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 (D1
and 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 (D1 and 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 (D1 and D2).”
3. RESULT:
Table I showing the
coefficient of divisibility of the subject
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S.No |
Series |
S1 |
S2 |
D1 |
D2 |
Coefficient
of Divisibility (D1 + D2) / (S1 + S2) |
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I |
Two Physical Tasks |
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II |
Two Mental Tasks |
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III |
One Physical & One Mental Task |
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Mean |
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Table II showing the
Coefficient of Divisibility for the group in every series.
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S.No |
Initials |
Coefficient
of Divisibility in Series 1 |
Coefficient
of Divisibility in Series 2 |
Coefficient
of Divisibility in Series 3 |
Mean
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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.
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Trail.No |
Extent of error |
Difference |
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Ascending series |
Descending
series |
Ascending series |
Descending
series |
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Total |
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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.
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S.No |
Initials |
Extent of Error |
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Ascending series |
Descending series |
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Total |
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Mean |
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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.
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Trail.No |
Expected score (ES) |
Actual Score (AS) |
D- score |
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Total |
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I.
Table 2 shows the level
of aspiration of the group.
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S.No. |
Initials |
Mean of the D-Score |
Level of aspiration |
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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:
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CATEGORY |
INTER PRETATIONS |
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3.RESULT:
I. Table 1 showing the Emotional Maturity
level of the subject.
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Test
score |
Level
of emotional maturity |
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II
Table 2 showing the Emotional Maturity level of the group.
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S.No |
Initials |
Test score |
Interpretation |
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Total |
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Mean |
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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.
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