The effects of verbal fluency upon the production of primary-process thinking on the Holtzman Inkblot Test as scored by the Holt system were investigated for a group of 49 male university students. Increasing verbal productivity resulted in a significant increase in primary-process scores in both high and low primary-process groups, selected on the basis of a trial of unlimited verbal productivity. In addition there were consistent significant differences in primary-process scores comparing the high and low primary-process groups at different levels of fluency. The importance of considering the level of verbal fluency when using scores from inkblot records is discussed.
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