IGNOU

MA (PSYCHOLOGY)

Programme Code : MAPC

Course Code : MPCL-007

Name & Enrolment of the Learner :

Address :

Phone No. :
Email :
Study Centre Name/Code/Address :
Regional Centre :

Date: Signature of the Learner

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 CERTIFICATE

This is to certify that ____________ of MA Psychology First Year has conducted and
successfully completed the practical work in MPCL- 007 Practicum: Experimental
Psychology and Psychological Testing.

Signature of the Learner Signature of Academic Counsellor

Name: Name:

Enrolment No.:2002605360 Designation:

Name of the Study Centre:

Place:

Regional Centre: Date:

Place:

Date:

2
 ACKNOWLEDGEMENT

This is to acknowledge that Ms./Mr

Enrollment No. of MAPC (1st Year) has submitted the

Practicum Notebook at the study centre _________________________Regional Centre

________________________________________.

Date: Signature (with stamp)

Coordinator (Study Centre)

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 CONTENTS

PRACTICAL 1 5
(Bobo Doll Experiment)

PRACTICAL 2 11
(Intelligence)

PRACTICAL 3 19
(Older Adult Interview)

PRACTICAL 4 25
(Locus of Control)

PRACTICAL 5 30
(Cattell’s 16 P.F)

PRACTICAL 6 36
(Halo Effect)

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 PRACTICAL 1
Bobo Doll Experiment

5
Title: Bandura’s Bobo doll experiments

Aim/Objective: To understand the social learning and social cognitive theory with the help
of the Bobo doll experiment by Albert Bandura.

Hypothesis: Not Required.

Introduction: Bandura’s social learning theory is based on the premise that human
behaviour is largely acquired and the principles of learning are sufficient to account of the
development and maintenance of behaviour.

Albert Bandura’s social cognitive theory emphasizes the social origin of behaviour in
addition to the cognitive thought process that influence human behaviour and function.

According to Bandura learning can occur outside the boundaries of pleasure and pain. People
learn a great deal simply by watching or observing others.

To illustrate that people can learn from watching others Bandura conducted an experiment
called “Bobo doll behaviour: A study of aggression”

Description of the Test/ Experiment: Albert Bandura is an influential social cognitive

psychologist who is known for his social learning theory, the concept of self-efficacy, and his
famous bobo doll experiments. During the 1960s, he conducted the Bobo doll experiments,
which studied observational learning.

Basic purpose of this test was how children are able to learn social behaviour through
observation and imitation.

For this study he used 3- and 5-foot (1- and 1.5-metre) inflatable plastic toys called Bobo
dolls, which were painted to look like cartoon clowns and were bottom-weighted so that they
would return to an upright position when knocked down.

A lab experiment was used in which the independent variable (type of model) was
manipulated in three conditions. He tested 36 boys and 36 girls between ages 3 to 6 years old.

1. Aggressive model is shown to 24 children

2. Non-aggressive model is shown to 24 children

3. No model shown (control condition) to 24 children

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The children who observed the aggressive model made more aggressive responses that both
imitated or did not imitate (choosing their own method of aggressive behaviour) what they
observed than those who were in the non-aggressive or control groups.

Materials Required: Not Required.

Participant’s Profile: Not Required.

Procedure and Administration: Not Required.

Preparation: Not Required.

Rapport: Not Required.

Instructions: Not Required.

Precautions: Not Required.

Introspective Report: Not Required.

Scoring and Interpretation: By understanding the Bobo doll experiment we are able to
interpret the following questions

Q1. Difference between Social Learning Theory and Social Cognitive Theory.

Characteristics Social Learning Theory Social Cognitive Theory

Definition Social learning theory The social cognitive theory
highlights that people highlights the acquisition,
acquire new behaviour maintenance and change of
(learn) through observation behaviour is a result of the
of others. interplay of personal,
behavioural, and
environmental influences.
Self-efficacy Self-efficacy cannot be The concept of self-efficacy
identified in social learning is unique to social cognitive
theory theory.
Principle The principles of social People are only partial
learning are assumed to products of their
operate in the same way environments. Just as
throughout life. important is the fact that

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 Observational learning may we create beneficial
take place at any age environments and then
proceed to exercise control
over them. By
selecting environments
carefully, we can influence
what we become.

Proponents Albert Bandura, Julian Albert Bandura

Rotter,
Robert Burgess, Ronal
Akers,
Neil Miller and John Dollard
Reinforcement Plays major role in Plays important role in
acquisition and production acquisition and production
of behaviour of behaviour, equal to that
of
cognitive factors
Role of cognitive factors Less important in the process Plays important role in
of learning acquisition and production
of behaviour, equal to that of
reinforcement and other
environmental factors

Q2. Application of social learning theory?

Ans: Social learning theory, proposed by Albert Bandura, emphasizes the importance of
observing, modelling, and imitating the behaviours, attitudes, and emotional reactions of
others. Social learning theory considers how both environmental and cognitive factors
interact to influence human learning and behaviour.

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We can apply social learning theory in different fields such as:

1. Criminology:
Social learning has been used to explain the emergence and maintenance of deviant
behaviour, especially aggression.
2. Developmental Psychology:
Moral development and gender role development as important area of research with
in social learning theory.
3. Management:
Social learning theory proposes that rewards aren’t the sole force behind creating
motivation. Thought’s, belief, moral and feedback all help in motivating us.
4. Media Violence:
Principle of social learning theory have been extensively used in study of social media
violence. The role of observational learning has been cited as an important factor in
the rise of rating system of TV, movies and video games.
5. Creating social change with media:
Entertainment education is symbolic modelling and has a formula with three set of
characters with cultural value that is to be examined and determined ahead of time.

Q3. Based on the theory and its application, do you think violence is contagious?

Ans: As we have learnt the social learning theory is based on the observations. So, we can
say that violence is contagious.

For example: In the Bobo Doll experiment with children, we observe that the children
learns/imitate aggressive behaviour from the adults who was aggressive towards the doll.
Children learn under what situation people are likely to reward their aggressive behaviour.
(Vicarious reinforcement)

Now social learning theory takes place:

 Children must form a mental representation of the behaviour.

 Children must have an expectancy of any future outcome of the behaviour.
 Behaviour may be displayed if expectation of reward is greater than the expectation
of punishment.

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  Reward = Like wood behaviour will be repeated.
 Successful use of aggression = Growth in confidence of the ability to use
aggression(self-efficacy).
 Unsuccessful use of aggression = Lower level of self- efficacy, that means need to
find other form of behaviour (non-aggression).

Discussion: After learning social learning theory and social cognitive theory and by watching
the video on bobo doll experiment we are able to apply social learning theory in different
fields such as in school, health care, investigation etc. Social learning theory also tells us
effect of aggression on children.

Conclusion: Bobo doll experiment demonstrated that children can learn social behaviour
such as aggression through the process of observing/imitation or learning through watching
other individuals. This study has important implications on media violence on children.

References:

 Book chapter: MPC007 – practicum, MPC 003 Personality, Theories and assessments.
 Website: https://www.simplypsychology.org/bandura.html

https://roundtablelearning.com/social-learning-theory-principles-and-applications/

https://www.onlinemswprograms.com/social-work/theories/social-learning-theory/

10
PRACTICAL 2
Intelligence

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Title: Intelligence

Aim/Objective:

 To understand the ability to adapt with the environment.

 To understand what true intelligence with the help of intelligence theories and
Sternberg’s recent article on COVID-19.
 To understand interpretation of how standardized test are different from the real world
problem.

Hypothesis: Not Required.

Introduction:

 David Wechsler defined intelligence as Intelligence is the aggregate or global capacity

of the individual to act purposefully, to think rationally and to deal effectively with
his environment (Wechsler, 1944).
 Reuven Feuerstein The theory of Structural Cognitive Modifiability describes
intelligence as "the unique propensity of human beings to change or modify the
structure of their cognitive functioning to adapt to the changing demands of a life
situation.
 Alfred Binet the French Psychologist devised modern intelligence test believed that
the intelligent behaviour would be manifested in such mental abilities as reasoning,
imagination, insight, judgement and adaptability.
 Robert Sternberg (1985) has constructed a Tribrachic Theory of Intelligence
1. Analytical
2. Creative
3. Practical

Description of the Test/ Experiment:

 The first attempt to develop tests of intellectual ability was made more than century
ago by Sri Francis Galton a Naturalist and a Mathematician in 1884
 James McKeen Cattell (1860-1944) has also made a significant contribution to the
measurement of individual differences.

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  Howard Gardner’s Multiple Intelligence Theory: Multiple intelligence Theory
challenged the traditional notation that there is one single type of intelligence
“General Intelligence” that only focus on cognitive abilities.

To broaden this notion of intelligence, Gardner introduced nine different types of intelligence
such as:

1. Visual-Spatial Intelligence
2. Linguistic-Verbal Intelligence
3. Logical-Mathematical Intelligence
4. Bodily- Kinesthetic Intelligence
5. Musical Intelligence
6. Interpersonal Intelligence
7. Intrapersonal Intelligence
8. Naturalistic Intelligence
9. Existential Intelligence

1. Visual-Spatial Intelligence: People who are strong in visual-spatial intelligence are

good at visualizing things.
2. Linguistic-Verbal Intelligence: People who are strong in linguistic-verbal intelligence
are able to use words well, both when writing and speaking.
3. Logical-Mathematical Intelligence: People who are strong in logical-mathematical
intelligence are good at reasoning, recognizing patterns, and logically analysing
problems.
4. Bodily-Kinesthetic Intelligence: Those who have high bodily- Kinesthetic intelligence
are said to be good at body movement, performing actions, and physical control.
5. Musical Intelligence: People who have strong musical intelligence are good at
thinking in patterns, rhythms, and sounds.
6. Interpersonal Intelligence: Those who have strong interpersonal intelligence are good
at understanding and interacting with other people.
7. Intrapersonal Intelligence: Individuals who are strong in intrapersonal intelligence
are good at being aware of their own emotional states, feelings, and motivations.

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 8. Naturalistic Intelligence: According to Gardner, individuals who are high in this type
of intelligence are more in tune with nature and are often interested in nurturing,
exploring the environment, and learning about other species.
9. Existential Intelligence: Ability to contemplate phenomena or equation beyond
sensory data such as infinite and infinitesimal. E.g.; Cosmology and philosopher.

Each of these intelligences has a specific set of abilities that can be observed and measured.

According to Gardner, our school as well as the society focus most of its attention on
linguistic and logical – mathematical intelligence. Gardner emphasizes that we should also
place equal attention in other intelligence: the artists, architects, musician, naturalist,
designer, dancer and other who enrich the world in which we live.

 Robert Sternberg trirachic Theory: The tribrachic Theory of Intelligence or Three

Forms of Intelligence, formulated by psychometrician Robert Sternberg, aims to go
against the psychometric approach to intelligence and take a more cognitive approach,
which leaves it to the category of the cognitive-contextual theories. The three meta
components are also called trirachic components.

1. Componential- analytical sub theory

2. Experimental- creative sub theory
3. Practical- contextual sub theory
 Componential-analytical sub theory: The componential sub theory specifies the
potential set of mental processes that underlies behaviour (i.e., how the behaviour is
generated) while the contextual sub theory relates intelligence to the external world in
terms of what behaviours are intelligent and where.

Componential

Meta components Performance Knowledge

Acquisitions

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  Experimental – creative sub theory: The experiential sub theory addresses the
relationship between the behaviour in a given task/situation and the amount of
experience of the individual in that task/situation.

Experimental
Novelty Automation

 Practical- contextual sub theory: The componential sub theory is the most developed
aspect of the triarchic theory and is based upon Sternberg (1977) which presents an
information processing perspective for abilities. One of the most fundamental
components according to Sternberg’s research are the metacognition or “executive”
processes that control the strategies and tactics used in intelligent behaviour.

Contextual

Adaptation Selection shaping

Triarchic theory of intelligence provides a useful way of understanding human intelligence.

Intelligence testing:

Mental testing movement begins with the development of first intelligence test by Alfred
Binet, French Psychologist. In 1916 Lewis Terman published the Stanford version of Binet
test that is known as Stanford Binet, Intelligence scale

IQ=(MA/CA) *100

IQ = Intelligence Quotient
MA = Mental Age
CA = Chronological Age

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Table 1: Terman’s Stanford –Binet Fourth Revision Classification

IQ Range(Deviation IQ) Intelligence Classification

164 and over Genius or near genius
148- 164 Very superior intelligence
132- 148 Superior intelligence
113- 132 Above average intelligence
84- 113 Normal or average intelligence
68- 84 Dullness
52- 68 Borderline deficiency
Below 52 Definite feeble-mindedness

It was felt that Stanford- Binet test depend heavily on linguistic ability.

 In 1939 David Wechsler developed a new test Wechsler adult Intelligence Scale
(WAIS)

Table 2: Wechsler’s Classification

IQ Range(Deviation IQ) Intelligence Classification

145 and over Very superior
130- 145 Superior
115- 130 Above average
85- 115 Average
80- 85 Below average
60- 75 Borderline
Below 60 Defective

All test was individual test of intelligence i.e.; these tests may be administered on one person
at a time

Materials Required: Not Required.

Participant’s Profile: Not Required.

Procedure and Administration: Not Required.

Preparation: Not Required.

Rapport: Not Required.

Instructions: Not Required.

Precautions: Not Required.

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Introspective Report: Not Required.

Scoring and Interpretation: After studying the Sternberg recent article on COVID – 19 and
the previous theories on intelligence we can interpret that intelligence is the ability to adapt to
the environment.

COVID-19 has taught every one of us very important thing i.e.: what really intelligence
is.Evry since the Psychologist started measuring Intelligence with all the test like SAT or
ACT or any other IQ tests , it is always know that intelligence is not something who can
solve all the high problems on mathematics and related things. Intelligence is always
something where a person can reliably adapt to the environment they are in.

Most important,

 Real-world problems = Require you actively to deploy your intelligence (to decide
seriously to use it)
 Standardized tests = Measure an inert form of intelligence (one that may exist in your
head somewhere but is rarely actually put into real-world use)

Intelligence is not just about an inert ability to take tests; it is about the active deployment of
that ability to solve problems of life

Discussion: After reading the entire article of Sternberg on COVID-19, the different theories
of intelligence and by watching the survey from news, regarding the survival rate and death
rate due to COVID-19 we can say intelligence is not just about the active deployment of that
ability to solve problems. In the current scenario, when the pandemic has hit us hard, many
people are unable to adapt to it, which is due to their same conditioning for decades. A wide
range of factors is responsible for this conditioning, one of which was enabling people to
become intelligent from a perspective of solving trivial problems only.

Considering the current situation Intelligence is an ability to adapt, to operate in the

environment and deployment.
1) Wear a mask
2) Follow Social Distancing.
3) Following hand hygiene.
When you can survive well and also not a threat to others you are intelligent.

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Conclusion: From the article on COVID-19 by Stenberg, to solve the real world problems
adaptive intelligence is more important/whereas needed. It is also understood from the article
that the current IQ test only solved small part of intelligence. Human Intelligence is an
ability, that makes us a survivor out of any odds and makes us outshine or excel in anything
that we do. our uniqueness, creativity and ability to find novel solutions to challenging life
problems is what being cherished as Intelligent

References:

 Book chapter: MPC007 – practicum, MPC 001.

 Website: https://www.simplypsychology.org/bandura.html

https://en.wikipedia.org/wiki/Stanford–Binet_Intelligence_Scales

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 PRACTICAL 3
Older Adult Interview

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Title: Interviewing an older adult

Aim/Objective: To understand the process of aging by interaction

Hypothesis: Not Required.

Introduction: Human beings grow older; they go through phases or stage of life:

1. A life course is the period from birth to death including a sequence of predictable
life events such as physical maturity.
2. Each phase come with different responsibility and expectations, which of course
vary by individual and culture.
3. Finally, many adults look forward to old age as a wonderful time to enjoy life
without as much pressure from work and family.
4. Many old age people explore things that make them happy and interested to do as
hobby and time for some activities which they find no time before.
5. Some people fear old age and its very common for any human beings to get such
thoughts. Some even seek some medical attentions like cosmetic fix to look
younger.
6. As Riley (1978) aging is a lifelong process and entails maturation, change on
physical, psychological and social level.
7. Erik Erikson suggested that this time is important to find meaning and satisfaction
in life rather than to become bitter or disillusioned.

Description of the Test/ Experiment: Late adulthood or old age is the period of life in every
individual that follows the period of his or her life after he/she turns 65years of age.

 Physical changes: As an individual move towards their old age, there are changes
which occurs naturally. These changes are external and internal changes. Some
change is: in hair colour, skin, posture, more wrinkles etc.

 Change in Bone and muscles: Which result in join pain, old age people are more
likely to lose teeth and related problems. Digestive system is more sensitive and more
likely to get stomach upsets. Lack of appetite when they normally worry about
something.

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  Psychological changes: During this stage most individual get retire from an active
service. They normally start worrying about their physical and psychological health.
But many people age above sixty remains happy and active in their life.

Theories of successful aging:

1. The disengagement theory: As people age, their withdrawal from society is

normal and desirable as it relieves them from responsibilities. This process
also opens up opportunities for young people.
2. The activity theory: Activity is necessary to maintain a life of quality, that is,
that one must use it or lose it, no matter what one’s age and that people who
remain active in all the respect.
3. Ageism: Discrimination that occurs on the basis of age. Stereotype of the
elderly is also an aspect of ageism.

Materials Required: Self- prepared for interview, paper, pen. Mobile phone (Interview is
being recorded with the mobile phone).

Participant’s Profile:

Name: Mr. Mani

Age: 60 years’ old
Gender: Male
Education: Primary schooling completed
Occupation: Retired from a private company

Procedure and Administration:

Preparation: As I conducted the interview in person, I have pre-prepared the question that
need to be asked for practical analysis.

Rapport: Rapport was established with the subject, we had couple of conversation back then
to make the subject comfortable and friendly.

Instructions: I have given clear instruction that this interview is for my study purpose and
asked him to visit me in person on the requested day.

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Precautions: I informed the subject about the interview. I conformed with him that this is
solely used for study and will not be shared for any other purpose. Also confirmed that all the
information provided will be confidential. I did not ask any inappropriate questions.

Introspective Report: Participant was very happy during the interview; He was enjoying the
interview as he remembering his happy old days of life.

Scoring and Interpretation: I have asked following question to my subject.

Q1. Introduce yourself sir

Ans: The subject started with his father’s name (Rangasamy) followed by his name Mani. He
told that he is 60 years old and retired from a private company couple of years back. Now he
is staying at home.

Q2. May I know about your family sir

Ans: Mr. Mani replied me that he is unmarried and had no interest in marriage. He has lived
with his mother as his father passed away when he was young. His mother passed away due
to old age a couple of years back. He has two younger brother and a yielder sister and they all
live with their family and he is staying alone in his parents’ home.

Q3. What do you think about getting older?

Ans: Mr. Main said that he hasn’t thought about the aging process. He also said that he just
goes in the flow of life and never thought too much about it.

Q4. Do you have any health issues; does something troubles you due to old age

Ans: Mr. Mani said he is healthy and have no life style diseases so far. The one troubling him
currently is the teeth. He has cavity problem and weak roots that he hasn’t treated yet. He
also told that he will go get it checked if that troubles him on daily basis.

Q5. What do you eat on daily basis, do you eat vegetables and fruits daily?

Ans: From his reply I came to know that mostly fruits and vegetables are very less in his
daily diet. He said that he eats 2-3 eggs on daily basis and meats weekly once.

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Q6. What do you do daily to keep you healthy?

Ans: Mr. Main said that he mostly uses his cycle and walk to go to shops and never keep him
ideal. He gets up early in the morning around 4-5 and does all his house hold work on his
own and never needed others help. He said he stopped taking tea and coffee in the morning
time which improved his digestive health. He also said he always keeps him hydrated
enough, so that he will never feel tired.

Q7. How many hours do you sleep, will you sleep as soon as you go to bed?

Ans: He replied he sleeps 6-8 hours a day depends on his day. Also he never sleeps during
day time which keep him tried to get enough sleep during night. He said he will eat his dinner
around 7 and go to bed around 8 keeping his radio on, listening to the radio he sleeps around
11.

Q8. How was your childhood, were your happy kid?

Ans: He said we all need to work hard. He said that they need to get up early in the morning
do all the works at home and field, then go to school. evening they come back and have to go
work in the field and take care of cows in their home. He said we had never found time in our
childhood to enjoy and play. He never felt happy nor said about it.

Q9. Do you have any stereotype against aging process?

Ans: Mr. Main doesn’t seem to believing stereotype on ageing processes. He said after 40
years everyone started getting weak and its slow and normal processes, he also said staying
healthy, active and do what he likes to do makes him run without thinking much.

Q10. Could you please tell me what life has thought you /what you have understood
from your life so far?

Ans: from his reply I can understand that he had not much expectation on his life. Life for
him is very simple and without worries. He said as he dints get married, he never had
problems on desire to earn and never thought about what next. He is like an easy to go person
without any worries in his life.

After interviewing Mr. Main, I can understand that he is enjoying his aging processes calm
and happy. He got a clear mind and keep him engaged in some activities and regularly
interact with his friends and family.

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Discussion: After learning Erik Erikson theory regarding ageing. As a late adulthood people
has physical and psychological challenges. My subject has also had very minor physical
challenges due to a surgery in his leg but he still tries to fight them out and trying to make
him mentally strong. Though he is not very open about his loneliness, the way he answers
some of the family related question: as an interviewer I can understand what he is
undergoing. This is how the life goes and everyone try to do something happy to get those
thoughts out of their mind.

Conclusion: An interview technique is one of the most popular technique to understand

person’s view. After studying the theories on ageing and experiencing the interview of an
older adult, Older adults viewed successful aging as a balance between self-acceptance and
self- contentedness on one hand and engagement with life and self-growth in later life on the
other. This perspective supports the concept of wisdom as a major contributor to successful
aging. Interventions to enhance successful aging may include those that promote productive
and social engagement along with effective coping strategies.

References:

 Website: https://en.wikipedia.org/wiki/Disengagement_theory

https://www.bartleby.com/essay/Older-Adult-Interview-FKSPZFCTJ

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PRACTICAL 4
Locus of Control

25
Title: Locus of Control

Aim/Objective: To measure locus of control either it is internal or external

Hypothesis: Not Required.

Introduction: Rotter (1966) defined locus of control as a ‘personality trait referring to a

person’s stable beliefs about personal efficacy’. Internal locus of control refers to the
tendency to perceive the life outcomes as a result of one’s action and to be under one’s
control. External locus of control refers to the tendency to perceive life outcomes because of
chance factors or powerful others.

Description of the Test/ Experiment: Julian Rotter (1966) devised a locus of control
personality test to assess the extent to which an individual possesses internal or external
reinforcement beliefs. Terry Petti john, the author of Psychology: A ConnecText, has
developed the following test based on Rotter's original idea. Indicate for each statement
whether it is T (true) or F (false) for the subject.

There are no right or wrong answers. This survey will give you a general idea of where you
stand on the locus of control personality dimension.

1 I usually get what I want in life. T F

2 I need to be kept informed about news events. T F
3 I never know where I stand with other people. T F
4 I do not really believe in luck or chance T F
5 I think that I could easily win a lottery. T F
6 If I do not succeed on a task, I tend to give up. T F
7 I usually convince others to do things my way T F
8 People make a difference in controlling crime. T F
9 The success I have is largely a matter of chance. T F
10 Marriage is largely a gamble for most people. T F
11 People must be the master of their own fate. T F
12 It is not important for me to vote. T F
13 My life seems like a series of random events. T F
14 I never try anything that I am not sure of. T F
15 I earn the respect and honours I receive. T F
16 A person can get rich by taking risks. T F
17 Leaders are successful when they work hard. T F
18 Persistence and hard work usually lead to success T F
19 It is difficult to know who my real friends are. T F
20 Other people usually control my life. T F

Materials Required: Paper, pencil and locus of control questions.

26
Participant’s Profile:

Name: Kirubashini
Age: 28 years’ old
Gender: Female
Education: BE, MBA.
Occupation: Owning a clothing company

Procedure and Administration:

Preparation: I have prepared with paper pencil, stop watch and answer sheet that need to be
given to the subject.

Rapport: Rapport was established with the subject and she was informed about test as per her
own interest. She is good friend of mine so she felt more comfortable during the process.

Instructions: I have given clear instruction to the subject such as:

 Read the questions carefully and then answer as per perception.

 True or False doesn’t mean anything direct and the final outcome matters, so please
be true to your answers whatever you will in.

Precautions: Some precaution have been made pre-planned:

 Like making a comfortable seating environment.

 Happy conversation was made to make the subject free of stress.
 Water and tissue were arranged near the chair, to make her more easy and comfortable.

Introspective Report: After completing the test subject was very happy and so much egger to
know about the result.

Scoring and Interpretation: As per given result score in the test of locus of control is:

 Give 5 points for each question if you indicated False on questions:

2,3,5,6,9,10,12,13,14,16,19,20
 Give 5 points for each question if you indicated True on questions: 1,4,7,8,11,15,17,18

27
 0-15 Very strong external locus of control
20-35 External locus of control
40-60 Both external and internal locus of control
65-80 Internal locus of control
85-100 Very strong internal locus of control

After completing the test successfully, Subject has given answers for entire 20 questions. As
per the answer key my subject has scored 75, which lies between the slab 65-80 that is
internal locus of control.

Advantages of internal locus of control:

1. Take responsibility for event that happen to them, both good or bad.
2. Work hard to get what they want.
3. Be less influenced by the opinion of others.
4. Take action to improve their situation.
5. Learn from their mistake.
6. Be more driven towards success and be successful.

Disadvantage of internal locus of control:

1. Have a tendency to be direct and to the point. This can leave people feeling trampled.
2. Can find it difficult to delegate, wanting to control everything.

Discussion: After reading the locus of control experiment and performing the test
successfully, the result came was internal locus of control. Subject personality and result of
the test was matching. As she was much confident, positive and she believes more on hard
work than waiting to be lucky.

After discussing the result with the subject, she supported the result. With the help of this test
we can analyse a person come under which category and know more detail on their
personality.

Conclusion: After conducting the test we came in a conclusion that how person perceive
their life. This test measures internal and external locus of control. We can also analyse a
person’s positive and negative attitude towards life.

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References:

 Website: https://expertprogrammanagement.com/2017/10/locus-of-control/

https://www.edglossary.org/locus-of-control/

https://www.mindtools.com/pages/article/newCDV_90.htm

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PRACTICAL 5
Cattell’s 16 P.F

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Title: 16 Personality Factor (PF) Test

Aim/Objective: To Assess the personality of subject using 16 Personality (PF) test.

Hypothesis: Not Required.

Introduction: The Sixteen Personality Factor Questionnaire (16PF) is a self-report

personality test developed over several decades of empirical research by Raymond B. Cattell,
Maurice Tatsuoka and Herbert Eber. Cattell developed Sixteen Personality Factor
Questionnaire (16 PF), for the assessment of personality. This test is widely used by
psychologists today.

Raymond Cattell analysed Allport's list and whittled it down to 171 characteristics, mostly by
eliminating terms that were redundant or uncommon. He then used a statistical technique
known as factor analysis to identify traits that are related to one another. With this method, he
was able to whittle his list to 16 key personality factors

According to Cattell, there is a continuum of personality traits. In other words, each person
contains all of these 16 traits to a certain degree, but they might be high in some traits and
low in others.
For each trait, factor label or code letters are used. The major source traits as represented on 16
Personality Factor Inventory is as follows:

Factors Description
A Outgoing- Reserved Outgoing-
Reserved
B Intelligence
C Stable-Emotional
E Dominant-Submissive
F Sober-Happy-go-lucky
G Conscientious-Expedient
H Venturesome-Shy
I Tough-minded-Tender-minded
L Trusting-Suspicious
M Imaginative-Practical
N Shrewd-Forthright
O Apprehensive-Placid
Q1 Radical-Conservative

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 Q2 Self-sufficient-Group-dependent
Q3 Undisciplined-Controlled
Q4 Relaxed-Tense

Personality:

According to Raymond B catell,1900. That which permits a prediction what person will do in
a given situation.

According to Goedon W Allpoet 1961. Personality is a dynamic. organization, inside the

person, of psychophysical. systems that create the person's characteristic. patterns of
behaviour, thoughts, and feelings.

According to Walter Mischel 1999. Personality states that an individual's behaviour is

influenced by two things- the specific attributes of a given situation and the manner in which
he perceives the situation.

Although no single definition is accepted to all personality theories, we can say that
personality is a pattern of relatively permanent traits and unique characteristics that give both
consistency and individuality to person’s behaviour. Fiest and Feist 2009.

Description of the Test/ Experiment:

Author of the test: Raymond Catell

Basic purpose of the test: Measuring of 16 personality traits that describe and predict a person’s
behaviour in a variety of context.

Number of items: This personality test consists of 164 statements about yourself, for each
indicate how accurate it is on the scale of

(1) disagree
(2) slightly disagree
(3) neither agree nor disagree
(4) slightly agree
(5) agree.
Time: 35 to 50 minutes.

Age group: 16+ years.

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Reliability and validity: Moderate to good reliability rating have been reported for the 16PF
tests, based on a sample of 10,26 individuals.

Materials Required: Test to be take via the website link:

https://openpsychometrics.org/tests/16PF.php . System with internet connection is required to

take this test.

Participant’s Profile:

Name: Dr. Pavithra M

Age: 26 years’ old
Gender: Female
Education: BDS, MD(Phd)
Occupation: Research intern

Procedure and Administration:

Preparation: As this test need to be conducted online, I have shared the link with the subject
before conducting the test.

Rapport: Rapport was established with the subject and she was informed about test will be
conducted online. She was very much comfortable and friendly about giving the test.

Instructions: I have given clear instruction to the subject such as:

 Read the questions carefully and then answer as per perception.

 Make yourself confirmable during the test and if any doubts please feel free to ask me.

Precautions: The subject have been informed that the result will be confidential and will not
be shared with anyone else. I have also informed her that This test is taken for educational
purposes only.

Introspective Report: After completing the test subject was very happy and so happy
knowing the results on her personality.

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Scoring and Interpretation: The scores can be interpreted using a number of different
systems, depending upon why the test is being used. Some interpretive reports take a clinical
approach looking at personality, while others are more focused on topics such as career
selection, teamwork development, and leadership potential

As the test was conducted online via the link provided to us. The scoring was auto generated
and given below:

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The scoring is in the scale of 0-4.

From the above result we can understand that the subject is more sensitive, loves her privacy
than opening up with people. She also seems to be good at abstract thinking and little
dominant when come to her opinion. She is also good at imaginative work and nice to people
around her.

Regarding how good at controlling tension is less and not really good at get well with people
as she like her privacy. She seems to easily adapt to the changes.

Discussion:

 A number of studies have supported the test's validity, including its use in career
development and personality assessment.
 The results are based on the respondent's description of their own personality and
behaviour, which may not necessarily reflect the way other people see them. The
accuracy of the results is therefore dependent on the respondent's openness in
answering the questionnaire and upon their level of self-awareness.
 The report describes the respondent's likely style, but has not measured skills or
knowledge, and therefore it does not present firm conclusions about their ability.
 There are no absolute rights or wrongs in personality each style has its advantages and
disadvantages, although some temperaments may suit some activities, jobs or interests
better than others

The subject personality matched the 16PF test results and the results are very

satisfying. After discussing the result with the subject, she supported the result.

Conclusion: Results of psychometric questionnaires like this one enable a good prediction of
how people will behave in a variety of situations. The results of the questionnaire are
generally valid for 12 to 18 months after completion, or less if individuals undergo major
changes in their work or life circumstances.

References:

 Book Chapter: MPC003

MPC007(Practicum)
 Website: https://www.verywellmind.com/cattells-16-personality-factors-2795977

https://openpsychometrics.org/tests/16PF.php

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PRACTICAL 6
Halo Effect

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Title: Halo Effect

Aim/Objective: To study about the Halo Effect and learning test.

Hypothesis: Not Required.

Introduction: The Halo effect is when one trait of a person or thing is used to make an
overall judgment of that person or thing. It supports rapid decisions, even if biased one.

The halo effect is generally defined as the influence of a global evaluation on evaluations of
individual attributes of a person, but this definition is imprecise with respect to the strength
and character of the influence.

Research on the phenomenon of the halo effect was pioneered by American psychologist
Edward L Thorndike determined from this experiment that people generalize from one
standing trait to form a favourable view of a person’s whole personality.

The halo effect is also referring to the halo error, is a type of cognitive bias whereby our
perception of someone is positively influenced by our opinion of the person’s other trails.

The reverse halo effect is the phenomenon where by positive perception of a person can yield
negative consequences.

Description of the Test/ Experiment: The American psychologist Frederick L Well (1970)
first identified the halo effect.

However, Edward Thorndike who first recognised it with empirical evidence. He officially
introduced the term ‘the halo error’ in 1920 in his article ‘A Constant Error in Psychological
Ratings’

Example:

In the classroom, teacher is prone to the halo error when evaluating their students e.g., A
teacher might assume that a well behaved student is also bright and motivated before they
have objectively evaluated the student capacity in their area.

Materials Required: Used the below link to understand the theory:

https://deepblue.lib.umich.edu/bitstream/handle/2027.42/92158/TheHaloEffect.pd

Participant’s Profile: Not Required.

37
Procedure and Administration: Not Required.

38
Preparation: Not Required.

Rapport: Not Required.

Instructions: Not Required.

Precautions: Not Required.

Introspective Report: Not Required.

Scoring and Interpretation: After reading the article on halo effect: Evidence for
unconscious alteration of judgements by Richard E Nisbett and Timothy Decamp Wilson and
by understanding the view of Edward Thorndike, I am able to answer following question

Q1. The key takeaways from the main experiment.

Ans: This is one of the oldest and most widely used phenomenon in psychology, though very
few things are known about its nature.

The halo effect, at the most specific level, refers to the habitual tendency of people to rate
attractive individuals more favourably for their personality traits or characteristics than those
who are less attractive. Although this saves us time and effort, it can certainly result in false
impressions - a disadvantage of the halo effect.

For example: The service members who were found to be taller and more attractive were
also rated as more intelligent and as better soldiers. Thorndike determined from this
experiment that people generalize from one outstanding trait to form a favourable view of a
person's whole personality.

Q2. How is halo effect being used to one’s advantage?

Ans: One phenomenon you can use to your advantage is the “halo effect,” which is the
observation that if you have an initially positive impression of someone, you will bias your
judgments about them more positively than if you have a neutral or even negative initial
impression.

Marketer can use halo effect to strengthen the brand image and reputation, and translates into
high brand equity. Companies use the halo effect to establish themselves as leaders in their
industries The halo effect is a term for a consumer's favouritism toward a line of products due
to positive experiences with other products by this maker. Is correlated to brand strength,
brand loyalty, and contributes to brand equity.

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Q3. Find the application and common uses of halo effect.

Ans: We can apply halo effect in our daily basic life.

 In medical field, being a doctor and having to combat your first impression of
someone when making a medical diagnosis or prescribing.
 Personal relationship
 In politics
 Hiring employees
 Public speakers
 Marketing

It is used in the part of brand marketing called "line extensions." One common halo effect is
when the perceived positive features of a particular item extend to a broader brand. A notable
example is the manner in which the popularity of Apple's iPod generated enthusiasm for the
corporation's other products

Q4. Is there any relationship between learned behaviour and halo

effect? Ans: Yes, there is a relationship between learned behaviour and halo

effect.

Learned behaviour: A learned behaviour is one that an organism develops as a result of

experience. Learned behaviours contrast with innate behaviours, which are genetically
hardwired and can be performed without any prior experience or training.

Halo effect: The halo effect is described as a cognitive tendency to place particular traits or
expectations on someone based on perceptions of a former trait.

Relationship: The different studies that were done with infants, school aged student, and
adults were of great interest. I realized that the way we treat attractive people is a learned
behaviour and that many of our choices are made without our knowledge. This cognitive
tendency affects our lives in so many ways yet goes unnoticed almost every time. The idea
that the halo effect, something so small, can affect major decisions as well as the way we
interact with people in our lives leaves room for lots of issues.

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Discussion: From the articles related to halo effect it is clear that all the results support the
strong interpretation of halo effect. The halo effect occurs because human social perception is
a constructive process. When we form impressions of others, we do not rely solely on
objective information; instead, we actively construct an image that fits in with what we
already know. Indeed, the fact that we sometimes judge another person’s personality based
on that person’s physical attractiveness is quite surprising.

Conclusion: The halo effect is bias, we cannot escape or aware of its influence and we do our
best to mitigate the effect. Having an awareness of the halo effect can help us understand how
it affects our lives. Whether you are trying to evaluate another person, deciding which
political candidate to vote for, or choosing which movie to watch, you should consider how
your impressions of them might change your evaluations of their other characteristics.
Though being aware of the halo effect does not eliminate the bias from our lives, it can
certainly help to improve our objective decision-making abilities

References:

 Website:
https://deepblue.lib.umich.edu/bitstream/handle/2027.42/92158/TheHaloEffect.pdf

https://www.psychologytoday.com/us/basics/halo-effect

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