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The Rorschach test is a projective psychological test in which subjects' perceptions of inkblots are recorded and then analyzed using psychological interpretation, complex algorithms, or both. Some psychologists use this test to examine a person's personality characteristics and emotional functioning.
The Rorschach Performance Assessment System (R-PAS) [1] [2] is a scoring and interpretive method to be used with the Rorschach inkblot test. [3] This system is being developed by several members of the Rorschach Research Council, a group established by John Exner to advance the research on the Comprehensive System, the most widely used scoring system for the Rorschach.
Another variation of the Rorschach test is the Howard Ink Blot Test. This test was aimed at group measurements of personality rather than an individual measurement. [ 9 ] While these tests were seen to have improved validity of ink blot tests, psychologists are still skeptical which lead to the fallout of these projective tests.
Reading comprehension is a part of literacy. Some of the fundamental skills required in efficient reading comprehension are the ability to: [7] [8] [9] know the meaning of words, understand the meaning of a word from a discourse context, follow the organization of a passage and to identify antecedents and references in it,
Based on the correspondence of Rorschach, available in Hermann Rorschach (1884–1922): Briefwechsel, the publishing process was a two-year undertaking. [2] A second edition was edited by Walter Morgenthaler and published in 1932. [3] In 1942, it was published in English as Psychodiagnostics: A Diagnostic Test Based on Perception.
The background questionnaire is used to determine the reading behaviors and attitudes. The written test is designed to address the process of comprehension and the purposes for reading. There are two purposes for reading that are examined in this study: reading for literary experience and reading to acquire and use information.
A child who can decode print but cannot comprehend is not reading; likewise, regardless of the level of linguistic comprehension, reading cannot happen without decoding." [13] Further, studies show that decoding and linguistic comprehension together account for almost all the variance in reading comprehension and its development. [13]
Charles Perfetti is the director of, and Senior Scientist for, the Learning and Research Development Center at the University of Pittsburgh.His research is centered on the cognitive science of language and reading processes, including but not limited to lower- and higher-level lexical and syntactic processes and the nature of reading proficiency.