Sonali Soni MPCL 2003105626-1

Indira Gandhi National Open University
M.A. (PSYCHOLOGY)
PRACTICAL FILE
Programme Code: MAPC
Course Code: MPCL-007 Practicum: Experimental Psychology and Psychological Testing
Name & Enrollment of the Learner: SONALI SONI |Enrolment No: 2003105626
Address: Rz-11A, Hans Park, West Sagarpur, New Delhi- 110046
Phone No.: 8860409722
Email: sonalisoni823@gmail.com
Study Centre Name/Code/Address: Bharti College, Janakpuri, New Delhi; Code:38043
Regional Centre: RC3-Code:38, Delhi Library Association Building Ranganathan Bhawan, C-Block
Community Centre, Naraina Vihar New Delhi.
Date: 25.11.2022 Signature of the Learner

SONALI SONI |Enrollment No: 2003105626 MPCL – 007
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CERTIFICATE
This is to certify that Ms. Sonali Soni of MA Psychology First Year, 2020 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: Sonali Soni Name:
Enrollment No.: 2003105626 Designation:
Name of the Study Centre: Bharti College, Janakpuri, New Delhi; Code:38043
Regional Centre: RC3-Code:38, Delhi Library Association Building Ranganathan Bhawan, C-Block
Community Centre, Naraina Vihar New Delhi.
Place: New Delhi
Date: 25.11.2022
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INDEX
S. No Title of Practical/ Experiment Page No.
1 Social Learning Theory and Social Cognitive Theory 4-9

(Bobo Doll Experiment)
2 Intelligence & Sternberg’s COVID-19 article 10-15
3 Interview of an Older Adult 16-22
4 Locus of Control 23-29
5 Halo Effect (Nisbett and Wilson Experiment) 30-33
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Practical 1
Title: Social Learning Theory and Social Cognitive Theory (BOBO Doll Experiment)
Introduction:
Social Learning Theory:

“Fortunately, most human behaviour is learned observationally through modelling from others. From
observing others, one forms an idea of how new behaviours are performed, and on later occasions, this
coded information serves as a guide for action.”
-Albert Bandura on Social Learning Theory
Albert Bandura’s proposed theory implies that observation and modelling play a primary role in social leaning.
Bandura's social learning theory proposed that learning can also occur simply by observing the actions of
others. His theory added a social element, arguing that people can learn new information and behaviours by
watching other people. Known as observational learning, this type of learning can be used to explain a wide
variety of behaviours, including those that often cannot be accounted for by other learning theories. For
instance, parents’ mindset determines the environment in which their children are raised.
Core Concepts of Social Learning Theory:

There are three core concepts at the heart of social learning theory.
First is the idea that people can learn through observation.
Second, the notion that internal mental states are an essential part of this process.
Third, this theory recognizes that just because something has been learned, it does not mean that it will
result in a change in behaviour.
Essential Steps for Social Learning:

Bandura proposes five essential steps for the learning process to take place: observation, attention, retention,
reproduction, and motivation.
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Social Cognitive Theory:

Albert Bandura developed the Social Cognitive Theory based on the concept that learning is affected by
cognitive, behavioural, and environmental factors. In contrast to the traditional psychological theories that
emphasized on learning through direct experience, Bandura posited that virtually also, all learning phenomena
can occur by observing other people’s behaviour and consequence of it.
Based on this idea, Bandura has identified several concepts critical for learning.
Components of the Social Cognitive Theory:
Objective: To understand social learning and social cognitive theory with the help of the Bobo Doll
experiment by Albert Bandura
Bobo Doll Experiment
Aim: The aim of the experiment was to demonstrate that children can learn through the observation of
adult behaviour.
Hypothesis: Not required
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Methodology:
A lab experiment was used, in which the independent variable (the type of model) was
manipulated in three conditions:
Aggressive model is shown to 24 children

Non-aggressive model is shown to 24 children
No model shown (control condition) - 24 children
Stage 1: Modeling
In the experimental conditions children were individually shown into a room containing toys and
played with some potato prints and pictures in a corner for 10 minutes while either:
24 children (12 boys and 12 girls) watched a male or female model behaving aggressively
towards a toy called a 'Bobo doll'. The adults attacked the Bobo doll in a distinctive manner -
they used a hammer in some cases, and in others threw the doll in the air and shouted "Pow,
Boom."
Another 24 children (12 boys and 12 girls) were exposed to a non-aggressive model who played
in a quiet and subdued manner for 10 minutes (playing with a tinker toy set and ignoring the
bobo-doll).
The final 24 children (12 boys and 12 girls) were used as a control group and not exposed to
any model at all.
Stage 2: Aggression Arousal

All the children (including the control group) were subjected to 'mild aggression arousal.' Each
child was (separately) taken to a room with relatively attractive toys.
As soon as the child started to play with the toys, the experimenter told the child that these were
the experimenter's very best toys and she had decided to reserve them for the other children.
Stage 3: Test for Delayed Imitation

• The next room contained some aggressive toys and some non-aggressive toys. The non-
aggressive toys included a tea set, crayons, three bears and plastic farm animals. The
aggressive toys included a mallet and peg board, dart guns, and a 3 foot Bobo doll.
Observations
I. Subsequent experiments in which children were exposed to such violence on videotape yielded
similar results, with nearly 90 percent of the children in the aggressive behaviour groups later
modelling the adults’ behaviour by attacking the doll in the same fashion and 40 percent of those
children exhibiting the same behaviour after eight months.
II. Although the study yielded similar results for both genders, it suggested at least some difference
depending on the degree to which a behaviour is sex-typed—that is, viewed as more common of
or appropriate for a specific gender. For example, the data suggest that males are somewhat more
prone to imitate physical aggression, there were, however, no differences in the imitation of verbal
aggression, which is less sex-typed.
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Participant’s Profile
Procedure and Administration
Preparation Not required
Rapport
Instructions
Precautions
Introspective report
Scoring and Interpretation: By understanding the Bobo Doll experiment, we are able to arrive at
following conclusion and thereby interpret and answer the specific questions asked in the practical.
Discussion
After reading the social learning, social cognitive theory and by watching the video on Bobo Doll experiment,
we are able to apply social learning theory in different fields for example in schools, healthcare, in
investigation etc. Social learning theory also tells us effect of aggression on the child.
Conclusion
Bobo Doll Experiment demonstrated that children could learn social behaviour such as aggression through the
process of observation, learning through watching the behaviour of another person. This study has important
implications for the effects of media violence on children.
Practical 1- Questions and Answers
Q1. Difference between Social Learning Theory and Social Cognitive Theory.
Answer: The following table provides primary distinctions between the two theories:-
Social Learning Theory Social Cognitive theory

1) Social learning is the prospect 1) Social cognitive theory on the other
that people learn by observing hand states that we learn behavior
others. It is the bridge between through observation, modeling, and
traditional learning theory and motivation. It is expanded form Albert
the cognitive approach. It Bandura’s social learning theory.
focuses on how mental
cognitive factors are involved
in learning.
2) Role of cognitive factors is 2) Both cognitive factors and
less important in the process of reinforcement factors plays important
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learning and reinforcement role in the acquisition and production
factors play a major role in the of behavior.
acquisition and production of
behavior.
3) Limited to the learning process 2) Broader scope. Includes

in the social context. conceptualization of human agency.
4) Via observation, imitation, and 3) Via observation, understanding,
modeling. predicting, and changing human behavior.
5) Concerned with the past 4) Focuses on current perceptions rather
experiences and somewhat less than on past learning.
concerned with the details of
the current situations.
Q2. Applications of Social Learning Theory.
Answer: We can apply social learning theory in different fields , for example:
a) Creating Change - Researchers can use social learning theory to investigate and understand ways that
positive role models can be used to encourage desirable behaviors and to facilitate social change.
b) Understanding Criminal Behavior – Social learning has been used to explain the emergence and
maintenance of deviant behavior. Especially aggression.
c) Media Violence – Principles of social learning theory have been applied extensively to the study of
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.
d) Management – Social learning theory proposes that only rewards aren’t sufficient for creating
motivation. Thoughts, beliefs, morals, and feedback are all factors that contribute to motivation.
e) Developmental Psychology – Moral development and gender role development are important areas of
research within social learning theory.
Q3. Based on the theory and its application, do you think violence is contagious?
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In layman’s language the social learning theory states that children observe from their surroundings, from
their models around and try to imitate them and reproduce the behavior. Without experiencing what the certain
situation would make them feel, they will remember how their model reacted to the situation and that will stay
with them. From the experiment, we witnessed that children acquire aggressive response the same way they
acquire other forms of complex behavior, either by direct experience or by observing others. Thus, violence
can be contagious. Children often imitate a parent or other adults they admire or respect without even
understanding the consequences. Witnessing violence or being the victim of violence is the equivalent to being
infected. Once infected, a person is then more likely to commit violent acts, either upon others or upon
themselves. For instance, youth who are repeatedly exposed to violence end up acquiring social cognitions
promoting aggression that last into adulthood. Violence affects many individuals at all levels of society and is
spread not only through interpersonal relationships, but also through neighborhoods, families, cultures, and
peer groups.
References
1. Book Chapter – MPC 003 Personality, Theories and Assessment
2. http://www.simplypsychology.org
3. C Keller 1, J Fleury, N Gregor-Holt, T Thompson. (1999). “Predictive ability of social cognitive theory
in exercise research: an integrated literature review ”, Online J Knowl Synth Nurs. 1999 Jan 5; 6:2.
4. Graves, Kristi D. (2003), “Social cognitive theory and cancer patients' quality of life: A meta-analysis
of psychosocial intervention components.”, Health Psychology, 22(2), 210–219
5. M. D. Young, R. C. Plotnikoff, C. E. Collins, R. Callister, P. J. Morgan, (2014), “Social cognitive

theory and physical activity: a systematic review and meta-analysis,” Journal of Intellectual Disability
Research.
6. Hajar A. Alshobramy. (2019). “THE EFFECTIVENESS OF BANDURA’S SOCIAL LEARNING

THEORY IN LEARNING ENGLISH SPEAKING SKILL AMONG SECONDARY SCHOOL EFL
STUDENTS.”, International Journal of Vocational and Technical Education Research Vol.5, No.5,
pp.11-23
7. Charles C. Benight (2003), “Social cognitive theory of posttraumatic recovery: the role of perceived
self-efficacy,” University of Colorado at Colorado Springs, Colorado Springs, CO 8093-7150, USA
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Practical 2
Title: “Intelligence & Sternberg’s COVID-19 article”
Aims/Objective
● To understand the ability to adapt with the environment.

● To understand what true intelligence is with the help of intelligence theories and Sternberg’s recent
article on COVID-19.
● To understand interpretation of how standardized tests are difference from real world problems.
Hypothesis - Not required
Introduction:
Concept of Intelligence
In layman’s terms, intelligence is an umbrella term used to describe a property of the mind that encompasses
many related abilities, such as the capacities to reason, to plan, to solve problems, to think abstractly, to
comprehend ideas, to use language, and to learn.
Theories of Intelligence
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Eight Types of Intelligence

In the 1980s and 1990s, psychologist Howard Gardner proposed the idea of not one kind of intelligence but
eight, which are relatively independent of one another. These eight types of intelligence are:
- Linguistic: spoken and written language skills
- Logical: Mathematical: number skills
- Musical: performance or composition skills
- Spatial: ability to evaluate and analyse the visual world
- Bodily-Kinaesthetic: dance or athletic abilities
- Interpersonal: skill in understanding and relating to others
- Intrapersonal: skill in understanding the self
- Nature: skill in understanding the natural world
Gardner believes that each of these domains of intelligence has inherent value, but that culture and context
may cause some domains to be emphasized over others. Critics of the idea of multiple intelligences maintain
that these abilities are talents rather than kinds of intelligence.
Triarchic Theory of Intelligence

In the 1980s and 1990s, Robert Sternberg proposed a Triarchic Theory of Intelligence that provides a useful
way of understanding human intelligence:
1. Componential Sub Theory – Analytical
A sub theory in the triarchic theory of intelligence that specifies three kinds of information -processing
components in human intelligence. The three components are –
1. Meta components – are used to plan, monitor, and evaluate problem solving and decision making.
2. Performance components – are used to solve the problems or make the decisions
3. Knowledge-acquisition components – are used to learn how to solve the problems or make the
decisions in the first place.
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2. Experiential Sub Theory – Creative
A sub theory in the triarchic theory of intelligence specifying the kinds of experience to which the
components of intelligence (specified in the componential sub theory) are applied. According to the
experiential sub theory, people are creatively intelligent to the extent that they can cope with relative
novelty and automize routine aspects of tasks to devote more resources to novel stimuli in their
environment.
3. Contextual Sub Theory – Practical
A part of triarch theory of intelligence according to which factors in the environment affect both an
individual and what constitutes an intelligent response to a given situation. The sub theory postulates
that people are intelligent in context to the extent that they effectively adapt to, shape, and select
environments.
Sternberg’s 2005 Triarchic Theory of Intelligence
Intelligence Testing
Mental testing began with the development of first intelligence test by Alfred Binet and French Psychologist
Theophile Simon in 1905. The test for Binet and Simon was:
1.To devise a scale that would select children with intellectual disability.
2.Indicate the nature of special instruction that could benefit those children
3.To improve the diagnosis of severely retarded institutionalized children.
The term IQ was suggested by the German Psychologist William Stern. Intelligence Quotient (IQ) expresses
the relation of mental age (MA) to the real age (chronological age – CA)
IQ =MA/CA X 100
In 1916, Lewis Terman published the Stanford version of Binet test that is known as Stanford Binet
Intelligence Scale. The 1986 revision of the Stanford – Binet is grouped into four broad area: Verbal
Reasoning, Abstract/ Visual Reasoning, Quantitative Reasoning and STM. Terman chose the following
category ranges for score level on that test with standard deviation 16.
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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
(Table 1: Terman’s Stanford Binet Fourth Revision Classification)
However, it was felt by many psychologists that Stanford-Binet test depended heavily on linguistic ability.
In 1939, David Wechsler developed a new test Weschler Adult Intelligence Scale (WAIS). The verbal scale
in WAIS consists of informat ion comprehension, arithmetic similarities digit span, vocabulary, letter number
sequencing. Performance scale consist of digit symbol, picture arrangement, matrix reasoning Wechsler
proposed different category ranges with a standard deviation of 15 by which IQ scores could be explained.
IQ Range Intelligence
Deviation IQ Classification
145 – over Very Superior

130 – 145 Superior
115 – 130 Above Average
85 – 115 Average
70 – 85 Below Average
60 – 75 Borderline
60 and below Defective
(Table 2: Wechsler Classification )
Participant’s Profile
Preparation
Preparation Rapport, Instructions/Precautions Not Required
Introspective report
Scoring and Interpretation
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After studying the recent article of Sternberg 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 us what intelligence really is.
Characteristic of real-world problems are entirely different from the characteristics of problem on standardized
test. Standardized Test Problem are mostly multiple choice emotionally blended, and can solve quickly, and
test measure an inert form of intelligence.
Real Problem: It requires extended answer, problem can be highly contextualized, emotionally arousing, can
take long time to solve and real problems require actively to deploy your intelligence to decide seriously to
use it.
Practical 2 Questions and Answers

Q1. Read the different theories of intelligence as well as the Sternberg’s article and write your
interpretation about what true intelligence is.
After reading the entire article of Sternberg on COVID-19, different theories of intelligence and by watching
the survey from news on the survival rate and death rate due to COVID, we can say Intelligence is not just
about the active deployment of that ability to solve problems of life.
My views on intelligence align with what has been mentioned in his article. Intelligence cannot be ever fully
evaluated. There is always scope of improvement and learn as we all face different kinds of problems every
day. What matters is our ability to face the challenge, accept failure and the ability to not quit and keep trying.
Intelligence is an umbrella term which included all kinds of awareness (emotional, physical, and mental) and
consciousness. Bookish knowledge and how fast one can solve the problem should not be the basis for the test
of intelligence. How aware is the individual about himself and the society and how willing is he to improve
the situation is what matters and will help in long run.
Moreover, the adaptively unintelligent people are not the ones who get low standardized test scores rather they
are the ones who refuse to wear masks, who don’t socially distance, who don’t wash their hands, such type of
people may have inert intelligence but do not chose to actively deploy it in the real work.
Conclusion
After the study and experiencing the reality in COVID, we can conclude that organisms that don’t adapt with
the situation die. Intelligence can’t be measured by lab experiment; it is measured by how people deal with
difficult situations and how they solve problems successfully.
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References
1. Nelavoy Gayathri (2013), “A Literature Review of Emotional Intelligence”, International Journal of

Humanities and Social Science Invention, 319 – 7722, ISSN.
2. Fatih KAYA, Joyce JUNTUNE & Laura STOUGH, (2015), “Intelligence and Its Relationship to
Achievement,” Elementary Education Online, 14(3), 1060-1078
3. Gökhan Baş, (2016), “The Effect of Multiple Intelligences Theory-Based Education on Academic
Achievement: A Meta-Analytic Review,” EDUCATIONAL SCIENCES: THEORY & PRACTICE
4. Jeffrey Buckley, Adrian O’Connor, Ni all Seery, Tomás Hyland & Donal Canty. (2019), “ Implicit
theories of intelligence in STEM education: perspectives through the lens of technology education
students.” International Journal of Technology and Design Education volume 29.
5. Book – MAPC – 001
6. Website : - https://www.simplypsuchology.org
7. Website: - https://en.wikipedia.org
8. Website: -
https://www.multipleintelligenceoasis.ord/blog/2020/9/1/67pmqk1mg1uzre4qlcxetz6pbl3ayj
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Practical 3
Title: “Interview an older adult”
Aims/Objective
● To understand the process of ageing

Hypothesis - Not required
Introduction:
Concept of old age

Old age consists of ages nearing the average life span of human beings, and thus the end of the human life
cycle. Older people have limited regenerative abilities and are more prone to disease, syndromes, and sickness
than other adults.
Old age cannot be defined exactly because it does not have the same meaning in all societies. In many parts
of the world, people are considered old because of certain changes in their activities or social roles. For
example, people may be considered old when they become grandparents or when they begin to do less or
different work. Many Americans think of 65 as the beginning of old age because United States workers
become eligible to retire with full Social Security benefits at age 65. People in the 65-and-over age group are
often called senior citizens.
Psycho-social aspects of aging
(Figure 6, Source: Medrawhillcompanies)
Psychological influences include both positive and negative factors, including optimism, self-esteem, mastery,
and control. Negative affect, such as depressive symptoms and perceived stress, affect health through their
impact on behaviours and through biological pathways. The effects of psychological and social/environmental
factors on health are often mediated through health behaviours and through biological pathways such as the
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central nervous system and endocrine response. Although there is still considerable debate regarding the causal
links between these groups of variables, there is strong consensus that they are important contributors to health
and quality of life.
Social theories, or concepts propose explanations for the distinctive relationships between old people
and their societies.
Disengagement theory proposes that, in old age, a mutual disengagement between people and their
society occurs in anticipation of death. By becoming disengaged from work and family responsibilities,
according to this concept, people are enabled to enjoy their old age without stress. This theory has been
subjected to the criticism that old age disengagement is neither natural, inevitable, nor beneficial.
Activity theory of old age argues that disengagement in old age occurs not by desire, but by the barriers
to social engagement imposed by society. This theory has been faulted for not factoring in psychological
changes that occur in old age as shown by reduced activity, even when available. It has also b een found
that happiness in old age is not proportional to activity.
Continuity theory states that despite of the inevitable differences imposed by their old age, most people
try to maintain continuity in personhood, activities, and relationships with their younger days.
Socioemotional selectivity theory also depicts how people maintain continuity in old age. The focus of
this theory is continuity sustained by social networks, albeit networks narrowed by choice and by
circumstances. The choice is for more harmonious relationships. The circumstances are loss of
relationships by death and distance.
Description of 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 turn 65 years of age.
Physical Change:
As an individual moves towards their old age, there are changes which occurs naturally. These changes are
external and internal changes.They consist of change in hair, skin, postures, more wrinkled. With aging sense
are often diminished and incoming information may be distorted or difficult to understand.
Change in Bone and Muscles:
Which result in pain in joints old adults are more likely to lose teeth disease. Digestive system is very sensitive
and experience an upset stomach, lack of appetite when lonely, depressed, or worried. Health issues make
adulthood very depressed and painful.
Psychological change: During this stage most individual lose their jobs because they retire from active
services. They begin fear about their physical and psychological health. But many people at the age of sixty
and above remain very healthy and active in life.
Practical 3 – Questions and Answers
Aim: To Understand the process of ageing by interaction.
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Materials required:
Self-prepared for interview, paper, pen. Telephonic interview is conducted so need of mobile phone.
Participant Profile:
Name – Shakuntla Devi
Sex – Female
Age – 72
Education – Graduate
Occupation – Ex-Manager in SBI Bank
Marital Status – Married
Family Type – Joint family
Monthly Income – Rs. 75000
Source of income – Pension
Family Members – 3 children (two daughters one son)
Religion – Hindu
PROCEDURE AND ADMINISTRATION : NA
PREPERATION:
As the interview was conducted telephonically, questions were prepared for the interview.
RAPPORT:
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Rapport was established with participant telephonically by making a few calls before conducting the interview
to make a good bond. Moreover, the participant was comfortable in communicating with me.
PRECAUTION:
I informed my participant regarding the interview being used for personal use only with the information
provided remaining confidential. Any inappropriate or sensitive questions were not asked.
INTROSPECTIVE REPORT:
Participant was very happy during the interview. She was enjoying the interview since it made her remember
her youth.
SCORING AND INTERPRETATION:

I have asked many questions from my participant and some of them are given below:-
Q1. Introduce yourself Mam?

Ans. My name is Shakuntla Devi. I am 72 years old. I am a retired Ex-Manager in SBI Bank , Punjabi Bagh,
West Delhi. Now I am a home maker
Q2. May I know about your family?

Ans. I live with my husband and my son and my daughter-in-low with Two littel Grandsons, my son has a
jewellery business I have two daughters out of which, one is settled in the. USA and the other one in an
engineer currently residing in Mumbai with her husband
Q.3 How was your life before marriage? How many siblings do you have?
Ans. Before marriage my life was so hard and strugglin g, we were five sisters and I was the eldest, I had a
lot of responsibilities, so I was used to taking care of the house and do my work as well. Our father was a very
strong man & hard working he used to sell vegetables.
Q.4 How did you meet your spouse?

Ans. It was an arranged marriage, I met my husband on the day of marriage.
Q.5 Please tell me something about parenthood.

Ans. Since we lived in a joint family, my children had a lot of cousins growing up, I was working full time as
a bank manager but used to be back before evening, my mother -in-law was very supportive and played
important role in upbringing of my children and I will always be very thankful to her for making parenting
easy for me. I am happy for my children.
Q.6 When did you first feel that you have started ageing?
Ans. When I entered my late fifties, that’s when I started having health problems.
Q.7 Would you please share which health issues troubled you?
Ans. I got knee pain, it wasn’t severe back then, it was manageable but now some days I am unable to get up
and do daily chores, other days are just fine.
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Q.8 Do you feel stressed as you are growing old?

Ans. We all grow, my grandkids will be adults, so we also have to grow old, its not that bad a feeling. I have
a group of friends I enjoy with and my family. But yes, due to COVID, all gatherings are stopped so that gets
a little stressing sitting home doing nothing.
Q.9 What do you do for your health?

Ans. I do basic stretching and exercises, just to keep my body moving. Other than that, my husband and
I love greenry, so we mostly spend our morning in Park, walking to keeps our heart happy and strong.
Q.10 If you were to tell one thing that you have learnt from life?
Ans. Life is about living and not about making a living, yes, it is an important aspect of your life, but it is not
your whole life, just a part of it. So, worry less, live more. Experience new things in life, laugh with your
friends, fall in love, fail, rise from it and succeed.
Themes
1. Happy Marriage
2. Basic Exercising and cautious about health.
3. Having Ageing problems like knee pain etc.
4. Don’t Worry try to live more
Analysis:
I got an opportunity to interview Mrs. Shakuntla Devi was an amazing and insightful experience. She is a 72-
year-old retired Bank Manger. She is happily married and has two daughters and a son out of which, one is
settled in the USA and the other one is an engineer. She is currently residing in Mumbai with her husband.
and son has jewellery busness.
When asked about her journey, she became nostalgic and emotional. She expressed how blessed she feels in
terms of the opportunities she has received, and her life experiences. She is happy with how her kids have
turned out to be and is enjoying her old adulthood to the fullest. She added that she loves cooking
and playing with her grandsons. .
Women are considerably concerned with their looks. Besides, being the more sensitive gender, the emotional
and psychological changes that accompany ageing are difficult to cope. Aging brings about changes on the
physical, psychological, and social front of a women’s life. When asked about her take on aging and the
changes that come along with it, she mentioned that from childhood she has been healthy conscious and
confident about her looked and appearances. Moreover, she stated that her family is supportive of her lifestyle
choices. Her college life made her nostalgic. Her happiness could be sensed from the voice itself when she
was talking about her college life. She was someone who used to participate in all creative arts and sports and
loved being on stage. She was an outgoing person with few friends owing to her straightforwardness.
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As she spoke about her change in mental health during these years, she mentioned that as she had a very small
circle and is content with that. She has led a very simple life and has no regrets. And as she grew older, she
understood how important it was to not think about others and to change with time. She did mention she use
to stress about her children and their marriages, and her husband was in a job where they had to constantly
shift from one place to another, which led to her feeling stressed at times, but it helped her see the world with
a different perspective. During such times, she started to face health problems which added to her stress.
However, once she got used to whole new lifestyle and changes, she adapted to new habits and changed for
good.
She mentioned how her parents did not believe in love marriage, but she was very easy with her children. She
is very open-minded and believes in one’s happiness being the most important.
The key takeaways were as below:
❖ Aging is inevitable. One needs to change with the times and accept what’s new in the store. Aging is
not simply about old age.
❖ One’s priorities keep changing with time. After a certain age one should start living for themself and
prioritize their physical and psychological health.
❖ There will be changes internally and externally.
❖ Maturity comes from experiences and mistakes. There will be many awkward encounters throughout
the journey and the only way to deal with it by taking responsibility of one’s own actions.
❖ It is very important to have healthy lifestyle practices for smooth aging with less healthcare problems
and physical disabilities which eventually affect the body.
❖ Life is full of experience. Welcome all the changes and accept all the challenges.
❖ Staying mentally active is as important as staying physically active.
❖ Do not focus on your appearance. Embrace yourself at every stage of your life.
Conclusion:
The respondent is living her life in a simple way and therefore less stressful. She shares a positive and loving
bond with her family. She is also a health-conscious person who takes healthy diets and gets regular medical
checkups. She’s very satisfied with he r life.
Page 21 of 33
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References:
1. Hadeel Halaweh, Synneve Dahlin-Ivanoff, Ulla Svantesson, & Carin Willén, (2018), “Perspectives of
Older Adults on Aging Well: A Focus Group Study,” Journal of Aging Research
2. Maria Mitina, Sergey Young & Alex Zhavoronkov, (2020), “Psychological aging, depression, and
well-being,” Impact Journals, LLC
3. Ghisletta P, Aichele S. (2017) “Quantitative Methods in Psychological Aging Research: A Mini-
Review,” Gerontology 2017;63:529-537
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Page 22 of 33
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Practical 4
Title: “Locus of Control”
Introduc on
Concept of Locus of Control

Locus of Control refers to an individual's perception about the underlying main causes of events in his/her
life. In words of Philip Zimbardo: “A locus of control orientation is a belief about whether the outcomes of
our actions are contingent on what we do (internal control orientation) or on events outside our personal
control (external control orientation)."
Thus, locus of control is conceptualised as referring to a unidimensional continuum, ranging from external to
internal:
(Figure 7, Source: controllocus, usmcu)
(Figure 8, Source: lifewealth.com)
To further elaborate, internal locus of control refers to the tendency of perceive the life outcomes because of
one’s action and to be under one’s control. When a person believes that he has control to maximize the
possibility of good outcomes and minimize the possibility of bad outcomes whereas external locus of control
refers to the tendency to perceive outcomes owing to chance factors.
Practical 4 Questions and Answers
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Aim: To find out the extent to which individuals believe they have control or influence over the events
affecting them.
Hypothesis: Every individual has the power to determine outcomes by directly influencing actions,
people, and events. The intensity of power varies from person to person. It can depend on different experience
they have had or by observing and learnings from others’ mistakes.
Brief Summary/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 because of one’s action and to be under one’s control. People who base their success on their
own work and believe they control their life and live by their own choices possesses internal locus of control.
External locus of control refers to the tendency to perceive life outcomes because of chance, factors, or fate.
People who attribute their success or failure to outside influences possesses external locus of control.
Description of Test/Experiment: A test devised by Julian Rotter (1977) called locus of control will be
used to assess the extent to which an individual possesses internal or external reinforcement beliefs. There are
many tests of similar kind based on the same idea designed by different researchers.
In these tests there are 20 questions (number can vary in different tests) that must be answered in terms of true
and false. There is no right or wrong answer. Some question will have points assigned to them. At last, we
will add all the points and evaluate and see where we stand on locus of control personality dimension. These
dimensions will be mentioned in the test itself.
Questions
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
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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:
The test
Pen and notepad
Phone for time
Laptop
Participant Profile
Name: Gaurav Jain
Age: 28
Gender: Male
Job Profile: Marking
Status: Single
Relationship with the experimenter: Friend
Educational qualification: Graduation in Commerce.
Page 25 of 33
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Preparation
Materials used in the activity were a pen and paper for the subject to write down his answers to avoid confusion
and for better functioning.
The survey was opened in my laptop. I had set alarm in my phone so that we don’t take much time in
answering. Time fixed was 20 minutes with subject’s consent.
Rapport
The subject was my friend, so He agreed to take the test to help me for the assignment. He was explained the
whole test in detail, and He was well informed about every detail about the experiment before taking the test.
Moreover, He was informed that the information provided shall remain confidential.
Instructions
The subject was given instructions as below:
To answer all the questions in true and false format

Time limit: 20 minutes
Write the correct question number. Double check if required.
No talking in between
No consulting.
Precautions
Room setting was done according to the subject’s comfort.

No one was in the room except the two of us.
Water was provided as these tests can be a little exhausting.
Everything was double checked and fixed before the test so that there is no wastage of time.
Introspective Report by the subject herself
“I was very excited to take the test and I did not really think that it would make me aware about myself so
much. I know myself a little better post the test. During the test there were times when I questioned myself and
Page 26 of 33
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realized there are things that I need to work o n. There were mixed emotions. This reality check was needed. I
am so glad that I took this test and agreed to participate.”
SCORING
Give 5 points for each question if indicated False on questions: 2,3,5,6,9,10,12,13,14,16,19,20

Give 5 points for each question if indicated True on questions: 1,4,7,8,11,15,17,18
Question True Score False Score

Number
1 T 5
2 T 5
3 T 5
4 F 5
5 T 5
6 F 5
7 T 5
8 F 5
9 F 5
10 T 5
11 T 5
12 F 5
13 T 5
14 F 5
15 T 5
16 T 5
17 T 5
18 T 5
19 F 5
20 F 5
TRUE = 35; FALSE = 30; TOTAL = 65
As per given result, score in the test of locus of control is:

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
Page 27 of 33
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The test clearly shows that the subject has internal locus of control on basis of his answers as he has
scored 65.
Advantage of internal locus of control
1. Take responsibility for event that happe n to them, both good or bad.
2. Work hard to get what they want.
3. Be less influenced by the opinions of others.
4. Take ac on to improve their situa on.
5. Learn from their mistakes.
6. Be more successful.
Disadvantage of locus of control
1. Tend to be direct and to the point. This can leave people feeling tampered.
2. Internal can be psychologically unhealthy and unstable who likes competence, efficacy, and opportunity.
Discussion
The results show that subject focuses on himself and hascontrol over his decisions and actions. He works
on himself and takes things and matters in his control and face the reality. He is expressive and makes sure
his voice is heard. He does not believe in fate and works hard for things he wants for himself/ he is not
dependent. He lives by his choices and thrives for success.
Few characteristics of people with internal locus of control on basis of the test and its result:
Tend to be less influenced by the opinions of other people .
Often do better at tasks when they are allowed to work at their own pace.
Usually, have a strong sense of self-efficacy.
Tend to be physically healthier
Report being happier and more independent
Conclusion
After completion of test, we can conclude how a person perceived their life. This test measures internal and
external locus of control, we can also analyse someone’s positive or negative attitude towards life.
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REFERENCE
1. Benjamin M. Galvin (2018), “Changing the focus of locus (of control): A targeted review of the locus of
control literature and agenda for future research,” Journal of Organizational Behaviour 39 DOI:10.1002
2. Irfana Rashid. (2016), “Locus of Control and Its Relationship with Other Constructs: A Systematic Review
of Literature,” International Journal of Multifaceted and Multilingual Studies
3. T. Manichander. (2014). “Locus of Control and Performance: Widening Applicabilities,” Research

Scholar, Faculty of Education, IASE, Osmania University
4. Iselin Reknes, Gintare Visockaite, Andreas Liefoogh, Andrey Lovakov4 & Ståle V. Einarsen. (2019)
“Locus of Control Moderates the Relationship Between Exposure to Bullying Behaviours and
Psychological Strain,” Front. Psychol.
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Page 29 of 33
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Practical 5
Title: “Halo Effect (Nisbett and Wilson Experiment) ”
Introduction:
Concept of Halo Effect
❖ In simple terms, halo effect, also popularly known as the halo error, is a type of perceptual/cognitive-
bias wherein one’s perception about a particular person is formed based on influenced opinions and
traits. This cognitive error in judgment reflects one's individual prejudices, ideology, and social
perception.
❖ American psychologist Edward Thorndike was the one that first recognized the halo effect with
empirical evidence, the same of which is mentioned in his article titled, ‘A Constant Error in
Psychological Ratings’ written in 1920.
❖ To give an example, the attractiveness stereotype refers to the tendency of an individual to assign
positive qualities and traits to physically attractive people and vice versa. This showcases how people
often believe that attractive individuals have higher morality, better mental health, and greater
intelligence.
❖ There is also a concept known as the reverse halo effect which can be described as the phenomenon
whereby the positive perceptions of a person can yield negative consequences. Alongside, there is also
the horn effect, which is closely tied to the halo effect, whereby one’s opinion of another is unduly
shaped by a single negative trait.
Nisbett and Wilson' Experiment
The aim of the experiment was to address and find an answer to the question regarding people's
awareness of the halo effect i.e., the researchers believed that people’s awareness regarding this
phenomenon was less, and they were unaware how it influences their personal judgments, inferences,
and results in the production of a more complex social behaviour.
The methodology for the experiment required college students as participants who were asked to
evaluate a psychology instructor as they viewed him in a videotaped interview. The instructor was to
be evaluated based on several different dimensions. In one video, the instructor presented himself as
someone likeable, respectful of his students' intelligence and motives, flexible in his approach to
teaching and enthusiastic about his subject matter. In the other interview, he presented himself in an
entirely different way, in an unlikeable way to be specific. He was cold and distrustful to ward the
students and was quite rigid in his teaching style. After watching the videos, the subjects were asked
to rate the lecturer on physical appearance, mannerisms, and his accent. It should be noted that the
mannerisms and accent were kept the same in both versions of videos.
After viewing the interview, subjects were asked how much they think they liked the teacher. The
subjects were asked to rate him on an 8-point scale ranging from "like extremely" to dislike extremely."
Consistent with the halo effect, students who saw the ‘warm’ incarnation of the lecturer rated him more
attractive, his mannerisms more likeable and even is accent as more appealing. This was unsurprising
as it backed up previous work on the halo effect. Thus, it can be concluded that the subjects were
unaware of the halo effect and the nature of the influence of global evaluation on their ratings.
Page 30 of 33
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(Figure 9, Source: The halo effect: Evidence for unconscious alteration of judgments.)
AIM: To study about Halo effect and learning test.
HYPOTHESIS: NA
INTRODUCTION: The hallo effect is when one trait of a person or thing is sued to make an overall judgement of
that person or thing.
Research on the phenomenon of the halo effect was pioneered by American psychologist Edward L Thorndike
determined from this experiment that people generalise from one outstanding trat to form a favourable view of a
person’s whole personality.
The Halo effect also referred to as the halo error, is a type of cogni ve bias whereby our percep on of someone is
posi vely influenced by our opinion of that person’s other related traits
The reverse halo effect is the phenomenon whereby posi ve percep on of a person can yield nega ve consequences.
: The American psychologist Fredrick L Well (1907) first iden fied the halo effect.
However, Edward Thorndike who first recognised it with empirical evidence. He officially introduc ed the term ‘A
constant Error in Psychological Ra ngs’
Example:
In the classroom, teacher is prone to the halo effect error when evalua ng their student capacity in their areas.
Page 31 of 33
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MATERIAL REQUIRED: h ps://deepblue.lib.umich.edu/bitstream/handle/2027.42/92158/TheHaloEffect.pdf
Par cipant Profile:
Procedure and Administra on:
Prepara on: NOT REQUIRED
Rapport:
Instruc on:
precau on:
Introspec ve Report:
Scoring and interpreta on: A er reading the ar cle on Halo Effect Evidence for unconscious altera on of
judgements by Richard E Nisbe and Timothy Decamp Wilson and by understanding the views of Edward Throndike,
I am able to answer following ques ons.
Practical 6 - Questions &Answers
Q1. The key takeaways from the main experiment.
Halo effect is one of the oldest and most widely known of psychological phenomenon. The students who saw
the warm instructor rated his appearance, mannerism, and accent as appealing, whereas those who saw the
cold instructor rated these attributed as irritating. Results indicate that global evaluations of a person can
induce altered evaluations of the person’s attributes, even when there is sufficient information to allow for
independent assessment of them. Students’ dislike had no effect on instructor’s rating of his attributes but their
dislike towards his attributes had lowered their global evaluation of him. Halo effect is a much powerful
phenomenon but does not provide a clear picture of either the strength or the nature of the phenomenon.
Q2. How is halo effect being used to one’s advantage?
I. It can help create biased decisions as well. 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.
II. Halo effect is the reason why first impression seems to be important. It is said and believed that first
impression that you present is the last impression that stays. So, it is very important that one must be
at its best behavior when they meet people or in general to have a positive impact with their first
impression.
III. A marketer can increase the likelihood of achieving the halo effect for consumer through a variety if
different methods. The main advantage of creating a consumer halo effect are brand loyalty retention
and brand awareness through word of mouth.
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Q3. Find the application and common uses of halo effect.
1) One great example of the halo effect in action is our overall impression of celebrities. Since people
perceive them as attractive, successful, and often likable, they also tend to see them as intelligent, kind,
and funny.
2) Halo effect may play a role in educational settings. Teachers may interact with students differently
based on perceptions of attractiveness. Older research, for example, found that teachers had better
expectations of kids that they rated as being more attractive.
3) Job applicants are also likely to feel the impact of the halo effect. If a prospective employer views the
applicant as attractive or likable, they are more likely to also rate the individual as intelligent,
competent, and qualified.
4) Marketers take advantage of the halo effect to sell products and services. The main advantage of
creating a consumer halo effect are brand loyalty retention and brand awareness through word of
mouth.
Q4. Is there any relationship between learned behavior and halo effect?
The halo effect tendency can be understood as a learned behaviour that is experienced since childhood. For
instance, fairy-tale such as, Snow White, etc., often present the main leads in forms of beautiful princesses
and handsome princes, while the ‘evil doers' are often referred to as ‘ugly stepsisters’ or ‘beasts. The attractive
characters are often portrayed as honest and trustworthy, while unattractive ones are crooks and villains. It is
apparent that one's first impressions of another affect their successive interactions and that one's expectations
influence another's behaviour. For instance, studies show that teachers do perceive attractive children to have
a greater potential for education than those who were unattractive which suggests that not only were they
expected to perform better based upon the way they looked, but because of this they were given more attention
and favoured by the teachers leading to a higher-grade increase within a six-month period.
------------------------------ XXXX----------------------------
Page 33 of 33
SONALI SONI |Enrollment No: 2003105626
Date- 12-11-2022
SONALI SONI |Enrollment No: 2003105626
Date- 13-11-2022

Sonali Soni MPCL 2003105626-1

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Indira Gandhi National Open University

Programme Code: MAPC

Course Code: MPCL-007 Practicum: Experimental Psychology and Psychological Testing

Address: Rz-11A, Hans Park, West Sagarpur, New Delhi- 110046

Phone No.: 8860409722

Study Centre Name/Code/Address: Bharti College, Janakpuri, New Delhi; Code:38043

Date: 25.11.2022 Signature of the Learner

Signature of the Learner Signature of Academic Counsellor

S. No Title of Practical/ Experiment Page No.

1 Social Learning Theory and Social Cognitive Theory 4-9

2 Intelligence & Sternberg’s COVID-19 article 10-15

3 Interview of an Older Adult 16-22

4 Locus of Control 23-29

5 Halo Eﬀect (Nisbett and Wilson Experiment) 30-33

Social Learning Theory:

Core Concepts of Social Learning Theory:

Essential Steps for Social Learning:

Social Cognitive Theory:

Bobo Doll Experiment

Hypothesis: Not required

Aggressive model is shown to 24 children

Stage 2: Aggression Arousal

Stage 3: Test for Delayed Imitation

Practical 1- Questions and Answers

Social Learning Theory Social Cognitive theory

3) Limited to the learning process 2) Broader scope. Includes

Q2. Applications of Social Learning Theory.

5. M. D. Young, R. C. Plotnikoﬀ, C. E. Collins, R. Callister, P. J. Morgan, (2014), “Social cognitive

6. Hajar A. Alshobramy. (2019). “THE EFFECTIVENESS OF BANDURA’S SOCIAL LEARNING

Title: “Intelligence & Sternberg’s COVID-19 article”

● To understand the ability to adapt with the environment.

Hypothesis - Not required

Eight Types of Intelligence

Triarchic Theory of Intelligence

Sternberg’s 2005 Triarchic Theory of Intelligence

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

52-68 Borderline deﬁciency

Below 52 Deﬁnite feeble-mindedness

(Table 1: Terman’s Stanford Binet Fourth Revision Classiﬁcation)

145 – over Very Superior

Scoring and Interpretation

Practical 2 Questions and Answers

1. Nelavoy Gayathri (2013), “A Literature Review of Emotional Intelligence”, International Journal of

5. Book – MAPC – 001

● To understand the process of ageing

Concept of old age

(Figure 6, Source: Medrawhillcompanies)

Change in Bone and Muscles:

Aim: To Understand the process of ageing by interaction.

Name – Shakuntla Devi

Occupation – Ex-Manager in SBI Bank

Marital Status – Married

Family Type – Joint family

Monthly Income – Rs. 75000

Source of income – Pension

Family Members – 3 children (two daughters one son)

PROCEDURE AND ADMINISTRATION : NA

SCORING AND INTERPRETATION:

Q1. Introduce yourself Mam?

To answer all the questions in true and false format

Room setting was done according to the subject’s comfort.