CAT Lecture

Introduction to CAT
Children Apperception Test

The Children’s Apperception Test (CAT) is a projective
/ apperception method of investigating personality by
studying the dynamic meaningfulness of individual
differences in the perception of standard stimuli.
CAT is primarily concerned with the content of
productions………… usually concerned with what one
see s and thinks, in relation to how one sees and
thinks.
Can be administered on a child having age 3-10.
Advantages / Utility of CAT
CAT is relatively cultural free test, especially when we use
animal figures.
CAT is clinically useful in determining what dynamic
factors might be related to child’s behavior in a group, in a
school, or in kindergarten, or to events at home.
CAT can be utilized by:
 Psychoanalysts
 Psychologists
 Social workers
 Psychiatrists
 Teachers
 Trained pediatricians
Purpose/Rationale
To facilitate understanding of a child’s relationship to
important figures and drives.
CAT pictures are carefully selected to elicit themes
relevant to children’s growth and emotional problems.
The picture were designed to elicit responses to:
Feeding problems
Oral problems
Problems of sibling rivalry
Illuminate the attitude towards and perception about
parental figures
Learn child’s relationship to the parents as a couple
(oedipal / electra complex).
History of the CAT
CAT was developed by as a result of discussion between
Ernst Kris and the senior author.
Dr. Kris pointed out that children would identify
themselves more with animal figures rather than
persons.
He asserted that the TAT is wonderful tool for adults but
could not entirely fulfilling requirements of children.
Theoretically, there was reason to assume that animals
might be preferred identification figures from age 3 years
up to possibly age 10.
Violent Lamont, a professional illustrator of children
books, drew 18 picture according to authors’
requirements.
After intensive research work 18 cards were reduced to 10
cards.
History (Cont…..)
In late 1980s a number of studies focused on a
comparison of the relative merits of animal versus
human figures; so it is decided to develop human
figures.
Further research proved that generally animal figures
are more useful than human figures as children can
easily project on less threatening stimuli.
It was also found that human figures are better for
children aged 7-10, with above average IQ; as they tend
to consider animal stimuli as childish, below their
intellectual level.
Theory of CAT
Basic theory of CAT is similar to TAT’s theoretical
frame work, with one additional aspect i.e. using
animals as stimuli.
The psychoanalytical theory postulated that children
would identify more readily with animals than with
human figures.
This assumption was predicted on the fact that
emotional relationships to animals are easier for
children to handle, and that animals are usually
smaller than adult humans ; and are “underdogs” like
children.
Theory (Cont…..)
Animals play important role in children’s phobias and
as identification figures in children’s dreams; on
conscious level they figure importantly as children’s
friends.
The primitivity of animal’s drives of oral and anal also
increase their identification with children.
Some important negative sentiments (e.g. aggression)
can easily projected on animal stimuli (e.g. lion) than
on human figure (e.g. father).
Theory of CAT
There is a good deal of literature supports that
children identify more readily with animal than with
human figures.
Bills (1950) tested 48 school children with CAT-A cards
and TAT. Findings: children showed more welcoming
response to CAT cards than TAT cards.
Vuyk (1954). Findings: CAT indicated lengthy stories
when presented with animal figures.
Goldfarb (1945): closer connection between animal
figures and children’s fantasy.
Blum & Hunt (1952): animal figures help in overcoming
children’s resistances.
Differences b/w CAT and TAT Responses
CAT TAT
Age less than 10 Age greater than 10
Shorter stories Longer stories
Less complex More complex
Poor and immature structure Clearly defined stories
Might reflect transitory Generally reflect repressed

problems and developmental conflicts
stages.
CAT responses and Developmental Stages
Moral development: Children of age 6 and around
often express a moral in their stories, when
internalizing of mores and the superego formation
become complex.
Piaget cognitive development: During and after
concrete operational stage children usually give proper
names to the characters and place them at specific
location. Older children generally place events in a
sequence and provide plenty of explanation.
Administration
Quiet room free from interruptions or distractions.
The subject sits at the edge of a table or desk next to the
examiner.
Good rapport must be establish with the child.
The test should be presented as a game, rather than a test.
For children who knew that it is a test it is advised to
acknowledge the fact. Further they carefully explained that
it is not a challenging task.
Positive attitude, compared to negative or neutral attitude,
on the part of examiner elicit increased productiveness and
an increased inclination of adaptation in the child.
Instructions
It may be best to tell the child that he or she and the
therapist are going to engage in a game in which the child
has to tell a story about pictures, and that he or she should
tell :
 What is going on?
 What the animals are doing now?
 What went on the story before?
 What events will occur in the future?
 What are the characters on the card are thinking and feeling?

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CAT Lecture

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Introduction to CAT

Children Apperception Test

Age less than 10 Age greater than 10

Shorter stories Longer stories

Less complex More complex

Poor and immature structure Clearly defined stories

Might reflect transitory Generally reflect repressed

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