ABSTRACT
Although Rorschach authorities differ about how best to characterize changing patterns of Rorschach responses across the preschool years (Klopfer, Spiegelman, and Fox, 1956), their conflicts over these substantive issues have been far less intense than those over methodological ones. For example, in spite of their arguments around test administration, Ames and Klopfer agree about the types of protocols characteristic of particular periods of early childhood. The perseverative tendencies Klopfer and Margulies (1941) stress in their descriptions of the “Rorschach reactions” of two- and three-year-olds are prominent in Ames's description of the responses of these youngsters (Ames et al., 1952). In turn, her observations of confabulatory phenomena in the Rorschachs of three- and four-year-olds are used by Klopfer in advancing his later conception of stages in children's Rorschach responses (Klopfer, Spiegelman, and Fox, 1956).
