Term Paper: Individual

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[. . .] 31). Projective tests were introduced by the psychoanalytic school of thought that believes in the notion that every human being has feelings/urges that are unconscious. Thus, projective tests emerged on the scene with the intention of uncovering such unconscious thoughts that are not comprehended by the conscious attentiveness (Huss, 2009, p. 31). Projective tests are intended to let the assessor observe the process of thinking and behavioral traits of the individual taking the test (Huss, 2009, p. 31). Thus, the projective tests are psychological tests that allow an examiner to test the personality traits of an individual as well as his/her cataleptic urges and general mental health (Huss, 2009, p. 31). Rorschach inkblot test and the Thematic Apperception Test are the two very renowned projective tests (Huss, 2009, p.31). The scoring of projective tests can be interpreted in three ways i.e. norm, mean or standard deviation. Norms refers to a scores list and consequent/matching percentile ranks, ideal standard scores or other altered scores of an examinee grouping that were examined to derive a standardized test (Kaplan & Saccuzzo, 2013, p. 53). Mean is simply defined as the average scoring way that calculates result by summing up all of the scores collectively and then the answer is divided by the number of scores taken (Kaplan & Saccuzzo, 2013, p. 53). Last but not the least; standard deviation is an important statistical measure that is employed to measure how much the individual interpretations are spread across the mean scores (Kaplan & Saccuzzo, 2013, p. 53).

Coming back to the significance of psychological testing and advancement in the field in the past few decades, it is crystal clear that there are more positive changes as compared to the negative ones ("Report of the Task Force on Test User Qualifications," 2000, p. 69). The consequences of new technologies comprise of more accessibility, better precision and increased tests availability. The ongoing improvements in the advancement and progression of inferred algorithms and systems that have been supervised by the best professionals have led to retreating contemporaneous misunderstanding of the testing process by the human beings ("Report of the Task Force on Test User Qualifications," 2000, p. 69). The modern technology in the measurement of intelligence in the mentioned domains has simplified a number of aspects of the process of analysis and evaluation of human mentality. However, new technological applications in the process of testing human intelligence and ability have also gave birth to intricate testing services despite the fact that there has been a lot of improvement ("Report of the Task Force on Test User Qualifications," 2000, p. 69). Therefore, it has become an essential thing to supply the concerned professional with more knowledge and skills to help them handle the increased scientific complexity ("Report of the Task Force on Test User Qualifications," 2000, p. 69). As luck would have it, such availability of better hi-tech complexity may direct the concerned people to improved technical education and training in the basics of employment of psychological tests ("Report of the Task Force on Test User Qualifications," 2000, p. 69).

To cut a long story short, the scientists have been studying individual differences for many years and believe in the significance of psychological testing (Fagan & Wise, 1995). This is because differentiating the differences among people allows health care providers to understand, comprehend and solve their patients' problems. Individual differences' testing helps them in the development of an individualized intervention strategy that may comprise of medication use, behavior modification or psychotherapeutic classes and a number of other plans for the identification and resolution of problems in a fruitful and constructive manner (Fagan & Wise, 1995).


Fagan, T., & Wise, P.S. (1995). School psychology: Past, present and future. Columbus, OH: Charles E. Merrill.

Huss, M.T. (2009). Forensic psychology: research, practice, and applications. Malden, MA: Blackwell Publications.

Kaplan, R.M., & Saccuzzo, D.P. (2013).Psychological testing: principles, applications, & issues. Belmont, CA: Cengage Learning.

Mayer, J.D., Panter, A.T., & Caruso, D.R. (2012). Does Personal Intelligence Exist? Evidence From a New Ability-Based Measure. Journal of Personality Assessment, 94(2), 124-140.

Report of the Task Force on Test User Qualifications . (n.d.). APA. Retrieved August 29, 2013, from http://www.apa.org/science/programs/testing/qualifications.pdf

Travers, J.F. (1970). Fundamentals of Educational… [END OF PREVIEW]

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