Changes in Inkblot Perception with Presentation of the Holtzman Inkblot Technique as an “Intelligence Test”

Abstract

The Holtzman Inkblot Technique (HIT) was administered by the Group Method to 180 college students. Half the Ss received the standardized HIT instructional set; the other 90 Ss had the HIT represented as a test of intellectual ability. The difference in instructional set caused a significant decrease in HIT variables, Penetration, Hostility, Animal, and Pathognomic Verbalization. The results are interpreted as representing a “tightening up” of the cognitive-perceptual process, but without any accompanying increase in constriction or stereotopy of responses.

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