect the desires, aspirations, and conflicts of the narrator.
Sometimes the narrator's dispositions, aspirations, and conflicts are presented in implicit or symbolic form.
Stories have unequal significance for diagnosing impulses and conflicts. Some may contain a lot of important diagnostic material, while others may contain very little or no material at all.
Themes that are directly implied by the stimulus material are likely to be less salient than themes that are not directly implied by the stimulus material.
Recurring themes are most likely to reflect the narrator's impulses and conflicts.

Finally, 4 more assumptions relate to inferences from the projective content of stories concerning other aspects of behavior.

Stories can reflect not only stable dispositions and conflicts, but also actual ones related to the current situation.
Stories may reflect events from the subject's past experience in which he did not participate, but witnessed them, read about them, etc. At the same time, the very choice of these events for the story is connected with its impulses and conflicts.
Stories can reflect, along with individual, group and sociocultural attitudes.
The dispositions and conflicts that may be inferred from stories are not necessarily manifest in behavior or reflected in the mind of the storyteller.

In the vast majority of schemes for processing and interpreting TAT results, interpretation is preceded by the isolation and systematization of diagnostically significant indicators based on formalized criteria. V.E.Range calls this stage of processing symptomological analysis. Based on the data of symptomological analysis, the next step is taken - syndromic analysis according to Range, which consists of identifying stable combinations of diagnostic indicators and allows us to move on to the formulation of diagnostic conclusions, which represents the third stage of interpretation of the results. Syndromological analysis, unlike symptomological analysis, lends itself very little to any formalization. At the same time, it inevitably relies on formalized data from symptomological analysis.

Literature

Leontyev YES. Thematic apperception test // Workshop on psychodiagnostics. Specific psychodiagnostic techniques. M.: Publishing house Mosk. Univ., 1989 a. P.48-52.
Leontyev D.A. Thematic apperception test. 2nd ed., stereotypical. M.: Smysl, 2000. - 254 p.
Sokolova E.T. Psychological research of personality: projective techniques. - M., TEIS, 2002. – 150 p.

External links

Origin of some images used in TAT (English)

Wikimedia Foundation. 2010.

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After the Second World War, the test began to be widely used by psychoanalysts and clinicians to work with disorders in the emotional sphere of patients.

Henry Murray himself defines TAT as follows:

“Thematic Apperception Test, better known as TAT, is a method with which one can identify dominant impulses, emotions, attitudes, complexes and conflicts of the personality and which helps to determine the level of hidden tendencies that the subject or patient hides or cannot show due to their unconsciousness”
- Henry A Murray. Thematic apperception test. - Cambridge, Mass: Harvard University Press, 1943.

Encyclopedic YouTube

1 / 1

Measuring Personality: Crash Course Psychology #22

Subtitles

How would you describe your personality? Friendly, creative, quirky? What about nervous, shy or outgoing? But has anyone ever called you sanguine? What about Kapha, or full of metal? The ancient Greek Doctor Hippocrarian believed that personality manifested itself through four different fluids, and you are a personality due to the balance between phlegm, blood, yellow and black bile. Following Traditional Chinese Medicine, our personalities depend on the balance of the five elements: earth, air, water, metal, and fire. Those who follow traditional Hindu Ayurvedic medicine see everyone as a unique combination of three different mind-body principles called Doshas. Sigmund Freud believed that our personalities depend in part on who wins the battle of impulses between the id, ego, and superego. At the same time, humanistic psychologist Abraham Maslov suggested that the key to self-realization lies in successfully climbing the hierarchy of more basic needs. And now there are BuzzFeed tests to determine what type of pirate, shifter, sandwich, or Harry Potter character you are, but I wouldn't pay much attention to these. All this to say, people have been trying to characterize each other for a long time, and maybe you prefer blood, or bile, or ego, or id, or sandwiches, there are many ways to describe and measure personality. All these theories, all the years of research, cigar smoking, ink blot staring, and fans speculating whether they are Luke or Leia, all come down to one important question. Who, or what, is one's own personality? Introduction Last week we talked about how psychologists often study personality by looking at the differences between characteristics, and how these various characteristics combine to create a complete thinking and feeling person. Early psychoanalysts and humanistic theorists had many ideas about personality, but some psychologists question their lack of clearly measurable standards. for example, there is no way to actually translate into numbers the response to inkblots, or how much they are orally fixed. This movement toward more scientific approaches gave birth to two better-known theories of the twentieth century, known as the trait perspective and social cognitive theory. Instead of focusing on lingering subconscious influences or missed developmental opportunities, trait theory researchers attempt to describe personality in terms of stable and enduring patterns of behavior and conscious motivators. According to legend, it all started in 1919, when a young American psychologist, Gordon Allport, visited Freud himself. Allport was telling Freud about his train journey here, and how there was a little boy who was obsessed with cleanliness and didn't want to sit next to anyone or touch anything. Allport wondered if the child's mother had a phobia of dirt that affected him. Blah blah blah, he tells his story and at the end Freud looks at him and says "Mmm...were you that little boy?" And Allport said, "No, man, it was just a kid on a train. Don't turn this into some subliminal episode from my repressed childhood." Allport believed that Freud dug too deep, and sometimes one only needs to look at motives in the present rather than the past to explain behavior. So Allport started his own club, describing personality in terms of fundamental traits, or characteristic behaviors and conscious motives. He was less interested in explaining traits than in describing them. Modern trait researchers like Robert McCrae and Paul Sost have since organized our fundamental traits into the famous Big Five: Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism, which you may remember by their initials OSEDN. Each of these characteristics exists on a spectrum, so for example, your level of openness may range from complete openness to new experiences and variety on the one hand, or a preference for a strict and regular routine on the other. Your level of conscientiousness may reflect impulsiveness and carelessness, or caution and discipline. Someone high in extraversion will be outgoing, while those on the other side will be shy and quiet. A very friendly person is helpful and trusting, while someone on the opposite end is distrustful or unfriendly. And on the spectrum of neuroticism, an emotionally stable person will be calm and balanced, while a less stable person will be worried, unbalanced, and self-pitying. The important idea here is that these characteristics are considered to be predictive of behavior and attitudes. for example, an introvert may prefer to communicate via email more than an extrovert; a friendly person is more likely to help a neighbor move the sofa than a suspicious person watching others through a window. By maturity, these characteristics become fairly stable, as scientists would tell you, but that doesn't mean they can't flex a little in different situations. The same modest person can start singing Elvis karaoke in a crowded room in a certain situation. So our personality traits are better predictors of our average behavior rather than our behavior in any given situation, and research shows that some traits like neuroticism are better predictors of behavior than others. This flexibility that we all possess leads to the fourth prominent theory of personality, the social cognitive perspective. First proposed by our Bobo-beating friend Alfred Bandura, the school of social cognitive theory emphasizes the interactions between our traits and their social context. Bandura noted that we learn many of our behaviors by observing and imitating others. This is the social part of the equation. But we also think about how these social events influence our behavior, which is the cognitive part. Thus, people and their situations work together to create behavior. Bandura called this type of interaction mutual determinism. For example, the kind of books you read, the music you listen to, your friends - all of these say something about your personality because different people choose different environments, and then these environments continue to influence the affirmation of our personalities. So if Bernice has an anxious-suspicious personality, and she has an intense and titanic crush on Sherlock Holmes, she will be especially careful in potentially dangerous or strange situations. The more she sees the world this way, the more anxious and suspicious she becomes. thus, we are both the creators and the results of the situations with which we surround ourselves. This is why one of the key indicators of personality in this school of thought is the sense of personal control - that is, how much control you feel you have over your environment. Those who believe in their ability to control their destiny or create their own luck have an internal locus of control, and those who feel that they are driven by forces beyond their control have an external locus. Are we talking about control and helplessness, introversion and extroversion, calmness and anxiety? , or whatever, each of these diverse perspectives on personality has its own methods of testing and measuring personality. We've already talked about how the psychoanalyst Hermann Rorschach used the ink blot test to infer information about a person's personality, and we know that Freud used dream analysis, and he and Jung were both fans of free association, but the more extended school of theorists now famous Like the psycho-dynamic school emanating from Freud and friends, other projective psychological tests are also used, including the famous Thematic Apperception Test. In this type of testing, you will be shown evocative but vague pictures and asked to explain them. You may also be asked to tell a story about the pictures, taking into account how the characters feel, what is happening, what happened before this event, or what will happen next. For example, does a woman cry because of the death of her brother or because of a bee sting? Or is it a maid laughing because some rich guy passed out drunk on his bed, or maybe the object of her fiery love just confessed his love to her in the heat, Jane Austen style, and she's panicking in the hallway?! The idea is, that your answers will reveal something about your worries and motivations in real life, about the way you see the world, about your subconscious processes that drive you. Contrasting with this approach, modern personality researchers believe that it is possible to measure personality using a set of questions. There are many so-called personality trait inventories. Some take a short reading of a specific stable trait, such as anxiety or self-esteem, while others measure a large number of traits, such as the Big Five. These tests, like the Myers Briggs you may have heard of, include a lot of true-false or agree-disagree questions such as "Do you like being the center of attention?" “Is it easy for you to understand the pain of others?” “Is justice or forgiveness important to you?” But the classic Minnesota Multidimensional Personality Inventory is probably the most used personality test. The most recent version asks a set of 567 true-false questions, from "Nobody understands me" to "I like technology magazines" to "I loved my father" and is often used to measure emotional illness. There are also methods from Bandura’s social cognitive school. Because this school of teaching focuses on the interaction of environment and behavior, not just traits, they don't just ask questions. Instead, they can measure personality across different contexts, with the understanding that behavior in one situation is better predicted by how you behaved in a similar situation. for example, if Bernice got scared and tried to hide under the table during the last five thunderstorms, you can predict that she will do this again. And if we conducted a controlled laboratory experiment where we studied the effects of thunderstorm sounds on people's behavior, we might gain a better understanding of the underlying psychological factors that may predict thunderstorm fear. and finally, there are humanistic theorists like Maslov. They often completely deny standardized testing. Instead, they measure your understanding of yourself through therapy, interviews, and questionnaires that ask people to describe how they would like to be and who they actually are. The idea is that the closer the present is to the ideal, the more positive the self-image. Which brings us back to the most important question of all: what or who is this self? All those books about self-esteem, self-help, self-understanding, self-control and the like are built on the idea that the personality controls thoughts and feelings and behavior: and in general is the center of a person. But of course, this is a tricky problem. You can think of yourself as a concept of several personalities - an ideal self, perhaps a devastatingly beautiful and intelligent, successful and loved, and maybe a scary self - which can be left without a job and alone and devastated. This balance of potential best and worst selves motivates us through life. At the end of the day, when you consider the influence of environment and childhood experiences, culture and all that, without mentioning biology, which we haven't even talked about today, can we really describe ourselves? or even answer with confidence that we have a personality? this, my friend, is one of the most difficult questions in life, still without a universal answer. But you still learned a lot today, right? We talked about trait and social cognitive theories, and we also talked about the many ways these and other schools measure and test personality. what I am and how our self-esteem works. Thanks for watching, especially to all our Subbable subscribers who help keep this channel going. If you want to know how to become a subscriber, visit subbable.com/crashcourse. This series was written by Kathleen Yale, edited by Blake de Pastino, and consulted by Dr. Ranjit Bhagavat. Our director and editor is Nicholas Jenkins, our copy director is Michael Aranda, who is also our sound designer, and our graphics team is Thought Café.

History of the creation of the technique

The thematic apperception test was first described by K. Morgan and G. Murray in 1935. In this publication, TAT was presented as a method for studying imagination, allowing one to characterize the personality of the subject due to the fact that the task of interpreting depicted situations, which was posed to the subject, allowed him to fantasize without visible restrictions and contributed to the weakening of psychological defense mechanisms. The TAT received its theoretical justification and a standardized scheme for processing and interpretation a little later, in the monograph “Study of Personality” by G. Murray and his colleagues. The final TAT interpretation scheme and the final (third) edition of the stimulus material were published in 1943.

Testing process

TAT contains 30 paintings, some were drawn specifically at the direction of psychologists, others were reproductions of various paintings, illustrations or photographs. In addition, the subject is also presented with a white sheet on which he can imagine any picture he wants. From this series of 31 drawings, each subject is usually presented with 20 in succession. Of these, 10 are offered to everyone, the rest are selected depending on the gender and age of the subject. This differentiation is determined by the possibility of the subject identifying himself with the character depicted in the drawing to the greatest extent, since such identification is easier if the drawing includes characters close to the subject in gender and age.

The study is usually carried out in two sessions, separated by one or more days, in each of which 10 drawings are presented sequentially in a certain order. However, modification of the TAT procedure is permitted. Some psychologists believe that in a clinical setting it is more convenient to conduct the entire study at one time with a 15-minute break, while others use part of the drawings and conduct the study in 1 hour.

The subject is asked to come up with a story for each picture, which would reflect the situation depicted, tell what the characters in the picture think and feel, what they want, what led to the situation depicted in the picture, and how it will end. Answers are recorded verbatim, recording pauses, intonations, exclamations, facial and other expressive movements (stenography, a tape recorder may be used, or less often the recording is entrusted to the subject himself). Since the subject is unaware of the meaning of his answers regarding seemingly foreign objects, he is expected to reveal certain aspects of his personality more freely and with less conscious control than under direct questioning.

The interpretation of TAT protocols should not be carried out “in a vacuum”; this material should be considered in relation to the known facts of the life of the person being studied. Great importance is attached to the training and skill of the psychologist. In addition to knowledge of personality and clinical psychology, he must have significant experience with the method; it is advisable to use this method in conditions where it is possible to compare the TAT results with detailed data on the same subjects obtained by other means.

Interpretation of results

When writing a story, the narrator usually identifies with one of the characters, and that character's desires, aspirations, and conflicts may reflect the desires, aspirations, and conflicts of the narrator.
Sometimes the narrator's dispositions, aspirations, and conflicts are presented in implicit or symbolic form.
Stories have unequal significance for diagnosing impulses and conflicts. Some may contain a lot of important diagnostic material, while others may contain very little or no material at all.
Themes that are directly implied by the stimulus material are likely to be less salient than themes that are not directly implied by the stimulus material.
Recurring themes are most likely to reflect the narrator's impulses and conflicts.

Finally, 4 more assumptions are related to inferences from the projective content of stories concerning other aspects of behavior.

Stories can reflect not only stable dispositions and conflicts, but also actual ones related to the current situation.
Stories can reflect events from the past experience of the subject in which he did not participate, but witnessed them, read about them, etc. At the same time, the very choice of these events for the story is associated with his impulses and conflicts.
Stories can reflect, along with individual, group and sociocultural attitudes.
The dispositions and conflicts that may be inferred from stories are not necessarily manifest in behavior or reflected in the mind of the storyteller.

In the vast majority of schemes for processing and interpreting TAT results, interpretation is preceded by the isolation and systematization of diagnostically significant indicators based on formalized criteria. V. E. Renge calls this stage of processing symptomological analysis. Based on the data of symptomological analysis, the next step is taken - syndromic analysis according to Range, which consists of identifying stable combinations of diagnostic indicators and allows us to move on to the formulation of diagnostic conclusions, which represents the third stage of interpretation of the results. Syndromological analysis, unlike symptomological analysis, lends itself very little to any formalization. At the same time, it inevitably relies on formalized data from symptomological analysis.

Literature

Leontyev D. A. Thematic apperception test // Workshop on psychodiagnostics. Specific psychodiagnostic techniques. M.: Publishing house Mosk. Univ., 1989 a. P.48-52.
Leontyev D. A. Thematic apperception test. 2nd ed., stereotypical. M.: Smysl, 2000. - 254 p.
Sokolova E. T. Psychological research of personality: projective techniques. - M., TEIS, 2002. - 150 p.
Gruber, N. & Kreuzpointner, L.(2013). Measuring the reliability of picture story exercises like the TAT. Plos ONE, 8(11), e79450. doi:10.1371/journal.pone.0079450 [Gruber, H., & Kreuspointner, L. (2013). Measuring the reliability of PSE kak TAT. Plos ONE, 8(11), e79450. doi:10.1371/journal.pone.0079450]

The Thematic Apperception Test (TAT) is a set of 31 tables with black and white photographic images on thin white matte cardboard. One of the tables is a blank white sheet.

Initially, the Thematic Apperception Test was conceived as a technique for studying imagination. As it was used, however, it became clear that the diagnostic information obtained with its help goes far beyond the scope of this area and makes it possible to give a detailed description of the deep tendencies of the individual, including its needs and motives, attitudes towards the world, character traits, typical forms behavior, internal and external conflicts, features of mental processes, psychological defense mechanisms, etc.

Based on the data from this test, one can draw conclusions about the level of intellectual development and the presence of signs of certain mental disorders, although it is impossible to make a clinical diagnosis based on the data of this test alone, as well as any other psychological test. You cannot work with the technique “blindly”, without preliminary biographical (anamnestic) information about the subject. The most fruitful application of the Thematic Apperception Test in the clinic of borderline states.

Using the Thematic Apperception Test with other techniques

At the same time, it is advisable to use it in one battery with a test or MMPI, which allows you to obtain information that complements the TAT data. Thus, information extracted from TAT, as a rule, allows for a deeper and more meaningful interpretation of the structure of the MMPI profile, the nature and origin of certain peaks

Although TAT provides the opportunity to obtain exceptionally deep and extensive information about an individual, it in no way guarantees that this information will be obtained in each particular case. The volume and depth of information received depends on the personality of the subject and, to the greatest extent, on the qualifications of the psychodiagnostician, and the lack of qualifications affects not only the stage of interpretation of the results, but also during the research

It is recommended to be used in cases that raise doubts, require subtle differential diagnosis, as well as in situations of maximum responsibility, such as when selecting candidates for leadership positions, astronauts, pilots, etc. It is recommended to be used in the initial stages of individual psychotherapy, since it allows one to immediately identify psychodynamics, which in ordinary psychotherapeutic work becomes visible only after a fair amount of time.

TAT is especially useful in a psychotherapeutic context in cases requiring acute and short-term treatment (for example, depression with suicidal risk).

TAT is useful for establishing contact between the therapist and the client and forming an adequate psychotherapeutic attitude in the latter. In particular, the use of test stories as material for discussion can successfully overcome the client’s possible difficulties in communicating and discussing their problems, free association, etc.

Contraindications to the use of TAT, as well as other psychological tests, include (1) acute psychosis or a state of acute anxiety; (2) difficulty in establishing contacts; (3) the likelihood that the client will consider the use of tests as a surrogate, a lack of interest on the part of the therapist; (4) the likelihood that the client will perceive this as a manifestation of the therapist's incompetence; (5) specific fear and avoidance of testing situations of any kind; (6) the possibility that the test material stimulates the expression of excessive problematic material at too early a stage; (7) specific contraindications related to the specific dynamics of the psychotherapeutic process at the moment and requiring testing to be postponed until later. In addition to psychodiagnostic tasks, TAT is also used for research purposes as a tool for recording certain personal variables (most often motives).

ADVANTAGES AND DISADVANTAGES OF THE THEMATIC APPERCEPTIVE TEST

The main advantage of TAT is the richness, depth and variety of information obtained with its help. In addition, interpretation schemes usually used in practice, including the scheme given in this description, can be supplemented with new indicators depending on the tasks that the psychodiagnostician sets himself. The ability to combine various interpretive schemes or improve and supplement them based on one’s own experience with the technique, the ability to process the same protocols repeatedly using different schemes, the independence of the results processing procedure from the examination procedure is another significant advantage of the technique.

The main disadvantage of this test is, first of all, the complexity of both the examination procedure and the processing and analysis of the results. The total examination time for a mentally healthy subject is rarely less than two hours. It takes almost the same amount of time to fully process the results obtained. At the same time, as already noted, high requirements are placed on qualifications, which decisively determine whether it will be possible to obtain information suitable for psychodiagnostic interpretation.

PLACE OF TAT IN THE SYSTEM OF PSYCHOLOGICAL DIAGNOSTICS METHODS

The thematic apperception test belongs to the class of projective psychodiagnostic methods. In contrast to widely used questionnaires, which make it possible to quantitatively assess the result of any individual against the background of the population as a whole using a set of ready-made scales, projective methods make it possible to obtain a kind of “imprint” of the internal state of the subject, which is then subjected to qualitative analysis and interpretation.

The stimulus material of the test is distinguished by two features: firstly, the relative completeness of coverage of all spheres of relations with the world, personal experience, and, secondly, the uncertainty, potential ambiguity of understanding and interpretation of the depicted situations. According to another classification, TAT belongs to the class of operant methods - methods based on the analysis of free (within the instructions) verbal, graphic or any other production of the subject. The opposite of operant methods are respondent methods, in which the subject only selects one of several proposed alternatives. Respondent methods include questionnaires, ranking methods (for example, the method of studying value orientations), scaling methods (for example, semantic differential) and others.

Some projective methods (Szondi and Luscher test) also belong to the respondent class. A more detailed generally accepted classification of projective techniques classifies the test as a group of interpretation techniques, in which the subject is faced with the task of giving his own interpretation of the proposed situations. Finally, we can distinguish an even narrower group of thematic apperception techniques, including, in addition to the TAT itself, its analogues and modifications for different age, ethnocultural and social groups, as well as modifications for targeted and more accurate diagnosis of individual motivational tendencies.

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TAT G Murray's Thematic Apperception Test. Thematic apperception test

Projective methodology for personality research "Thematic Apperception Test". Categories of analysis (features and indicators). Using a test to measure affiliation motive. Psychodiagnostic complex of graphic tests, diagnostic conclusion.

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Thematic Apperception Test (TAT)

The stimulus material of the thematic apperception test is a standard set of 31 tables: 30 black and white paintings and one empty table on which the subject can imagine any picture. The tables currently used are the third edition of the Thematic Apperception Test (1943).

The examination ends with a survey, the main task of which is to obtain additional data about the subject, as well as clarify the sources of certain stories, analyze all logical inconsistencies, reservations, errors of perception, etc. found in the stories.

The analysis of stories recorded using the thematic apperception test is structured as follows:

2) determination of the most important characteristics of the hero - his feelings, desires, aspirations, or, in the terminology of G. Murray, “needs” (Table 1).

Table 1. List of needs according to G. Murray (in order of the Latin alphabet)

Main categories of analysis (signs and indicators)

Category "Care".

Category "Character Position".

Category "Solidarization".

Solidarity is seen as “understanding” a person, sharing his views, sympathy for this person and complicity in his experiences. The subject may not accept the position of the person, but nevertheless, its qualities and properties will appeal to the subject.

Category "Digression from the storyline."

A sign of this category is a sudden change in the direction of the story, distractibility by random association. There are reference and memorial retreats. Reference deviations are indicators of a tendency to reasoning. Memorial - indicators of egocentricity.

Category "Perception errors".

An error of perception is considered to be naming, but not inventing, and adding objects of a different type and type than those shown in the picture.

Category "Number of parts".

A significant number of details taken from the painting are assessed as a tendency towards “field behavior”. Conversely, a small number of details used to construct a story characterizes the independence of the person, his independence, and at the same time reduced attention to the environment.

Category: Total Story Time.

Thematic Apperception Test to Measure the Affiliation Motive

c) since scaling is carried out by experts who use a common text of instructions, to what extent do the judgments of experts working independently of each other differ.

The study was conducted among students of the 1st Moscow Medical Institute named after. THEM. Sechenov. The study showed that the categories of content analysis are sensitive to the arousal of the affiliation motive; the methodology is valid.

List of used literature

1. Leontyev D.A. Thematic apperception test. 2nd ed., stereotypical. M.: Smysl, 2000. - 254 p.

2. Orlov Yu.M. Measuring sociogenic needs using the thematic apperception test // Problems of formation of sociogenic needs. Tbilisi, 1974;

3. Orlov Yu.M., Tvorogova N.D. Revalidation of the thematic apperception test for measuring the affiliation motive // ​​Issues. psychology. 1982. No. 2;

4. Psychological tests / Edited by A. A. Karelina: In 2 volumes - M.: Humanit. ed. VLADOS center, 2001. - T.1. - 312 s.

5. Sokolova E.T. Psychological research of personality: projective techniques. - M., TEIS, 2002. - 150 p.

Application

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History of the creation of the technique

Testing process

Interpretation of results

Literature

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History of the creation of the technique

Testing process

Interpretation of results

Literature

Using the Thematic Apperception Test with other techniques

TAT is especially useful in a psychotherapeutic context in cases requiring acute and short-term treatment (for example, depression with suicidal risk).

ADVANTAGES AND DISADVANTAGES OF THE THEMATIC APPERCEPTIVE TEST

PLACE OF TAT IN THE SYSTEM OF PSYCHOLOGICAL DIAGNOSTICS METHODS

3. Orlov Yu.M., Tvorogova N.D. Revalidation of the thematic apperception test for measuring the affiliation motive // Issues. psychology. 1982. No. 2;