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Rotter Incomplete Sentence Blank

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Amanda Hichborn

on 8 April 2014

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Transcript of Rotter Incomplete Sentence Blank

Rotter Incomplete Sentence Blank
References
History
Purpose & Relevance
Population
Measurement & Interpretation
Example
Questions
&
Answers
Developed from word associations created in the late 1800s

Created by Julian Rotter
in 1946

First used in the army to assess soldiers

Revised version created in 1992

October 22, 1916 - January 6, 2014
(Buckley, 2014)
(Southers, n.d.)
(Weis, Toolis, & Cerankosky, 2008)
(Weis, Toolis, & Cerankosky, 2008)

Ames, P. C., & Riggio, R. E. (1995). Use Of The Rotter Incomplete Sentences Blank With Adolescent Populations: Implications For Determining Maladjustment. Journal of Personality Assessment, 64(1), 159-167.

Buckley, C. (2014, January 10). Professor Emeritus of Psychology Julian Rotter Dies | UConn Today. Retrieved February 14, 2014, from http://today.uconn.edu/blog/2014/01/professor-emeritus-of-psychology-julian-rotter-dies/

Holaday, M., Smith, D. A., & Sherry, A. (2000). Sentence Completion Tests: A Review of the Literature and Results of a Survey of Members of the Society for Personality Assessment. Journal Of Personality Assessment, 74(3), 371-383.

Iqbal, F., Khan, G., & Fatima, S. J. (2013). Maladjustment, Life Satisfaction and Optimism A Correlation Study. . International Journal of Humanities and Social Science Invention, 2(5), 17-26.

Lah, M. I. (1989). New Validity, Normative, and Scoring Data for the Rotter Incomplete Sentences Blank. Journal Of Personality Assessment, 53(3), 607.

Logan, R. E., & Waehler, C. A. (2001). The Rotter Incomplete Sentences Blank: Examining Potential Race Differences. Journal Of Personality Assessment, 76(3), 448-460.

Rotter, J., Lah, M., & Rafferty, J. (1992). Rotter Incomplete Sentence Blank Second Edition. San Antonio: Pearson.

Sentence Completion Tasks – Science or Pseudoscience?. (2012, December 24). Great Plains Skeptic. Retrieved February 24, 2014, from http://www.skepticink.com/gps/2012/12/24/sentence-completion-tasks-science-or-pseudoscience/

Southers, E. (n.d.). Sentence Completion Test. Retrieved February 2, 2014, from projectivetests.umwblogs.org/popular-tests/sentence-completion-test/

Weis, R., Toolis, E. E., & Cerankosky, B. C. (2008). Construct Validity of the Rotter Incomplete Sentences Blank With Clinic-Referred and Nonreferred Adolescents. Journal Of Personality Assessment, 90(6), 564-573. doi:10.1080/00223890802388491





Consists of 40 sentence stems believed to project latent mood states or cognitions

Most frequently researched and used sentence completion test

Assess personality and social-emotional functioning

Monitor changes that occur during treatment

Illustrates possible themes that should be addressed
(Logan, & Waehler, 2001)
RISB is mainly used for people at the college level. However there are three different forms in which this test comes:
1) High School Form
2)College Form
3) Adult Form

Each form targets the population of people represented in it's title.

There has not yet been a form made for children younger than adolescent age.


(Iqbal, Khan, & Fatima, 2013)
Semi-objective. Best to have experienced clinical background in order to interpret answers.

Different categories of answers:
Conflict (C1,C2,C3)
Positive (P1, P2, P3)
Neutral

Possible total scores from 0-240. A score of 135 or higher was set by Rotter as being indicative of maladjustment or in need of psychotherapy
(Ames & Riggio, 1995)
Break down of Scores:
C1:(mild conflict)=4 pts
Minor problems
C2(moderate conflict)=5 pts
Feeling inferior, inadequate, relationship issues, generalized social difficulties.
C3(severe conflict)=6 pts
Suicidal thoughts/feelings, sexual conflicts, severe family related issues, fear of insanity, strange attitudes, strong negative attitudes towards oneself/others
P1(mild positive)=2 pts
Positive attitudes towards school, hobbies, people, etc.
P2(moderate positive)=1 pt
Good social adjustment, healthy family life, optimism, etc.
P3(strong positive)=0 pts
Good-natured humor, real optimism, warm acceptance.
N(neutral responses)=3 pts

**
Exceptions to all categories



(Rotter, Lah, & Rafferty, 1992)
(Lah,1989)
(Logan & Waehler, 2001)
(Iqbal, Khan, & Fatima, 2013)
(Iqbal, Khan, & Fatima, 2013)
(Lah,1989)
(Logan & Waehler, 2001)
(Ames & Riggio, 1995)
(Ames & Riggio, 1995)
(Lah,1989)
Subjective results when used on children

Norms change which leads to the need for revisions

Most studies done on the reliability and validity of this assessment are done with college students only

The validity of the assessment test depends on what one is willing to divulge

Must be scored by an individual whom has knowledge of personality analysis
Cons
Pros
Accounts for cultural differences

Among the most widely used and researched personality instruments

Well constructed

Available in 3 forms (high school, college, and adult)
(Logan, & Waehler, 2001)
(Logan, & Waehler, 2001)
(Logan, & Waehler, 2001)
(Lah,1989)
(Weis, Toolis, & Cerankosky, 2008)
(Lah,1989)
(Weis, Toolis, & Cerankosky, 2008)
(Logan, & Waehler, 2001)
(Logan, & Waehler, 2001)
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