The document provides an overview of the Rorschach inkblot test, created by Swiss psychiatrist Hermann Rorschach in 1921, which uses ambiguous inkblots to assess personality traits. It details Rorschach's background, education, and the systematic methodology he developed for the test, including its administration, scoring, and interpretation. Additionally, it includes feedback from students reflecting on the academic writing course related to the test.

1. Rorschach Inkblot Test
COURSE NAME : ACADEMIC WRITING
APPLICATION NUMBER :
2ca4f8aef32111e9b2ac9357757cb932
NAME : SHEIKH NIKKY
COLLEGE : BANARAS HINDU UNIVERSITY
COURSE NAME : ACADEMIC WRITING
.

2. • The Rorschach inkblot test is a type of projective
psychological test created in 1921 by a Swiss
psychologist named Hermann Rorschach.
• Using interpretation of "ambiguous designs"
to assess an individual's personality is an idea
that goes back to Leonardo da
Vinci and Botticelli.
• Interpretation of inkblots was central to a
game, Gobolinks, from the late 19th century.
Rorschach's, however, was the first systematic
approach of this kind. The ink blots were hand
drawn by Rorschach.

3. Hermann Rorschach
• (German: 8 November 1884 – 1 April 1922) was a
Swiss psychiatrist and psychoanalyst.
• His education in art helped to spur the
development of a set of inkblots that were used
experimentally to measure various unconscious
parts of the subject's personality.
•His method has come to be referred to as
the Rorschach test, iterations of which have
continued to be used over the years to help identify
personality, psychotic, and neurological disorders.

4. • Rorschach was born in Zürich, Switzerland, the eldest of three
children.
•He had one sister, Anna, and one brother, Paul.
• He spent his childhood and youth in Schaffhausen, in northern
Switzerland.
• He was known to his school friends as Klex, or "inkblot" since
he enjoyed klecksography making fanciful inkblot "pictures".
• By the time of Rorschach's youth, consideration of the
projective significance of inkblots already had some historical
context.
• For example, in 1857, German doctor Justinus Kerner had
published a popular book of poems, each of which was inspired
by an accidental inkblot.
• It has been speculated that the book was known to Rorschach.

5. • Rorschach's father, an art teacher, encouraged him to express
himself creatively through painting and drawing conventional
pictures.
• As the time of his high school graduation approached, he could
not decide between a career in art and one in science. He wrote a
letter to the German biologist Ernst Haeckel asking his advice.
• Ernst Haeckel suggested a career in science, Rorschach
enrolled in medical school at the University of Zurich.
• Torn by the decision whether to stay in Switzerland or move
to Russia, he eventually took a job as first assistant at a
Cantonal Mental Hospital.
• While working at the hospital, Rorschach finished his
doctoral dissertation in 1912 under the psychiatrist Eugen
Bleuler, who had taught Carl Jung.

6. •. The excitement in intellectual circles over psychoanalysis
constantly reminded Rorschach of his childhood inkblots.
• Wondering why different people often saw entirely different
things in the same inkblots, he began, while still a medical
student, showing inkblots to school children and analyzing their
responses.
• This dissertation contained the origins for
his inkblot experiment.
• All the while, Rorschach remained fascinated by Russian
culture. In 1913, he obtained a fellowship opportunity in
Russia, where he continued to study contemporary psychiatric
methods.

7. • Rorschach spent some time in the city of Kryukovo outside
of Moscow, and in 1914 he returned to Switzerland to work at
the Waldau University Hospital in Bern.
•In 1915, Rorschach took the position of assistant director at
the regional psychiatric hospital at Herisau, and in 1921 he
wrote his book Psychodiagnostik, which was to form the basis
of the inkblot test.
• Rorschach graduated in medicine at Zurich in 1909 and at
the same time became engaged to Olga Stempelin, a girl
from Kazan (Russia).
• They had two children, a daughter Elizabeth (called "Lisa",
1917–2006) and a son, Ulrich Wadin (called "Wadim",
1919–2010).

8. •Neither Lisa nor Wadim had children, and thus Rorschach had no
grandchildren or living descendants.
•One year after writing Psychodiagnostik, Rorschach died
of peritonitis, probably resulting from a ruptured appendix. He
was still associate director of the Herisau Hospital when he died,
aged 37, on 1 April 1922.

9. ABOUT THE TEST
•After studying 300 mental patients and 100 control subjects, in
1921 Rorschach wrote his book Psychodiagnostik, which was to
form the basis of the inkblot test (after experimenting with
several hundred inkblots, he selected a set of ten for their
diagnostic value), but he died the following year.
•Measures intellectual and non intellectual traits of personality.
•10 inkblots.
•Bilaterally symmetrical printed inkblots.
•The entire procedure of the rorschach test may be presented
under three headings:
1. Administration
2. Scoring
3. Interpretation

10. 1. Administration:
Conveniently divided into three stages:
a) Performance proper
b) Inquiry
c) Testing-of-the-limits.
a) Performance proper:
• In the first stage examinee ask handing over the first card to
examine with the top side up- “what might this be?”
I. Examinee notes down the reaction time “t”.
II. Position of the card when the response is being given:
• Up right: A
• Top is turned downward: V
• Top is kept left side: <
• Top is kept right side: >
• Rotates card without stopping: O

11. III. The responses are recorded verbatim.
IV. Examiner record total time for which the subject keep each card.
“free association period”.
• It is common during testing for examinee to raise some
questions. For e.g.;
• “how long should I keep the card?”
• “Should I turn the card?”
• “should I report more than one thing?”
• Card rejection:
1. According to Beck and Hertz 2 minutes time needed by which
rejection can be satisfied.
2. Responses on a Rorschach card for adults 15-30.

12. b) Inquiry:
The purpose of the Inquiry is twofold:
I. To obtain further information regarding the examinees
responses.
II. It helps the examinee to clarify his responses by adding and
expressing more about what had already said.
c) Testing-of-the-limits.
This stage is not needed for all examinees.

13. •FEEDBACK:
• It was very interesting to know how to write
academic writing.
• All the lectures were very clear.
• I learned very important things related with
my education.
• Thank you.