Abstract
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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