SSCE BLOG FOR EDUCATION.VA: September 2021

DIVISION OF ATTENTION

Ex:No. 1 Experimenter:

Date: Subject:

1. INTRODUTION

The activity of concentrating mind on a matter is called attention. Attention is not possible in the absence of consciousness, but attention and consciousness are not one. Though attention is a mental activity yet it has effect on the body too. If a person pays attention to a bicycle, then he sees every part separately and understands the function of each part. The thing that draws our attention, we pick up that thing to look it closely by touching, smelling. The thing we pay attention to, we are drawn to it physically and mentally. Attention may be natural or desired; the mind will have to try in both situations. Centralizing attention on a thing is the symbol of attempt being made. Divided attention could be defined as one’s ability to attend to two different stimuli at the same time, and respond to the multiple demands of our surroundings. Divided attention is a type of simultaneous attention that allows us to process different information sources and successfully carry out multiple tasks at a time. This cognitive skill is very important, as it allows us to be more efficient in our day-to-day lives. Our ability to attend to multiple stimuli and do various tasks at a time does have its limits. When we divide our attention, the efficiency with which we do this action is decreased, and we will almost certainly perform poorly. Interference is the term used to describe when a person has a hard time attending to two stimuli at a time. We see interference when our brain is only able to process a certain amount of information. However, cognitive training can help improve divided attention, and as a consequence, the ability to do more than one activity at a time will be increased.

Divided attention is an important factor in the academic setting as students should be able to understand what the teacher is saying while reading the board and taking notes that are essential to successful learning. This may be one of the reasons why children with attention disorders perform poorly in academic settings. Divided attention is identical with multi-tasking. The objective of teaching this skill is to increase the learner’s ability to attend to two or more things at a time. For example, when proofreading is required for a dissertation work, it is essential to attend to the meaning of sentences and noticing grammatical errors, misspelled words, and formatting also to be done at the same time. Though is not an easy thing to do, one’s ability to attend to multiple things at a time will improve the ability to respond to multiple cues in the environment, thereby improving his/her adaptive, academic, and social functioning.

PROBLEM

To determine the ability of the subject to attend two different stimuli at the same time.

Subject: The subject …………….is …………….years old, female/male is studying ……………..

b. Materials required:

1. Writing materials

2. Stop clock

c. Plan

a) To conduct the experiment by which the ability of the subject to carry out two separate physical activities at a time.

b) To conduct the experiment by which the ability of the subject to carry out two separate mental activities at a time.

c) To conduct the experiment by which the ability of the subject to carry out two separate activities, one physical task and one mental task at a time.

d) In between each trial, give the subject a rest of 3 minutes

2. PROCEDURE

Series 1: Two physical tasks

The subject is asked to sit comfortably and a piece of paper and pencil are given. The following instructions are given: “When I say ready, I want you to draw as many circles as possible with your right hand, on the paper. You must stop as soon as I say stop. A time interval of one minute is given for this. The total number of circles drawn is noted by the experimenter (S₁). Next, the subject is asked to draw as many triangles as possible with her left hand. The subject is asked to draw when experimenter calls out her ready stop as soon as she calls out stop. A time limit of one minute is given for this activity. The number of triangles drawn are counted and noted down by the experimenter (S₂).”

Now, the subject is asked to draw circles simultaneously using right hand, to draw the triangles with left hand. The following instructions need to be given:- You have to draw the circles with right hand and draw the triangles with left hand simultaneously. You have to start when I say start and you must stop when I say stop. Both the tasks (D₁and D₂) are recorded by the experimenter and noted down in the series 3 column.”

Series 2: Two mental tasks

The subject is asked to sit comfortably and a piece of paper and pencil are given. The following instructions are given. “When I say ready, you have to recite the alphabets. If you reach z, you have to start reciting again from A. You have to stop reciting as soon as I say stop. A time interval of one minute is given for this. The total number of letters recited is noted down by the experimenter (S₁). Next, the subject is asked to recite odd numbers, beginning with 1, 3,5, 7, etc. and the following instructions are given: Now, You have to recite odd numbers, beginning with say 1,3,5,7, etc. and continue reciting the numbers. If you reach 100, begin again from 1 & continue, until I say stop. A time period of one minute is given for this and the total numbers recited are recorded by the experimenter (S₂). Now, the subject is asked to write the odd numbers beginning with say 1,3,5,7 etc., and simultaneously, to recite the alternative letter of the alphabets. The following instructions need to be given :- You have to recite the alternative alphabet and simultaneously, write the odd numbers, beginning with 1, 3,5,7, etc., you have to start when I say start and you must stop when I say stop. Both the tasks (D₁and D₂) are recorded by the experimenter and noted down in the series 3 column.”

Series 3: One physical and one mental task

The following instructions are given to do the physical task. When I say ready, you have to draw triangles with your right hand on the paper using pencil. You have to stop as soon as I say stop. A time interval of 1 minute is given for this activity and the total number of triangles drawn is counted by the experimenter. The subject is then given instructions to do the mental task:- When I say start, you have to recite the alternative letters of the alphabet series. You have to stop as soon as I say stop. The number of letters recited is noted down by the experimenter. Finally, the subject is given instructions to do both the physical and the mental task at a time. The number of triangles drawn and the letters recited are noted down for series 3 column (D₁and D₂).”

3. RESULT:

Table I showing the coefficient of divisibility of the subject

S.No	Series	S₁	S₂	D₁	D₂	Coefficient of Divisibility (D₁ + D₂) / (S₁ + S₂)
^I	Two Physical Tasks
^II	Two Mental Tasks
^III	One Physical & One Mental Task
Mean

Table II showing the Coefficient of Divisibility for the group in every series.

S.No	Initials	Coefficient of Divisibility in Series 1	Coefficient of Divisibility in Series 2	Coefficient of Divisibility in Series 3	Mean
^1.
^2.
^3.
^4.
^5.
Mean

Analysis of division of Attention:

Division of attention of the subject can be analyzed by calculating the co-efficient of division of attention (C.D.)

C.D. = 1 _- D1+ D2

S1+ S2

Where:

S1= Score on first Physical Task done individually

S2= Score on second physical task done individually

D1= Score on the first task done along with the second task

D2= Score on the second task when carried out along with the first task

If the efficiency is affected by the division of attention between two tasks, then the coefficient will be less than one.

4. DISCUSSION

Mention the co-efficient of the divisibility of the subject and explain it. It the co-efficient of the divisibility is above 1, it means subject’s efficiency is affected by the division of attention. The closer the score on co-efficient of the divisibility comes to 0, the subject‘s attention is not affected when two tasks are done simultaneously. The subject may be good at doing two different tasks when done simultaneously with each hand.

In the group, compare the Compare the coefficient of the division of attention under all the 3 series of the each individual and write about individual differences.

5. CONCLUSIONS:

I. The coefficient of the division of attention of the subject is ………………...

II. The coefficient of the division of attention of the subject is………………..

III. Individual differ in their visual span of attention.

MULLER LYER ILLUSION TEST

Date: Experimenter:

Subject:

1. INTORDUCTION

Perception appears to represent the characteristics of the object from the environment with wonderful accuracy. Depending on the sense organ involved the illusion. The retinal image is the first stage in the perceptual process and it is only the raw material presented to the retina area in the form of an image of the stimulus. Perception of an object depends upon (1) the retinal image of the distal object, (2) the nature of proximal stimulation which reaches the sense organ, (3) the stimulation of the total visual receptor area, (4) the functioning of sense organ to convert the proximal stimulation into nerve impulses, (5) the sensory nerves transmit impulses to the brain, the outer layer of the cerebral cortex, (6) stimulating the region which causes the visual experience or perception. The perception depends upon subjective factors and upon the stimulus. If the stimulus is not accurately reflected in our perception due to subjective factors every perception is an illusion. Illusion is a wrong perception. Perception is the interpretation of sense impressions. The rope appearing like a snake and the shell appearing like a silver coin are the good examples of illusion.

The type of illusion is a common occurrence in everyday life. We often see in every instance that one of the identical sizes or objects appears to be larger than the other. When two physical objects or stimuli of equal in size are judged as different in size or length illusion occurs. Generally the objects or stimuli in these situations are always parts of some complex design or figure. The most widely known illusion for a long time is the Muller- Lyer illusion and the horizontal- vertical illusion.

PROBLEM:

To study the effect of varying stimulus presentation on the extent of Muller-Lyer illusion.

2. METHOD

a. Subject

The subject …………….is …………….years old, female/male is studying ……………..

b. Materials required

1. Muller-lyer apparatus

2. Response sheet

3. PLAN: The experiment is conducted in two series

a. Ascending series

b. Descending series

The extent of illusion in two series is compared.

4. PROCEDURE:

The subject is made to sit comfortably. The apparatus is placed at a distance of two feet from the subject and the Muller-Lyer Illusion board is adjusted to the eye level of the subject. The subject is shown the standard and variable lines.

There are two starting lines in the Muller-Lyer illusion board as shown below:

One of the lines is covered by ‘arrowheads’ and the other by ‘featherheads’. The line covered by arrowheads is constant and the line with featherheads can be varied.

a. ASCENDING SERIES:

The line with the featherheads is made definitely shorter than the standard line [line with arrowhead] and the subject is instructed as follows, “I will gradually increase the length of the variable line with arrowheads. When you feel this line is equal in length to the standard line, ask me to stop”. When the subject says stop, the length of the variable line adjusted as equal to the standard line is noted down with the help of the scale provided behind the apparatus, by the experimenter. The subject is given 10 trails. In each trail the length of the variable line judged as equal to the standard line is noted down.

b. DESCENDING SERIES:

The variable line is made definitely longer than the standard line and the subject is the given following instructions “Now I will gradually decrease the length of this line [variable line]. When you find that the line is equal to the standard line, ask me to stop”. When the subject says stop, the length of the variable line adjusted as equal to the standard line is noted down with the help of the scale behind the apparatus by the experimenter. Here also the subject is given 10 trails. The judgments of the subject are recorded. The ascending and descending trails are given alternately. That is, if the first trail is ascending, the second is descending, third is ascending and so on.

PRECAUTIONS:

a. The subject should be given rest after every 5 trails.

b. The speed with which the variable line is moved should be uniform.

5. RESULT:

I. Table 1 showing the extent of Muller- Lyer illusion experienced by the subject.

Trail.No	Extent of error		Difference
Trail.No	Ascending series	Descending series	Ascending series	Descending series
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Total
Mean

Extent of error of the individual in Ascending series………………..

Extent of error of the individual in Descending series………………

II. Table 2 showing the extent of Muller- Lyer illusion experienced by the Group.

S.No	Initials	Extent of Error
S.No	Initials	Ascending series	Descending series
1.
2.
3.
4.
5.
Total
Mean

Extent of error of the group in Ascending series………………..

Extent of error of the group in Descending series………………

6. DISCUSSION

Mention the extent of error of the subject in ascending and descending series and explain it. If the extension of illusion of the subject in both ascending series is not close to the real value, then it is understood that subject’s visual illusion is not accurate.

In the group, compare the extent of error of the each individual in both ascending and descending series and write about individual differences. If the extension of illusion of the group in both ascending and descending series is also not close to the real value, then, the extent of illusion of the group is also not accurate.

7. CONCLUSION:

1. The extent of illusion of the subject in ascending series is ________. The extent of illusion of the subject in descending series in ________.

2. The extent of illusion of the group in ascending series is______. The extent of illusion of the group in descending series is ______.

3. Individuals differ in the extent of visual illusion.

TEST OF LEVEL OF ASPIRATION

Date: Experimenter:

Subject:

1. INTRODUCTION:

The experiment of level of aspiration was first introduced by Hoppe and Dumb [1930 and 1931] and later it was improved by Lewin. Level of aspiration [LOA] refers to the estimate of one’s future in a given task. It is highly concerned with one’s self which is the one of the way of asserting the self. The level of aspiration is one of the means of raising a person’s self-esteem. Therefore, a person by putting himself in a situation in which he is likely to win the goal, he can raise self-esteem. In setting up level of aspiration one must be quite aware of his abilities, the feasibility of achievement and also the value of the goal. Individuals differ considerably among themselves in choosing their life goals and setting up their levels of aspirations, because individuals differ fundamentally in their interests, motives, intelligence, physical abilities, socio economic status and so on. Some may be aware of their limitations and some do not. Therefore, individual’s expectations and their accomplishments always vary. Suppose, if we ask two persons separately how quickly and how successfully you can complete a particular task, one may over-estimate his ability and set up his aspiration at a higher level, but when he performs the task he may fail to complete it successfully. Another may under estimate his ability and set up his aspirations at a low level and when he performs he can complete the task successfully as he decides. In academic life many students find it difficult to complete certain courses after one or two years of study and wanted to change over to some other course. If one is successful then he increases his level of aspiration and when he fails he lowers it. But Level of aspiration and winning the goal are influenced by several factors such as individuals’ interests, attitudes, motivation, physical abilities, personality, and intelligence, sense of fear, feeling of confident, self-esteem, ego involvement and achievement.

The level of aspiration one sets up also depends upon his potentialities and his previous achievements. An individual is only what he is capable of. The level once strives to achieve may be his life goal, set up by him and he may be strongly motivated by the factors around him. As Heider states, unless one has the strong intention to keep himself engaged in the goal seeking activity whatever possible changes exist and however he is capable of goal cannot be achieved. Therefore, the individual should keep himself intentionally ready to win the goal at whatever level he sets up his goal aspiration. The level of aspiration of a person could be measured from conducting experiment. Here, the subject is asked to fix some amount of work which they can perform with in a given time. This behaviour is known as goal setting behaviour. The experiment on level of aspiration, which means as immediate goal, almost within reach, whatever a subject sets its momentary goal, may be taken as his measure of level of aspiration. Level of aspiration is a cognitive type of motivation, in which person concerned becomes involved in the task estimate and his own level of achievement. This experiment of success or failure guides him throughout the process to change his goal setting behaviour, facilitating the measurement of level of aspiration.

Problem:

To determine the level of aspiration of the individual.

a. Subject:

The subject …………….is …………….years old, female/male is studying ……………..

b. Materials required:

1. Response sheet

2. Pencil

3. Stop watch

2. Description of the Tool:

The first page of the level of aspiration booklet contains general information of the tests. Instructions to the subject and the scoring table while remaining 10 pages contains the performance sheet of this measure while are arranged in other of trail numbers. The performance sheet contains 49 boxes, one box for expected score, one box for actual score and the last box for D-score.

Procedure: In this experiment, aspiration behavior of the subject is assess from series of trials on a particular task; after each trial a score is reported to her and she is asked to indicate her "level of aspiration" for the following trial, i.e., how well she expects to do on that trial. The discrepancy between the individual’s expressed level of aspiration and his immediately preceding performance, averaged over all trials, has been the most commonly derived aspiration measure. In the first trail, the subject is asked to draw Swasthik (卍) within 30 seconds in a response sheet. The experimenter had stop clock to keep time. While the test is administered, the ‘start’ and ‘stop’ signal is given. After each trail, the subject is requested to count his actual score and write it on the right hand column. The test sheet has four columns [Trial no, expected score, actual score and D-score] and ten rows for writing down the performance. Before performing the actual score, the subject is asked to put ‘X’ in first expected score column. Totally 10 trails are given with the time duration of 30 seconds. After completing 10 trails, the D-score for 10 trails have been calculated and mean score was also calculated to measure the level of aspiration of the subject.

Interpretation:

I. If mean of the D- score is above 2, then the level of aspiration of the subject is noted as high.

II. If mean of the D -score is below 2, then the level of aspiration of the subject is noted as low.

III. If mean of the D-score is 2, then the level of aspiration is normal for the subject.

3. Result:

I. Table 1 shows the level of aspiration of the subject.

Trail.No	Expected score (ES)	Actual Score (AS)	D- score
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Total
Mean

I. Table 2 shows the level of aspiration of the group.

S.No.	Initials	Mean of the D-Score	Level of aspiration

4. DISCUSSION

Mention the subject’s score, and the level of aspiration. If the subject has high/low level of aspiration, the subject will not be able to assess her own ability to set realistic goals in future. Only if the level of aspiration is normal, the subject will be able to assess her own ability to set realistic goals in future. Hence the subject can perform better in future.

Mention the group’s score, and the level of aspiration. Compare the subject ‘s level of aspiration with the group and state whether the subject differs from the group in her level of aspiration. Mention the highest and the lowest level of aspiration in the group. State how many are higher than the group’s and how many lower. Mention the score of the group and the level of aspiration.

5. CONCLUSION

I. The mean of the D-score of the subject is_______, hence the level of aspiration is_______.

II. The mean of the D-score of the group is_______, hence the level of aspiration of the group is_______.

III. Individuals differ in their level of aspiration.

ASSESSMENT OF EMOTIONAL MATURITY

Date: Experimenter:

Subject:

1. INRODUTION

In the present circumstances, youth as well as children are facing difficulties in life. These difficulties are giving rise to many psycho- somatic problems such as anxiety, tensions, frustration and emotional upsets in day to day life. Emotion is an affective experience that involves diffuse physiological changes and can be expressed overtly in characteristic behavior pattern. The process of maturation plays effective role in the development of emotions in the human beings. Emotional maturity is that characteristic of emotional behavior that is generally attained by an adult after the expiry of his adolescence period. After attaining emotional maturity, he is able to demonstrate a well-balanced emotional behavior in his day-to-day life. A person may be said to be emotionally matured if he has in his possession almost all types of emotions-positive or negative and is able to express them at the appropriate time in an appropriate degree. Emotional maturity is considered as one of the major determinant in shaping an individual’s personality, behavior and attitudes and it helps in enhancing the relationship with others and to enhance the self-worth of the person and emotional stability is considered as one of the major component in mental health (Anand, Kunwar & Kumar, 2014). Emotional maturity is not only the effective determine of personality pattern, but it also helps to control the growth of adolescent’s development. Emotional maturity is a process in which the personality is continuously striving for greater sense of emotional health, both intra- physically and intra- personally. Hence, the study of emotional life is now emerging as a descriptive science, comparable with anatomy. This test measures the different aspects of emotional maturity level.

Problem: To assess the emotional maturity level of the subject.

a. Subject:

The subject …………….is …………….years old, female/male is studying ……………..

b. Materials required:

1. Emotional maturity scale-

2. Response sheet

3. Scoring sheet

4. Writing materials

2. Description of the Tool:

Emotional maturity scale is designed by Dr. Yashvir Sing and Dr. Mahesh Bhargava [1984] is used to measure the emotional maturity level of an individual. The Emotional maturity scale has five broad factors such as i) Emotional unstability [10], ii) Emotional regression [10], iii) Social maladjustment [10], iv) Personality disintegration [10] and v) Lack of independence [8]. The reliability of the scale was determined by Test –retest method as 0 .75 and internal consistency of the scale was checked by calculating the co-efficient of correlation between total scores and scores on each of the five areas.i) Emotional unstability [0.75], ii) Emotional regression [0.63], iii) Emotional maladjustment [0.38], iv) Personality disintegration [0.86] and v) Lack of independence [0.42]. The Validity of the scale was validated against external criteria and total score as 0 .64.

Procedure

Emotional maturity scale is a self- reporting five point scale. Items of the scale are in question form which demands information for each in either of the five options mentioned as i) Very much, ii) Much, iii) Undecided, iv) Probably and v) Never. The following instructions have been given to the subject while conducting a test. “Read the statements carefully. Tick in the appropriate box among the five items, which you feel correct. Your responses will be kept confidential. There is no time limit to complete the scale. However you are asked to complete the scale within 20 minutes.”

Scoring method

Scores are allotted, according to the options, such as very much (5), much is given (4), undecided (3), probably (2) and never (1). Summing up all the marks in the end are adjusted with interpretations.

Interpretation of scores:

CATEGORY	INTER PRETATIONS

3.RESULT:

I. Table 1 showing the Emotional Maturity level of the subject.

Test score	Level of emotional maturity

II Table 2 showing the Emotional Maturity level of the group.

S.No	Initials	Test score	Interpretation
1.
2.
3.
4.
5.
Total
Mean

4. DISCUSSION

Mention the subject’s test score, and the level of emotional maturity. If the emotional maturity level of the subject seems to be extremely unstable, the subject may have some pscho- somatic problems like anxiety, frustrations, upsets, frustration.

Mention the group’s test score, and the level of emotional maturity. Compare the subject‘s level of emotional maturity with the group and state whether the subject differs from the group in her level of emotional maturity.

5. CONCLUSION

1. The test score of the subject is _____ and is …………….

2. The _______ emotional maturity level is _______ and thee ______ emotional maturity level is _______.

3. The emotional maturity level of the group is ______ and the group is ______ .

4. Individual differ in their emotional maturity level.

ALEXANDERS PASS ALONG TEST OF INTELLIGENCE

Date: Experimenter:

Subject:

INTRODUCTION

Intelligence refers to the ability to learn from experience, think in abstract terms and deal effectively with ones’ environment. According to Woodworth and Marquis, intelligence is a comprehensive term referred to observing, understanding, thinking, remembering, and in all ways getting knowledge and it is related to intellect. Intelligence is what the intelligence tests measure. The intelligence quotient is an index of intelligence. The I.Q. is a comparison between the performances of two persons of the same age on a test. In normal children the mental age increases at the same rate as the chronological age. But in the case of a bright child who is far above the average the M.A. increases faster than his own chronological age and the chronological age of normal children. In the case of dull child who is far below the average the M.A increases slower than his chronological age. For example two children have the same mental age, nine, one is 6 years old and the other is 9 years old. This means that the 6 years old child is brighter than 9 years old child. This brightness of the children can be expressed quantitatively which is known as intelligent quotient (I.Q.). The level of items a child could answer correctly reflected the mental age (MA) of the child. With this, the MA of a child could be compared with the age determined by the data of birth called chronological age (CA). the formula for calculating IQ is below;

IQ = MA/CA x 100.

Intelligence test has become one of the most useful tools available for a teacher, an educationalist, a counsellor, and others who are engaged in grading pupil, counseling clients, selecting and recruiting persons to various jobs should have some knowledge in the administration of intelligence tests, and in the interpretation of scores obtained from the tests. The procedures and keys are there with the tests for their use. Intelligence tests are widely used in the most of the school systems. It serves as an aid in diagnosing the difficulties and problems of the pupil in the schools. The most important purposes for which they are employed are counseling, career guidance, class placement, diagnosing for remedies and for enrichment.

Another important purpose for which intelligence tests may be used is the educational and vocational guidance. The student may require guidance in various areas the results of the scholastic aptitude test is very much useful in helping the student to select the correct course of study at high school and college levels. Guidance can be also provided to the students whether they can proceed further on their studies at college or take up a vocational course or a vocation after the completion of the high school studies. If the decision is to take up a vocation what type of vocation he should choose also may be decided. Further, if the intelligence test is administered at the beginning of the school years and if the teacher knows the intelligence tests course of a group of students he can make use of this data along with other information for several purposes. He can use them in grading and guiding the students, for assigning the standard of textbooks and other learning materials, type of exercise and home works. In addition to these he can set the goals and expectations of the students. The planning of curriculum and grouping also can be made on the basis of the I.Qs of the students. Intelligence tests may measure apparently what the teacher wants. The test scores may be useful for him in predicting certain characteristics. For example, the student may be brighter in arithmetic, but he is lacking verbal skills. But verbal competence is highly related to achievements in academic subjects. If the teacher knows this in advance he can provide certain special care for the student to develop the verbal skills. The Alexander scale is one of the intelligence tests designed to assess the intelligence and practical ability of the person. Intelligence tests may be either performance tests or paper pencil tests. The performance tests are non-verbal, individually administered whereas the paper-pencil tests are verbal tests, administered to a group of people. In performance test the individual personally manipulates the instrument or the material. Alexander Pass along test is widely used psychological and educational testing developed by Alexander (1932) for measuring the intelligence of students.

PROBLEM:

To assess the intelligence of an individual using Alexander’s Pass Along Test.

MATERIALS:

1) Alexander’s Pass Along Test ( square and rectangular block boards with wooden blocks with red and blue colour and design cards)

2) Stop clock

3) Recording sheet

4) Manual

SUBJECT:

Subject: The subject …………….is …………….years old, female/male is studying ……………..

DESCRIPTION OF APPARTUS:

· 4 boxes of different size

· Eight small blocks of same size

· 2 red and 6 blue 3 rectangular blocks of larger size

· one red and 2 blue 2 large square blocks

· 1 red and 1 blue A set of eight coloured diagrams showing the final positions for each of the nine sub-tests

PROCEDURE:

Instruction:

The subject is seated comfortably. The test materials made little away from the subject’s sight so that the two diagrams were not visible to the subject. Then the box 1 is placed before the subject with the red end always from the subject and diagram for box 1 where it could be easily during the work. After this, the subject is instructed as follows;“ you see this box. The box can be moved it in like this ( demonstrated). Now you see that the red block is at the blue end while the blue block are at the red end. I want you to move the red block to the red end so as to make it a some as in the picture. Go ahead and do it as quickly as you can”. The stop clock is started when the subject completes, the stop clock is stopped and the time taken is noted down. Then the next test is given. In the starting position for all the test. The blue blocks are placed at the red end of the box and the red ones at the blue end except in test 3. In test 3, the starting point is obtained by placing two blocks. ( small size) At the red end, and putting a red block in between the two blue blocks. The final position is the same as that in the diagram. When the subject fails in the test, the experimenter demonstrate and asks the subject to conduct the same test. When the subject fails in two consecutive trials, the experiment is stopped.

The precautions that are taken while administration of the test are that the subject is not allowed to lift or tilt the blocks. Two diagrams are not visible to the subject. Simultaneously the preparation of the box is not visible to the subject. Only while administrating the first test, mention about the speed is made. The time limit for tests 1 and 2 is two minutes each ; test 3 to 7 is three minutes each, test 8 is four minutes and five minutes for test 9. Any peculiar behaviour is to be noted in the remarks column.

SCORING AND INTERPRETATION:

IQ	CATEGORY
Below 70	Mentally defective
71 – 75	Borderline or feeble minded
76-90	Dull and backward
91 – 95	Low average
96 – 105	Average
106 – 125	Superior
226 – 140	Very superior
140 above	Genius

RESULT:

1) Table I shows the score of the subject in Alexander Pass Along Test.

2) Table II shows the groupdata in Alexander Pass Along Test.

DISCUSSTION:

This test helps teachers to identify the IQ of the students and to classify them in different category so as to impart instructions accordingly. The subject is seemed to be superior in intelligence. Hence it is understood that the subject may have the ability to score letter in all subjects. The IQ of the group also seems to be superior. Therefore, the group has the ability to score letter in all subjects.

CONCLUSION:

1)The subject is ______ and is intellectually _______.

2) The IQ of the group is _______ and the group is intellectually.

3) Individuals differ in the intellectual capacity.

ASSESSMENT OF SELF –CONCEPT

INTRODUCTION :

Self –concept is a dominant element in personality pattern. A variety of methods and techniques have been developed to measure self - concept. The problem of measuring the self - concept to a larger extent will remain unsolved. The result is conducting research in such an area is that the concept of self is not very well defined and is in a state of flux. There are several terms that virtually synonyms with self-concept, among them are “self – image”, “Ego”, “Self – understanding”, “Self – perception” and “phenomenon- self”.

Self – concept has been referred by Lowel (1961) as “ one’s attitude towards self” and by Paderso (1965) as “an organized configuration of perceptions, deletes, feelings, attitudes, and values” which the individual part of characteristics of himself.

Adolescence is a period of life with its oown peculiar characteristics and problems. Hence for deep penetration into their perception their own physical, social, temperamental, educational, moral and intellectual spheres of self-concept need to be explored. As such, an attempt has been made in this questionnaire for eliciting information regarding adolescenct’s perceptions and characteristics.

PROBLEM :

To assess self-concept of an individual using self-concept questionnaire.

MATERIALS :

· Self-concept test sheet

· Scoring sheet

· Pencil

· Paper

SUBJECT :

The subject is 22 years old and she is studying B.Ed first year.

DESCRIPTION OF THE TOOL:

The self-concept questionnaire was designed by Rajkumar Saraswat (Revised 1981) used to measure self-concept of the subject. There are six separate dimensions of self concept they are physical, social, intellectual, moral, educational and temperamental self-concept.

PHYSICAL:

Individuals view of their body, health physical appearance of the strength, ( Q. No:2,3, 9, 20,22, 27, 29, 31).

SOCIAL :

Individual sense of work in social interactions (Q.No:1, 8, 21, 37, 40, 43, 46, 48).

TEMPERAMENTAL :

Individuals view of their prevailing emotional state or predominance of a particular kind of emotional reactions. (Q. No: 4, 10, 14, 16, 19, 23, 24,28).

EDUCATIONAL:

Individuals view of themselves in relation to school teachers and extra-curricular activities. (Q. No: 5, 13, 15, 17, 25, 26, 30, 32).

MORAL:

Individuals estimation of their moral worth right and wrong activities. (Q. No:6, 34, 35, 41, 42, 44, 45, 47).

INTELLECTUAL:

Individual awareness of their intelligence and capacity of problems solving and judgements. ( Q. No: 7,11,12,18, 33, 36, 38, 39).

The inventory contains 48 items. Each dimensions contain 8 items. Responses are obtained on the textbook itself.

RELIABILITY AND VALIDITY:

Reliability and validity of the inventory was found by test- etest and it was found to be 91 for the total self-concept measure.

PROCEDURE:

INSTRUCTION:

Read the following instructions from the inventory in English as below. This is the self concept inventory. There are 48 items in it. Against each item there are responses. You have to read each item carefully and response to it by marking as a tick on any one of the five responses given against that items which you think you describe well. Try to give your responses according to what you feel about yourself with reference to that of a statement.

SCORING METHOD:

If a subject puts tick mark first alternative the score is second alternative the score is 4, for third alternative the score is 3, for fourth alternative the score is 2,and for the fifth alternative the score is 1.

A high score of this inventory indicates a higher self-concept, while a low score shows low self concept.

INTERPRETATION AND CLASSIFICATION OF RAW SCORES FOR ALL DIMENTIONS:

SELF-CONCEPT DIMENTION SCORE	INTERPRETATION (CATEGORY)
33to 40	High self-concept
25 to 32	Above average self-concept
17 to 24	Average self-concept
9 to 16	Below average self-concept
Upto8	Low self-concept

INTERPRETATION AND CLASSIFICATION OF RAW SCORE FOR TOTAL SELF-CONCEPT :

RAW SCORE	INTERPRETATION
193 to 200	High self-concept
145 to 192	Above average self-concept
97 to 144	Average self-concept
49 to 96	Below average self-concept
1 to 48	Low average self-concept

Result:

· Table I shows the self-concept for all the dimensions of the subject

· Table II shows the self-concept for all dimensions of the group.

DISCUSSION:

The self-concept of the subjects seems to be above average in all the six dimensions. The subject seems to be a balanced person in knowing her own self in all the six dimensions. Two members in the group seems to have high self- concept and three members in the group seemed to have above average self-concept. The self concept of the whole group is seemed to be above average. The members in the group are seemed to be better in knowing their own self in all the six dimensions.

CONCLUSION:

1. The raw score of the subject is ________and her level of self-concept is _______

2. The ________ raw score in the group is ________ and therefore the level of self-concept is ________. The _______ raw score in the group is _______ and therefore the level of self-concept is ________.

3. The raw score of the group is ______ and their level of self-concept is______.

4. Individuals differ in their self-concept level.

8.TEST OF RETROACTIVE INHIBITION

INTRODUCTION :

Experiments conducted on memory have shown that certain interferences to memory can cause forgetting. One such interferences is “retroactive inhibition” memory of recent experiences interfering with past experiences or memories. If a bond of association between A and B is formed and after this a bond between C and D is formed. Then the formation of the latter tends to inhibit the former. An association takes time to set. Therefore it is said that ideas should not be imparted to children in quick succession. If there is similarity between previous memory and memory of presently learnt material retroactive inhibition will be more.

PROBLEM:

To determine retroactive inhibition on the recall of verbal materials.

PLAN:

The experiment is conducted in two series. The number of words recalled correctly in the two series is compared and the extent of retroactive inhibition is determined.

MATERIALS:

· Three lists of words

· Stop clock

· Vowel cancellation sheet

· Writing materials

SUBJECT:

The subject is 22 years old and she is studying B.Ed first year.

PROCEDURE:

To determine retroactive inhibition on the recall of verbal materials.

I SERIES: WITHOUT INTERPOLATED ACTIVITY:

The given subject seated comfortably and she is given the following instructions. “I will call out a list of words slowly as you have to recall them later”. The list A is called out at the rate of 2 seconds a word for a period of 40 seconds. 5 seconds later the list A is called out once again. The list is totally read out 5 times. After this the subject is given the vowel cancellation sheet and she is asked to cancel all the vowels in the sheet and she is asked to cancel all the vowels in the sheet for period of 280 seconds. This is because the subject should not review the words mentally. After 280 seconds the subject is asked to write down (recall) the words from list A. The number of words correctly recalled by the subject is noted.

II SERIES: WITH INTERPOLATED ACTIVITY:

Following the same method as above list ‘B’ is presented 5 times during the distraction period of 280 seconds. The list ‘C’ is called out 5 times. It covers 220 seconds (200 seconds for calling out the lists and 20 seconds internal in between presentations). For the remaining period of 60 seconds the subject is given for the task of vowel cancellation. The subject is asked to recall the words from list B. The number of words recalled correctly is noted.

PRECAUTIONS:

· The words in the 3 lists should have equal difficulty level.

· The subject should not know the purpose of their experiment.

RESULT:

Table I shows the number of words recalled by the subject in the two series without interpretation and with interpolation.

Table II show the number of words record by the group in the two series without interpellation and with interpolation.

DISCUSSION:

Retroactive inhibition helps the teacher to identify students interference in learning. Hence it is understood that teacher should not impart ideas in quick succession.

The number of words recalled by the subject in series II is lower than I series I. Hence the subjects learning is inhibited by later learning. The group data shows that the number of words recalled by the group in series II is higher than series I. Hence the groups learning is not inhibited by the letter learning.

CONCLUSION:

The number of words correctly recalled by the subject in series II is __________ than the series I. Therefore the subject is seemed to have ___________ in learning.

The number of words correctly recalled by the group member is __________ in series II than series I. This shows that the group members ___________ in their learning process.

Individuals differ India Retroactive Inhibition.

ASSESSMENT OF ADJUSTMENT USING BELL’S ADJUSTMENT INVENTORY

INTRODUCTION:

The bells adjustment inventory is a self report of the individuals life and adjustment as they have been experienced by her . It tries to obtain more realistic information from the individual concerning what one thinks and feels about his family relationships, ones functioning body, ones friends and acquaintances outside the home, how aggressive or retiring she is, how much trust she can have in people around him, how well she has come to play the roles that the society expects of him. It also seeks to obtain information about how well the individual understands and has learned to live with this feelings and emotions.

The basic purpose of the inventory is to provide The councellor with the quick means of locating the student whose relationship to himself and his environment in creating so much tension and distress and how it makes her unable to use her talents and abilities effectively in her day to day activities.

PROBLEM :

To determine the level of aspiration of the subject using Bell's Adjustment Inventory.

PLAN:

To administer Bell’s Adjustment Inventory and to find out the extent of adjustment or maladjustment in six different areas referring to key and descriptive norms.

MATERIALS :

· Bells Adjustment Inventory – Revised (1962)

· Student form questionnaire

· Answer sheet

· Key

· Descriptive norms

SUBJECT :

The subject is 22 years old and she is studying B.Ed first year.

DESCRIPTION OF THE TOOL:

Bells Adjustment Inventory devised by H. M. Bell ( Revised 1962) is a popular personality inventory used to measure the adjustment level of the individual. It gives information about adjustment in six areas.

1. Home adjustment

2. Health adjustment

3. Submissiveness-self-assertion

4. Emotional adjustment

5. Hostility-Friendliness and

6. Masculinity-Feminity

The inventor is simple, self administrating and very useful in assessment of students adjustment problems and could be used as a primary tool in school counselling.

PROCEDURE :

The inventory is self-administering. To ensure careful reading of the directions on the first page, the experimenter should read them aloud. There are 200 questions in this inventory, which have to be well answered as”Yes” or “No” or “? “. A subject is allowed to complete the inventory. The subject has to furnish personal data in the space provided for the same. The answer are checked up with the help of the key. There is no time limit. However it may take approximately 30 minutes to answer all the questions.

INSTRUCTION :

Read each question carefully. There are no right or wrong answers. Indicate your answer to each question by putting a (x) mark on responses “Yes”, “No” or “? “. Use the question mark (?) only when you are certain that you cannot answer “Yes” or “No”. It is important that you should be very quiet in giving answer if you wish to avoid self-deception.

PRECAUTIONS :

· Make sure that the subject has understood the instructions properly.

· The subject must interpret the questions for herself.

· If the subject has problems in understanding the meaning of certain words, the experimenter has to help out.

· The experimenter should indicate the value of the result to the subject, assuring that the subject is confidentiality of the same.

RESULT:

· Table I shows the scores of Bells Adjustment Inventory for six dimensions of the subject.

· Table II shows the scores of Bells Adjustment Inventory of a group for six dimensions.

DISCUSSION :

The Adjustment level of the subject in all the six dimensions is average. Does the subject seems to be happy with her friends and family members and the subject health seems to be average. All the individual in the group mostly scored average in all the six areas of adjustment.

CONCLUSION:

1. The subjects Home Adjustment is unsatisfactory,Health Adjustment is average, Submissiveness-self-assertion is average, Emotionality is average, average in Hostility and Friendliness and average in Masculinity-Feminity.

2. The adjustment of the group in Home Adjustment is poor, Health Adjustment is average, average in Submissiveness-self-assertion, poor in Emotionality, somewhat critical in Hostility and Friendliness and average in Masculinity-Feminity.

3. Individuals differ in the adjustments in all areas.

10.ASSESSMENT OF MENTAL DEPRESSION

INTRODUCTION :

The principal symptoms of depressive phase are general retardation, emotional depression, poverty of ideas, and psychomotor under- activity. The depressive person is reserved and sad. He is retarded in speech, thought and action. There is an absence of initiative and energy, decisions are difficult to make and painful to execute, straight task appears formidable. He withdraws from the world and spends his time sitting in some quite corner with bowed head.

The depressive person has an inability to concentrate. His mind is blank. The power of recall and self expression appears to be lost. Great difficulty is experienced in arranging ideas, solving simple problems or following train of thought of a book or conversation. He feels so alone in the world and totally useless. He is not stimulated by any social function or recreation.He thinks of the past and pessimistic of the future. He regards suicide as a logical solution. The passion description gives way to irritability, apprehension and bitter self-condemnation. He perceives the world as full of sorrow and miseries. He wants to live alone in the lonely way. He is a “defeated” man.

PROBLEM:

To determine the mental depression level of the subject.

MATERIALS:

· Mental depression scale- test sheet

· Scoring sheet

· Paper

· Writing materials

SUBJECT :

The subject is 22 years old and she is studying B.Ed first year.

DESCRIPTION OF THE TOOL :

The mental depression scale was first designed by Prof.L. N. Dubey of SaraswatiShiksha Mahavidyalaya (Revised 2006)was used to measure the mental depression level of the subject.

RELIABILITY:

The reliability coefficient by Test-Retest method and half-spirit method was found 0.64 and 0.69 respectively.

VALIDITY:

The validity coefficient was found 0.41 and 0.39 with Depression Inventory ( S. Karim) and Behaviour Rating Scale by teachers and parents respectively.

PROCEDURE :

INSTRUCTION:

There are 50 statements in the scale. Every statement has two alternative answers “Yes” and “No”.

Read the statements carefully if you feel that statement true in your case, you put the right mark in the square indicating ‘Yes’ and if you feel that the statement is false, put the right mark in the square indicating ‘No’against the statement. Your responses will be kept confidential hence you answer without any fear,. There is no time limit to complete the scale, but you try to complete it as quickly as you can.

SNORING METHOD :

SCORING METHOD :

There are 50 statements in the scale. Every statements has two answers “Yes” and “No”. “Yes” indicates mental depression and “No” indicates no depression.

Allot one mark for ”Yes” and zero mark for “No”. In the end sum up all the marks. Highest scores show higher mental depression. Interpret the raw scores in terms of category.

INTERPRETATION OF RAW SCORES:

RAW SCORES	CATEGORIES OF MENTAL DEPRESSION
45and above	Very high
36-42	High
29-35	Moderate
22-28	Low
21 and less	Very low

RESULT :

· Table I shows the mental depression level of the subject

· Table II show some mental depression level of the group

DISCUSSION :

The mental depression level of the subject is seemed to be very. This shows that the subject has no mental depression. The subject seem to be a happy person and can face any problems in the life in a positive way without getting depressed.

The mental depression level of the group is also very low. This indicates that the members in the group are free from depression and are happy in their life. They seemed to be bold in facing any obstacles without any depressed feeling.

CONCLUSION :

1. The raw score of the subject is _______ and hence the mental depression level is ________.

2. The raw score of the group is _______ and hence the mental depression level is _________.

3. Individuals different in their mental depression level.

SSCE BLOG FOR EDUCATION.VA

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