Russ S W, Grossman-McKee A
Case Western Reserve University.
J Pers Assess. 1990 Summer;54(3-4):756-71. doi: 10.1080/00223891.1990.9674036.
The relationships among expression of primary process thinking on the Rorschach, affective expression in fantasy play, and divergent thinking were investigated in first and second grade children. Sixty children received the rorschach (Holt's scoring system), a play task (Affect in Play Scale), and the Alternate Uses Test. Major hypotheses were supported because the amount of primary process thinking on the Rorschach (frequency and percent) was significantly, positively related to amount of affective expression and primary process expression in play. Also, expression of affect in play (frequency, variety, integration, and comfort) was significantly, positively related to divergent thinking, independent of IQ for both boys and girls. On the Rorschach, percent of primary process was significantly related to divergent thinking for boys. The results suggest that the ability to think imaginatively in a free-association style and the ability to have access to affect-laden material are related processes.
对一、二年级儿童罗夏测验中初级过程思维的表达、幻想游戏中的情感表达和发散性思维之间的关系进行了研究。60名儿童接受了罗夏测验（霍尔特评分系统）、一项游戏任务（游戏中的情感量表）和替代用途测试。主要假设得到了支持，因为罗夏测验中初级过程思维的量（频率和百分比）与游戏中情感表达和初级过程表达的量显著正相关。此外，游戏中的情感表达（频率、多样性、整合性和舒适度）与发散性思维显著正相关，且与男孩和女孩的智商无关。在罗夏测验中，初级过程的百分比与男孩的发散性思维显著相关。结果表明，以自由联想方式进行想象性思考的能力和接触充满情感材料的能力是相关的过程。
