1 Experiment No. 1 Statement of the problem “To draw a learning curve” Introduction Learning The process of learning begins from the birth of the child and continues till his death. When the child is born, his mind is just like a clean slate. As soon as he comes in contact with his environment, he starts reacting and in this process of interaction of the individual and his environment, the foundation of learning are laid down. Learning occupies an important position in the whole field of psychology. Psychology of learning is very important for teachers, parents, animal trainers for all those who are interested in understanding, controlling and predicting behaviour. Melvin H. Marx defines learning in the following words: “Learning is a relatively enduring change in behaviour which is a function of prior behaviour (usually called practice).” Thus four attributes of learning as a process. 1. Learning is a permanent change in behaviour. 2. Learning is not directly observable. 3. Learning that is result in same change of in behaviour. 4. Learning depends upon practice and experience. Definitions According to Cambridge School Dictionary “how quickly or slowly someone learn a new skill” According to Skinner, “learning is both Acquisition and retention.” According to Kimble, “Learning prefers to more or less permanent change in behaviour which occurs as a result of practice.” According to Munn, “To learn is to modify behaviour.” According to Gates, “Learning is modification of behaviour through experience and training.” According to Crow and Crow, “Learning is the acquisition of habits knowledge and attitude.” According to Pavlov, “Learning is habit formation resulting from conditioning.” Learning Curve Learning curve is a graphical representation of progress and rate of learning, rate of forgetting, rate of retention, for drawing the gap we divide X-axis or horizontal scale into unit of time or no of traits required for learning and Y-axis or vertical scale into appropriate units, accomplishment or material or puzzle etc. The shape of curves indicates the rate of improvement.
Transcript
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Experiment No. 1
Statement of the problem
“To draw a learning curve”
Introduction
Learning
The process of learning begins from the birth of the child and continues till his death. When
the child is born, his mind is just like a clean slate. As soon as he comes in contact with his
environment, he starts reacting and in this process of interaction of the individual and his
environment, the foundation of learning are laid down. Learning occupies an important
position in the whole field of psychology. Psychology of learning is very important for
teachers, parents, animal trainers for all those who are interested in understanding,
controlling and predicting behaviour.
Melvin H. Marx defines learning in the following words: “Learning is a relatively enduring
change in behaviour which is a function of prior behaviour (usually called practice).” Thus
four attributes of learning as a process.
1. Learning is a permanent change in behaviour.
2. Learning is not directly observable.
3. Learning that is result in same change of in behaviour.
4. Learning depends upon practice and experience.
Definitions
According to Cambridge School Dictionary “how quickly or slowly someone learn a new skill” According to Skinner, “learning is both Acquisition and retention.” According to Kimble, “Learning prefers to more or less permanent change in behaviour which occurs as a result of practice.” According to Munn, “To learn is to modify behaviour.” According to Gates, “Learning is modification of behaviour through experience and training.” According to Crow and Crow, “Learning is the acquisition of habits knowledge and attitude.” According to Pavlov, “Learning is habit formation resulting from conditioning.”
Learning Curve
Learning curve is a graphical representation of progress and rate of learning, rate of
forgetting, rate of retention, for drawing the gap we divide X-axis or horizontal scale into
unit of time or no of traits required for learning and Y-axis or vertical scale into appropriate
units, accomplishment or material or puzzle etc. The shape of curves indicates the rate of
improvement.
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Characteristics of Learning Curve
1. Initial Stage: At initial stage progress of learning in slow. The learning takes some
time to get familiar with the material that learner wants learn.
2. Spurt: When learner has overcome the initial difficulties of learning his learning
quickness and rapid learning takes place.
3. Decline: After spurt rate of learning decline.
4. Plateau: After sometime there occurs plateau there is no addition of learning at all
so learning becomes virtually stand still.
5. Spurt: Plateau is again followed by spurt or rapid learning.
6. Final limits: The curve of learning shows that their reaches a limit beyond which no
improvement is possible.
Types of Learning Curve
1. Straight Line Curve: It shows constant rate
of improvement. This type of curve is rarely
found.
2. Negatively Accelerated Curve: In this curve
there is rapid initial rise and this initial rise
gradually decline and curve becomes a
straight line and plateau.
Plateau
Spurt
No. Of Trail/Time
Mat
eria
l to
be
Lear
ned
x-axis
y-ax
is
Mat
eria
l to
be
lear
ned
No of Trails
-ve
No of Trails
Mat
eria
l to
be
lear
ned
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3. Positive Accelerated Curve: In this type of
curve there is slow initial rise in the
beginning and learning starts increasing in
initial stage. This curve is often seen in the
learning situation where task is new or
difficult in the beginning.
4. Combination of Two Types of Curve: It is
combination of convex and concave curve
with plateau. This curve looks like an
alphabet ‘S’. So also it is known as “Signac
Curve” such curves may be convex or
concave in shape in beginning depending
upon the nature of learner, learning
material, learning environment and are
generally obtain in the situation where we
study entire learning of a task zero
performance to its mastery.
Causes of Plateau
1. Fatigue
2. Lack of interest, motivation and purpose on the part of learning of a learner.
3. Transfer of errors from one part of activity to another.
4. Lack of balance among various phases of complex skill.
5. Use of wrong methods.
6. Too much difficulties of the subject.
7. Feeling of dissatisfaction.
Education Implications of Learning Curve
How to overcome plateau
1. Redistribute the work with interest and work period.
2. Introduce new motive, interest or incentive into the activity.
3. Organise the subject matter properly.
4. Use of appropriate methods.
5. Introduction of change in the task.
Research Evidence Experiment by Ebbinyhaus 1902. He conducted experiment on the list of meaningless and non-sense syllables on himself and concluded that mastery of list advances from both the ends towards the middle.
No of Trails
Mat
eria
l to
be
lear
ned
+ve
No of Trails
Mat
eria
l to
be
lear
ned
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Experiment by Modant 1928. He also experiences the same difficulty in the experiment as
non sense syllables. He found first and last portion are memorised earlier than the middles
ones.
Hypotheses
1. With increasing number of trails learning increases and there is decrease in number
of errors as the subject progress in number of trails.
2. Syllables at start and end all learned earlier than those in the middle or time taken to
learn initial ad last non sense syllable is less than time taken for middles ones.
3. To compare the performance of individual subject with that group.
Actual Experiment
Design of Experiment
This experiment will be conducted in laboratory and on a single subject for this ten non
sense syllables will be used, syllables will be made on consonants vowel consonant (CVC)
pattern.
TABLE 1.1
Serial No.
Non sense Syllables
No. Of Trails 1 2 3 4 5 6 7
Total Time Taken
1 X A T N N N Y Y Y Y 8 Sec
2 W E Q Y Y Y Y Y Y Y 2 Sec
3 V U Z Y Y Y Y Y Y Y 2 Sec
4 Q O C N N N N N Y Y 10 Sec
5 Y I Q N N Y Y Y Y Y 6 Sec
6 X O K N N N Y Y Y Y 8 Sec
7 Q E P Y N Y Y Y Y Y 4 Sec
8 V U Z N Y Y Y Y Y Y 4 Sec
9 Y O Z N Y N Y Y Y Y 6 Sec
10 J U Q Y Y Y Y Y Y Y 2 Sec
Y: Yes N: No Particulars of the Subject Name : Sakshi Age : 25 Gender : Female Qualification : B. Ed., M. A. Physical Health : Normal Mental Health : Sound Place : Psychology Laboratory
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These syllables will be shown to the subject one for two seconds. In the 2nd trail there will be
a gap of 30 seconds. This process will go on till the learner learns all the syllables collectively
for two connective trails.
Few things to be noted during the experiment
1. Number of trails taken per learning.
2. Number of correct syllables in each trail.
3. Number of error committed.
4. Total time taken to learn.
5. Particular of the subject:
Name (Sakshi), Age (25), gender (Female), Qualification (B. Ed MA), Physical (Sound)
and Mental (Sound) Health and Place (Psychology).
Material Required
1. A list of 10 Non-Sense Syllables in series.
2. Stop watch.
3. Pencil/Pen
4. Graph Paper
5. Blank response sheet.
6. Paper for writing N.S.S.
0
2
4
6
8
10
12
Time Curve
Time Curve
Tim
e Ta
ken
(in
sec
on
ds)
Non sense syllables
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Table 1.2
Number of Trails 1 2 3 4 5 6
Number of correct non-sense Syllables 4 5 6 9 9 10
The experiment was conducted in psychology laboratory, two chairs, a table was put there
one for subject and one for examiner, cards of NSS and response sheet where kept ready
and step was tested.
Instructions
Before conducting the experiment following instructions were given:
1. I shall present you one by one certain non sense syllables through cards.
2. Each cards will be presented for 2 sec and inter trail time will be 30 sec, try to learn
as many syllables as you can in their respective serial order.
3. These will continue till you memories all the non sense syllables correctly.
0
2
4
6
8
10
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Number of correct NSS
Number of incorrect NSS
Number of Trails
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4. After memorising syllables in two consecutive trails correctly experiment will be
over.
5. Be alert and attentive please.
Precautions
1. You will not choose words whose sound resemble to some known words in any
language.
2. You will not repeat same consonant in two successive non sense syllables.
3. You will not start syllables with last consonant of preceding words.
Table 1.3
Serial Number Name of Subject Number of Trails
1 Tanvi 7
2 Vishu 10
3 Tanu 7
4 Meenakshi 6
5 Jashan 8
6 Roopanjeet 7
7 Poonam 6
8 Varinder 5
9 Harnoop 8
10 Gurjeet 9 N=10
=
= 73/10
= 7.3
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Interpretation of Results
A. Hypothesis 1:
1. My subject took 6 trials to learn all the syllables.
2. In her first trail she learnt four syllables and learning was 40%.
3. Second trail she learnt five syllables and learning was 50%.
4. Third trail she learnt six syllables and learning was 60%.
5. Fourth trail she learnt nine syllables and learning went to 90%.
6. In her fifth trail she learnt again nine syllables and learning was 90%. Here she was
forgetting the same syllable again.
7. Her learning got complete in her sixth trail. Seventh trail is also taken to confirm her
learning. She was able to repeat 100% of learning.
B. Hypothesis 2:
As we can observe from the table and graph subject easily learn the syllables in the
beginning and at the end as compared to the middle bocks. But there is an exception
that 1st NSS got remembered in four trails.
C. Hypothesis 3: The result of group data Rages from 5 to 10 and Mean Value is 7.3.
That means average subjects took 7 trails to learn 10 NSS.
Introspective Report
According to the subject, initially she was not confident regarding the learning to non sense
syllables (NSS). But once the trail process started not only her confidence level increased but
also learning became quicker. In 6 trails she was able to learn all of NSS and she did not
0
2
4
6
8
10
12
Group Data Table
Group Data Table
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hesitate in taking 7th trail to confirm the learning. She mentioned this experiment as great
method of learning.
References
1. Chuhan S.S. - “Advance Educational Psychology”
Vikas Publishing house, 576 Masjid Road Jung Pura, New Delhi
2. Mangal S.K. - “Advance Educational Psychology” Practice Hall of India Pvt Ltd, New
Delhi.
3. Walia J.S. – “Foundation of Educational Psychology” Paul Publishing Company ltd.,
New Delhi
4. D’Mato M.R. “Experimental Psychology” Tata Mc Graw Hill Publishing Company Ltd.,
New Delhi.
5. Parameswarnan, E.G & Ravichandra K. – “Experimental Psychology” Neel Kamal
Publication Pvt Ltd., Sultan Bazar, Hydrabad.
Date Teacher Signature
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Experiment No. 2
Statement of the problem
“Spaced and un-spaced Method of Learning”
Introduction
Learning
Learning is persistent change in an individual’s possible behaviour due to experience. This definition draws attention to three things:
1. Learning must change the individual in some way: for learning to happen change has to take place. This change, of course, can be at a relatively simple level (as, for example, when we learn a skill like tying a shoelace) or at a more complex one (as, for example, when we encounter a great work of art for the first time), but the principle remain the same.
2. Change comes about as a result of experience: this principle excludes the kind of change that accrues from maturation and physical development.
3. It is a change in his possible behaviour: change has taken place; it is a change in potential rather than in actual performance. Learning something, but giving no hint of this learning in our actual performance until months or years later (as, for example, when a child sees some facts about a foreign country on television and surprises everyone by trotting them out when his class starts to study that country at a later date).
In this way, the term learning broadly speaking, stands for all those changes and modification in the behaviour of the individual which he undergoes during life time. Definition Gardner Murphy (1968): The term learning covers every modification in behaviour to meet environmental requirements. Henry P. Smith (1962): Learning is the acquisition of new behaviour or the strengthening or weakening of old behaviour as the result of experience. Woodworth (1945): any activity can be called learning so far as it develops the individual (in any respect, good or bad) and makes him alter behaviour and experiences different from what they would otherwise have been Kingsley and R. Garry (1957): Learning is the process by which behaviour (in the broader sense) is originated or changes through practice or training. Pressey, Robinson and Horrocks (1967): Learning is an episode in which a motivated individual attempts to adapt his behaviour so as to succeed in a situation which he perceived as requiring action to attain a goal. Crow and Crow (1973): Learning is the acquisition of habits, knowledge and attitudes. It involves new ways of doing things, and it operates in an individual’s attempts to overcome obstacles or to adjust to new situations. It represents progressive changes in behaviour... it enables him to satisfy interest to attain goals. Hilgard (1958): Learning is the process by which an activity originates or is changed through reaching to an encountered situation, provided that the characteristics of the changes in
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activity cannot be explained on the basis of native response, tendencies, maturation, or temporary states of the organism (e.g. fatigue or drugs, etc.). Kimble (1961): Learning is a relatively permanent change in behavioural potentiality that occurs as a result of reinforced practice.
Important Methods of Learning
1. Recitation. 2. Learning by doing. 3. Learning through association. 4. Learning through observation. 5. Learning by whole and part method. 6. Learning by spaced and un-spaced method.
Spaced and Un-Spaced Methods of Learning
a) Spaced Learning: In this method the subject is not required to memorize the assigned material in one continues sitting. After memorising for a while time some rest is provided and the process follows. Principle of work and rest is followed. Advantages of Spaced Learning
1. It overcomes fatigue. 2. The advantage of spaced learning or distributed repetition is greater for the learning
of the more difficult material than that of very easy material. 3. Its advantages are greater for children rather than adults. 4. More helpful for less intelligent persons. 5. Useful while doing lengthy task. 6. Advantage of spaced learning is greater for meaningless material as compared to
meaningful material. Limitation of Spaced Learning
It is not as effective and better as spaced or massed learning.
b) Un-Spaced Learning: In this method the subject is required to memorize the assigned material in one continuous sitting. No rest is provided in this method. Advantages of Un-spaced Learning
1. This method is useful for higher level and intelligent students. 2. Less time consuming. 3. It gives better results for short lessons. 4. Useful for meaningful material 5. More beneficial for children then adults
Limitation of Un-spaced Learning
Fatigue will be there because no rest will be provided.
Research Evidences 1. Ebbinghaus (1905) and Vart (1905) found that it takes a few reading to reach the
criteria of one perfect recitation of list when learning is distributed in several ways and when they occur in succession.
2. Rilay (1952), Cook (1934), Erickson (1942) in their studies of concept formation and investigation of problem solving found that un-spaced learning or practice proves to be better than spaced practice.
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3. Kimble and Shatal (1952) concluded that spaced learning is quicker than un-spaced or massed or continuous learning.
Hypothesis
In spaced learning less time is consumed to learn than un-spaced learning.
Design of the Experiment
For these experiment two lists of non-sense syllables (NSS) i.e. 10-10 NSS in each list will be
taken. Two lists marked as A and B, A is used for un-spaced learning and B is used for un-
spaced learning. Single subject will be taken for the experiment and time taken to learn by
both methods will be noted and compared.
Administration of the Experiment
Particular of the subject: Name : Dr. Neetu Age : 34 Gender : Female Qualification : Phd Physical Health : Normal Mental Health : Sound Place : Psychology Lab
Material Requirements:
20 cards of Non Sense Syllables, stop watch, pen, paper and response sheet.
Preliminary Set-up
This experiment was conducted in the psychology laboratory, 2 tables and chairs were put
there one for examiner, one for subject ten cards of NSS and response sheet were kept
ready, stop watch was tested and sitting was face to face.
TABLE 2.1 Un-Spaced Method List A
Sr. No NSS No of Trails 1 2 3 4 5 6 7 8
Time Taken
1 QUH 2 sec
2 GIW 4 sec
3 YIQ 14 sec
4 FEY 2 sec
5 RUW 10 sec
6 ZAQ 6 sec
7 XOK 8 sec
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8 JUQ 6 sec
9 VUZ 12 sec
10 WEQ 2 sec
Total Time = 66 sec
Instructions
Before conducting the experiment following instructions were presented to the subject. I will present you with two lists of NSS you will have to learn one of them by mass practice or un-spaced method of learning no rest will be given to learn 10 NSS and this process will continue till you master the whole list. In spaced method of learning or distributed practice the rest of 2 minute in each trail will be given so that you are able to recall the syllables this will continue till the whole list is mastered by you here for you in the two lists i.e. 2 sec time will be given to read each non-sense syllables, but inter trail in both the method will be different. In list A inter trail time will be of 30 sec and in list B the inter trail time will be 2 min and interval of 5 minutes will be given in administrating the two lists.
Actual Performance
The experiment was conducted as per designed earlier 10 cards of NSS included in the list A. They were shown to the subject one by one with an exposure time of 2 second for each syllable. Here inter trail time was 2 sec and after completing the ten NSS a blank response sheet was given to the subject. Subject was asked to write down all the ten NSS in serial order. Total number of trail taken and time taken to learn NSS was noticed and after the gap of 5 minutes List B was presented. In the same way List B was analysed but here inter syllables gap was increased to 2 minutes.
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2
4
6
8
10
12
14
16
Time Curve of Un-spaced Method
Time Curve of Un-spaced Method
Non Sense Syllables
Time Taken (in sec)
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Table 2.2 Spaced Method List B
Interpretation of Results
The results of my subject performance through un-spaced and spaced learning are shown in the above given Table 1 and Table 2.
0
1
2
3
4
5
6
7
8
9
Time Curve of Spaced Method
Time Curve of Spaced Method
Sr. No. NSS No. Of Trails
1 2 3 4 5
Time Taken
1 YIJ 2 sec
2 ZAQ 4 sec
3 XAZ 6 sec
4 FEQ 4 sec
5 ZUY 8 sec
6 XEF 4 sec
7 QOC 2 sec
8 YUX 6 sec
9 QEP 6 sec
10 VAJ 2 sec
Total Time = 44
Non Sense Syllables
Time Taken (in sec)
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Table 1: Represents the data for 10 NSS learned with the method of un-spaced learning. Total number of trails taken by the subject was 8. To learn all the NSS in order subject took 66 sec.
Table 2: Shows that the subject took only 5 trials and 44 sec to learn all the 10 NSS with the help of spaced method.
To interpret we can say that by spaced method of learning my subject performed better. Number of trails and time taken both reduced as and when compared to the un-spaced method.
Table 2.3
Method Trails Time
Un-Spaced Method 8 66 sec
Spaced Method 5 44 sec
Introspective Report
My subject was very confident and enthusiastic. She enjoyed both the methods but when comes to effective learning she finds spaced method to be better.
References:
Fontana, David - “Psychology for Teachers” The British Psychological Society and Macmillan Publication Limited Chauhan, S.S. - “Advanced Educational Psychology” Vikas Publication House, New Delhi Mangal, S.K. - “Advanced Educational Psychology” Prentice Hall of India Private Limited, Nw Delhi Walia, J.S. - “Foundation of Educational Psychology” Paul Publication, Gopal Nagar Jalandher
Date Teacher’s Signature
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Experiment No. 3
Name of the Test: - Whole and Part Method of Learning
Introduction
Learning is a key process in human behaviour; it pervades everything we do and think.
It plays a central role in the language we speak, our customs, our attitudes and beliefs,
our goals, our personality traits (both adaptive and maladaptive), and even our
perceptions. Having mastered its fundamental principles, you will be in a position to
understand how learning plays its important role in many of the psychological process.
Learning can be defined as any relatively permanent change in behaviour that occurs as
a result of practice or experience. This definition has three important elements:
1. Learning is a change in behaviour, for better or worse, 2. It is a change that takes place through practice or experience; change due to
growth or maturation is not learning. This part of the definition distinguishes learning from innately controlled species-typical behaviour.
3. Before it can be called Learning, the change must be relatively permanent; it must last a fairly long time. Exactly how long cannot be specified, but we usually think of learned changes in behaviour as lasting for days, months, or years, unlike the temporary behavioural effects of factors such as alertness or fatigue.
Definitions According to Daniel Bell in Encyclopaedia of Psychology, “learning is modification due to energies of organism and environment impinging on the organism itself.” According to Garry and Kingsley, “learning is a process by which behaviour is
originated or changed through practice or training.”
According to Woodworth, “learning is a process of acquiring new knowledge and new
responses.”
According to Traver, “learning is a process that results in the modification of
behaviour.”
According to Morse and Winge, “learning can be defined as changing one’s potential for
seeing, feeling and doing through experiences partly perceptual, partly intellectual,
partly emotional and partly motor.”
According to Pavlov, “learning is habit formation resulting from conditioning.”
Skinner defines learning as, “acquisition and retention”.
In short Learning is a fundamental process of life engaging much of our walking hours,
affecting all forms of behaviour, skills, knowledge, attitude, personality, motivation, fear
etc. it involves:
1. Acquisition of new experience. 2. Retention of new experience in the form of impression. 3. Development of experiences step by step. 4. Modification of experiences and creation of old and new experiences. 5. Organisation, synthesis and integration of old and new experiences.
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Methods of learning
1. Recitation Method. 2. Practice Method. 3. Learning through Association. 4. Learning through Observation. 5. Learning by Spaces and Un-Spaced Method. 6. Learning by Whole and Part Method.
Whole and Part Method
Meaning Whole Method Part Method
In this method a poem or material is learned completely by a person. He learns repeatedly and becomes efficient in that task. In whole method the whole task is learned as a whole means completely and fully.
In Part method the whole task is divided into parts and sub-units. One unit is remember fully and second unit is taken, memorized and left out and the process goes on till the time all the units of the material is well learned.
Factor Affecting /Relative Importance of Whole and Part Method
1. Age: Children tend to learn faster with the part method and adult with the whole method.
2. Ability: More intelligent children tend to learn better with whole method and less intelligent with the part method.
3. Stage of Practice: At first better results are obtained with Part method but latter on after practice the Whole method usually proves to be more effective.
4. Distributed Practice: The Whole method has advantage with distributed practice that may be last when repetition is massed.
5. Length of the material: If the task is of moderate size the whole method has been found superior but if it is lengthy then the part method is superior.
6. Difficulty of Material: The whole method tends to lose its superiority with difficult task or material. Difficult material can be learned better with part method.
Whole Method Advantages Limitations
Associations between different forms of lesson are formed which are conducive to better retention but it must be remember that it avoids the formation of needless bounds.
Boredom: Children feel bore while using or taught by this method.
This method is based on understanding and insight and hence it is very useful.
This method is not very useful for language related tasks.
It keeps the attention of the student in the material being taught.
It is less superior for less intelligent children.
Intellectually superior children can use this method more effectively.
Less useful while teaching the difficult or complex or meaningless tasks.
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Part Method Advantages Limitations
Learner does not feel boredom and fatigue. In this method the plan or structure of the material is not fully evident until the end of learning.
This method is useful for lengthy tasks. In this method the parts tend to stand out as units and there may be difficulty in linking them together.
It gives better results when the learner is young, in experienced or lack in confidence.
This method is not based on the understanding.
It is useful for difficult and unfamiliar material. Teacher needs special training to accommodate all the factors.
Hypothesis
‘Whole method is better and more economical then Part Method.’
Design of Experiment
For this experiment two poems namely A and B of equal length and difficulty level will
be taken. Poem A will be learnt through whole method and Poem B will be learned
through Part method. Single subject will be taken for experiment and time taken to
learn by both methods will be noted down and compared.
Procedure for Whole Method
1. Firstly the subject will read out whole poem slowly and carefully. 2. Then the subject will reproduce the same poem in the written form. 3. The time taken to read and then reproduce the same poem will be noted down. 4. Subsequent trail will be conducted in the same manner till the subject learns the
whole poem.
Procedure for Part Method
1. The whole poem is divided into 3 small portions. 2. Then the subject will read out one portion carefully and then reproduce it in the
written form. 3. Time taken to read and reproduce the poem will be noted. 4. Same process will continue till one part /portion is learnt completely. 5. Same process will further continue with other portion of the poem.
Particulars of subject
Name: Tanvi Age: 22 Gender: Female Qualification: B. Sc., B. Ed., M. Sc Physical Health: Sound Mental Health: Sound Place: Psychology Laboratory.
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Material required
Poem A and Poem B, stop watch, paper and pencil.
Preliminary Set Up
This experiment was conducted by the classroom students and performed in the
psychology laboratory. A set of two tables and chairs was arranged one for the subject
and another for the examiner. Two poems, stop watch, paper and pencil was kept ready.
Poem A: Change Poem B: A Rose The voice which I did more esteem Than music in her sweetest key, Those eyes which unto me did seem More comfortable than the day, These now by me as they have been Shall never more be heard or seen But what I once enjoyed in them Shall seem hereafter as a dream. All earthly comforts vanish thus, So little of them have we; That we from them, or they from us, May in a moment vanished be: Yet we are neither just nor wise, If present mercies we despise: Or mind not how there may be made A thankful use of what we had.
Lovely rose with petals soft A scent so sweet and light So beautiful a flower With colours shinning bright. But something not so savoury About the fragrant rose- The thorns, so sharp upon the stem, That sharpen as it grows. Yet still lovely is the flower Despite the thorns that prick Just as life and love are sweet They too have thorns that stick. But do not fear to live or love, Life’s not exempt from pain- So pick a rose, you may get hurt, but you will also gain!
Instructions
Before conducting the experiment following instructions were given.
1. I will give you two poems. You will have to learn one by reading as a whole and another poem by reading in parts. Subject has to remember these poems and then you will reproduce these poems in written form.
2. Time taken for reading and reproducing the two poems will be noted and number of words reproduced will be noted down. This process will continue till you are able to remember these poems completely.
Please, now pay attention and be alert.
Actual Performance
In poem A, whole method was used and there were 16 sentences and 105 words. My
subject took 10 trails to make the learning of the poem permanent. My subject took 5
minutes and 7 seconds to read the poem. Whereas subject took 6 minutes and 35
seconds to reproduce it. In case of poem B which is being taught with part method poem
has same 15 sentences and 103 words. My subject took 11 numbers of trails to learn the
poem completely. Subject took 3 minutes and 38 seconds to read the 3 poem and
minutes and 59 seconds to reproduce it.
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Table 3.1- Whole Method
Trails Time taken to Read Time Taken to Respond Number of Words learnt
Trails Time taken to read Time taken to reproduce Number of words learnt 1 42 seconds 40 seconds 25/35 2 30 seconds 34 seconds 32/35 3 28 seconds 30 seconds 35/35
4 26 seconds 29 seconds 35/35
Pa
rt 2
Trails Time taken to read Time taken to reproduce Number of words learnt 1 45 seconds 47 seconds 23/38 2 32 seconds 37 seconds 32/38 3 30 seconds 30 seconds 38/38
4 24 seconds 28 seconds 38/38
Pa
rt 3
Trails Time taken to read Time taken to reproduce Number of words learnt 1 30 seconds 32 seconds 25/30 2 28 seconds 27 seconds 30/30 3 23 seconds 25 seconds 30/30
Total 3 minutes 38 seconds
3 minutes 59 seconds
Interpretation of Results
The above given tables represent that though more trails(11 in part and 10 in whole
method) are taken during the part method but less time taken(3 minutes and 59
seconds in part method and 6 minutes and 35 seconds) to learn the poem as and when
compared to the whole method.
The time taken is more in whole method as the subject had to write the whole poem
again and again from the starting. This is a clear evidence for the time difference more
in whole method in comparison of the part method. If we talk on the grounds of trails in
case of part method 11 trails are taken as compare to 10 trails in whole method and the
difference of 1 trail is negligible.
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Introspective
Subject was less excited about the experiment because of the less interest in the
literature. That is why the subject was not showing the interest in the beginning of the
test but when the process was cleared to the subject, subject got excited. In case of
whole method the subject got tired soon and was feeling the factor of boredom. In case
of the part method of learning subject enjoyed it thoroughly.
Precautions
1. Before conducting the test the subject should be made to sit comfortably. 2. Proper, friendly environment should be provided. 3. While selecting the poem emphasis should be on the same difficulty level and
length. 4. Time taken to read and reproduce should be noted carefully. 5. Number of words reproduce correctly should be counted properly. 6. There should be no disturbance in the environment 7. Each and every doubt should be cleared before the administration of the test on
the subject.
Reference
Morgan C.T., King R.A., Weisz J.R. & Schopler J. (2009) “Introduction to Psychology” TATA McGRAW-HILL Chohan S.S (2006-07) “Advanced Educational Psychology” Vikas Publication House Mangal S.K (2007) “Advanced Educational Psychology” Ashok K. Ghosh Prentice Hall of India Pvt. Ltd. D’Mato M.R (1979) “ Experimental Psychology” TATA McGRAW-HILL Parameswarnan E.G. & Ravichandra K (2005) “Experimental Psychology” Neel Kamal Publication Pvt Ltd.
Date Teacher’s Signature
22
Experiment No. 4
Name of the Test: - Achievement test for Mathematics
Author: - Meera Jaiswal and M. K. Hassan
Purpose of the test: - To know about the achievement of 11th grade
students in mathematics.
Introduction
Achievement can be defined as the act of achieving or performing, successful performance or accomplishment. Tests designed to measure current knowledge-the results of previous learning called Achievement test.
Achievement test are also known as proficiency test. It is an effective way to check any weakness the instructor or slackness on the part of examiner achievement test are also effective in the formulation of educational goal.
Achievement test asses the achievement of the students regarding their learning up to a particular fixed point in a set time. In achievement test main emphasis towards content coverage is given.
Definition
According to Crow and Crow (1970), “Achievement means the extent to which learner is profiting from instructions in a given area of learning.” According to Robinson and Harrock (1966), “Status level or individuals learning and his ability to apply what he has learned.” According to Subramanyam (2008), “In education achievement is usually define in three ways. The grade that students earn in school, their performance and standardized test of academic achievement.”
Types of Achievement Test-
Two Types
Subjective Type
Three Types
1. Essay Type
2. Short Answer Type
3. Oral Type
Objective Type
Two Types
1. Recall Type
2. Recognition Type
23
Description of the Test
Present test is the objective test for 11th grade students. Test has been treated in Hindi Language. There are 30 items in total related to different areas like arithmetic, algebra, trigonometry, geometry and algebraic equations etc.
Reliability
The test is a reliable measure of Scholastic measure, the split half reliability of the achievement test was found .36 which is significant at .01 levels. After applying the spearman’s Brown formula for the total length of the test was .92. the reliability was high not only for the total test of scholastic achievement but also for the test of language is .80 after applying Spearman’s brown formula the correlation was found to be .90.
Table 4.1: Mean Score of high and low achieving group on total scholastic achievement test, test of language and test of mathematics. Groups Total Test of
Scholastic Achievement
Total Test of Language
Test of Mathematics
(N=100) Mean S.D. T Mean S.D. T Mean S.D. T High Achievement
91.1 15.89
68.9 8.19
22.2 5.46
Low Achievement
89.0 16.27 30.35 11.63 8.65 4.64
=Significant at .05 level.
Validity The content validity of the test is quit high as the teachers of the subject concerned who are selected as judges had agreed that the items foe the test really intended to measure the achievement of students of class 11th. Item Analysis made to find out the discriminatory value of each item argues well for the validity of the scale. Furthermore the test was administered on 100 high achieving groups consisting of only those students who had obtained not more than 33% marks in mathematics and grand total and were rated low by their teachers.
Recall Type Test
Simple Recall Type
Complition Recall Type
Recognition Type
Alternative Response Type
Multiple Choice Type
Simple Multiple Choice Type
Matching Type Multiple Type
Classification Type
Arrangement Type
Finding the best answer
24
Table 4.1 Compare the two groups on the test of Language and mathematics as well as on the total achievement test it may be observe that mean scores of high achieving group are significantly higher than that of low achieving group on the total test of scholastic achievement as well as on the test of language and mathematics.
Table 4.2 Observation Total Number of Items 30 Number of Attempted Items 30 Correct Items 27 Incorrect Items 3
Administration of the test Particulars of the Subject Name: Dewanshi Age: 13 Gender: Female Education Qualification: 10th pass Physical Health: Sound Mental Health: Normal Place: Psychological Laboratory Material Required Test Booklet, Manual and pencil/pen
Preliminary Set Up First step is to make the subject to sit properly and rapport was established. Then
subject was handed over a test booklet. Instructions were given to the subject and
subject now just has to put a tick mark on the right answer.
Instructions
The instructions were made clear to the subject this is a mathematics achievement test
there are 30 questions with four alternatives, answer to each question but out of them
only one is correct and one have to put a tick () against the right one. There is no time
limit for this test and try to complete it as fast as you can.
Scoring
The responses of the subject were telly with scoring key. For every right answer one
mark will be given and no marks for wrong. Thus the scores will be calculated.
Table 4.3: Percentile norms of the test of Mathematics Percentile Total Score Percentile Total Score
The raw scores of any individual on any psychological test as such as without any meaning unless we are able to compare his performance with other person tested under same conditions, percentile norms were computed for the percent. Interpretation of the Results
My subject Dewanshi attempted 30 items and her total scores are 27 with a percentile is
95 so she is bright. She attempted all the 30 questions only 27 were answered correct.
Uses of Achievement Test
1. For the assignment of grades. 2. For the classification of individual. 3. Useful to indicate school progress. 4. Useful to vocational guidance. 5. Useful to formulation of educational goals. 6. Useful to check the slackness of the examinee.
Limitation of Achievement Test
1. Scores of Achievement test cannot be taken as bases for deciding students’ promotion to the next grade.
2. Achievement test are difficult to construct as compared to aptitude test or intelligent test.
3. Sometimes results of these achievement tests are taken as a measure of the teacher’s effectiveness.
Precautions
1. Situation should be peaceful. 2. Child should have the subject mathematics in class 11th.
References
Singh A.K. ”Test, Measurement and Research Method in Behavioural Science” by Bhari Bhawan Sharma T.R. “Measurement& Evaluation” 21 Century Publication Patiala. Manual- Meera Jaiswal & M.K. Mathematics Ach Test Published by Agra Psychological cell Agra.
Date Teacher Signature
Raw Score Percentile 27 95
26
Experiment No. 5
Name of the Test: - Samoohik mansik Yogyta Parikshan
Author: - Dr. R. K. Tondon
Publisher: - Karuna Tandon
K. G. K College, Muradabad
Introduction
We often comment that a particular child or individual is very intelligent or is not
intelligent all such comments are based on an observation of the performance of an
individual concerned. In comparison of the group but makes an individual to behave or
perform with in his group interest attitude desire for knowledge, communication, skills
and similar attitude contribute towards his behaviour or performance.
However there is something else which is also responsible to a large degree in
Psychology this termed as intelligence in ancient India our Great Rishi named it ‘Vivek’.
Definitions According to Terman, “An individual is intelligent in proportion as he is able to carry on abstract thinking.” According to Wechsler, “Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with the environment.” According to Woodworth, “Intelligence is the ability to acquire knowledge.” According to Buckingham, “Intelligence is the ability to learn.”
History of Intelligence
Intelligence is having a long past but short history. The old heritage of Vedas in India
when individuals are engaged in face to face discussion for assessment of abilities of
individual. Some 400 years back in China Competitive examination were held. Besides
this the movements intelligence testing started only 100 years ago. In the beginning,
attempts were made to construct Psychological Test of simple mental functions. The
real credit goes to ‘Alfred Binnet’ of France who was first to measure intelligence using a
suitably scientific test in 1995.
Types of Test
Types of Test
Individual Test
Verbal Test
Non Verbal Test
Group Test
Verbal Test
Non Verbal Test
27
Purpose of Test
1. For the selection of suitable candidates for profession and education activities.
2. Its purpose is to classify individuals according to their mental makeup.
3. To collect the reliable data about the individual for making prediction.
4. To measure general intelligence of students for educational, vocational and
Personal guidance.
5. To solve the problem.
6. For diagnosing the causes of Problematic behaviour and suggesting possible
remedial actions.
7. To collect the data for the purpose of research.
Description of Test
Test is named as Samoohik Mansik Yogyta Parikshan.
Table 5.1: Reliability co-efficient by two different Methods Methods Reliability Co-efficient
Split-half .59-.99
K. R. Formula .20-.85
It is a spiral omnibus type of verbal group test containing 100 questions. Everyone has 5
alternatives, to make the scaring objective the test contains 100 items distributed over
areas namely- Number Series, Mathematics instincts, vocabulary, similar, vocabulary
opposite, classification, best answer, analogies, reasoning, following institutions.
All the items have been arranged in increasing order of difficulty. For practice 10
additional items have been provided in the beginning of the test. This test is a hindi
version of the group test of general mental ability.
Reliability of the Test
Reliability of test means consistency of the scores, the reliability coefficient is calculated
by different methods.
Validity of Test
Validity means a test must actually measure what it is supposed to measure to get information regarding validity of this test. The form has been correlated against Samoohik Mansik Yogyta Parikshan by Jalota. Thus we may say that the present test has been found highly saturated with 9 factors (Tyagi 1972) and it is highly suitable for general Intelligence of college Adults.
Table 5.2 Percentile Raw Scores Percentile Raw Scores Percentile Raw Scores
100 91 64 45 18 30
99 71 62 44 16 29
98 68 60 44 14 28 97 65 58 43 12 26
28
96 63 56 42 10 25
95 60 54 42 9 25
94 60 52 41 8 24
93 59 50 41 7 24 92 59 48 40 6 24
91 58 46 39 5 24
90 56 44 39 4 22
88 55 42 38 3 22 86 54 40 38 2 21
84 53 38 37 1 5
82 52 36 36
80 51 34 36
78 50 32 35 76 49 30 35
74 48 28 34
72 48 26 33
70 47 24 33
68 46 22 32 76 46 20 30
Norms
For accurate and meaningful interpretation of raw scores three types of Norms are provided in Table 1, Table 2 and Table 3. By consulting Table No. 1 Percentile Norms Raw scores can be converted into Percentile e.g.- A raw score of 60 can be converted into percentage of 94% which means the subject is above the 93% cases.
Table 2 (7 grade Norms) - It is meant to give description of grade directly from raw scores e.g. - A raw score of 76 indicates- Superior intelligence.
Table 3- Raw scores can be interpreted in terms of z-scores or t-scores or deviational I.Q.
Thus Raw score can be interpreted in any of the manner indicated above.
Administration of the Test
Particulars of the Subject
Name: Mrs. Neeta
Age: 34
Sex: Female
Qualification: PhD
Physical Health: Normal
Mental Health: Normal
Place: Psychological Laboratory
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Table 5.3
Grade Raw Scores Description
I 77 and above Very Superior II 65 – 77 Superior
III 53 – 63 Bright Awareness
IV 29 – 53 Average
V 17 – 29 Dull Average VI 5 – 17 Inferior
VII Below 5 Very Inferior
Material Required
Question booklet, manual answer sheet scoring key, pen/pencil etc.
Preliminary Set-up
The test should not be administered on large group first of all the subject was made to
sit properly and rapport should be established then a test booklet and answer sheet was
given to her. She was asked to fill up the preliminary given on the top of the answer
sheet after these instructions were given.
Instructions
This is a general mental ability test you will have to complete it in a given time that is 20
minute test contains 100 questions every questions have 5 options but you have to
choose the right answer in answer sheet you have to right the answer no. i.e. 1, 2, 3 and
so on don’t write anything on our booklet it should be kept neat and clean.
Procedure
After giving the instructions the subject was asked to turn over the page and road the
examples so that subject could understand the method of answering well. When the
examiner is sure that the subject has followed everything then he was asked to start the
test. After 20 minute examiner asked to stop answering and answer sheet with were
taken back.
Scoring
The answer sheet is scored with the help of standard key prepared for this purpose the
key contains correct answer to each questions. The key should be placed on answer
sheet in the manner that the questions number are properly covered answer written on
the sheet are tallied one marks is allotted to one correct answer and no marks are to be
given to be given to wrong answer or un-attempted our there is no negative marking for
wrong answer the sum of all the correct answer gives the total marks obtained by the
subjects.
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Interpretation of Results
My subject got 68 marks in general mental ability test with test with the help of table 1
we can see that 68 raw scare is 98 Percentile and with the help of table 2 we can
interpret the grade norm as she lies in the category of superior.
Educational Implications
1. Intelligence tests can be used to promote pupils. 2. Children can be classified in various categories on the basic of intelligence tests. 3. Scholarship may be given to suitable and appropriate students on the basic of
general mental ability test. 4. Selection of courses for pupils can be made on the basis of mental ability test. 5. Vocational guidance can be given on the basis of intelligence tests. 6. These tests are very useful for research.
Limitations
1. There is shortage of standardised intelligence tests. 2. Intelligence tests are not reliable. They are not exact measures of intelligence. 3. Intelligence tests put on premium on speed. 4. Intelligence tests are not accurate. They contain only a limited number of
questions. 5. Intelligence tests are inevitable which are an essential part of intelligence are not
measured by these tests.
References
Walia J.S. ‘Foundation of educational Psychology’ Paul Publisher, Jalandhar. Mangal S.K. ‘Advanced Educational Psychology’ Prentice Hall of India, Private limited, New Delhi. Chauhan S.S. ‘Advanced educational Psychology’ Vikas Publication, New Delhi. Jalota’s Manual Group Test of Intelligence by Dr. Jalota.
Date Teacher’s Signature
31
Experiment No. 6
Name of the Test: - Adjustment Inventory
Author: - V. K. Mittal
Publisher: - MANOVIGYAN KENDRA
Psychological Test
249, Noonia Street, Meerut
Cantt (U.P. India) 250001
Introduction
The dictionary meaning of the word ‘Adjustment’ is to fit, make suitable, adopt, arrange,
modify, harmonize or make correspondent. Thus, when we make an adjustment
between two things, we adopt or modify, harmonize or make correspondent. Thus,
when we make an adjustment between two things, we adopt or modify one or both of
them to correspond to each other.
According to Darwin’s (1859) theory of evaluation, those species which adapted
successfully to the demands of living, survived and multiplied while other who did not
died out. Therefore the adoption or changing of oneself or one’s surroundings according
to the demands of the external environment became the basic need for our survival.
However, the concept of adjustment is not so simple as adoption psychologist and
scholars differ considerably in interpreting its meaning and nature as can be seen from
the following definitions.
James Drever (1952) “Adjustment means the modification to compensate for or meet
special conditions”.
In the words of Webster (1951) “Adjustment is the establishment of a satisfactory
relationship as representing harmony, conformance, adaption or the like.
Carter V. Good (1959) said, “Adjustment is the process of finding and adoption modes
of behaviour suitable to the environment or the change in the environment.”
Description of Inventory
This inventory has provided separate measure of adjustment in four areas at home,
social, health and emotion, college adjustment. There are 80 items which are distributed
in four areas. Respondent are required to response in three categories Yes or No. there
are no time limit. High scores in inventory indicate poor adjustment. The test is meant
for group administration but when required it can also used with individual cases.
32
Table 6.1: - The reliability of the inventory is report below after making Spearman’s Brown correlation: Reliability Coefficient N
Split-Half Reliability +.94 95
Table 6.2: - The reliability coefficients for the four areas of the inventory are separately reported below:
Area of Adjustment Corrected Split-Half Reliability Coefficient
N
Home Adjustment +.64 95
Social Adjustment +.44 95
Health & Emotion +.80 95 College Adjustment +.745 95
Reliability
Split half reliability is computed between the scores on odd and even items of the
inventory as well as for four scales separately.
Validity
The inventory has been validated with different indicates at different levels. The
findings are reported below:
High school level (Male)
(i) Only those items are included which passed the 20% criterion of increase or
decrease from the upper criterion group to the lower group.
(ii) The inventory has been validated against the two external criteria.
1. Teacher’s rating of their pupils overall adjustment.
2. Parent’s rating.
As far as teacher’s rating are concerned they were obtained from only those
teachers who were trained post graduates and had at least two year contact with
the student. Only those teachers were included in the study who felt confident to
rate over all adjustment of their pupil. Rating was obtained on a 5 point scale for
objectivity in ratings, the teachers were provided with descriptions of five points
on the rating scale. Ultimately c-coefficient is computed between inventory
scores and teacher’s ratings.
Parents ratings are also obtained on a five point scale and c-coefficient of is computed
between.
a. Total inventory scale and parents ratings.
b. Home adjustment scores on the inventory and parents ratings.
Name of the Test: - Multidimensional Personality Inventory
Author: - Manju Aggarwal
Publisher: - Agra Psychological Research Cell,
Agra
Introduction
No topic in the field of psychology is more fascination than personality. Tremendous
research has been done on this topic. If you ask a man, the meaning of the term
personality, he would not be able to give answer to this simple question about
personality because human personality is so complex a phenomenon that it can be
interpreted in many ways.
Meaning
The term ‘Personality’ is derived from the latin word ‘Persona’ which was the name
given to the mask that actors wore in the drama. Personality is the sum total of physical,
intellectual, emotional and social traits of the individuals.
Definitions
According to the Allport, “Personality is a dynamic organisation with in the individual of those psychophysical systems that determines his unique adjustment to his environment.” According to the Cattell, “Personality is that which permits a prediction of what a person will do in a given situation.” According to the Woodworth, “Personality is the quality of individual’s total behaviour.” According to the Kurt Lewin, “Personality is a dynamic totality of system.”
Description of Multidimensional Personality Inventory
This inventory measures 6 dimensions of personality.
1. Extroversion-Introversion: The first area of this inventory is extroversion-inventory which has been considered as one of the important potential personality variables by which one can estimate whether one Person-Orientation is based on objective conditions or facts (Extrovert) or Person-Orientation is based on own self (Introvert).
2. Self Concept: The second factor of personality has been included in this inventory is self-concept. The ‘self’ has also been considered as a central construct of the personality.
3. Independence-Dependence: Dependence vs. Independence is associated with the personality which has close relation to intelligence or uniqueness of the Personality.
36
4. Temperament: The factor of this inventory is temperament which refers to reaction of the person towards emotional situation.
5. Adjustment: Adjustment is an index of integral between needs and Press, which has a close relation to personality. It has been considered as a trait of personality.
6. Anxiety: The concept of anxiety occupies a very important place in the study of human personality and multiple activities of the mind.
The present inventory has 120 items in all. Each 20 items are related to different traits
of personality. Each item has three alternative answer ‘Yes’, ‘Sometime’ and ‘No’ which
refers to the extent of agreement and disagreement of the extent of agreement and
disagreement of the context. The present test can be administered individually as well
as in group situation. There is no time limit for the completion of the inventory. Usually
it requires 46 to 50 minutes time. The standard instructions are printed on the front
page of the inventory. The separate answer sheet is available for giving the answer.
Reliability
For getting the reliability co-efficient of the inventory, it was administered to a sample
of 600 students (belonging to high school) intermediate and college, in the sample;
students of all faculties have been randomly selected. The age range was 15 years to 24
years. The average age was 18.5 years; split half reliability was computed for the six sub
scale as well as total.
The test retest reliability of the inventory has been also educated through the method of
test-retest. For this, the present inventory was administered twice on a sample of 100
students of Higher-Secondary school going with an interval of 20 days.
Validity
Altogether the present inventor has content validity because items have been selected
properly and taken either from well known tests or on the basis of expert’s opinions.
For determining external validity, the present test along with the following test was
administered to a group of 100 students (Not included in above sample and the validity
co-efficient were calculated). Dr. Rastogi’s self concept inventory, Dr. Jai Parkash’s
Indian adaptation of Neyman-Extroversion-Introversion on Test. Dr. Srivastava and
Tiwari’s adjustment inventory Dr. Srivastava and Tiwari’s anxiety scale.
For getting the validity of two sub scales Dependence-Independence and Temprament,
20 teachers and 20 parents are requested to rate the subject on the basis of their
temperament and independent-dependent behaviour. The co-relation co-efficient
between the test scores and rating scores have been calculated which come to .82 and
.76 respectively.
Administration of the test
Particular of the Subject Name: Arashdeep Singh
37
Age: 23
Sex: Male
Qualification: B.Ed., M.A. (UGC NET)
Physical Health: Normal
Mental Health: Normal
Place: Psychological Laboratory
Material Required
Test booklet, Manual, stop watch, Answer sheet, Scoring, Pen/Pencil.
Preliminary Set-up
First off, subject was made to sit properly and rapport was established. Then a test
booklet and on sheet was given to her. She was asked to fill up the preliminaries given
on the top of answer sheet.
Instructions
After preliminary set up the following instruction were given to her, ‘This is a
multidimensional personality inventory, there is no time limit. There are 120 items in
the test. Each item has three alternative answer ‘yes’, ‘sometime’ and ‘no’ but you have
to choose the right answer. In the answer sheet you have to choose the right answer. In
the answer sheet you have to put a tick mark ( ) under one place (yes, sometime, no)
you are not allowed to put any other sign on the booklet. And each 120 items are
divided in six sections. When the examination made sure that the subject has followed
everything, then she was asked to start the test.
Actual Performance
My subject followed all the instructions giving by me she was very curious about it. She
attempts all the questions although there is no time lime she took only 30 minute to
complete it.
Scoring Procedure
The scoring procedure of this should be inventory is very simple score should be given the following manner Yes=3, Sometimes=2 & No=1
Interpretation
For the interpretation of raw scores the table may be consulted which is based on the
sample of 700 students. The sample has been drawn from the high school intermediate
and degree colleges of Agra. Their age range was 14 years to 26 years. In addition to this
procedure of interpretation of scores, is advised to convert row scares into t-scores or
other standard scores which may prove more fruitful.
38
Discussion of the Result
There were 120 items in the test and these are divided into 6parts. In the first part my
subject put mark ‘yes’ at 8 places, ‘sometimes’ at 6 places and ‘no’ at 6 places so she got
42 scores, with the help of table we can see that she is high self-concept.
For the third part, she put tick mark under the option ‘yes’ at 4 places, ‘sometimes’ at 5
places and ‘no’ at 11 places so she got 31 scores with the help of table, we can see that.
She has poor temperament. For the fifth part, she put tick mark under the option ‘yes’ at
12 places, ‘sometimes’ at places and ‘no’ at 4 places. So she got 53 scores, with the help
of table we can see that she has good adjustment.
For the sixth part she put tick mark under the option ‘yes’ at 4 places, ‘sometime’ at 6
places and ‘no’ at 9 places. So she got 33 score which implies she has moderate anxiety.
Introspective Report
In starting my subject felt that it was a boring task to answer 120 questions but as she
proceed in the test she felt that it was an inventory, each part of the inventory is related
to the different trait of the personality and after attempting all questions she was
curiosity to know about the results.
References
Mangal S.K. ‘Advanced Educational Psychology’ Prentice Hall of India, Pvt Ltd New Delhi. Manual of Multidimensional Personality inventory by km. Manju Rani Aggarwal, Publication by Agra Psychological Research Cell Agra. Walia J.S. ‘Foundation of Educational Psychology’ Paul publisher, Gopal Nagar Jalandher. Chauhan S. S. ‘Advanced Education Psychological’ Vikas Publishing House 576 Masjid Road, Jangpura, New Delhi.
Date Teacher’s Signature
39
Experiment No. 8
Statement of the problem
“To determine the transfer of training with mirror drawing apparatus.”
Introduction
The problem of transfer of training is one of the most interesting and important problems in the study of education and educational psychology. Learning is dynamic process and what is learnt in one situation must have some transfer value. A professor of mathematics would always say “mathematics and language are the meat and potatoes of education diet.” The problem of transfer determines to a large extent the programmes, contents, methods and objectives of education.
Meaning
Transfer of learning stands for the carryover from one act of learning to another or transfer of learning means person’s learning in one situation influences his learning and performance in other situation.
Definition of Transfer of Learning
According to Crow and Crow, “The carryover of habit, thinking, feeling, working of knowledge or of skills from one learning area to another usually it referred as transfer of training.” According to Guthrie and Power, “Transfer may be defined as a process of extending and applying behaviour.” According to Sorenson, “Transfer refers to the transfer of knowledge training and habits acquired in one situation to another situation.” According to Peterson, “Transfer is generalization, for it is extension of idea to a new field.”
Types of Transfer of Training
1. Positive Transfer: - When learning of one activity facilitates the learning of another activity.
2. Negative Transfer: - When previously learnt activity interferes with the learning of another activity.
3. Zero Transfer: - When learning of one activity neither facilitates nor transfers with learning of a new tasks.
Theories of Transfer
1. Theory of mental Discipline this theory assumes that mind is composed of many independent faculties, which are nothing but the muscles of mind and can be strengthened through exercises.
2. Apperception Theory apperception is defined as a process of relation new ideas or mental state to a store of old ones or old experiences.
3. Theory of Identical element this theory asserts that transfer from one situation to another is possible to the extent that there is common or identical element in the situation.
40
4. Theory of generalisation according to this theory not identical element is transfer to new situations. A generalisation is a statement of understanding of same relationships.
5. Transfer theory of transfer this theory focus the role of insight in learning something and behaving in a particular way.
6. Theory of ideals according to this theory ideal is deeper than generalizations. Hence ideals are the basis of transfer.
Bilateral Transfer
Human body is divided into two laterals left and right when training is imparted to one
lateral automatically it gets transferred to other lateral it is known as bilateral transfer of
training it can be proved.
Experiment of bilateral transfer of training
There is a mirror drawing apparatus for this experiment. In this experiment the subject was
asked to trace the figure of a star ( ) with his left hand by looking at the fig in mirror, the
time taken was noted down and number of errors were counted then the subject was again
asked to trace the figure of a star ( ) with his right hand by looking at the figure in the
mirror then at last again the subject was asked to trace the figure of star with left hand by
looking at the figure in the mirror then experience counted his error and total time taken in
each trails.
Hypothesis
Practice with right hand results in improvement of performance with left hand.
Table 8.1: No. of error and time taken in each trail
Sr. No. Hand-Used No. of Errors Time Taken
1 Left Hand 42 1 minute
2 Right Hand 35 55 second
3 Right Hand 28 45 second
4 Right Hand 22 48 second
5 Right Hand 18 51 second
6 Right Hand 20 29 second
7 Right Hand 17 36 second
8 Right Hand 21 39 second
9 Right Hand 22 34 second
10 Right Hand 16 33 second
11 Right Hand 17 28 second
12 Left Hand 29 30 second
Design of Experiment
The experiment is designed to see the effect of practice of drawing star shaped figure
through mirror drawing apparatus. The subject is to draw the figure immediately or initially
by non preferred hand then 10 times by preferred hand and last trail by non-preferred hand
41
again. To see whether transfer has occurred or not, total time taken and error committed by
the subject in each trails are noted down.
Administration of the Experiment
Particulars of the Subject Name: Manpreet Age: 26 Sex: Male Education Qualification: B.Ed.,M.A. Mental Health: Normal Physical Health: Normal Place: Psychological Laboratory
Material Required
Paper, pen, stop watch, mirror drawing apparatus etc.
Instructions
The subject was given following instructions this experiment is to see bilateral transfer in
Table 8.2: Difference in error and time taken in first and last trail by non-preferred hand
Number of Trails Hand-Used Number of Errors Time Taken
1 Left 42 1 minute
2 Left 29 30 second
Mirror drawing apparatus you have to draw a figure of star shaped by mom-preferred hand
and by looking in the mirror then this figure is to be draw by preferred hand 10 times by
looking in the mirror then in the last trail again this figure is to be drawn by non-preferred
hand the time taken and committed error will be counted in every trail. Now be attentive
and start the experiment.
Result
Table I shows the complete results of the experiment it shows the error committed, time
taken and hand used in each trail.
Table I shows that in the 1st trail with non-preferred hand my subject committed 42 errors in
1 minute and from the 2nd trail to the 11th trail by hand my subject committed 35, 28, 22, 18,
20, 17, 21, 22, 16, 17 and 29 in 55, 45, 48, 51,29, 36, 39, 34, 33 and 28 seconds respected. In
the last trail i.e. by non-preferred hand my subject committed 29 errors in 30 second. It
shows by non-preferred hand error are reduced and total time taken in drawing the figure
were also less.
Table II shows that by using non-preferred hand errors are reduced in the last trail or in the
2nd trail of the non-preferred hand because in the 1st trail number of error are 42 in 1
minute and after that practising with preferred hand errors are reduced then the subject
42
uses her non-preferred hand in the last trail. In the 12th trail number of error are 29 in 30
second.
Educational Implication
1. Integrated curriculum: - Curriculum should be an integral whole so that there may be positive transfer of training.
2. Guidance in the selection of curriculum: -The students must be guided in the selection of such courses which have maximum transfer value
3. Attitude of transferability: - Attitude of transferability should be faster among the students.
4. Emphasis on correlation: - Emphasis should be laid on correlation so that previous knowledge may be used in the new task.
5. Law of association: -The teacher should make the best use of laws of association for providing different types of knowledge.
6. Special attention towards intelligent students: - The amount of transfer is closely related to the intelligence of the learner. Bright children tend to transfer the learning more efficiency.
7. There should be a co-ordination between theoretical knowledge and practical experiences.
Introspective Report
My subject was very curious to know about the mirror drawing apparatus and excited to
perform experiment on it. He feels difficulty in first trail while performing with left hand and
commits 25 errors but later on it was proved to be interesting for him and he enjoyed it.
After completing the experiment my subject was curious to know about the results as soon
as possible.
References
Mangal S.K. ‘Advanced Educational Psychology’ Prentice Hall of India, Pvt Ltd New Delhi. Walia J.S. ‘Foundation of Educational Psychology’ Paul publisher, Gopal Nagar Jalandher. Chauhan S. S. ‘Advanced Education Psychological’ Vikas Publishing House 576 Masjid Road, Jangpura, New Delhi.
