Herbert Phillipson Object Relations Test (ORT).

Journal of Personality Assessment, 2012

This study examines the reliability and convergent validity of 2 versions of the Social Cognition and Object Relations Scale (SCORS), one for use with Thematic Apperception Test narratives (SCORS–TAT; Westen, 1990) and one for use with clinical interview data (SCORS–CDI; Westen, Barends, Leigh, Mendel, & Silbert, 1990). Four SCORS dimensions were evaluated. Data were collected in a psychiatric sample (N = 74). Results show that although interrater reliability was good for all dimensions, internal consistency was low, especially for the affective dimensions. Structural equation modeling, in which a model with 2 factors (i.e., SCORS–TAT and SCORS–CDI) and 4 dimensions each was tested, indicated low convergence between corresponding dimensions of SCORS–TAT and SCORS–CDI. Correlational analyses suggested that this was due to a strong method factor. Regression analyses, however, revealed that the presence of a personality disorder operated as a moderator for convergence between corresponding cognitive-structural dimensions.

In spite of Thorndike’s (1918) contention that “whatever exist at all exists in some amount, to know it thoroughly involves knowing its quantity as well as quality,” objective measurement has for long been viewed as an exercise that can only take place in the physical realm, that is, in the measurement of physical characteristics as if non-physical characteristics do not also exist. This is because unlike physical concepts that can be felt, seen, heard, tasted, perceived through smelling, etc, most human traits are latent. Being latent, such characteristics cannot be measured by bringing about some form of physical or direct contact with the measurement device during the process of measurement. Latent traits act out as behaviours that can be observed. To measure these latent characteristics therefore, we have to provoke them to act out and try to capture the intensity of their presence by challenging them with related graded tasks.

In spite of Thorndike’s (1918) contention that “whatever exist at all exists in some amount, to know it thoroughly involves knowing its quantity as well as quality,” objective measurement has for long been viewed as an exercise that can only take place in the physical realm, that is, in the measurement of physical characteristics as if non-physical characteristics do not also exist. This is because unlike physical concepts that can be felt, seen, heard, tasted, perceived through smelling, etc, most human traits are latent. Being latent, such characteristics cannot be measured by bringing about some form of physical or direct contact with the measurement device during the process of measurement. Latent traits act out as behaviours that can be observed. To measure these latent characteristics therefore, we have to provoke them to act out and try to capture the intensity of their presence by challenging them with related graded tasks.

Behavioural Brain Research, 2012

The object recognition task (ORT) is a popular one-trial learning test for animals. In the current study, we investigated several methodological issues concerning the task. Data was pooled from 28 ORT studies, containing 731 male Wistar rats. We investigated the relationship between 3 common absolute-and relative discrimination measures, as well as their relation to exploratory activity. In this context, the effects of pre-experimental habituation, object familiarity, trial duration, retention interval and the amnesic drugs MK-801 and scopolamine were investigated.

The Implicit Association Test (IAT) requires responding to category contrasts such as young vs. old, male vs. female, and pleasant vs. unpleasant. In introducing the IAT, A.

Journal of Psycholinguistic Research, 2021

Previous studies on projective techniques have investigated the effects of variation in stimulus features on individuals' response behavior. In particular, the influence of chromatic colors and form definition on the images elicited by the stimuli has been tested. Most studies have focused on the Rorschach and TAT and have examined effects in terms of variables such as reality testing and reactions to perceptual details. This is the first study to examine the effects of variation in visual stimuli as represented in features of the Object Relations Technique (ORT) cards on linguistic indicators of connection to emotional experience using measures of the referential process. The ORT was administered to 207 Italian non-clinical participants to explore effects of color, form and content variation on language style. The sample was stratified by age, gender, marital status and education to be representative of the Italian population. The stories told in response to the card images were rated using computerized linguistic measures, including the Weighted Referential Activity Dictionary-Italian version (IWRAD) which indicates the degree to which language is connected to nonverbal experience, and the Weighted Reflection/Reorganization List-Italian version (IWRRL) which detects a linguistic style of personal re-elaboration of emotional experience. The results provide support for the color-affect and form-reality testing hypotheses. Cards with better form definition, including color definition, and with fewer silhouettes of people elicited responses that were higher in IWRAD and lower in IWRRL, and also higher in the degree to which the two measures varied together. Implications of the results for use of ORT in clinical assessment and intervention are discussed.

Zenodo (CERN European Organization for Nuclear Research), 2022

It is emphasized widely in the trauma literature that exposure to traumatic events causes significant emotional problems in children. For this reason, in the present study, the purpose was to examine the object relations of children with and without traumas with the Beier Sentence Completion Test, which is a projective test, and the Draw Family Test. The sample of the study consists of 38 children between the ages of 11-14. The data obtained in the study showed that the participants who underwent traumas had higher negative scores in the Beier Sentence Completion Test, and the participants without traumas had higher positive scores in the Beier Sentence Completion Test. In this respect, it can be argued that participants with trauma have higher objects and self-image, and aggression than children without trauma. Similarly, it was also determined that children with trauma used devaluation defense mechanisms, and those without trauma used glorification defense mechanisms. As a result, it is considered that the perceptions and experiences of children with and without traumas are different from each other, and uncovering this difference with projective tests will make an important contribution to the literature.

Journal of the Experimental Analysis of Behavior, 1984

When a number of two-stimulus relations are established through training within a set of stimuli, other two-stimulus relations often emerge in the same set without direct training. These, termed "transitive stimulus relations," have been demonstrated with a variety of visual and auditory stimuli. The phenomenon has served as a behavioral model for explaining the emergence of rudimentary comprehension and reading skills, and the development of generative syntactic repertoires. This article considers the range of relations that can arise between a given number of stimuli in a class, the number of directly established two-stimulus relations necessary for the emergence of transitive relations, the forms that training sets of stimuli can take, and the number of transitive two-stimulus relations that can be induced without direct training. The procedures needed to establish and assess transitive stimulus control, the possible interactions between the training and testing procedures, and the constraints these interactions place upon the analysis of transitive stimulus control are also examined. The present analysis indicates that in a transitivity test, choice among such stimuli may be controlled by (1) the relation between the sample and the positive comparison stimulus (transitive stimulus control), (2) the relation between the sample and the negative comparison stimulus (S-rule control), and (3) possible discriminative properties that may inadvertently be established in the positive and negative comparison stimuli (valence control). Methods are described for distinguishing these three forms of stimulus control.