Projective techniques are important tools in the armamentarium of the clinical psychologist. Each year the literature includes an increasing number of research reports on them. Expanding clinical facilities offer enhanced opportunities for internship and practicum training, largely in sustained indoctrination into the complexities of these same projective instruments. Nonetheless, some projective tests have many scoring systems; many projective tests have no formal scoring systems. Some projective tests have scoring systems based on one or more theoretical formulations; other projective tests have scoring systems isolated from theory. As one approach to this current dilemma a rationale for objectifying projective techniques and criteria for the application of objective scoring systems will be presented.' This rationale is based upon three aspects of test-behavior which are deemed sufficient for development of objective scoring systems. Although certain controversial theoretical assumptions have antedated the choice af these particular aspects of test behavior, they can stand alone as one method of objectifying and ordering projective test response data. PROJECTION
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