Abstract
This article offers a critique of traditional theories of the Rorschach as a perceptual task, proposes an alternative conception of the task as one of visual representation, and demonstrates the manner in which the latter theory provides a superior explanation of the distinctive quality of the Rorschach stimuli, the ways in which participants and examiners understand the test, the assumptions underlying Rorschach scoring, and the manner in which young children master the test.
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