IGNOU Sample Practical File for MPCL007 Experimental Psychology and Psychological Testing
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About This Presentation
This sample file has been contributed by a former IGNOU student for the benefit of current students. For more free samples visit: https://ignou.realhappinesscenter.com/p/ignou-practicals-internship-reports.html
Slide Content
EXPERIMENTAL PSYCHOLOGY AND PSYCHOLOGICAL TESTING (MPCL
007)
PRACTICAL REPORT
1: ACTIVITY
TITLE: Social Learning Theory and Social Cognitive Theory
A
IM:
T
experiment by Albert Bandura.
INTRODUCTION:
What is learning?L
earning is a key process in human behaviour. It plays an important role in almost every
activity we perform in our daily life. Learning may be defined as the “semi permanent or
relatively permanent change in behaviour brought out by the knowledge or experience
gained”. Some characteristics of learning can be derived from the definition given
above. First, the term does not apply to temporary changes in behaviour such as those
resulting from fatigue, drugs or illness. Second, it does not refer to changes resulting
from maturation. Third, learning can result from Vicarious as well as from direct
experiences. In other words, one can learn by observing events and behaviour in our
environment as well as by practicing in them.
Forms Of Learning
Learning takes place in many ways. Few of the basic forms of learning are given below.
Classical conditioning:It is a form of learning in which two stimulus events are
associated with each other in such a way that the occurrence of one event reliably
predicts the occurrence of the other. Ivan P Pavlov, a Nobel Prize winning physiologist
from Russia identified this form as an important behavioural process. Pavlov conducted
his studies on physiology of digestion on dogs.
Operant conditioning:This type of conditioning was investigated by B F Skinner.
Skinner studied occurrence of voluntary responses when an organism operates in the
environment. He called these responses as operants. Operants are those behaviours
or responses, which are let out by animals and human beings voluntarily and are under
their control. In situations involving operant conditioning, the probability that a given
behaviour would occur changes, depending upon the consequences that follow it.
Skinner conducted his studies on rats and pigeons.
Observational learning:Acquiring new skills by observing the behaviour of the others
is a common part of everyday life. This form of learning takes place by observing others.
In this kind of learning, human beings learn social behaviour. Therefore, it is sometimes
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lOMoARcPSD|25238877
007)
PRACTICAL REPORT
1: ACTIVITY
TITLE: Social Learning Theory and Social Cognitive Theory
A
IM:
T
experiment by Albert Bandura.
INTRODUCTION:
What is learning?L
earning is a key process in human behaviour. It plays an important role in almost every
activity we perform in our daily life. Learning may be defined as the “semi permanent or
relatively permanent change in behaviour brought out by the knowledge or experience
gained”. Some characteristics of learning can be derived from the definition given
above. First, the term does not apply to temporary changes in behaviour such as those
resulting from fatigue, drugs or illness. Second, it does not refer to changes resulting
from maturation. Third, learning can result from Vicarious as well as from direct
experiences. In other words, one can learn by observing events and behaviour in our
environment as well as by practicing in them.
Forms Of Learning
Learning takes place in many ways. Few of the basic forms of learning are given below.
Classical conditioning:It is a form of learning in which two stimulus events are
associated with each other in such a way that the occurrence of one event reliably
predicts the occurrence of the other. Ivan P Pavlov, a Nobel Prize winning physiologist
from Russia identified this form as an important behavioural process. Pavlov conducted
his studies on physiology of digestion on dogs.
Operant conditioning:This type of conditioning was investigated by B F Skinner.
Skinner studied occurrence of voluntary responses when an organism operates in the
environment. He called these responses as operants. Operants are those behaviours
or responses, which are let out by animals and human beings voluntarily and are under
their control. In situations involving operant conditioning, the probability that a given
behaviour would occur changes, depending upon the consequences that follow it.
Skinner conducted his studies on rats and pigeons.
Observational learning:Acquiring new skills by observing the behaviour of the others
is a common part of everyday life. This form of learning takes place by observing others.
In this kind of learning, human beings learn social behaviour. Therefore, it is sometimes
Page 1 of 30
lOMoARcPSD|25238877
called as social learning. In many situations we do not kn
ow how to behave. We
observe others and try to copy their behaviour. Albert Bandura is the most eminent
psychologist who investigated observational learning in detail.
His experimental studies in Social Learning Theory (SLT) and Social Cognitive Learning
Theory (SCLT) have influenced many areas of inquiry like education, health sciences,
social policy and psychotherapy etc.
Social Learning Theory:This theory is based on the idea that we learn from our
interactions with other species present in the environment. By observing the behaviors
of others, people develop similar behaviors. After observing the behavior of others,
people absorb and imitate that behavior, especially if their observational experiences
are positive ones or include rewards related to the observed behaviour.
Social learning theory has become the most influential theory of learning and
development. It is a base of the many concepts of traditional learning theory. This theory
has often been called a bridge between behaviorist learning theories and cognitive
learning theories because it covers attention, memory, and motivation also.
Social Cognitive Learning Theory (SCLT):Albert Bandura has expanded his social
learning theory by saying that, human beings are not passive learners. He said that we
are not only the producers but we are the products of this social system. We can be
active agents who can manipulate, can decide what experience (learning’s) we want to
have or don’t want to have.
So, SCLT is a learning theory which has come out on the ideas that people learn by
watching what others do, and also by that human thought processes are central to
understanding personality. SCLT places a heavy focus on cognitive concepts. It is also
focused on how children and adults operate cognitively on their social experiences and
how these cognitions then influence behaviour and development.
DESCRIPTION OF THE EXPERIMENT:
The description of the experiment is as given
b
elow.
Bobo Doll Experiment
This is one of the most famous experiments which provided evidence for the existence
of observational learning. These experiments have been conducted by Albert Bandura
and his colleagues in 1963. In this, one group of nursery school children saw an adult
engage in aggressive actions against a inflated bobo doll. This adult was serving as a
model. That adult knocked down the doll, sat on it, insulted it verbally and repeatedly
punched it on the face.
Another group of children were exposed to a model who behaved in a quiet, non
aggressive manner. Later, both groups of children were sent to the room with many toys
in that room including a large inflated bubo doll. Their activities were observed carefully.
It was noticed that, those children who had seen the aggressive adult model copied his
behaviour. They too have punched the toy, sat on it, gave verbal comments. Similar
Page 2 of 30
lOMoARcPSD|25238877
ow how to behave. We
observe others and try to copy their behaviour. Albert Bandura is the most eminent
psychologist who investigated observational learning in detail.
His experimental studies in Social Learning Theory (SLT) and Social Cognitive Learning
Theory (SCLT) have influenced many areas of inquiry like education, health sciences,
social policy and psychotherapy etc.
Social Learning Theory:This theory is based on the idea that we learn from our
interactions with other species present in the environment. By observing the behaviors
of others, people develop similar behaviors. After observing the behavior of others,
people absorb and imitate that behavior, especially if their observational experiences
are positive ones or include rewards related to the observed behaviour.
Social learning theory has become the most influential theory of learning and
development. It is a base of the many concepts of traditional learning theory. This theory
has often been called a bridge between behaviorist learning theories and cognitive
learning theories because it covers attention, memory, and motivation also.
Social Cognitive Learning Theory (SCLT):Albert Bandura has expanded his social
learning theory by saying that, human beings are not passive learners. He said that we
are not only the producers but we are the products of this social system. We can be
active agents who can manipulate, can decide what experience (learning’s) we want to
have or don’t want to have.
So, SCLT is a learning theory which has come out on the ideas that people learn by
watching what others do, and also by that human thought processes are central to
understanding personality. SCLT places a heavy focus on cognitive concepts. It is also
focused on how children and adults operate cognitively on their social experiences and
how these cognitions then influence behaviour and development.
DESCRIPTION OF THE EXPERIMENT:
The description of the experiment is as given
b
elow.
Bobo Doll Experiment
This is one of the most famous experiments which provided evidence for the existence
of observational learning. These experiments have been conducted by Albert Bandura
and his colleagues in 1963. In this, one group of nursery school children saw an adult
engage in aggressive actions against a inflated bobo doll. This adult was serving as a
model. That adult knocked down the doll, sat on it, insulted it verbally and repeatedly
punched it on the face.
Another group of children were exposed to a model who behaved in a quiet, non
aggressive manner. Later, both groups of children were sent to the room with many toys
in that room including a large inflated bubo doll. Their activities were observed carefully.
It was noticed that, those children who had seen the aggressive adult model copied his
behaviour. They too have punched the toy, sat on it, gave verbal comments. Similar
Page 2 of 30
lOMoARcPSD|25238877
behaviour as of the model was observed from that group of
children who were exposed
to the aggressive model. While, in contrast, the children who were there in the room
with the quite model reflected in the same manner i.e peaceful. They didn’t
demonstrated violent actions.
These results may not be very surprising but this experiment has a significant role in
enduring controversy over whether children learn new ways of aggression through
exposure to violent television programs and online videos.
MATERIALS REQUIRED:
(a) Computer with Microsoft word.
(b
) Video clip of the experiment.
(c) Study material book MPC-003.
PROCEDURE:
In this experiment, first we need to read the social cogni
tive theory
of personality. After that, by taking reference from the video link provided in the guidelines, detailed discussion to be made on social cognitive learning theory and social learning theory by explaining the topics as given in the guidelines.
DISCUSSION:
Difference Between Social Cognitive Learning Theory And
Social Learning
Theories Definition:
Social cognitive theory is states that learning can occur by
observing a
behavior and that the manifestation of that behavior in the learner is regulated by the
reciprocal determinism between personal (cognitive) factors, the behavior itself, and by
the environment (reinforcement). Meanwhile, social learning theory is a learning theory
that proposes that learning occurs in a social context by means of observation of the
behavior and the consequences that follow it.
Proponent/s
Social cognitive theory was proposed by Albert Bandura alone while Social learning
theory was a collective work, with the most contribution coming from Bandura but with
earlier contributions from Neil Miller and John Dollard, Julian Rotter, and Robert
Burgess and Ronald Akers.
Core concepts
Core concepts in the social cognitive theory are human agency, observational learning
and its four meditational processes (attention, retention, production, motivation), triadic
reciprocal determinism between cognitive, behavioral and environment factors, and self-
efficacy. In social learning theory, the core concepts are observational learning,
reinforcement (direct or vicarious), learning as a cognitive-behavioral process, and
identification with a model.
Role of cognitive factors
In the social cognitive theory, cognitive factors play an important and equal role with
environmental factors in the acquisition of new behavior and in its production. In social
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children who were exposed
to the aggressive model. While, in contrast, the children who were there in the room
with the quite model reflected in the same manner i.e peaceful. They didn’t
demonstrated violent actions.
These results may not be very surprising but this experiment has a significant role in
enduring controversy over whether children learn new ways of aggression through
exposure to violent television programs and online videos.
MATERIALS REQUIRED:
(a) Computer with Microsoft word.
(b
) Video clip of the experiment.
(c) Study material book MPC-003.
PROCEDURE:
In this experiment, first we need to read the social cogni
tive theory
of personality. After that, by taking reference from the video link provided in the guidelines, detailed discussion to be made on social cognitive learning theory and social learning theory by explaining the topics as given in the guidelines.
DISCUSSION:
Difference Between Social Cognitive Learning Theory And
Social Learning
Theories Definition:
Social cognitive theory is states that learning can occur by
observing a
behavior and that the manifestation of that behavior in the learner is regulated by the
reciprocal determinism between personal (cognitive) factors, the behavior itself, and by
the environment (reinforcement). Meanwhile, social learning theory is a learning theory
that proposes that learning occurs in a social context by means of observation of the
behavior and the consequences that follow it.
Proponent/s
Social cognitive theory was proposed by Albert Bandura alone while Social learning
theory was a collective work, with the most contribution coming from Bandura but with
earlier contributions from Neil Miller and John Dollard, Julian Rotter, and Robert
Burgess and Ronald Akers.
Core concepts
Core concepts in the social cognitive theory are human agency, observational learning
and its four meditational processes (attention, retention, production, motivation), triadic
reciprocal determinism between cognitive, behavioral and environment factors, and self-
efficacy. In social learning theory, the core concepts are observational learning,
reinforcement (direct or vicarious), learning as a cognitive-behavioral process, and
identification with a model.
Role of cognitive factors
In the social cognitive theory, cognitive factors play an important and equal role with
environmental factors in the acquisition of new behavior and in its production. In social
Page 3 of 30
lOMoARcPSD|25238877
learning theory, the cognitive factors are only acknowledge
d to play a role in the
acquisition of new behavior but not much or none at all in its production.
Role of reinforcement
In the social cognitive theory, reinforcement or environmental factors has an equal role
with cognitive factors in the learning and production of behavior. In social learning
theory, consequences and reinforcement play a major role in the acquisition and
production of behavior.
Scope
Social cognitive theory has a broader theoretical scope as it includes a
conceptualization of humans
as agents capable of shaping their environment and of
se
lf-regulation. Social learning theory on the other hand is limited to tackling the
learning process in the social context.
Applications Of Social Learning Theory
Two areas of application of social learning theory in social work include research and
intervention. Researchers can use the theory to understand how aggressiveness and
violence can be transferred through observational learning External link. The theory can
further be used to investigate how positive role models can foster desirable behaviors
and promote social change.
As an intervention tool, a social worker can implement social learning theory to
influence positive new behaviors by altering the reinforcement External link, whether
positive or negative, associated with the source of the issue. It is important to note that
to effectively apply social learning theory principles as an intervention, it is essential a
social worker includes the use of other methods of work such as symbolic coding, stress
management and vicarious reinforcement.
Applications Of Social Cognitive Learning Theory
Media contents studies
Social cognitive theory is often applied as a theoretical
framework of studies pertained
to media representation regarding race, gender, age and beyond.
Media effects studies
Social cognitive theory is employed in studies examining atti
tude or behaviour changes
triggered by the mass media. As Bandura suggested, people can learn how to perform
behaviours through media modeling. SCLT has been widely applied in media studies
pertained to sports, health, and education and beyond.
Public health
Social cognitive theory can be helpful in identifying motivating factors that lead to
increased physical activity across age and gender. SCT can be applied to public health
campaigns in an attempt to foster a healthier public through exercise.
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lOMoARcPSD|25238877
d to play a role in the
acquisition of new behavior but not much or none at all in its production.
Role of reinforcement
In the social cognitive theory, reinforcement or environmental factors has an equal role
with cognitive factors in the learning and production of behavior. In social learning
theory, consequences and reinforcement play a major role in the acquisition and
production of behavior.
Scope
Social cognitive theory has a broader theoretical scope as it includes a
conceptualization of humans
as agents capable of shaping their environment and of
se
lf-regulation. Social learning theory on the other hand is limited to tackling the
learning process in the social context.
Applications Of Social Learning Theory
Two areas of application of social learning theory in social work include research and
intervention. Researchers can use the theory to understand how aggressiveness and
violence can be transferred through observational learning External link. The theory can
further be used to investigate how positive role models can foster desirable behaviors
and promote social change.
As an intervention tool, a social worker can implement social learning theory to
influence positive new behaviors by altering the reinforcement External link, whether
positive or negative, associated with the source of the issue. It is important to note that
to effectively apply social learning theory principles as an intervention, it is essential a
social worker includes the use of other methods of work such as symbolic coding, stress
management and vicarious reinforcement.
Applications Of Social Cognitive Learning Theory
Media contents studies
Social cognitive theory is often applied as a theoretical
framework of studies pertained
to media representation regarding race, gender, age and beyond.
Media effects studies
Social cognitive theory is employed in studies examining atti
tude or behaviour changes
triggered by the mass media. As Bandura suggested, people can learn how to perform
behaviours through media modeling. SCLT has been widely applied in media studies
pertained to sports, health, and education and beyond.
Public health
Social cognitive theory can be helpful in identifying motivating factors that lead to
increased physical activity across age and gender. SCT can be applied to public health
campaigns in an attempt to foster a healthier public through exercise.
Page 4 of 30
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CONCLUSION:
Violence is contagious as it meets the definition of a
contagious disease which spreads
from one person to another. By taking results from bobo doll experiment into the
consideration, I feel that Violence is contagious. In human beings most of the learning
takes place by observing others. It is widely accepted that, there is a fair amount of
influence on the development of individual by learned behaviour which results from the
interaction with the environment in which one grows up. I personally seen the cases,
where kids are exposed to the violent actions at their home or surrounding, they behave
in the same way in their kids surrounding. So, in this way this circle of learned behaviour
grows bigger and bigger with the time. Violence being contagious in nature have killed
hundreds of millions people throughout the history as did by the many other infectious
disease.
As human kind always won over the various infectious diseases in the history, we can
always interrupt the spread of violence also by adopting some short term as well as
some long term strategies.
Page 5 of 30
lOMoARcPSD|25238877
Violence is contagious as it meets the definition of a
contagious disease which spreads
from one person to another. By taking results from bobo doll experiment into the
consideration, I feel that Violence is contagious. In human beings most of the learning
takes place by observing others. It is widely accepted that, there is a fair amount of
influence on the development of individual by learned behaviour which results from the
interaction with the environment in which one grows up. I personally seen the cases,
where kids are exposed to the violent actions at their home or surrounding, they behave
in the same way in their kids surrounding. So, in this way this circle of learned behaviour
grows bigger and bigger with the time. Violence being contagious in nature have killed
hundreds of millions people throughout the history as did by the many other infectious
disease.
As human kind always won over the various infectious diseases in the history, we can
always interrupt the spread of violence also by adopting some short term as well as
some long term strategies.
Page 5 of 30
lOMoARcPSD|25238877
2: ACTIVITY
TITLE: Theory of Intelligence.
A
IM:
I
INTRODUCTION:
W
hat is Intelligence?
Intelligence: We need it in everyday life. We have all heard this word hundreds of times
and probably have a general understanding of its meaning also. But what, precisely, is
intelligence? Psychologists don’t entirely agree, but as a working definition we can
adopt the wordings offered by panel of experts. The term Intelligence refers to
“individual’s ability to acquire and apply knowledge, think and reason effectively, to deal
adaptively with the new environment or change the present environment, to overcome
difficult situations by careful thought”.
DESCRIPTION:
Different theories of Intelligence:Mo
st of the theories of intelligence recognize that, intelligence as a general ability to
handle a wide range of cognitive tasks and problems. Also, the intelligence is expressed
in different ways, and that persons can be high on some aspects of intelligence but low
on others. A brief on theories of intelligence is given below.
Spearman’s General Intelligence Theory:
Spearman's two-factor theory proposes that intelligence has two components: General
intelligence, also known as (“g”) factor, refers to a general mental ability that, underlies
multiple specific skills, including verbal, spatial, numerical and mechanical. Second,
Specific ability, also known as (“s”) factor refers to an individual’s specific ability in one
particular area. Spearman noticed that those who did well in one area of intelligence
tests also did well in other areas. Spearman used a technique known as factor analysis
through which the correlations of related variables are evaluated.
Page 6 of 30
lOMoARcPSD|25238877
TITLE: Theory of Intelligence.
A
IM:
I
INTRODUCTION:
W
hat is Intelligence?
Intelligence: We need it in everyday life. We have all heard this word hundreds of times
and probably have a general understanding of its meaning also. But what, precisely, is
intelligence? Psychologists don’t entirely agree, but as a working definition we can
adopt the wordings offered by panel of experts. The term Intelligence refers to
“individual’s ability to acquire and apply knowledge, think and reason effectively, to deal
adaptively with the new environment or change the present environment, to overcome
difficult situations by careful thought”.
DESCRIPTION:
Different theories of Intelligence:Mo
st of the theories of intelligence recognize that, intelligence as a general ability to
handle a wide range of cognitive tasks and problems. Also, the intelligence is expressed
in different ways, and that persons can be high on some aspects of intelligence but low
on others. A brief on theories of intelligence is given below.
Spearman’s General Intelligence Theory:
Spearman's two-factor theory proposes that intelligence has two components: General
intelligence, also known as (“g”) factor, refers to a general mental ability that, underlies
multiple specific skills, including verbal, spatial, numerical and mechanical. Second,
Specific ability, also known as (“s”) factor refers to an individual’s specific ability in one
particular area. Spearman noticed that those who did well in one area of intelligence
tests also did well in other areas. Spearman used a technique known as factor analysis
through which the correlations of related variables are evaluated.
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lOMoARcPSD|25238877
Together, these two main factors in the figure above compose
Spearman’s two-factor
theory.
Thurstone’s theory of Intelligence:
L.L. Thurstone gave theory of intelligence (also known as Theory of Primary Mental
Abilities) and challenged the concept of a g-factor. Thurstone found that intelligent
behavior does not arise from a general factor, but rather emerges from seven
independent factors that he called primary abilities: word fluency, verbal
comprehension, spatial visualization, number facility, associative memory, reasoning,
and perceptual speed. Although Thurstone did not reject Spearman’s idea of general
intelligence altogether, he instead theorized that intelligence consists of both general
ability and a number of specific abilities, paving the way for future research that
examined the different forms of intelligence.
Cattell’s theory of Fluid & Crystallized intelligence:
In order to determine whether intelligence consists of one or several other components,
psychologists in past decades made use of statistical technique known as factor
analysis; Spearman, for instance. Somewhat different conclusions were reached by
Cattell (1963), who concluded that two major clusters of mental abilities exist: what he
termed as “Fluid and Crystallized intelligence”. Fluid intelligence refers to our largely
inherited abilities to think and reason – in a sense, the hardware of our brains that
determines limits of our information processing capabilities. In contrast, Crystallized
intelligence refers to accumulated knowledge – information we store over a lifetime of
experience, plus the application of the skills and knowledge to solving specific
problems. Then, Crystallized intelligence is the outcome of experience acting on our
fluid intelligence.
Fluid intelligence seems to decrease slowly with age, but Crystallized intelligence stays
level or even increases. This is why older, more experienced individuals can sometimes
outperform younger ones on cognitive tasks ranging from scientific research to chess.
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Spearman’s two-factor
theory.
Thurstone’s theory of Intelligence:
L.L. Thurstone gave theory of intelligence (also known as Theory of Primary Mental
Abilities) and challenged the concept of a g-factor. Thurstone found that intelligent
behavior does not arise from a general factor, but rather emerges from seven
independent factors that he called primary abilities: word fluency, verbal
comprehension, spatial visualization, number facility, associative memory, reasoning,
and perceptual speed. Although Thurstone did not reject Spearman’s idea of general
intelligence altogether, he instead theorized that intelligence consists of both general
ability and a number of specific abilities, paving the way for future research that
examined the different forms of intelligence.
Cattell’s theory of Fluid & Crystallized intelligence:
In order to determine whether intelligence consists of one or several other components,
psychologists in past decades made use of statistical technique known as factor
analysis; Spearman, for instance. Somewhat different conclusions were reached by
Cattell (1963), who concluded that two major clusters of mental abilities exist: what he
termed as “Fluid and Crystallized intelligence”. Fluid intelligence refers to our largely
inherited abilities to think and reason – in a sense, the hardware of our brains that
determines limits of our information processing capabilities. In contrast, Crystallized
intelligence refers to accumulated knowledge – information we store over a lifetime of
experience, plus the application of the skills and knowledge to solving specific
problems. Then, Crystallized intelligence is the outcome of experience acting on our
fluid intelligence.
Fluid intelligence seems to decrease slowly with age, but Crystallized intelligence stays
level or even increases. This is why older, more experienced individuals can sometimes
outperform younger ones on cognitive tasks ranging from scientific research to chess.
Page 7 of 30
lOMoARcPSD|25238877
Gardener theory of multiple intelligence:
F
ollowing the work of Thurstone, American psychologist Howard Gardner built off the
idea that there are multiple forms of intelligence. He proposed that there is no single
intelligence, but rather distinct, independent multiple intelligences exist, each
representing unique skills and talents relevant to a certain category. Gardner (1983,
1987) initially proposed seven multiple intelligences: linguistic, logical-mathematical,
spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal, and he has since
added naturalist intelligence.
Gardner holds that most activities (such as dancing) will involve a combination of these
multiple intelligences (such as spatial and bodily-kinesthetic intelligences). He also
suggests that these multiple intelligences can help us understand concepts beyond
intelligence, such as creativity and leadership.
And although this theory has widely captured the attenti
on of the psychology community
and greater public, it does have its faults. There have been few empirical studies that actually test this theory, and this theory does not account for other types of intelligence beyond the ones Gardner lists.
Sternberg Triarchic theory:
Just two years later, in 1985, Robert Sternberg proposed a three-category theory of
intelligence, integrating components that were lacking in Gardner’s theory. This theory is
based on the definition of intelligence as the ability to achieve success based on your
personal standards and your socio-cultural context.
According to the triarchic theory, intelligence has three aspects: analytical, creative, and
practical.
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lOMoARcPSD|25238877
F
ollowing the work of Thurstone, American psychologist Howard Gardner built off the
idea that there are multiple forms of intelligence. He proposed that there is no single
intelligence, but rather distinct, independent multiple intelligences exist, each
representing unique skills and talents relevant to a certain category. Gardner (1983,
1987) initially proposed seven multiple intelligences: linguistic, logical-mathematical,
spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal, and he has since
added naturalist intelligence.
Gardner holds that most activities (such as dancing) will involve a combination of these
multiple intelligences (such as spatial and bodily-kinesthetic intelligences). He also
suggests that these multiple intelligences can help us understand concepts beyond
intelligence, such as creativity and leadership.
And although this theory has widely captured the attenti
on of the psychology community
and greater public, it does have its faults. There have been few empirical studies that actually test this theory, and this theory does not account for other types of intelligence beyond the ones Gardner lists.
Sternberg Triarchic theory:
Just two years later, in 1985, Robert Sternberg proposed a three-category theory of
intelligence, integrating components that were lacking in Gardner’s theory. This theory is
based on the definition of intelligence as the ability to achieve success based on your
personal standards and your socio-cultural context.
According to the triarchic theory, intelligence has three aspects: analytical, creative, and
practical.
Page 8 of 30
lOMoARcPSD|25238877
Analytical intelligence:I
t is also referred to as componential intelligence. It involves
the abilities to think critically and analytically. Persons high on this dimension usually
excel on standard test of academic potential and become excellent students. This is
what a traditional IQ test measure.
Creative intelligence:It is the ability to go beyond what is given to create novel and
new ideas. This type of intelligence involves imagination, innovation and problem-
solving. Persons high on this type of intelligence are excellent at zeroing in on what
information is important in a given situation.
Practical intelligence: In many ways, it is the most interesting of all. It is the ability
that individuals use to solve problems faced in daily life. Person high on this aspect are
intelligent in a practical, adaptive sense. Sometimes, these are termed as “street
smarts” and are more adept at solving the problems of everyday life.
CONCLUSION:
Interpretation of Sternberg’s article about what true intelli
gence is?
The definition of Intelligence is always controversial as it has been defined in many
ways by many great psychologists over the period of time. Recently, during the outbreak
of first wave of COVID-19, the American psychologist Robert J Sternberg defined
Intelligence as the ability to adapt to the environment by correlating to the present
scenario. The standard tests which measure intelligence have got problems which have
standard, short, right or wrong answers but real life problems do not have any specific
and clear answers. In the tests, problems are solved and the job is completed but in real
life problems come back right after we solved them. Thus, solving the tests problems
and scoring high on IQ does not guarantee that the same amount of intelligence will be
actively deployed in real life problems and bring out the same results. So the true
intelligence is adapting to the environment which involves either utilizing knowledge
gained from experience to purposefully change oneself to suit the environment
(adaptation), or changing the environment to suit oneself (shaping). These types of
intelligent people (adaptive to environment) will bring positive changes in the
environment globally. They might lack in scoring higher degrees or making less money
but live happier life and make the world a better place to live for others also.
Page 9 of 30
lOMoARcPSD|25238877
t is also referred to as componential intelligence. It involves
the abilities to think critically and analytically. Persons high on this dimension usually
excel on standard test of academic potential and become excellent students. This is
what a traditional IQ test measure.
Creative intelligence:It is the ability to go beyond what is given to create novel and
new ideas. This type of intelligence involves imagination, innovation and problem-
solving. Persons high on this type of intelligence are excellent at zeroing in on what
information is important in a given situation.
Practical intelligence: In many ways, it is the most interesting of all. It is the ability
that individuals use to solve problems faced in daily life. Person high on this aspect are
intelligent in a practical, adaptive sense. Sometimes, these are termed as “street
smarts” and are more adept at solving the problems of everyday life.
CONCLUSION:
Interpretation of Sternberg’s article about what true intelli
gence is?
The definition of Intelligence is always controversial as it has been defined in many
ways by many great psychologists over the period of time. Recently, during the outbreak
of first wave of COVID-19, the American psychologist Robert J Sternberg defined
Intelligence as the ability to adapt to the environment by correlating to the present
scenario. The standard tests which measure intelligence have got problems which have
standard, short, right or wrong answers but real life problems do not have any specific
and clear answers. In the tests, problems are solved and the job is completed but in real
life problems come back right after we solved them. Thus, solving the tests problems
and scoring high on IQ does not guarantee that the same amount of intelligence will be
actively deployed in real life problems and bring out the same results. So the true
intelligence is adapting to the environment which involves either utilizing knowledge
gained from experience to purposefully change oneself to suit the environment
(adaptation), or changing the environment to suit oneself (shaping). These types of
intelligent people (adaptive to environment) will bring positive changes in the
environment globally. They might lack in scoring higher degrees or making less money
but live happier life and make the world a better place to live for others also.
Page 9 of 30
lOMoARcPSD|25238877
3: ACTIVITY
TITLE: Interview of an older adult
A
IM:
T
interview responses.
INTRODUCTION:
Ageing is a natural process. Everyone undergo this phase of li
fe at his or her own time
and pace. Ageing reflects all the changes taking place over the course of life. Middle
age is the time when people notice the age-related changes like graying of hair,
wrinkled skin and a fair amount of physical decline. Even the healthiest person cannot
escape these changes.
DESCRIPTION:
This is an activity based on an open ended interview wi
th an old
age person. The objective of the interview is to understand the ageing process. The
interview was designed as semi structured in nature. The transcript of the interview for
reference is attached as an Annexure to the report. The interview is totally dependent
on whatever the person has told verbally and I had accepted that as true.
MATERIALS REQUIRED:
Questionnaire, voice recorder, notebook, and pen/pencil.
P
ARTICIPANTS PROFILE:
Detailed information about the participant is as given
b
elow.
(a) Name: Lal bahadur singh
(b) Age: 66 years
(c) Gender: Male
(d) Educational qualification: 10+2
(e) Occupation: Retired from BSNL
PROCEDURE AND ADMINISTRATION:
The procedure and administration before the
i
nterview followed is as given below. (The transcript of the interview is attached as
Annexure at the end of the interview).
(a
)PREPARATION:
A proper sitting arrangement as per the participant comfort
h
as been made. Before conducting the interview, a well informed consent has
been taken from the subject.
(b)RAPPORT:
In order to make subject comfortable before the interview, a
friendly
atmosphere needs to be established from the beginning of the interview session. Before the interview, a general talk carried out.
(c)INSTRUCTIONS:
It is required to convince the participant that, whatever h
e is
telling us is important for us and our interview. Interview should be in depth and
Page 10 of 30
lOMoARcPSD|25238877
TITLE: Interview of an older adult
A
IM:
T
interview responses.
INTRODUCTION:
Ageing is a natural process. Everyone undergo this phase of li
fe at his or her own time
and pace. Ageing reflects all the changes taking place over the course of life. Middle
age is the time when people notice the age-related changes like graying of hair,
wrinkled skin and a fair amount of physical decline. Even the healthiest person cannot
escape these changes.
DESCRIPTION:
This is an activity based on an open ended interview wi
th an old
age person. The objective of the interview is to understand the ageing process. The
interview was designed as semi structured in nature. The transcript of the interview for
reference is attached as an Annexure to the report. The interview is totally dependent
on whatever the person has told verbally and I had accepted that as true.
MATERIALS REQUIRED:
Questionnaire, voice recorder, notebook, and pen/pencil.
P
ARTICIPANTS PROFILE:
Detailed information about the participant is as given
b
elow.
(a) Name: Lal bahadur singh
(b) Age: 66 years
(c) Gender: Male
(d) Educational qualification: 10+2
(e) Occupation: Retired from BSNL
PROCEDURE AND ADMINISTRATION:
The procedure and administration before the
i
nterview followed is as given below. (The transcript of the interview is attached as
Annexure at the end of the interview).
(a
)PREPARATION:
A proper sitting arrangement as per the participant comfort
h
as been made. Before conducting the interview, a well informed consent has
been taken from the subject.
(b)RAPPORT:
In order to make subject comfortable before the interview, a
friendly
atmosphere needs to be established from the beginning of the interview session. Before the interview, a general talk carried out.
(c)INSTRUCTIONS:
It is required to convince the participant that, whatever h
e is
telling us is important for us and our interview. Interview should be in depth and
Page 10 of 30
lOMoARcPSD|25238877
semi structured. The main focus should be on the answers they a
re giving. It is
made clear to the subject that the interview is only for a practical purpose and all
the contents of the interview would be kept confidential.
(d)PRECAUTIONS:
There must be healthy rapport created with the participant
b
efore the interview to ensure that the subject is comfortable. There should be no
interruption between the replies given by the subject.
DISCUSSION:
The subject was comfortable during the interview. A semi structu
red
interview carried out to understand the process of ageing. Based on the replies, it is understood that the subject was totally aware about the ageing process and well prepared for it. He was a single child to his parents. He belongs to a healthy family background and subject also felt proud being following that healthy schedule. He always kept his fitness regime above all. On asking upon the view on retirement, his answer shows that he had accepted and confident to go through the ageing process. His replies show that he understood that the ageing process is normal and every human being has to go through it. There were no major psychological changes observed in the subject as he was very active in his life and continued to make fine adjustments in his schedule to match the lifestyle according to increasing age. He told that earlier he used to run but now he used to do cycling to keep himself fit. This shows that he promoted his wellness. Till now he does not have any specific stereotypes neither he have internalize any stereotype about old age.
CONCLUSION:
It is concluded from the responses given by the subject durin
g
interview that ageing is a normal process if you are aware and accepted it. One can live
his/her old age life in a better way by keeping calm and accepting the obvious changes
happens with the increasing age.
Annexure
Interview Transcript
Ques: Tell me your full name and when and where you were born.
R
eply:
My name is xxxxxxxxxxxxxxxx. Basically my ancestors were from
R
ajasthan but during the British movement they moved to Uttar Pradesh. So my birth
place is district Rae Bareli in Uttar Pradesh.
Ques:
Do you know why you were given that name?
R
eply:
Yes (smiling), I was named on the name of the then famous l
eader Late
Mr Lal bahadur shastri. Ques:
Tell me about your parents and siblings and some educatio
nal
background.
Reply:
As I told my ancestors were basically from Rajasthan. I belon
g to a rajput
family and my father was employed as a fitness coach at the royal family big house at
Page 11 of 30
lOMoARcPSD|25238877
re giving. It is
made clear to the subject that the interview is only for a practical purpose and all
the contents of the interview would be kept confidential.
(d)PRECAUTIONS:
There must be healthy rapport created with the participant
b
efore the interview to ensure that the subject is comfortable. There should be no
interruption between the replies given by the subject.
DISCUSSION:
The subject was comfortable during the interview. A semi structu
red
interview carried out to understand the process of ageing. Based on the replies, it is understood that the subject was totally aware about the ageing process and well prepared for it. He was a single child to his parents. He belongs to a healthy family background and subject also felt proud being following that healthy schedule. He always kept his fitness regime above all. On asking upon the view on retirement, his answer shows that he had accepted and confident to go through the ageing process. His replies show that he understood that the ageing process is normal and every human being has to go through it. There were no major psychological changes observed in the subject as he was very active in his life and continued to make fine adjustments in his schedule to match the lifestyle according to increasing age. He told that earlier he used to run but now he used to do cycling to keep himself fit. This shows that he promoted his wellness. Till now he does not have any specific stereotypes neither he have internalize any stereotype about old age.
CONCLUSION:
It is concluded from the responses given by the subject durin
g
interview that ageing is a normal process if you are aware and accepted it. One can live
his/her old age life in a better way by keeping calm and accepting the obvious changes
happens with the increasing age.
Annexure
Interview Transcript
Ques: Tell me your full name and when and where you were born.
R
eply:
My name is xxxxxxxxxxxxxxxx. Basically my ancestors were from
R
ajasthan but during the British movement they moved to Uttar Pradesh. So my birth
place is district Rae Bareli in Uttar Pradesh.
Ques:
Do you know why you were given that name?
R
eply:
Yes (smiling), I was named on the name of the then famous l
eader Late
Mr Lal bahadur shastri. Ques:
Tell me about your parents and siblings and some educatio
nal
background.
Reply:
As I told my ancestors were basically from Rajasthan. I belon
g to a rajput
family and my father was employed as a fitness coach at the royal family big house at
Page 11 of 30
lOMoARcPSD|25238877
Bikaner in Rajasthan (Maharaja Karni singh). My father was ve
ry strong and healthy.
That is the reason being healthy is the most important thing in our family. I was born
single child to my parents. My father has always insisted upon self dependency which
made me very enthusiastic to become self dependent as early as possible. He used to
reward me on every achievement I make of my own. I completed my secondary
education and got a offer from my uncle to join the newly evolving BSNL (Bharat
sanchar nigam limited). So I left my studies and started earning at the early age.
Ques:
Do you enjoy a slower pace now, or are you as busy as ever?
Reply: No, I never liked being slow in any phase of my life. Wh
en we got
computers installed in our offices in the late 90’s, some younger people who recently
joined BSNL started using computer to complete their tasks. I use to do the things as
before because this new technology was completely new to us. But in the end of the
month, my name was maintained at the leader board as before because I use to do the
things so fast manually that younger guys found difficult to catch. So I was never slow
neither I am now. I keep myself busy intentionally which helps me in staying away from
small worries, bogus talks, anger, jealousy etc.
Ques:
What things you couldn't do now that you did when you were
younger?
Reply:
Yes, there are few things which I used to do before but
now I replaced
those things with some other stuff. For e.g when I was 40 I use to test my fitness by
running more than 30 kms every month. But now I changed that run into bicycle
expedition as I turned 66 this year. I am really good in accepting the things as they
change with time.
Ques:
What are the important lessons you learnt in your life?
Reply: Keeping calm and being patient helps in the long run is
the most important
lesson learnt in my life. It makes us try harder, again and again, in times when we fail.
Being impatient and giving up on what we set out for only stresses us out. Keep calm
and carry on is the only secret I try to tell everyone.
Ques:
What age has been the best age of your life? Why?
Reply: Every period of my life has come up with different challeng
es and joyful
moments. It is really difficult for me to filter them out. Still If I need to answer then I will
say when I was in my initial days of joining in to BSNL. That was most struggling period
of my life as I went through various traumas during that period. At the same time many
good things happened in my life that turned me into a better man.
Ques:
Has retirement been a good or bad experience?
Reply: If you ask retirement from my organizational point of view,
retirement from
job was compulsory to me. So, there is nothing good or bad about it. It was a part of
process. Though, sometimes I feel like now I’ve got more time to do extra things which I
always wanted to do but not able to do during regular job time.
Ques:
What activities you prefer to do to keep yourself fit?
Page 12 o
30
lOMoARcPSD|25238877
ry strong and healthy.
That is the reason being healthy is the most important thing in our family. I was born
single child to my parents. My father has always insisted upon self dependency which
made me very enthusiastic to become self dependent as early as possible. He used to
reward me on every achievement I make of my own. I completed my secondary
education and got a offer from my uncle to join the newly evolving BSNL (Bharat
sanchar nigam limited). So I left my studies and started earning at the early age.
Ques:
Do you enjoy a slower pace now, or are you as busy as ever?
Reply: No, I never liked being slow in any phase of my life. Wh
en we got
computers installed in our offices in the late 90’s, some younger people who recently
joined BSNL started using computer to complete their tasks. I use to do the things as
before because this new technology was completely new to us. But in the end of the
month, my name was maintained at the leader board as before because I use to do the
things so fast manually that younger guys found difficult to catch. So I was never slow
neither I am now. I keep myself busy intentionally which helps me in staying away from
small worries, bogus talks, anger, jealousy etc.
Ques:
What things you couldn't do now that you did when you were
younger?
Reply:
Yes, there are few things which I used to do before but
now I replaced
those things with some other stuff. For e.g when I was 40 I use to test my fitness by
running more than 30 kms every month. But now I changed that run into bicycle
expedition as I turned 66 this year. I am really good in accepting the things as they
change with time.
Ques:
What are the important lessons you learnt in your life?
Reply: Keeping calm and being patient helps in the long run is
the most important
lesson learnt in my life. It makes us try harder, again and again, in times when we fail.
Being impatient and giving up on what we set out for only stresses us out. Keep calm
and carry on is the only secret I try to tell everyone.
Ques:
What age has been the best age of your life? Why?
Reply: Every period of my life has come up with different challeng
es and joyful
moments. It is really difficult for me to filter them out. Still If I need to answer then I will
say when I was in my initial days of joining in to BSNL. That was most struggling period
of my life as I went through various traumas during that period. At the same time many
good things happened in my life that turned me into a better man.
Ques:
Has retirement been a good or bad experience?
Reply: If you ask retirement from my organizational point of view,
retirement from
job was compulsory to me. So, there is nothing good or bad about it. It was a part of
process. Though, sometimes I feel like now I’ve got more time to do extra things which I
always wanted to do but not able to do during regular job time.
Ques:
What activities you prefer to do to keep yourself fit?
Page 12 o
30
lOMoARcPSD|25238877
Reply: I start my day with the meditation followed by a quick
aerobics for
minimum 30 mins. I go for cycle expedition for Appx 30 km round the trip once a week.
Ques:
Do you feel something lacking in life after retirement?
Reply: I always believed in that ‘‘no one will ever get perfect
’’ from the days of my
earlier life. So is now. I always concentrate and focus on the things I got in my control. I
never discuss or act on the situations which are out of my influence.
Ques:
What are the most rewarding things about getting older?
R
eply:
I still remember my days of childhood, where I always wondere
d that I just
want to grow up, so that i can do what i want. When I was working, there were times
when I imagined about the day I would finally retire. If i sit down and observe about the
very stage of life I am in, It feels good. The most rewarding thing I feel is like I’ve
become less emotional and more thoughtful about my decisions as compare to my
earlier life.
Thank you sir, for taking out time for this interview.
Reply:
“Your welcome and good luck”.
I
nterview ends.
4: TEST
Page 13 o
30
lOMoARcPSD|25238877
aerobics for
minimum 30 mins. I go for cycle expedition for Appx 30 km round the trip once a week.
Ques:
Do you feel something lacking in life after retirement?
Reply: I always believed in that ‘‘no one will ever get perfect
’’ from the days of my
earlier life. So is now. I always concentrate and focus on the things I got in my control. I
never discuss or act on the situations which are out of my influence.
Ques:
What are the most rewarding things about getting older?
R
eply:
I still remember my days of childhood, where I always wondere
d that I just
want to grow up, so that i can do what i want. When I was working, there were times
when I imagined about the day I would finally retire. If i sit down and observe about the
very stage of life I am in, It feels good. The most rewarding thing I feel is like I’ve
become less emotional and more thoughtful about my decisions as compare to my
earlier life.
Thank you sir, for taking out time for this interview.
Reply:
“Your welcome and good luck”.
I
nterview ends.
4: TEST
Page 13 o
30
lOMoARcPSD|25238877
TITLE: Locus of Control
O
BJECTIVE:
To measure the locus of control of the subject, that is, to
o
perationally measure the tendency of the subject to believe that, control resides
internally within the subject or to believe that, control resides externally with others or
with situations.
INTRODUCTION:
Locus of control is a psychological concept that refers to, h
ow
strongly people believe that, they have control over the situations and experiences that
affect their lives. Julian B Rotter defined locus of control as a ‘personality trait referring
to a person’s stable beliefs about personal efficacy’. It is described as a degree to which
individuals perceive that outcomes result from their own behaviors, or from forces that
are external to themselves. There are two types of locus of control.
Internal locus of control: Internal locus of control is the belief that individual are
“in charge of the events that occur in their life”. Individuals with an internal locus of
control believe their behaviors are guided by their personal decisions and efforts and
they have control over those things they can change.
External locus of control: External locus of control is the belief that “chance,
fate, or outside forces determine life events that occur in an individual’s life”. People with
an external locus of control see their behaviors and lives as being controlled by luck or
fate. These individuals view themselves victims of life and bad luck. (Theories/studies)
For example, In education, locus of control typically refers to how students perceive the
causes of their academic success or failure in school. Students with an internal locus of
control might blame poor grades on their failure to study, whereas students with an
external locus of control may blame an unfair teacher or test for their poor performance.
DESCRIPTION:
This t
1966 to assess the extent to
w
hich an individual possesses internal or external reinforcement beliefs. The test used
here is based on Rotter’s original idea and developed by Tarry Pettijohn. The basic
purpose of this test is to give a general idea of where one individual stand on the locus
of control in personality dimension. There are twenty items (20) in the form of true or
false statements in the test. There is no specific time limit to complete as the test itself
doesn’t require much time to complete. There will be 5 marks for each item as per the
answer sheet. Reliability and validity of test is not known.
MATERIALS REQUIRED:
Test booklet, Answer sheet, pencil, and eraser.
P
ARTICIPANTS PROFILE:
Detailed information about the participant is as given
b
elow.
(a) Name: xxxxxxxxxx
Page 14 of 30
lOMoARcPSD|25238877
O
BJECTIVE:
To measure the locus of control of the subject, that is, to
o
perationally measure the tendency of the subject to believe that, control resides
internally within the subject or to believe that, control resides externally with others or
with situations.
INTRODUCTION:
Locus of control is a psychological concept that refers to, h
ow
strongly people believe that, they have control over the situations and experiences that
affect their lives. Julian B Rotter defined locus of control as a ‘personality trait referring
to a person’s stable beliefs about personal efficacy’. It is described as a degree to which
individuals perceive that outcomes result from their own behaviors, or from forces that
are external to themselves. There are two types of locus of control.
Internal locus of control: Internal locus of control is the belief that individual are
“in charge of the events that occur in their life”. Individuals with an internal locus of
control believe their behaviors are guided by their personal decisions and efforts and
they have control over those things they can change.
External locus of control: External locus of control is the belief that “chance,
fate, or outside forces determine life events that occur in an individual’s life”. People with
an external locus of control see their behaviors and lives as being controlled by luck or
fate. These individuals view themselves victims of life and bad luck. (Theories/studies)
For example, In education, locus of control typically refers to how students perceive the
causes of their academic success or failure in school. Students with an internal locus of
control might blame poor grades on their failure to study, whereas students with an
external locus of control may blame an unfair teacher or test for their poor performance.
DESCRIPTION:
This t
1966 to assess the extent to
w
hich an individual possesses internal or external reinforcement beliefs. The test used
here is based on Rotter’s original idea and developed by Tarry Pettijohn. The basic
purpose of this test is to give a general idea of where one individual stand on the locus
of control in personality dimension. There are twenty items (20) in the form of true or
false statements in the test. There is no specific time limit to complete as the test itself
doesn’t require much time to complete. There will be 5 marks for each item as per the
answer sheet. Reliability and validity of test is not known.
MATERIALS REQUIRED:
Test booklet, Answer sheet, pencil, and eraser.
P
ARTICIPANTS PROFILE:
Detailed information about the participant is as given
b
elow.
(a) Name: xxxxxxxxxx
Page 14 of 30
lOMoARcPSD|25238877
(b) Age: 29 years
(c)
Gender: Female
(d) Educational qualification: Master in Arts
(e) Occupation: House Wife
PROCEDURE AND ADMINISTRATION:
The procedure and administration during the
t
est followed is as given below. (Test carried out on participant is attached as
Annexure I at the end of the Test).
(a
)PREPARATION:
Print out of the test mentioned in the guidelines for
o
nline practical has taken. A proper sitting arrangement as per the participant
comfort has been made. At the very beginning of the test, a well informed consent has been taken from the participant. After that, a brief about the test has been given. All doubts regarding the test has been cleared and a perfect environment for the test has been created.
(b)RAPPORT:
In order to maximize the reliability and validity of test re
sults, a
friendly atmosphere needs to be established from the beginning of the testing session. Before the test, a general talk carried out on the personality subject. All doubts regarding the test has been cleared and all the general questions have been answered to make the subject comfortable.
(c)INSTRUCTIONS:
There are twenty items (20) in the form of true or false
st
atements in the test. For each statement, choose the option you believe to be
the most accurate as True or False. There is no right or wrong answers. Try to give the very first response you get in your mind after reading the sentence. It is required to answers all the items to complete the test. Feel free to ask any doubts during the test.
(d)PRECAUTIONS:
All instructions must be precise and clear to the participant.
T
here must be healthy rapport created with the participant before the test to
ensure that the subject is comfortable. While scoring, utmost care needs to be taken. It should be ensured that the results of the test are kept confidential.
INTROSPECTIVE REPORT:
“I enjoyed doing the test. I was eager to calculate the
sco
re and explain the result to the subject. When I was doing the test on myself, I was
worried weather I am answering the items honestly and appropriately or not”.
SCORING AND INTERPRETATION:
5 points to be given for each question if indicated Fa
lse on questions 2, 3, 5, 6, 9, 10,
12, 13, 14, 16, 19, 20 and 5 points for each question if indicated True on questions 1, 4,
7, 8, 11, 15, 17, 18 as per the answer sheet. After totaling the score, the interpretation of
the resulted score is given below.
Sl Score Interpretation Remarks
P
age 15 of 30
lOMoARcPSD|25238877
(c)
Gender: Female
(d) Educational qualification: Master in Arts
(e) Occupation: House Wife
PROCEDURE AND ADMINISTRATION:
The procedure and administration during the
t
est followed is as given below. (Test carried out on participant is attached as
Annexure I at the end of the Test).
(a
)PREPARATION:
Print out of the test mentioned in the guidelines for
o
nline practical has taken. A proper sitting arrangement as per the participant
comfort has been made. At the very beginning of the test, a well informed consent has been taken from the participant. After that, a brief about the test has been given. All doubts regarding the test has been cleared and a perfect environment for the test has been created.
(b)RAPPORT:
In order to maximize the reliability and validity of test re
sults, a
friendly atmosphere needs to be established from the beginning of the testing session. Before the test, a general talk carried out on the personality subject. All doubts regarding the test has been cleared and all the general questions have been answered to make the subject comfortable.
(c)INSTRUCTIONS:
There are twenty items (20) in the form of true or false
st
atements in the test. For each statement, choose the option you believe to be
the most accurate as True or False. There is no right or wrong answers. Try to give the very first response you get in your mind after reading the sentence. It is required to answers all the items to complete the test. Feel free to ask any doubts during the test.
(d)PRECAUTIONS:
All instructions must be precise and clear to the participant.
T
here must be healthy rapport created with the participant before the test to
ensure that the subject is comfortable. While scoring, utmost care needs to be taken. It should be ensured that the results of the test are kept confidential.
INTROSPECTIVE REPORT:
“I enjoyed doing the test. I was eager to calculate the
sco
re and explain the result to the subject. When I was doing the test on myself, I was
worried weather I am answering the items honestly and appropriately or not”.
SCORING AND INTERPRETATION:
5 points to be given for each question if indicated Fa
lse on questions 2, 3, 5, 6, 9, 10,
12, 13, 14, 16, 19, 20 and 5 points for each question if indicated True on questions 1, 4,
7, 8, 11, 15, 17, 18 as per the answer sheet. After totaling the score, the interpretation of
the resulted score is given below.
Sl Score Interpretation Remarks
P
age 15 of 30
lOMoARcPSD|25238877
no
1
. 0-15 Very strong external locus of control.
2. 20-35 External locus of control.
3. 40-60 Both external and internal locus of control.
4. 65-80 Internal locus of control.
5. 85-100 Very strong internal locus of control.
DISCUSSION:
Based on the responses given by participant in the test, sco
re of
the subject is 85. This score shows that subject has very strong internal locus of control.
That means that, subject tends to believe that her behavior is guided by her personal
decisions and efforts and she have control over those things she can change.
CONCLUSION:
Subject has V
ery strong internal locus of control.
Page 16 of 30
lOMoARcPSD|25238877
1
. 0-15 Very strong external locus of control.
2. 20-35 External locus of control.
3. 40-60 Both external and internal locus of control.
4. 65-80 Internal locus of control.
5. 85-100 Very strong internal locus of control.
DISCUSSION:
Based on the responses given by participant in the test, sco
re of
the subject is 85. This score shows that subject has very strong internal locus of control.
That means that, subject tends to believe that her behavior is guided by her personal
decisions and efforts and she have control over those things she can change.
CONCLUSION:
Subject has V
ery strong internal locus of control.
Page 16 of 30
lOMoARcPSD|25238877
Annexure I
Locus of control
(Test carried out on Participant)
Page 17 o
30
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Locus of control
(Test carried out on Participant)
Page 17 o
30
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5: TEST
Title: Cattell’s 16 P.F
O
bjective:
To assess the personality of the subject using 16 P.F.
I
ntroduction:
Speculation by ancient philosophers about why individuals
are
unique and why everyone is different in many ways lead to emergence of Personality
concept. Basically, Personality refers to distinctive patterns of behaviour that
characterize each person’s adaptation to the situations of his/her life. As per Gordon
Allport, Personality refers to the dynamic organization within the individual of those
psychophysical systems that determines his unique adjustments to his/her environment.
Allport identified the key human traits along which personality vary and divided into
several categories.
Another, and in some more sophisticated way, British psychologist Raymond Cattell
proposed that the personality is that which permits the prediction of what a person will
do in a given situation. In his explorations of personality, Raymond Cattell found that
variations in human personality could be best explained by a model that has sixteen
variables (personality traits), using a statistical procedure known as factor analysis.
Following this discovery he went on to create and promote the 16 P.F Questionnaire. PF
stands for ‘Personality Factor’ and there are sixteen personality factors, hence it is
known as 16 P.F. These 16 factors are the major source traits. Cattell’s theory states
that every person possesses a degree of each of the following sixteen traits which are
described as below.
Sln
o
Factor Description
1. Warmth The desire to develop intimate relationships with others:
outgoing versus reserved.
2. Reasoning The extent to which a person is able to identify and solve
numerical and verbal problems and connections: abstract
Versus concrete.
3
. Emotional
stability
How calmly people respond to what life brings or what happens
in life: calm versus stressed.
4. Dominance The tendency to have influence and control over others:
powerful versus submissive.
5. Liveliness How free and spontaneous a person expresses themselves:
spontaneous versus restrained.
6. Rule
consciousness
The extent to which a person values rules: conforming versus
non-conforming.
7. Social
boldness
The extent to which a person feels at ease in social situations:
uninhibited versus shy.
8. Sensitivity The extent to which emotions and feelings of others affect a
person: tender versus tough.
9. Vigilance The extent to which someone is cautious with regard to the
P
age 18 of 30
lOMoARcPSD|25238877
Title: Cattell’s 16 P.F
O
bjective:
To assess the personality of the subject using 16 P.F.
I
ntroduction:
Speculation by ancient philosophers about why individuals
are
unique and why everyone is different in many ways lead to emergence of Personality
concept. Basically, Personality refers to distinctive patterns of behaviour that
characterize each person’s adaptation to the situations of his/her life. As per Gordon
Allport, Personality refers to the dynamic organization within the individual of those
psychophysical systems that determines his unique adjustments to his/her environment.
Allport identified the key human traits along which personality vary and divided into
several categories.
Another, and in some more sophisticated way, British psychologist Raymond Cattell
proposed that the personality is that which permits the prediction of what a person will
do in a given situation. In his explorations of personality, Raymond Cattell found that
variations in human personality could be best explained by a model that has sixteen
variables (personality traits), using a statistical procedure known as factor analysis.
Following this discovery he went on to create and promote the 16 P.F Questionnaire. PF
stands for ‘Personality Factor’ and there are sixteen personality factors, hence it is
known as 16 P.F. These 16 factors are the major source traits. Cattell’s theory states
that every person possesses a degree of each of the following sixteen traits which are
described as below.
Sln
o
Factor Description
1. Warmth The desire to develop intimate relationships with others:
outgoing versus reserved.
2. Reasoning The extent to which a person is able to identify and solve
numerical and verbal problems and connections: abstract
Versus concrete.
3
. Emotional
stability
How calmly people respond to what life brings or what happens
in life: calm versus stressed.
4. Dominance The tendency to have influence and control over others:
powerful versus submissive.
5. Liveliness How free and spontaneous a person expresses themselves:
spontaneous versus restrained.
6. Rule
consciousness
The extent to which a person values rules: conforming versus
non-conforming.
7. Social
boldness
The extent to which a person feels at ease in social situations:
uninhibited versus shy.
8. Sensitivity The extent to which emotions and feelings of others affect a
person: tender versus tough.
9. Vigilance The extent to which someone is cautious with regard to the
P
age 18 of 30
lOMoARcPSD|25238877
intentions and motivations of others: suspicious versus
Trusting.
1
0
.
Abstractednes
s
The amount of attention that someone pays to abstract rather
t
han concrete observations: imaginative versus
Practical.
1
1. Privateness The extent to which someone wishes to keep personal
information to themselves: discreet versus openness.
12
.
Apprehension A person’s tendency to self-criticism: self-critical versus self-
assured.
13
.
Openness to
change
The extent to which a person enjoys new situations and
experiences: Flexible versus connected to the familiar.
14
.
Self RelianceThe extent to which a person trusts in his own judgements and
ca
pacities and opts to work solo: self-reliant versus
Dependant.
1
5
.
Perfectionism The need someone feels to trust in structure rather than leaving
things to chance: controlled versus undisciplined.
16
.
Tension The extent to which a person may be frustrated by different
situations: impatient versus relaxed.
Description:
The test was first published in 1949 and thereafter revi
sed by 5
times. Fifth edition of 16 P.F was released in 1993. This test uses a public domain scales from the Inter-nation Personality Item Pool (IPIP) to measure the same traits. This personality test consists of 164 multiple choice stateme
nts. The participant has to
select one option. There is no right or wrong answer to the statements. Reliability and
va
lidity of the test in not known.
Materials Required:
A computer with internet connection.
P
articipants profile:
Detailed information about the participant is as given belo
w.
(a) Name: Rashmi Singh
(b) Age: 29 years
(c) Gender: Female
(d) Educational qualification: Master in Arts (e) Occupation: House Wife
Procedure and Administration:
This personality test consists of 164 statements about
a
ny individual, each required to indicate how accurate it is on the scale of (1) disagree
(2) slightly disagree (3) neither agree nor disagree (4) slightly agree (5) agree. It will take most people around ten minutes to complete the test on computer. All the ethical guidelines about the test were followed in letter and spirit. The detailed procedure and administration during the test followed is as given below. (Test carried out on
participant is attached as Annexure II at the end of the Test in total five pages).
(a)Preparation:
A proper sitting arrangement as per the participant comfort
h
as been made. At the very beginning of the test, a well informed consent has
Page 19 of 30
lOMoARcPSD|25238877
Trusting.
1
0
.
Abstractednes
s
The amount of attention that someone pays to abstract rather
t
han concrete observations: imaginative versus
Practical.
1
1. Privateness The extent to which someone wishes to keep personal
information to themselves: discreet versus openness.
12
.
Apprehension A person’s tendency to self-criticism: self-critical versus self-
assured.
13
.
Openness to
change
The extent to which a person enjoys new situations and
experiences: Flexible versus connected to the familiar.
14
.
Self RelianceThe extent to which a person trusts in his own judgements and
ca
pacities and opts to work solo: self-reliant versus
Dependant.
1
5
.
Perfectionism The need someone feels to trust in structure rather than leaving
things to chance: controlled versus undisciplined.
16
.
Tension The extent to which a person may be frustrated by different
situations: impatient versus relaxed.
Description:
The test was first published in 1949 and thereafter revi
sed by 5
times. Fifth edition of 16 P.F was released in 1993. This test uses a public domain scales from the Inter-nation Personality Item Pool (IPIP) to measure the same traits. This personality test consists of 164 multiple choice stateme
nts. The participant has to
select one option. There is no right or wrong answer to the statements. Reliability and
va
lidity of the test in not known.
Materials Required:
A computer with internet connection.
P
articipants profile:
Detailed information about the participant is as given belo
w.
(a) Name: Rashmi Singh
(b) Age: 29 years
(c) Gender: Female
(d) Educational qualification: Master in Arts (e) Occupation: House Wife
Procedure and Administration:
This personality test consists of 164 statements about
a
ny individual, each required to indicate how accurate it is on the scale of (1) disagree
(2) slightly disagree (3) neither agree nor disagree (4) slightly agree (5) agree. It will take most people around ten minutes to complete the test on computer. All the ethical guidelines about the test were followed in letter and spirit. The detailed procedure and administration during the test followed is as given below. (Test carried out on
participant is attached as Annexure II at the end of the Test in total five pages).
(a)Preparation:
A proper sitting arrangement as per the participant comfort
h
as been made. At the very beginning of the test, a well informed consent has
Page 19 of 30
lOMoARcPSD|25238877
been taken from the participant. After that, a brief abo
ut the test has been given.
All doubts regarding the test has been cleared and a perfect environment for the
test has been created.
(b)Rapport:
In order to maximize the reliability and validity of test re
sults, a
friendly atmosphere needs to be established from the beginning of the testing session. Before the test, a general talk carried out on the personality subject. All doubts regarding the test has been cleared and all the general questions have been answered to make the subject comfortable.
(c)Instructions:
For each statement, choose the option you believe to be th
e
most accurate. There is no right or wrong answers. Try to give the very first response you get in your mind after reading the sentence. It is required to answers all the items to complete the test. Feel free to ask any doubts during the test.
(d)Precautions:
All instructions must be precise and clear to the participant.
T
here must be healthy rapport created with the participant before the test to
ensure that the subject is comfortable. While scoring, utmost care needs to be taken. It should be ensured that the results of the test are kept confidential.
Introspective Report:
In starting the subject felt that it was a boring task to
answer
164 statements. After sometime when she proceeded she felt well and looked anxious in answering the statements. After completion she was very eager to know scores and tests final interpretation.
Scoring and Interpretation:
After the completion of the test, it is required to press t
he submit button. After this on
next page it asks the age, gender, accuracy of the answers given by the participant to
match its statistical calculations.
(Interpretation of test is attached as Annexure III in total tw
o pages)
Discussion: Based on the responses given by participant in the test,
i
nterpretation of the responses calculated on the basis of statistical calculations.
Conclusion:
Subject has the personality traits as A
ttached in Annexure III.
Page 20 of 30
lOMoARcPSD|25238877
ut the test has been given.
All doubts regarding the test has been cleared and a perfect environment for the
test has been created.
(b)Rapport:
In order to maximize the reliability and validity of test re
sults, a
friendly atmosphere needs to be established from the beginning of the testing session. Before the test, a general talk carried out on the personality subject. All doubts regarding the test has been cleared and all the general questions have been answered to make the subject comfortable.
(c)Instructions:
For each statement, choose the option you believe to be th
e
most accurate. There is no right or wrong answers. Try to give the very first response you get in your mind after reading the sentence. It is required to answers all the items to complete the test. Feel free to ask any doubts during the test.
(d)Precautions:
All instructions must be precise and clear to the participant.
T
here must be healthy rapport created with the participant before the test to
ensure that the subject is comfortable. While scoring, utmost care needs to be taken. It should be ensured that the results of the test are kept confidential.
Introspective Report:
In starting the subject felt that it was a boring task to
answer
164 statements. After sometime when she proceeded she felt well and looked anxious in answering the statements. After completion she was very eager to know scores and tests final interpretation.
Scoring and Interpretation:
After the completion of the test, it is required to press t
he submit button. After this on
next page it asks the age, gender, accuracy of the answers given by the participant to
match its statistical calculations.
(Interpretation of test is attached as Annexure III in total tw
o pages)
Discussion: Based on the responses given by participant in the test,
i
nterpretation of the responses calculated on the basis of statistical calculations.
Conclusion:
Subject has the personality traits as A
ttached in Annexure III.
Page 20 of 30
lOMoARcPSD|25238877
Annexure II
16 P. F
(Test carried out on Participant)
(16 P.F Test Page 1/5)
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30
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16 P. F
(Test carried out on Participant)
(16 P.F Test Page 1/5)
Page 21 o
30
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(16 P.F Test Page 2/5)
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30
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30
lOMoARcPSD|25238877
(16 P.F Test Page 3/5)
Page 23 o
30
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30
lOMoARcPSD|25238877
(16 P.F Test Page 4/5)
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30
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30
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(16 P.F Test Page 5/5)
Page 25 o
30
lOMoARcPSD|25238877
Page 25 o
30
lOMoARcPSD|25238877
Annexure III
16 P. F
(Interpretation of the Test carried out on Participant)
(Interpretation of the Test (Page-1/2)
Page 26 o
30
lOMoARcPSD|25238877
16 P. F
(Interpretation of the Test carried out on Participant)
(Interpretation of the Test (Page-1/2)
Page 26 o
30
lOMoARcPSD|25238877
(Interpretation of the Test Page-2/2)
Page 27 o
30
lOMoARcPSD|25238877
Page 27 o
30
lOMoARcPSD|25238877
6: ACTIVITY
TITLE: “Halo effect” experiment conducted by Nisbett and Wilson (19
77)”
AIM:
T
the application and common uses of halo effect and relationship
between learned behaviour and halo effect.
INTRODUCTION:
What is “HALO EFFECT”?
H
ALO effect refers to the habitual tendency of people to rate attractive individuals more
favorably for their personality traits or characteristics than those who are less attractive.
In a simpler form, it is because of this phenomenon, which we jump to the presumption
on the basis of some qualities of a person we can see. For example, when we meet
someone & the first impression is very positive, then we tend to ignore the other
negative characteristics in that individual. We start seeing that person in “HALO” of first
positive impression. The halo effect is a type of cognitive bias in which our overall
impression of a person influences how we feel and think about his or her character.
DESCRIPTION:
Nisbett and Wilson conducted an experiment by using two dif
ferent videotaped
interviews, one with the instructor being warm and the other with him being cold. Two
separate groups having no contact with each other were asked to evaluate an instructor
from the videotaped interviews. After watching the videos, participants rated the
likability, attractiveness and the accent of the teacher. Participants used an 8 point
rating scale. They found that the warmer and nicer instructor was rated more appealing
while the colder instructor with the accent was rated more irritating. Here, the dependent
variable was the evaluation scores given by the college students while the independent
variable was the mannerisms of the instructor.
The key takeaways from the main experiment.
It was found that the halo effect was supported by the experiments results. The study
proved that the appearance and mannerism do effect how people view someone.
Writing and history on the halo was not strong at the time of experiment. At that time
people did not have enough understanding of the cognitive development behind it.
DISCUSSION:
How is halo effect being used to one’s advantage?1
. By being aware of the halo effect one can work towards creating a positive
image on first impression in front of the panel before appearing for any interview for any
job selection process.
Page 28 of 30
lOMoARcPSD|25238877
TITLE: “Halo effect” experiment conducted by Nisbett and Wilson (19
77)”
AIM:
T
the application and common uses of halo effect and relationship
between learned behaviour and halo effect.
INTRODUCTION:
What is “HALO EFFECT”?
H
ALO effect refers to the habitual tendency of people to rate attractive individuals more
favorably for their personality traits or characteristics than those who are less attractive.
In a simpler form, it is because of this phenomenon, which we jump to the presumption
on the basis of some qualities of a person we can see. For example, when we meet
someone & the first impression is very positive, then we tend to ignore the other
negative characteristics in that individual. We start seeing that person in “HALO” of first
positive impression. The halo effect is a type of cognitive bias in which our overall
impression of a person influences how we feel and think about his or her character.
DESCRIPTION:
Nisbett and Wilson conducted an experiment by using two dif
ferent videotaped
interviews, one with the instructor being warm and the other with him being cold. Two
separate groups having no contact with each other were asked to evaluate an instructor
from the videotaped interviews. After watching the videos, participants rated the
likability, attractiveness and the accent of the teacher. Participants used an 8 point
rating scale. They found that the warmer and nicer instructor was rated more appealing
while the colder instructor with the accent was rated more irritating. Here, the dependent
variable was the evaluation scores given by the college students while the independent
variable was the mannerisms of the instructor.
The key takeaways from the main experiment.
It was found that the halo effect was supported by the experiments results. The study
proved that the appearance and mannerism do effect how people view someone.
Writing and history on the halo was not strong at the time of experiment. At that time
people did not have enough understanding of the cognitive development behind it.
DISCUSSION:
How is halo effect being used to one’s advantage?1
. By being aware of the halo effect one can work towards creating a positive
image on first impression in front of the panel before appearing for any interview for any
job selection process.
Page 28 of 30
lOMoARcPSD|25238877
2. Since the halo effect is primarily based on first-impression
s and physical
appearance, our attractiveness can influence to other people.
However, being aware of the halo effect, does not make it easy to avoid its influence on
our perceptions and decisions. But can be minimized up to the some extent.
Application and common uses of halo effect.
Companies create consumer halo effect to manipulate us as consumers so that we buy
their products or services. Halo effect helps them to increase their brand loyalty,
retention, and brand awareness among general public. When a celebrity spokesperson
advertises a particular item, our positive evaluations of that individual can spread to our
perceptions of the product itself.
Job applicants are also likely to feel the impact of the halo effect. If a prospective
employer views the applicant as attractive or likeable, they are more likely to also rate
the individual as intelligent, competent, and qualified.
The halo effect can also play out in the field of medicine. A physician, for example,
might judge a patient
based on appearances without conducting tests first. It’s
also
possible to judge someone’s health based on first impression. For instance, we might associate a person who has a “healthy glow” as someone who is happy. This may or may not be the case.
CONCLUSION:
The halo effect is described as a cognitive tendency to s
et expectations on someone
based on perceptions. This tendency is a learned behavior that we experience from
the time we are children. For e.g In fairytales those who are good are mostly presented
as beautiful princesses and handsome princes, while the bad ones are depicted as
evils. The attractive characters are portrayed as honest and trustworthy, while
unattractive ones are the villains.
Another place in society where the halo effect appears is within the work environment.
Though this is tackled in human resource training it is said to be an unconscious
judgment and even if we were told that our judgments are affected by the halo effect, we
may still have no clue when it influences us.
Page 29 of 30
lOMoARcPSD|25238877
s and physical
appearance, our attractiveness can influence to other people.
However, being aware of the halo effect, does not make it easy to avoid its influence on
our perceptions and decisions. But can be minimized up to the some extent.
Application and common uses of halo effect.
Companies create consumer halo effect to manipulate us as consumers so that we buy
their products or services. Halo effect helps them to increase their brand loyalty,
retention, and brand awareness among general public. When a celebrity spokesperson
advertises a particular item, our positive evaluations of that individual can spread to our
perceptions of the product itself.
Job applicants are also likely to feel the impact of the halo effect. If a prospective
employer views the applicant as attractive or likeable, they are more likely to also rate
the individual as intelligent, competent, and qualified.
The halo effect can also play out in the field of medicine. A physician, for example,
might judge a patient
based on appearances without conducting tests first. It’s
also
possible to judge someone’s health based on first impression. For instance, we might associate a person who has a “healthy glow” as someone who is happy. This may or may not be the case.
CONCLUSION:
The halo effect is described as a cognitive tendency to s
et expectations on someone
based on perceptions. This tendency is a learned behavior that we experience from
the time we are children. For e.g In fairytales those who are good are mostly presented
as beautiful princesses and handsome princes, while the bad ones are depicted as
evils. The attractive characters are portrayed as honest and trustworthy, while
unattractive ones are the villains.
Another place in society where the halo effect appears is within the work environment.
Though this is tackled in human resource training it is said to be an unconscious
judgment and even if we were told that our judgments are affected by the halo effect, we
may still have no clue when it influences us.
Page 29 of 30
lOMoARcPSD|25238877
References:
Dion, K., Berscheid, E., & Walster, E. (1972). What is be
autiful is good. Journal of
Personality and Social Psychology, 24 (3), 285–90. doi:10.1037/h0033731
Nisbett, R &Wilson, T. The Halo Effect: Evidence for Unconscious Alteration of
Judgement. Journal of Personality and Social Psychology. Vol. 35. No.4. (1977). pp.
250-256.
Books:
Experimental psychology and psychological testing (MPCL 007)
Psychology, 5th Edition by Robert A. Baron
Websites:
https://journals.sagepub.com/
https://www.sciencedirect.com/
https://www.youtube.com/watch?v=Z0iWpSNu3NU
https://www.multipleintelligencesoasis.org/blog/2020/9/1/67pmqk1mg1uzre4qlcxetz6pbl3ay
j
https://openpsychometrics.org/tests/16PF.php
https://deepblue.lib.umich.edu/bitstream/handle/2027.42/92158/TheHaloEffect.pdf
h�p://egyankosh.ac.in/handle/123456789/20981.
P
age 30 of 30
lOMoARcPSD|25238877
Dion, K., Berscheid, E., & Walster, E. (1972). What is be
autiful is good. Journal of
Personality and Social Psychology, 24 (3), 285–90. doi:10.1037/h0033731
Nisbett, R &Wilson, T. The Halo Effect: Evidence for Unconscious Alteration of
Judgement. Journal of Personality and Social Psychology. Vol. 35. No.4. (1977). pp.
250-256.
Books:
Experimental psychology and psychological testing (MPCL 007)
Psychology, 5th Edition by Robert A. Baron
Websites:
https://journals.sagepub.com/
https://www.sciencedirect.com/
https://www.youtube.com/watch?v=Z0iWpSNu3NU
https://www.multipleintelligencesoasis.org/blog/2020/9/1/67pmqk1mg1uzre4qlcxetz6pbl3ay
j
https://openpsychometrics.org/tests/16PF.php
https://deepblue.lib.umich.edu/bitstream/handle/2027.42/92158/TheHaloEffect.pdf
h�p://egyankosh.ac.in/handle/123456789/20981.
P
age 30 of 30
lOMoARcPSD|25238877
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