The Development of the Rorschach Test in China
Abstract
Abstract. This article summarizes the development and research status of the Rorschach Test in China as comprehensively as possible. The development of the Rorschach Test in China can be divided into two stages: the initial stage and the developing stage. At the initial stage the research mainly includes: introduction and localization of the Rorschach Test, studies on schizophrenia, and the measurement of intelligence and personality. In the developing stage the research mainly includes: spreading and localization of the Rorschach Test, the variables, indices, and derivative scales, clinical psychology, talent assessment, combination with eye movement techniques, the Group Rorschach Inkblot Test, and reviews. Based on the domestic development and research status of the Rorschach Test, the article also summarizes the achievements and issues present in existing studies and puts forward the prospect of researching the Rorschach Test in China.
This study reviews the studies conducted in China using the Rorschach Test since its introduction in the country, summarizes the research achievements and the issues existing in the studies, and puts forward the future work of researching the Rorschach Test in China. On the basis of Zhang Yu’s viewpoint (2016), we divided the development of the Rorschach Test in China into the initial stage and the developing stage. At the initial stage, the Rorschach Test was introduced to China, and researchers began to make a systematic study. In the developing stage, the introduction of the Rorschach Test gradually increased, and the research on the Rorschach Test began to diversify.
The Initial Stage of the Rorschach Test (1940s to 2000)
Introduction and Localization of the Rorschach Test
The introduction of the Rorschach Test to China goes back to Ling Minyou, Gong, and Luo Chuanfang in the 1940s and 1950s. Tentative research was conducted (e.g., a study on the Beck System and a trial to establish a national norm, etc.), but in the following 20 years, the Rorschach Test was not further developed (Exner, 2001/2013b). Gong et al. began the establishment of a norm again in 1985, the Comprehensive System (CS) was selected, and a preliminary norm was established by 1987 (Exner, 2001/2013b). Then Gong et al. published the Rorschach Test Manual in 1991. In addition, Ling Wenquan and Bing (1988) made a comprehensive introduction of the Klopfer System in their book Method of Psychology Test and J. Yuan translated and published Psychodiagnostik in 1997 (Rorschach, 1921/1997).
M. Chen et al. (1997) collected the CS data of 666 healthy Chinese adults and compared these with the data of 1990 in the United States. The results indicated the scores of variables (Zf, Blends, W, S, M, m, FC, CF, WsumC, T + V + Y + C’, H, (H), (Hd), Ad, INCOM, AG, and MOR) were higher in the American sample than the Chinese sample, while F, A, An, and PSV were lower. The differences were all statistically significant (p < .01).
Studies on Schizophrenia
L. Li (1987) reported the Rorschach features of patients diagnosed with chronic schizophrenia. S.-G. Li and Gong (1988) compared differences between the schizophrenia group and the control group. The analyses indicated the schizophrenia group displayed many responses related to mental disorders and their perceptual accuracy was lower than that of the control group. Q.-X. Li (1986) concluded that perception and thinking disorders of schizophrenia were associated with perception or mediation distortion according to the Rorschach Test perception theory. Furthermore, she and her colleagues reported that the values for F+%, M, Ma, FM, and FC of the schizophrenia group were lower than the control group, and the differences were significant (Li et al., 1989). L.-Y. Li et al. (1993) indicated that the neurosis group had more emotional instability and personality introversion than the control group. A study conducted by B. Wang et al. (1993) described the Rorschach characteristics of patients with schizophrenia, with depression, and with mania and found significant differences between these three groups on a number of variables (R, P, W, M, H, Sx, F+%, X+%, X−%, Afr, Zf, Zd, D score, S-CON, DEPI, SCZI; p < .01). T.-N. Chen (1999) compared the Rorschach results of children diagnosed with schizophrenia with a control group in a sample of 13–15-year-olds. Mean comparisons showed that the children with schizophrenia scored significantly lower than the control children in the total test time and in Fx% (all age groups), S, M, Fc, Clob, and F% (13-year-old group), D, F, Hd, and Ad (14-year-old group) and in FM, Ad (15-year-old group). Frequency analyses showed that the children with schizophrenia scored significantly lower than the control group in M, H (13-year-old group), EC, Ad (14-year-old group), and FM, Ad (15-year-old group). Mean comparisons and frequency analyses both showed that the children with schizophrenia scored significantly higher than the control children in Dd (15-year-old group). H.-B. Jiang et al. (2000) analyzed the Rorschach features of patients diagnosed with schizophrenia and found they had abundant association ability, weak integration ability, the perception of the part was enhanced, more M, fewer color responses, the type of experience was introverted, poor form quality, and impaired ability to identify reality. Moreover, they could not respond well when emotionally stimulated.
The Measurement of Intelligence and Personality
Hu and Gong (1989) used the Rorschach Test and Eysenck Personality Questionnaire (EPQ; Gong, 1983) to measure personality differences between writers and math teachers and the results showed the values for R, H/R, Isolate/R, AG/R, number of content categories, Id/R, Zsum/Zf, M/R, FM/R, m/R, C’, CF’, and Blends/R of the writers were higher than those of the math teachers, while the average time to the first reaction, Hd/H, Zf/R, FC/R, and F/R were lower. The differences were all statistically significant (p < .01). X.-F. Zhu and Gong (1995) conducted a correlational study between the Rorschach Test and the Wechsler Adult Intelligence Scale-Chinese Revision (Gong, 1982) and the results indicated that the variables R, W, DQ+, DQv/+, DQo, M, Zf, Zsum, EA, Blend, CS, X+%, and F+% had positive correlations with intelligence (r = .32–.62), while X−% had a negative correlation with intelligence (r = −.35). Y.-H. Wu et al. (1998) used the Rorschach Test and the EPQ with college students and found that there were significant differences in the Rorschach Test between the extroverted group and the introverted group, suggesting that the Rorschach Test can distinguish different personalities. Guo (1999) conducted a comparative study between the CS and 16PF (Zhu B-L. & Dai, 1988) and the results indicated there were significant correlations between a number of Rorschach variables and 16PF (r = −.4–.4).
The Developing Stage of the Rorschach Test (2000 to Present)
Spreading and Localization of the Rorschach Test
Xu has taught the Rorschach Test in postgraduate classes since 2000 (Ma, 2016). Moreover, he introduced the Rorschach Test and reported some Rorschach cases in his books: Study Abroad Life of Intercultural Adaptation – Mental Health and Assistance for Chinese Students (2000) and Clinical Psychology – Knowledge of Mental Health and Aid (2001).
X.-Z. Meng introduced the Lerner Defense Scale (LDS; Lerner & Lerner, 1980) in Practical Psychological Measurement (Jie & Dai, 2006) and the CS in Psychological Assessment (Yao, 2007). At the same time, he published two translated books: A Rorschach Workbook for the Comprehensive System (Exner, 2001/2013b) and A Primer for Rorschach Interpretation(Exner, 2000/2013a). Ren (2007) studied the localization of AgC and established a Chinese AgC list including 60 contents with excellent reliability. T.-Y. Li (2016) collected data from 326 healthy adults in Guangdong Province according to the CS and established a Guangdong adult norm for the Rorschach Test. The results showed that this norm had good-to-excellent reliability (i.e., the intraclass correlation coefficients of test–retest reliability and inter-rater reliability were .44 to .98 [except DQv and Hx] and .51 to 1.00, respectively), and it also had good content validity and criterion validity. Xiong (2014) compared Chinese, Israeli, and American samples, and He (2015) compared Chinese, American, and Japanese samples of the Rorschach Test. The results showed differences between the Chinese, Israeli, and American samples on the variables D, Dd, X+%, Xu%, X−%, FQxo, FQxu, FQx−, P, Afr, EB, EA, FC: CF + C, FC, CF, FD, p, FM + m, SumV, SumT, PHR, COP, HVI, DEPI, CDI; significant differences between the Chinese and American samples on the variables Dd, DQo, FQx+, FQxo, FQxu, FQx−, MQ−, CF, WSumC, FD, F, Lambda, EA, D score, AdjD, A (active), Ma, Afr, P, XA+%, WDA%, X+%, X−%, Xu%, A, Idio, ALOG, PSV; finally, there were significant differences between the Chinese and Japanese samples on the variables CF, EA, AdjD, Ad, Idio, SumT, A, and S−. These two studies both indicated that the Rorschach Test had significant cultural differences, and therefore a norm corresponding to the local culture was required.
Additional publications include Yang and Ji Yuanhong’s (2008)Practical Rorschach Ink Test and Kong and Y.-Q. Li’s (2013)Rorschach Ink Test: A Clinical Application Study on Comprehensive System. Meanwhile, Tsinghua University has held several international Rorschach Test advanced training courses by Bruce Smith, board member of the International Society of the Rorschach and Projective Methods, since 2010 (Ma, 2016).
The Variables, Indices, and Derivative Scales
G.-H. Liu and Meng (2003) summarized studies on the aggression variables and identified some problems in the research. Furthermore, they modified and established a new framework including 12 aggression variables: AG, MOR, AgC, AgPot, AgPast, Active Aggression (AAg), Passive Aggression (PAg), Overt Aggression (OAg), Covert Aggression (CAg), Aggressive emotion (AgE), Mental Harm (Mh), Physical Harm (Ph; Liu & Meng, 2007b). In samples of criminals and college students, they examined the new framework’s reliability and validity and explored the correlations between the EPQ and the new aggression variables. Analyses revealed good inter-rater agreement but the validity and the correlations required further study (Liu & Meng, 2007a, 2007b). Yan and Meng (2007) examined this new framework again and the results indicated that AgC, AgPot, AgE, Mh, and total aggression scores were significantly correlated with the hostility factor of the Brief Psychiatric Rating Scale (BPRS), and AgC and the total aggression score showed significant differences between high and low scores on the BPRS hostility factor. X.-J. Liu (2006) studied MOR, AgPast, and impaired object relations and found that MOR and AgPast were associated with depression and suicide. Ying (2006) examined five aggression variables (AgPast, MOR, Ag, AgC, and AgPot) and the Type A Behavior Pattern Questionnaire. This study indicated that the Type A group had significantly less Ag than the non-Type A group (p < .01). Factor analysis showed that aggressive variables could be divided into three factors: aggression on the object (AgPast, MOR), the object of aggression (Ag, AgC), and potential aggression (AgPot).
D.-D. Li (2007) conducted a study of Ag and AgC in a sample of criminals. The results indicated that AgC had good empirical validity, Ag was negatively associated with scores on the Pd scale (MMPI), and AgC was positively associated with scores on the Pd scale. Y.-H. Jiang (2006) studied children’s aggressive behaviors using the Rorschach Test and concluded that the aggression variables proposed by foreign researchers also had some value in measuring children’s aggressive behaviors in China. C.-F. Wang (2006) examined the validity of AgC and reported that the reliability was excellent (Cohen’s k = .87). AgC could distinguish between high and low aggressive groups and college boys’ AgC scores were significantly higher than those of college girls.
Yu’s research on the Depression Index (DEPI; 2008) indicated that its reliability was acceptable (Cohen’s k > .70), and it could effectively distinguish patients diagnosed with depression from healthy people. Hong (2008) compared the DEPI of patients diagnosed with depression before treatment with that of those after treatment and found that the DEPI scores after treatment were significantly lower than before, providing support that the DEPI had some empirical validity. Y.-H. Jiang et al. (2015) also used the DEPI to measure college students’ depression and found that it could measure depression. Sun (2011) studied the DEPI and the Coping Defect Index (CDI) and the results indicated the κ coefficients of DEPI and CDI were acceptable. The study also indicated that using the CDI could bring incremental validity to the DEPI and increase its diagnostic accuracy. X.-L. Li (2007) conducted a study on the Suicide Constellation (S-CON), and the results indicated that all variables of S-CON had sufficient inter-rater agreement. The study also showed that S-CON was valuable in identifying patients diagnosed with depression and suicide ideation and behaviors.
H.-X. Liu (2009) conducted a study on the Egocentricity Index (Ego) to investigate the relationship between Ego, MOR, and the Self-Esteem Scale (SES) and an Implicit Association Test (IAT) in samples of normal, depressive, and manic patients. The results did not support Exner’s view about Ego (i.e., high Ego is associated with high self-esteem) but indicated MOR could reflect explicit self-esteem (i.e., low MOR is associated with high self-esteem). Y.-C. Tang (2011) examined the reliability and validity of the Ego Impairment Index (EII-2) and indicated the inter-rater reliability of the EII-2 was acceptable. Moreover, the EII-2 could distinguish patients with mental disorders from the controls, and could differentiate between various severities and types of mental disorders. X.-L. Wu (2013) examined the reliability and validity of the EII-2 and Rorschach Alexithymia Scale (RAS). The results were as follows: (1) The EII-2 had excellent inter-rater reliability and certain discriminant validity; (2) the RAS had excellent inter-rater reliability but validity needed further study and verification. Meng and T.-Y. Li (2015) studied the differences of the EII between patients diagnosed with schizophrenia and controls and the results indicated the ego functions of these patients had severe damage compared with the controls. The EII could discriminate these patients with schizophrenia from the controls.
Y.-X. Chen (2007) examined the reliability and validity of the LDS and the results indicated good reliability and validity in a small-scale study with a small sample. Different populations had different defense mechanisms and the LDS can be used as an auxiliary tool in clinical diagnosis. In addition, Peng et al. (2008) indicated that the reliability and validity of the Mutuality of Autonomy Scale (MOA) were acceptable. The study by J. Tang (2004) also showed that the MOA could distinguish healthy people from patients, especially the low-level object relationship.
Cai and Shen (2007) studied the Rorschach self-concept variables in college students. The results indicated that the reliability of the self-concept variables was acceptable and that they could measure the self-concept well. The variables were divided into four factors by factor analysis: introspection [(2), FD, Hd + (H) + (Hd)], positive regard (Fr + rF, Ego), feeling of reality [H: Hd + (H) + (Hd), H, SumV, An + Xy], and negative regard (MOR).
Qin et al. (2015) explored gender differences in the Rorschach variables related to pressure in patients diagnosed with schizophrenia. The results indicated there were significant gender differences in some variables (CDI, D, es, Adjes, m, SumY, FM + m, SumC’ + SumT + SumV + SumY, L).
X.-X. Chen and Zhou (2007) discussed the construct validity of the Rorschach Test and introduced the Rorschach Rating Scale (RRS) and its application by reviewing the literature. Guo et al. (2007) correlated RRS with some Rorschach variables about self-concept and the results indicated that the variables (Pure H, H%, An + Xy, and Sx) could measure healthy people’s self-concept. Y.-H. Wang et al. (2009) found that there was a significant correlation between the interpersonal relationship variables in the Rorschach Test and the interpersonal relationship indices in the RRS.
Clinical Psychology
J. Liu (2001) introduced two Chinese cases scored and interpreted by the CS and explored its application in clinical psychology. X.-Q. Wang (2009) reported a case of a heroin addict assessed with the Rorschach Test. Qi (2010) combined SCL-90 and an emotional experiment with a clinical case study to explore the psychological diagnosis validity of the Rorschach Test. The results indicated that the Rorschach Test in clinical psychological diagnosis and assessment was valid. Tu and Yuan (2010) used a case-study method combined with a semi-structured interview method and suggested that the Rorschach Test had distinct advantages over other diagnostic methods and was a unique and efficient tool for the diagnosis of college students’ emotional disorders.
Zhong et al. (2007) explored the characteristics and possible projection mechanism of children with attention deficit hyperactivity disorder (ADHD) using the Rorschach Test. The results indicated that the values for Zf, COP, 3r + 2/R, Zd, X+%, and Sum6 of children with ADHD were lower than those of the controls, while AG, Lambda, Sum Shading, X−%, SCZI, DEPI, and CDI were higher (p < .05) and the Rorschach Test could project some characteristics of the inner world of children with ADHD. In addition, N. Zhang (2008) found the Rorschach data of children had significant differences in some variables depending on their psychological adjustment (i.e., lower R, shorter average reaction time; more human An and the ratio of human An in the control group).
X.-X. Chen (2008) examined the validity of the Rorschach Test in psychological health assessment. The results supported the validity of the Rorschach Test in a clinical psychology health context. Nan Zhang (2013) used the Rorschach Test as a measure of adult attachment. The results indicated that males had a lower level of anxiety than females. Furthermore, she established a structural equation model of adult attachment. The variables representing the anxiety dimension in the model are CF, Color-shading Blends, Y, m, Food, and T > 1. The variables representing avoidance dimensions are FM, Mp, Hum con, p, MOR, Cg, (Hd) + (Ad) + (H) + (A), (Hd) + (Ad) + Hd + Ad, and T = 0. The model had good reliability, construct validity, and criterion validity. Cai et al. (2014) explored the Rorschach Test’s activating complex characteristic and its application to clinical practice. It was found that the Rorschach images could stimulate more negative feelings and the homogeneous complex manifestations associated with them had the evident characteristics of activating complex.
Talent Assessment
W.-L. Wang (2008) confirmed the validity of the Rorschach Test in personnel assessment and its potential in selecting talents by a comparative study of the Rorschach Test, interview, and 16PF. Guo et al. (2009) conducted a study on the effectiveness of the Rorschach Test in personnel quality assessment. The results indicated that the Rorschach Test could measure the abilities of information processing, emotion management, self-perception, and interpersonal communication. Qu (2010) also used the Rorschach intelligence variables (F+, Fo, Fu, F−, Ab, Art, Ay, F) to evaluate the intelligence of enterprise employees and the results indicated that the Rorschach Test could make up for the defects of traditional intelligence tests and was a useful tool for enterprise managers to evaluate employees’ intelligence. X. Li (2010) synthesized the relevant research on the Rorschach Test, reviewed the controversy, and discussed the problems and practical value of the Rorschach Test in talent assessment.
Combination With Eye Movement Techniques
D. Zhang et al. (2009) examined the objectivity of the Rorschach Test with the eye movement technique. The results indicated that there were significant differences in the first reaction time, the fixation count, and the average fixation time of 10 images. X.-B. Zhang (2011) confirmed that there were significant differences in eye movement between individuals with depressions and those without depression; at the same time, there were significant differences in the average fixation time, track map, and hot spot map of eye movement between two types of cards (Black\white and color). J. Li and Jia (2014) compared the eye movement characteristics between patients with depression and controls during the response phase. The results indicated that the fixation count, total fixation duration, and saccade count of patients with depression were significantly lower than those of the normal controls (p < .05). The average saccade amplitude of the group with depression was significantly larger than that of the control group (p < .05). Zou and Jia (2014) studied eye movement characteristics of participants with different cognitive styles when they viewed the Rorschach images. The results also indicated there were distinct differences between field-independent and field-dependent participants.
The Group Rorschach Inkblot Test
Japanese researcher Ben Ming Kuan developed the Group Rorschach Test (GRIT) based on the classic Rorschach Test and established its standardized norm (Li M., 2001). In China, there are mainly two relative pieces of research about the GRIT. M. Li (2001) studied the diagnostic criteria and reliability of the GRIT in a Chinese sample. The results indicated there were no significant cultural differences between Chinese and Japanese samples, and on this basis, the researcher put forward the Chinese diagnostic criteria. Qu (2007) revised and developed the GRIT and examined her new GRIT in an adolescent sample. The results showed the new GRIT had test–retest reliability, inter-rater agreement, convergent validity, and empirical validity.
Reviews
There are also some relevant literature reviews and meta-analyses. For example, Guo and Q.-M. Meng (2003) summarized the development history and research status of the Rorschach Test in the Western world, affirming its value and putting forward some questions based on previous research. Cong (2009) promoted a more fair and objective understanding of the Rorschach Test and its use in personality testing, psychological counseling, and other areas of clinical psychology through understanding the development history, implementation process, and analyzing the existing problems. Kong et al. (2015) summarized the research of “Faking Good” and Malingering Reaction in the Rorschach Test based on foreign research, and pointed out that the research was still at a preliminary stage, and it was necessary to conduct further research and to establish specific Faking Good and Malingering scales.
Y.-Q. Li et al. (2014) used a meta-analysis method to compare the results of 18 studies on the Rorschach CS from normal adult samples with Exner’s norm (2005) from 16 countries. The results indicated that 23 of the 113 variables in the CS revealed significant differences between the joint sample of 16 countries and Exner’s norm. They concluded that Exner’s norm had a certain deviation and a tendency of preference.
Summary and Future Perspectives
This article comprehensively summarizes studies on the Rorschach Test in China. The aforementioned research results indicate that some achievements have been made: (1) Researchers in China have done much work regarding the popularization and localization of the Rorschach Test. Some books were published and translated and some universities teach this test in their courses (including some training). There is some exploratory work to establish Chinese norms for the Rorschach Test, which indeed have made certain achievements, such as the establishment of the initial Guangdong Province norm. (2) Researchers in China have also carried out much research on the theory and application of the Rorschach Test, including reliability and validity, various indices (variables, indices, and derivative scales), and the applications to clinical and management settings, etc. (3) Researchers in China have applied new technologies in researching the Rorschach Test, such as eye movement technologies and the GRIT. This shows that the Rorschach Test in China is in continuous development.
However, the following specific issues have arisen: (1) There are some attempts to localize the Rorschach Test, but this is in the initial stages, some of which is regional work, and national norms have a long way to go. (2) Research and experience in clinical applications are not enough to support persuasive conclusions. Clinical research has mainly focused on schizophrenia. The data are not sufficient enough to support conclusions about the reliability and validity of the test itself and all indices in the test. Studies have been exploratory research and involve only a few fields. (3) Research has not been in line with Western countries, and mostly is involved with the CS. However, Western countries have already developed a new Rorschach Test system. (4) There is not a specialized organization to study and apply the Rorschach Test. There is no authoritative institution to buy the original Rorschach images and reference books in China.
Future work should include: (1) A wider dissemination of the Rorschach Test. In line with international standards, regular Rorschach training courses should be held in high-level universities, inviting authoritative overseas experts to train and update the Rorschach Test latest approaches (such as R-PAS). A Chinese Rorschach Association should be established to discuss and explore the Rorschach Test regularly and introduce the original images and reference books. A Chinese version of the software should be developed based on the introduction of foreign computer-assisted Rorschach software and efforts to establish the Chinese norm of the Rorschach Test should begin. (2) The whole test and all kinds of Rorschach indices should be further studied to improve the Rorschach Test reliability and validity. There should be more clinical application research. The Rorschach Test is a valuable tool for clinical measurement, psychological consultation, diagnosis, and treatment of mental disorders and personnel management, etc. Therefore, domestic researchers and clinical workers should pay more attention to the application of the Rorschach Test and help it become a really useful and valuable tool. At the same time, we can continue to explore the application of the Rorschach Test in new fields. (3) With the development of new technologies, Rorschach research combined with these technologies will be emphasized, such as EEG technology, eye movement technologies, and meta-analyses.
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Summary
This article provides a comprehensive summary of the development and research status of the Rorschach Test in China. The authors reviewed the literature on the Rorschach Test in China and wrote the article by reading and analyzing the literature. The introduction of the Rorschach Test to China goes back to Ling Minyou, Gong Yaoxian, and Luo Chuanfang in the 1940s and 1950s. The development of the Rorschach Test in China can be divided into two stages: the initial stage and the developing stage. During the initial stage (1940s to 2000), the Rorschach Test was introduced to China and researchers began a systematic study. The article mainly introduces these fields: introduction and localization of the Rorschach Test, studies of schizophrenia, and the measurement of intelligence and personality. In the developing stage (2000 to present), the introduction of the Rorschach Test gradually increased, and research on the Rorschach Test began to diversify. The article presents these aspects: spreading and localization of the Rorschach Test, the variables, indices, and derivative scales, clinical psychology, talent assessment, combination with eye movement techniques, the Group Rorschach Inkblot Test, and reviews. Finally, the authors also summarize the achievements and issues present in existing studies and put forward the prospect of researching the Rorschach Test in China. The issues existing in the present studies are mainly: (1) There are some attempts to localize the Rorschach Test, but this is in the initial stages, some of which is regional work, and national norms have a long way to go. (2) research and experience in clinical applications are not enough to support persuasive conclusions. Clinical research has mainly focused on schizophrenia. The data are not sufficient to support conclusions about the reliability and validity of the test itself and all indices in the test. Studies have been exploratory and involve only a few fields. (3) Research has not been in line with Western countries, and is mostly involved with the CS; however, Western countries have already developed a new Rorschach Test system. (4) There is not a specialized organization to study and apply the Rorschach Test. There is no authoritative institution to buy the original Rorschach images and reference books in China.
总结
本文尽可能全面地综述了罗夏测验在中国的发展和研究现状。作者收集了中国有关罗夏测验的文献，并通过阅读和分析文献撰写了这篇文章。将罗夏测验引入中国的历史可以追溯到上个世纪40年代和50年代的凌敏猷、龚耀先以及罗传方三位学者。罗夏测验在中国的发展可以分为两个阶段：初始阶段和发展阶段。在初始阶段（从1940年代到2000年），罗夏测验被引入中国，研究人员开始进行系统的研究。本文主要介绍以下领域：罗夏测验的引入和本地化；精神分裂症人群的研究；智力和人格的测量。在罗夏测验的发展阶段（从2000年到现在），罗夏测验的引入逐渐增多，对罗夏测验的研究也开始多元化。作者从这些方面进行了介绍：罗夏测验的普及和本地化；罗夏测验的变量、指数和导出量表；临床心理学的研究；人才评估；结合眼动技术的研究；团体罗夏墨迹测验；综述研究。最后，文章总结了中国关于罗夏研究的成果和存在的问题，并提出了将来研究罗夏测验的前景。当前研究中存在的问题主要有：（1）对罗夏测验的本地化和建立常模的工作还处于起步阶段，有的只是些区域性工作。（2）临床应用的研究不足以支持有说服力的结论，也没有足够的材料来支持有关测验信度和效度的结论。（3）还未与国际接轨，大部分研究是综合系统的研究。但是，西方国家已经发展了新的罗夏测验系统。（4）没有专门的机构来研究和应用罗夏测验。甚至在中国都购买不到正版的罗夏测验图片和参考书。
Résumé
Cet article résume le développement et l’état de la recherche du test de Rorschach en Chine de manière aussi complète que possible. L’auteur a ramassé les articles et les documents sur le test de Rorschach en Chine et a rédigé cet article tout en les lisant et en les analysant. L’introduction du test de Rorschach en Chine est due aux trois savants : LING Minyou, GONG Yaoxian et LUO Chuanfang, remonte dans les années 1940 et 1950. Le développement du test de Rorschach en Chine est divisé en deux phases : la phase initiale et celle de développement. Dans la phase initiale (depuis des années 1940 jusqu’en 2000), le test de Rorschach a été introduit en Chine et les chercheurs ont commencé à faire une étude systématique. Pour cet article, on va présenter principalement les domaines suivants : l’introduction et la localisation du test de Rorschach; les études sur le groupe des gens de schizophrénie; la mesure de l’intelligence et de la personnalité. Dans la phase de développement (de l’année 2000 à aujourd’hui), l’introduction du test de Rorschach devient de plus en plus nombreuse et la recherche sur ce test commence à se diversifier. L’auteur effectuera sa présentation à partir de ces aspects : la vulgarisation et la localisation du test de Rorschach; les variables, les indices et les échelles dérivées du test; la recherche sur la psychologie clinique; l’évaluation des talents; la recherche sur la combinaison avec les techniques de mouvement oculaire; le test de tache d’encre du groupe Rorschach et le sommaire. Finalement, l’article résume les réalisations et quelques problèmes qui se posent au cours de ses études en Chine, tout en prévoyant la perspective de recherche sur le test de Rorschach. Les problèmes qui existent dans les études actuelles sont principalement suivants : (1) Il y a quelques tentatives pour localiser le test de Rorschach, mais il n’en est qu’à ses débuts, dont certains sont des travaux régionaux; (2) La recherche et l’expérience dans les applications cliniques ne suffisent pas à étayer des conclusions convaincantes. La recherche clinique s’est principalement concentrée sur la schizophrénie mais n’est pas encore entrée en profondeur. Les données ne sont pas suffisantes pour étayer des conclusions sur la fiabilité et la validité du test lui-même et de tous les indices du test; (3) La recherche n’a pas rendu conforme à la pratique internationale, la plupart des recherches sont synthétiques et systématiques. Cependant, les pays occidentaux ont déjà développé un nouveau système de test Rorschach; (4) Il n’existe pas une organisation spécialisée pour étudier et appliquer le test de Rorschach. En Chine, on ne peut pas acheter les images originales de Rorschach et les livres de référence en version originale.
Resumen
En este documento se ofrece un panorama lo más amplio posible del desarrollo de la prueba de Rorschach en China y del estado actual de la investigación. El autor recopiló literatura sobre el test de Rorschach en China y escribió este artículo leyendo y analizando las tesis.
La introducción de la prueba de Rorschach en China se remonta a los tres eruditos, LING Minyou, GONG Yaoxian y LUO Chuanfang en las décadas de 1940 y 1950. El desarrollo de la prueba de Rorschach en China puede dividirse en dos fases: la fase inicial y la fase de desarrollo. Durante la fase inicial (del decenio de 1940 al 2000), la prueba de Rorschach se introdujo en China y los investigadores comenzaron a realizar estudios sistemáticos. Este artículo se centra en las siguientes áreas: la introducción y localización de la prueba de Rorschach, la investigación sobre poblaciones esquizofrénicas y la medición de la inteligencia y la personalidad. Durante la fase de desarrollo de la prueba de Rorschach (desde 2000 hasta la actualidad), la introducción de la prueba de Rorschach ha aumentado gradualmente y la investigación sobre la prueba de Rorschach se ha diversificado. Los autores presentan estos aspectos: la popularización y localización de la prueba de Rorschach; variables, índices y escalas derivadas de la prueba de Rorschach; investigación en psicología clínica; evaluación de talentos; investigación que incorpora técnicas de rastreo ocular; pruebas de manchas de tinta de Rorschach en grupo; y estudios de revisión. Por último, el artículo resume los resultados y problemas de la investigación sobre el Rorschach en China, y sugiere perspectivas para futuras investigaciones sobre las pruebas de Rorschach. Los principales problemas del presente estudio son: (1) la localización de la prueba de Rorschach y el establecimiento de un modelo normativo están todavía en sus comienzos, y algunos de los trabajos son de carácter regional. (2) Las investigaciones sobre las aplicaciones clínicas son insuficientes para apoyar conclusiones persuasivas y no hay suficiente material para apoyar las conclusiones sobre la fiabilidad y la validez de las pruebas. (3) No está todavía en consonancia con las normas internacionales y la mayor parte de las investigaciones son integradas y sistemáticas. Sin embargo, en Occidente se han desarrollado nuevos sistemas de prueba de Rorschach. (4) No hay un cuerpo especial para estudiar y aplicar el test de Rorschach. Ni siquiera se pueden comprar fotos de pruebas de Rorschach auténticas y libros de referencia en China.
要 約
本論文では、中国におけるロールシャッハテストの発展と研究状況をまとめている。著者らは、中国におけるロールシャッハテストに関する文献を精査し、それらを分析して論文化した。中国でのロールシャッハテストの導入は、1940年代から1950年代にかけてのLing Minyou、Gong Yaoxian、Luo Chuanfang にまで遡る。中国におけるロールシャッハテストの8点は、初期段階と発展段階の2つの段階に分けることができる。初期段階（1940年代から2000年まで）では、ロールシャッハテストが中国に導入され、研究者たちは提携的な研究を始めた。本稿では、主にロールシャッハテストの導入と地方で独特の発展をした、統合失調症の研究、知能や性格の測定などの分野を紹介している。発展期（2000年〜現在）では、ロールシャッハテストの導入が徐々に増え、ロールシャッハテストの研究が多様化し始めた。本稿では、ロールシャッハテストの普及と局在化、変数・指標・派生尺度・臨床心理学・才能評価・眼球運動法との組み合わせ、集団ロールシャッハ・インクブロットテスト、レビューなどの側面を提示している。最後に、既存の研究の成果と課題をまとめ、中国におけるロールシャッハテストの展望を述べている。既存の研究に存在する問題点は、主に以下の通りである。(1) ロールシャッハテストの地域化の試みはあるが、これば初期段階のものであり、その一部は地域的なものであり、国の規範はまだ長い道のりを辿っている。(2) 臨床応用における研究や経験は、説得力のある結論を支持するには十分ではない。臨床研究は、統合失調症を中心に行われてきた。試験自体や試験中のすべての指標の信頼性や妥当性についての結論を支持するにはデータが十分ではない。研究は探索的なものであり、いくつかの分野にしか関与していない。(3) 欧米諸国の研究が追随しておらず、ほとんどがCSに関わるものであるが、欧米諸国ではすでに新しいロールシャッハテストのシステムが開発されている。(4) ロールシャッハテストを研究・応用する専門機関がない。中国には、ロールシャッハのオリジナル図版や参考書を購入できる権威ある機関がない。
