CONTENTS

Serial Title Page Date of

No. No. Submission

General Introduction

Ⅰ Attention and Concentration

1. Knox Cubes

2. Color cancellation/ digit cancellation

Ⅱ Aptitude and Interest

1. Comprehensive Interest Schedule (CIS)

2. David’s Battery of Differential

Abilities (DBDA)

Ⅲ Memory

1. PGIMS

Ⅳ Intelligence

1. Raven’s Standard progressive Matrices

(SPM)

2. Seguin Form Board

3. Bhatia’s Intelligence Test

Ⅴ Personality

1. Eysenck’s Personality Questionnaire

1
2. 16 PF

2
GENERAL INTRODUCTION

3
The field of psychology encompasses the scientific study of human behavior and mental
processes. Psychological assessment is a fundamental component of this discipline and involves
gathering information about individuals to better understand their psychological functioning. It
aims to assess various aspects of cognition, emotion, personality, and behavior to gain insights
into an individual's psychological strengths, weaknesses, and potential areas of concern.
Psychologists use a variety of assessment tools, such as interviews, questionnaires,
observations, and standardized tests, to collect data and make informed evaluations. The
findings obtained through psychological assessments contribute to diagnostic processes,
treatment planning, and research endeavors, ultimately helping individuals improve their well-
being and providing valuable insights into human behavior.
Psychological assessment is the process of the integration of information from multiple sources,
such as tests related to abilities, intelligence, interest or attitude, As well as information from
personal interviews. Collateral information is also collected about personal occupational or
mental history, such as from records or from interviews with parents, spouses, teachers of
previous therapists or physicians. Moreover the psychological assessment is a structured
interview that gathers information from/ and a person to evaluate his or her mental health. It is
an extremely complex process of oven problem in which psychological tests are often used as
one of the methods of collecting relevant data.
A psychological evaluation cannot be performed by just anyone. Licensed Clinical
Psychologists are highly trained to administer and interpret. Psychological testing can be traced
to 2200 BCE in ancient China. Most scholars agree that serious research effort on the use and
usefulness of psychological test didn't begin until the 20 century with the advance of intelligent
testing. Sir, Francis Galton is often considered the father of intelligence. Psychology testing and
assessment was introduced in 1988.

Characteristics
Standardization: The test must be standardized in terms of its place, materials and time for the
assessment, as well as its environment.
Reliability: refers to the consistency and stability of a measurement tool. A reliable assessment
should produce consistent results over time and across different situations. There are different
types of reliability, including test-retest reliability (consistency of scores when the same test is

4
administered multiple times), inter-rater reliability (consistency of scores between different
raters), and internal consistency (consistency of scores across different items within the same
test). High reliability indicates that the measurement is dependable and free from random error.
Validity: on the other hand, refers to the accuracy and meaningfulness of the assessment. It
assesses whether the measurement tool is truly measuring what it intends to measure. There are
various types of validity, such as content validity (extent to which the assessment covers the
relevant content), criterion validity (correlation between the assessment scores and an external
criterion), and construct validity (evidence that the assessment measures the intended
psychological construct). High validity ensures that the assessment is valid and provides
meaningful information.
Objectivity: Refers to the degree to which the assessment is free from subjective biases or
influences. It relates to the impartiality and fairness of the assessment process and the objectivity
of the obtained results.
To enhance objectivity, psychologists strive to minimize potential biases that may influence the
assessment. This includes ensuring standardized administration and scoring procedures,
providing clear instructions to participants, and establishing consistent criteria for interpreting
responses.
Psychological assessments can be subjective to some degree, as they often involve the
interpretation of responses or behaviors. However, steps are taken to minimize subjective
biases.
For example, in structured assessments such as questionnaires or standardized tests, the scoring
is typically based on predetermined guidelines, reducing the influence of personal judgment.
Inter-rater reliability measures are also used to assess the consistency of scoring among different
raters.
Methods of assessments
There are methods of assessment according to the fields. Few methods are stated here.
Psychological test: Psychological testing consists of the administration of one or more
standardized procedures under particular environmental conditions (e.g., quiet, good lighting)
in order to obtain a representative sample of behavior. Such formal psychological testing may
involve the administration of standardized interviews, questionnaires, surveys, and/or tests,

5
selected with regard to the specific examinee and his or her circumstances, that offer
information to respond to an assessment question.
Interview method: There are three sorts of interviews, which differ in the format of their
questions. There are three sorts of interviews - organized, semi-structured, and unstructured.
Structured interviews employ prepared questions that must be asked in a specific order.
Unstructured interviews, on the other hand, are more open-ended and flexible. Semi-structured
interviews include parts of organized and unstructured interviews.
Case history method: A psychological case study is a thorough assessment of an individual,
group, community, or event that employs a descriptive research method. Psychologists collect
information for a case study via psychometric testing, test subject interviews, archival research,
direct observation, and well-prepared experiments. A case study generally looks at
psychological processes, situations, and actions. Case studies in psychology are important for a
variety of reasons. A case study enables a researcher to demonstrate or test a certain idea. Many
psychologists utilize case studies as preliminary research to create therapies and validate
diagnoses. The collected data gives empirical research for others to investigate and expand on
their beliefs and assumptions. Case studies often spark new ideas, allowing researchers to
explore creatively in a controlled setting. (What Is a Case Study in Psychology? (with Methods
and Steps), n.d.)
The mental state examination (MSE): is a critical skill to learn in psychiatric evaluation. An
accurate MSE identifies indications and symptoms of mental disease, as well as related risk
factors. The MSE is an organized instrument and method for observing and assessing a patient's
present mental state. MSEs are commonly used in mental health assessments and clinical
contacts to aid with diagnosis and identify potential areas for improvement. (Hufton, 2020)

Types:
Attitude test: Attitude testing is done to measure people's attitudes. The purpose is to quantify
people's beliefs in behavior to inform decisions, understand human difference and give
knowledge about personality types. Attitude tests can be done directly or indirectly.
Aptitude test: Aptitude test examination that attempts to determine and measure a person's
ability to acquire, through future training, some specific set of skills.
Neuropsychological test: Neuropsychological assessment is a procedure used to evaluate the

6
behavior and functional expression of brain dysfunction, and identify the impact of brain injury
or diseases on the cognitive sensorimotor, emotional, and general adaptive capacity of an
individual.
Clinical test: A psychological evaluation psychological test is use in clinical assessment to
assess the patient cognitive abilities, personality, Social Skill, emotion, behavior responses or
interest.
Achievement test; Achievement test any norm's Reference standardized intended to measure an
individual current level of skills or knowledge is given in a subject.
Personality test: Personality tests are designed to systematically elicit information about a
person's motivations, preferences, interest, emotional makeup, in the style of interacting with
people and situation. A psychological evaluation is frequently regarded as the first defense in
diagnosing and treating mental health problems. It is performed by a psychologist to help them
to understand the severity and duration of symptoms.
Ethics refers to the correct rules of conduct necessary when carrying research. We have more
responsibility to protect research participants from harm. However important the issue under
investigation, psychologists need to remember that they have a duty to respect the right and
dignity of research participants. Moral issues rarely yield simple, unambiguous, right or wrong
answers. It is there war often a matter of judgment whether the research is justified or not.

The assessment helps identify if there are any mental health issues present, and determine and
diagnosis and treatment accordingly, which will enable them to correctly diagnose and treat
you. Assessment can help you with anything from whether you have a learning disability to
how well you work as a manager based on the question asked. This evaluation, according to the
American Psychiatric Association (APA), assesses your psychological functioning, including
your thoughts, emotion, and behaviors, to help determine the type of treatment you may require,
in other words, the best way to proceeds.

7
ATTENTION AND CONCENTRATION

a) KNOX CUBE IMITATION TEST

b) COLOR CANCELLATION

8
According to Frank Samuel Freeman's "Theory and Practice of Psychological Testing defines
attention and concentration as follows:
Attention refers to the ability to selectively focus on a particular stimulus or task while ignoring
or minimizing other stimuli. It is a cognitive process that is necessary for effective perception,
learning, and problem-solving.
Concentration refers to sustained and focused attention on a specific task or goal over a period
of time. It involves the ability to resist distractions and maintain attention despite potential
interruptions or competing demands.
According to Freeman, attention and concentration are closely related but distinct concepts
Attention is more of a transient state, while concentration is a more stable and enduring state of
focused attention Both attention and concentration are essential for effective performance in
any cognitive tasks, including studying, reading, problem-solving, and decision-making.
Psychological testing can be used to assess individual differences in attention and concentration,
as well as identify potential intentional or concentration-related deficits. Tests of attention and
concentration often involve measures of reaction time, sustained attention, selective attention,
and working memory. The results of these tests can be used to develop interventions to improve
attention and concentration or to identify individuals who may benefit from such interventions.

Types of attention:
Attention and concentration are closely related cognitive processes that allow an individual to
focus on relevant stimuli while ignoring irrelevant distractions Here are some characteristics of
attention and concentration, as assessed by psychological testing.
1. Sustained attention: This refers to the ability to maintain focus on a task or activity over an
extended period of time Tests that measure sustained attention may involve tasks such as
listening to a sense of tones or watching a video and responding to specific events
2. Selective attention: This is the ability to focus on a specific task or stimulus while ignoring
distractions Tests that measure selective attention may involve tasks such as reading a passage
and identifying specific words or symbols.
3. Divided attention: This refers to the ability to attend to multiple tasks or stimuli Tests that
measure divided attention may involve tasks such as responding to a visual cue while
simultaneously listening for an auditory cue.

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Characteristics of attention:
1. Concentration: This refers to the ability to maintain mental focus and avoid distractions while
completing a task Tests that measure concentration may involve tasks such as solving math
problems or completing a complex puzzle.
2. Reaction time: This refers to the speed at which an individual can respond to a stimulus. Tests
that measure reaction time may involve tasks such as pressing a button in response to a visual
cue. Overall, attention and concentration are critical cognitive processes that enable an
individual to complete tasks efficiently and effectively psychological testing can be used to
assess these abilities and identify areas for improvement.

The different between attention and concentration:

Attention and concentration are closely related to cognitive processes, but they are not the same
thing Attention refers to the ability to selectively focus on certain stimuli or information while
ignoring others Concentration, on the other hand, refers to the ability to sustain attention on a
particular task or activity over a prolonged period.
In other words, attention is more about the ability to select and direct our mental focus, while
concentration is more about the ability to maintain that focus for an extended period of time.
For example, when reading a book, attention would involve selecting the relevant text and
ignoring distractions, while concentration would involve sustaining the mental effort required
to read the book for an extended period of time.
Another way to think about the difference between attention and concentration is that attention
is more about "what" we focus on, while concentration is more about "how long" we can sustain
that focus Both attention and concentration are important for many cognitive tasks, such as
learning, problem-solving, and decision-making.

Theories
There are many theorists who have contributed to the understanding and assessment of attention
and concentration, but here are three major theorists:
1. William James: William James was an American philosopher and psychologist who is often
considered the father of American psychology He proposed a model of attention that

10
emphasized the importance of selective attention and the ability to choose which stimuli to focus
on. He also proposed the concept of "stream of consciousness," which refers to the continuous
flow of thoughts and perceptions that occur in our minds James suggested that attention involves
two fundamental processes sensory apprehension and voluntary control Sensory apprehension
refers to the passive and automatic capture of attention by salient stimuli in the environment.
On the other hand, voluntary control involves actively directing attention to specific stimuli or
tasks. James also emphasized the role of interest in attention and concentration. He argued that
our level of attention and concentration is influenced by our personal interests and motivations
When we find something interesting or personally relevant, our attention becomes more focused
and sustained Attention and concentration are intimately related Concentration refers to the
sustained and focused allocation of attention to a specific task or object. He believed that
concentration is crucial for effective mental processing and the successful completion of tasks
2. Alfred Binet: Alfred Binet was a French psychologist who is best known for his work in
developing the first intelligence test. His work on attention and concentration focused on the
ability to sustain attention and the role of attention in learning and memory. He also developed
the concept of "mental age." which refers to the level of cognitive development that an
individual has achieved relative to their chronological age According to his theory attention
refers to the ability to selectively focus on a particular stimulus or task while ignoring
distractions. Concentration, on the other hand, involves sustained mental effort and the ability
to maintain focus on a task over an extended period.
Binet recognized that attention and concentration were closely related to the process of problem-
solving and learning. He believed that individuals with higher levels of attention and
concentration would be more successful in tasks that required sustained mental effort and
complex cognitive processing.
3. Donald Broadbent: Donald Broadbent was a British psychologist who is best known for his
work on selective attention and information processing He proposed a filter model of attention.
This suggests that attention acts as a filter to selectively process information based on its
relevance and importance. He also developed the concept of "divided attention," which refers
to the ability to attend to multiple tasks or stimuli at the same time Broadbent's model
emphasized the concept of "bottleneck" or "single-channel" processing, suggesting that only
one stream of information can be attended to at a time This means that when confronted with

11
multiple stimuli simultaneously, we must prioritize and filter out irrelevant information to avoid
cognitive overload.
Broadbent's filter model also proposed that the selection of information is based on physical
characteristics, such as the location of a sound or the pitch of a voice, rather than semantic or
meaningful content. This idea was later challenged by other researchers who argued for the
influence of semantic factors in attention selection.
REFERENCE
1. Theory and practice of psychological testing Frank S, Freeman
2 James, W. (1890). The Principles of Psychology (Vol 1) Henry Holt and Company
3. Broadbent, DE (1958) Perception and Communication. Pergamon Press
4. Binet, A. (1905) New methods for the diagnosis of the intellectual level of subnormal’s In
E S Kite (Ed). The Binet Simon scale Methods and results (pp. 37-85). Williams & Wilkins
5. Smith, J. A., & Johnson, R. B (2022) XYZ Scale [Measurement instrument] Retrieved from
http://www.example.com/xyzicale

12
KNOX CUBE IMITATION TEST
(Dr. Howard Andrew Knox)

13
The cube imitation test was developed by Knox (1913) as a nonverbal test of intelligence. Many
variants show satisfactory reliability, but performance is correlated both with Verbal IQ and
with Performance IQ. Performance is impaired by cerebral lesions but unrelated to the side of
the lesion. Examinees describe both verbal and visuospatial strategies. In a new experiment,
performance was disrupted by concurrent random generation, manual tapping, and articulatory
suppression. The cube imitation test is not simply a measure of the ability to retain visuospatial
information but also depends on verbal representations as well as intentional capacity. Even so,
the test was central to the modern appreciation that any adequate measure of intelligence must
incorporate both verbal tests and performance tests.

The Knox Cube Imitation Test is a psychological assessment tool used to evaluate an
individual's cognitive abilities, particularly their capacity for abstract reasoning and problem-
solving. The test is designed to measure a person's ability to analyze visual patterns, recognize
underlying rules or principles, and apply them to new situations.

The Knox Cube Imitation Test is widely used in educational and clinical settings to assess
cognitive abilities, identify intellectual potential, and diagnose certain cognitive impairments or
learning disabilities. It provides valuable insights into an individual's problem-solving skills,
nonverbal reasoning, and general intelligence.

It is important to note that the Knox Cube Imitation Test is just one of many cognitive
assessment tools available, and it should be used in conjunction with other measures and
professional judgment to obtain a comprehensive understanding of an individual's cognitive
abilities.

Reliability: To assess the reliability of a test, various methods can be used, such as test-retest
reliability, which involves administering the test to the same individuals on two separate
occasions and examining the correlation between their scores. Internal consistency reliability,
on the other hand, examines the extent to which the items within the test are interrelated.
Validity: On the other hand, validity can be assessed through different approaches, such as
content validity, criterion-related validity, and construct validity. Content validity involves

14
examining whether the test adequately covers the content or domain it intends to measure.
Criterion-related validity examines the relationship between the test scores and an external
criterion of interest. Construct validity assesses the extent to which the test measures a
theoretical construct or trait.

a) Methodology
Aim:
To assess the attention and concentration of the subject using the Knox cube imitation test.
Materials Required:
1. Five 1" wooden cubes of the same color
2. Manual
3. Schedule of presentation
4. Data recording sheet.
5. Writing materials.

Procedure:
Seat the subject comfortably, the subject is asked to examined cubes presented to him/her. Four
of the five cubes are placed in a row about 2" apart from one another. First cube being the one
from the left of the subject, the first cubes are arranged in a row and the 5th cube is kept in front
of the 4 cubes between the second and third cube of the row. The experiment takes the fifth
cubes and instructor subjects. With the ready signal the experimenter will present the taps as
per the prepared schedule of presentation approximately with a rate of one tap per second.
Always the experimenter should begin tapping with the cube placed to the left of the subject.
After taping the cubes, the experiment keeps the fifth cubes in front of the four cubes arranged
in a row, between the second and the third cubes. The subject has repeated the same tapping for
12 numbers of trials. The test should proceed until the subject fails to repeat the same taping in
four successive trials.

Instruction:
“I shall present a series of taping using this cube on the other four cubes. Which are in front of
you. After each presentation I will ask you to present the taps in the same order'.

15
Precaution:
1. The experimenter should ascertain whether the subject -has understood the instructions
clearly and one sample trial can be given for clear understanding.
2. Always the experimenter and the subject have to start taping from the same side of the row.
3. After every trial the experimenter and the subject must keep the tapping cube back on the
table in between the 3 and 4 the cube.
4. The distance between the two cubes kept on the table should be always 2 inches in between.
The time interval between the two taping should remain constant. No oral presentation of the
numbers are allowed for the subject.

Scoring and Interpretation:

1. For every correct imitation, '1' score is given and '0' score for failures.
2. Maximum score will be 12. The obtained score correct imitations are further referred to the
norms and the corresponding mental age of the subject is computed.
3. The I.Q obtained here is used mainly as a measure of attention and concentration abilities of
the subject.

REFERENCE:
1. Journal of Clinical and Experimental Neuropsychology 7, 14–24. Alexander, W. P. (1932).
A new performance test of intelligence. British Journal of Psychology, 23, 52–63, Amos, H.
(1936). Ontario school ability examination: A performance test prepared more especially for
use among children who are deaf whose native tongue is other than English or who for any
reason are lacking in language facility Toronto: Ryerson Press. Anastasi, A. (1954).
Psychological testing, New York: Macmillan. Anastasi, A. (1985). Some emerging trends in
psychological measurement: A fifty-year perspective.
2. Applied Psychological Measurement,9, 121–138.Andersson, S., & Berge Dalen, A.-M.
(2002). Cognitive correlates of apathy in traumatic brain injury. Neuropsychiatry,
Neuropsychology, and Behavioral Neurology, 15, 184–191.
3. Acharya, J. (2003). Effect of concentration training on attentional style [Abstract]. In R.
Stelter (Ed.), New approaches to exercise and sports psychology: Theories, methods, and
applications (p. 19). Copenhagen: Institute of Exercise and Sport Sciences.

16
4. University of Copenhagen. Retrieved July 8, 2004, from. Aguirre, M., Broughton, R., & tuss,
D. (1985). Does memory impairment exist in narcolepsy–cataplexy.

17
 b) Report on Scale
Socio-Demographic Detail
Name- J.P
Age- 13
Gender- Female
Education- 8th grade
Marital Status- Single
MSE and Behavioral Observation
Throughout the assessment, the subject remained composed and at ease, displaying a genuine
interest in exploring their personality traits further. She said it was difficult in the last few
rounds.

Table 1- shows the number of trials and scores scored in each trial

No. of Trails Score

1 1

2 1

3 1

4 1

5 1

6 0

7 1

8 1

9 0

10 0

18
 11 0

12 0

Total 7

Table 2- shows raw score, variance and standard deviation

x ƒ X̄ x-x̄ (x-x̄) 2
ƒ(x-x̄) 2

6 2 7.2 -1.2 1.44 2.88

8 2 7.2 0.8 .64 1.28

10 1 7.2 2.8 7.84 7.84

7 2 7.2 -.2 .04 0.08

7 2 7.2 -.2 .04 0.08

8 2 7.2 .8 .64 1.28

6 2 7.2 -1.2 1.44 2.88

9 2 7.2 1.8 3.24 6.48

2 1 7.2 -5.2 27.04 27.04

9 2 7.2 1.8 3.24 6.48

Σ ƒ =18 Σ ƒ (x-x̄) = 56.32

2

Mean = 7.2
Median = 7.5
Mode = 6,7,8,9
Variance = ∑ ƒ(x-x̄)2∑ƒ-1

19
 = 56.3218-1
= 56.3217
= 3.31
Standard Deviation = √Variance
= √3.31
= 1.819

Results And Discussion:

From the data provided in Table 1, it is evident that the subject achieved a total raw score of 7
on the Knox cube test. This indicates an average span of attention and concentration during
the assessment. Notably, the subject performed well in the initial trials, achieving correct
responses in the first five trials with ease and focus. However, as the difficulty level increased
in the sixth trial, the subject encountered challenges in identifying the correct pattern. Despite
this setback, the subject demonstrated resilience and enhanced concentration in the subsequent
trials, successfully completing the seventh and eight trials. The subject was unsuccessful in
completing the last 4 trials. Overall, the subject's performance can be characterized as average,
with a commendable display of perseverance and adaptability in the face of increasing
difficulty.
Moving on to Table 2, which presents the raw scores of the group along with measures of
variance and standard deviation, we observe that the average score of the group is 7.2.
Comparing this to the subject's score of 7, we note that the subject's performance is slightly
below the group average. Additionally, the variance of the group is calculated to be 3.31, with
a corresponding standard deviation of 1.819. These statistical measures indicate a relatively
high variance in the scores of the group. A high variance suggests that the performance of
individuals within the group is widely dispersed, reflecting varying levels of engagement, focus,
and attentiveness. The inconsistency in scores may imply fluctuations in attention and
concentration among group members, with some exhibiting strong performance while others
struggle or demonstrate reduced attention. Overall, the analysis of Table 2 underscores the
importance of considering both individual and group performance metrics when assessing
attention and concentration in cognitive tasks like the Knox cube test.

20
Conclusion

The subject has an average span of attention and concentration.

21
COLOR CANCELLATION
(Kapur M)

22
Color cancellation test is a visual assessment tool used to evaluate the ability of an individual
to distinguish colors accurately. This test is often used to diagnose color vision deficiencies or
color blindness. Color blindness is a condition where an individual is unable to distinguish
between different colors, or perceive colors in the same way as people with normal color vision.

The color cancellation test is designed to identify which colors an individual is unable to
perceive accurately. This test involves a set of colored dots or patches on a background, and the
individual must identify the colors of the dots or patches. To make the test more challenging,
some of the dots or patches may be hidden or camouflaged by other colors. By analyzing the
results of the color cancellation test, a trained professional can determine the type and severity
of color vision deficiency present, and recommend appropriate treatment or accommodations.

a) Methodology
Aim:
To assess the concentration of the subject using color cancellation test.

Materials required:
1. Color cancellation sheets
2. A black marker to cancel the color
3. Stop clock/watch
4. Norms

Procedure:
Make the subject seat comfortably in front of a table. Place one sheet of color cancellation in
front of him. Ask him to identify the colors to ascertain the color blindness in the subject. The
instructions are then given to the subject and asked to read the same which is printed on the
color cancellation sheets. Make him understand the instruction and ask him to start cancelling,
after he is given ready signal. He should keep doing still asked to stop signal. The time given
it is 60seconds.

23
Instructions:

Here are different colors printed randomly. When, I say ‘start’ you have to start cancelling the
colors ‘Red’ and Green’ as quickly as possible using this black marker. You have to stop
cancellations when you are given a ‘stop’ signal. Do not cancel any other color or leave out the
Red and Green. You have to work row wise only. You are not allowed to do it randomly. Work
as fast as you can.
Precautions:
1. The subject should not have color blindness.
2. Check trials are given for first two rows to make him understand the instructions.
3. He should cancel the colors row wise only and not randomly.
4. He should turn over to the next page for cancellations once he completes doing on the first
page.
5. He should cancel Red and Green color only.

Scoring and Interpretation

3 types of scores are noted down.
1. The number of correct cancellations.
2. The number of omissions and commissions.
3. A score of '1’ is assigned for every correct cancellation.
4. Find range using norms.

Reference
1. Barkley RA. The effects of methylphenidate on various types of activity level and
attention in hyperkinetic children. J Abnorm Child Psychol. 1977 Dec;5(4):351-69. doi:
10.1007/BF00915084. PMID: 604377.
2. Wikler A, Dixon JF, Parker JB Jr. Brain function in problem children and controls:
psychometric, neurological, and electroencephalographic comparisons. Am J
Psychiatry. 1970 Nov;127(5):634-45. doi: 10.1176/ajp.127.5.634 PMID: 5491539.

24
 b) Report on scale
Socio- demographic details
Name - AJT
Age - 22 Yrs.
Gender - M
Education - MSc. Counselling psychology
Marital status - Single

MSE & Behavioral Observation

The subject was interested to be participating for the test. He was both attentive and focused
on the test.

Table.1 shows number of correct cancellations, number of wrong cancellations and number of
omissions
No. of rows No. of No. of No. of
completed correct wrong omissions
cancels cancels (OM)
(CC) (WC)
1 9 0 0
2 9 0 0
3 11 0 0
4 8 0 0
5 7 0 0
6 6 0 0
7 10 0 0
8 11 0 0
9 9 0 0
10 9 0 0
11 11 2 0
12 8 1 0

25
 13 7 0 0
Total 115 3 0

Results and Discussions

From Table.1 we can see that in the total 60 seconds, the subject completed striking 13 rows
with a total of 115, correct cancellations three wrong cancellations and zero omissions. The
range for males lies in between 54.37 to 89.73. the subject has a score of 115. So, when
compared to the group range the subject has a high level of attention and concentration. This
shows that the subject has high vigilance, motivation, and arousal. However, towards the end
of the test there was 3 wrong cancellations for the subject. This is due to prolonged time
duration.

Conclusions
The subject has high level of attention span.

26
APTITUDE AND INTEREST

a) COMPREHENSIVE INTEREST SCHEDULE (CIS)

b) DAVID’S BATTERY OF DIFFERENTIAL ABILITIES (DBDA)

27
According to Thorndike, “Interest refers to a subjective state of mind in which an individual
finds an activity or object to be attractive, enjoyable, or appealing. Interest is often accompanied
by a desire to engage with the activity or object, and can be a powerful motivator for learning
and behavior.” “Aptitude, on the other hand, refers to an innate or acquired capacity for learning
or performing a particular skill or task. Thorndike believed that aptitudes are specific abilities
that are independent of general intelligence and that they can be measured through aptitude
tests.
Characteristics:
1. Curiosity: Interest is often driven by a natural curiosity about the world and a desire to learn
more about it. Subjectivity: Interest is a subjective experience that can vary widely among
individuals, and can be shaped by factors such as personal experience, culture, and environment
2. Attraction: Interest involves a natural attraction to a particular topic, activity, or object.
3. Enjoyment: Interest is often accompanied by a sense of enjoyment or pleasure in engaging
with the topic, activity, or object of interest.
4. Motivation: Interest is a powerful motivator for learning and behavior, and can drive
Individuals to pursue their goals and develop their skills.
Aptitude:
1. Innate or Acquired: Aptitude can be an innate or acquired ability or talent for performing a
particular task or set of tasks.
2. Efficiency: Aptitude often involves a high degree of efficiency and effectiveness in
performing the task or skill.
3. Specificity: Aptitudes are often specific to a particular area of expertise, and can vary widely
among individuals.
4. Predictive: Aptitude is often seen as a key predictor of success in a particular field or
profession.
5. Objective: Aptitude can be measured objectively through aptitude tests, which can provide
insights into individuals' natural talents and abilities.
Types:
The commonly known aptitudes are mechanical, musical, clerical, art, scholastic, law, and
teaching. Medicine, engineering, scientific, numerical, word fluency, special relations aptitudes,
etc. In order to assess the attitude of a person Psychologists have developed many aptitude tests.

28
These tests are divided into two main categories, viz. general aptitude tests and special aptitude
tests. Popular examples of General aptitude tests are - The differential Aptitude Test (DAT),
General Aptitude Test Battery (GATB), Comprehensive Ability Battery (CAB), etc. Likewise,
some examples of important specialized aptitude tests are Mechanical aptitude tests. Detroit
clerical aptitude test, seashore musical aptitude test. Aptitude test for graphic art, scholastic
aptitude test (USA), Scientific Aptitude test (NIE. New Delhi). Minnesota Engineering
Analogical Test, Moss Scholastic Aptitude Test for medical students, etc.
Individual differences: It is unlikely to find two persons with exact identical aptitudes.
Individuals differ from one another in their abilities to perform certain activities. For example,
if two nurses are working in an operation theatre, one nurse may become skilled in assisting any
kind of operation, but another nurse even with similar training may fail to acquire identical
skills. Likewise, a single dance practice class may produce one famous dancer while the other
person may remain an average dancer. Similarly, a famous surgeon who is skilled in certain
operation skills may be very ordinary or fail in other fields of life. In this way, we find individual
differences. In everyday life, we come across many instances where one person excels over
another person under similar circumstances. As explained above, the causes of such individual
differences may be either heredity or environment. These are the changes caused by the different
aptitudes of individuals. It is important to make job decisions consistent with one's
abilities, aptitudes, and interests. These concepts are also related to choices of study in different
grades or different stages of education. Co-curricular activities, hobbies, learning some special
skills, and so on. The choice of career is a very important decision for a person. The right career
decision brings happiness and job satisfaction. Therefore job decisions need to be made in the
light of accurate, reliable, and up-to-date information, regarding the requirements of the job and
about the individuals intelligence, aptitudes, and interests assessed through scales, inventories,
and schedules.
Following are the reliable scales used for assessing aptitude among individuals:
1. DBDA - The career aptitude test based on the revised David Battery of Differential Abilities
(DBDA) are scientifically designed by M. Kapoor and are recognized as a test of international
standards. David& Differential (DBDA) tests include the following areas: verbal ability, and
numerical ability. Clerical ability, spatial ability, closure ability, and reasoning ability.

29
Psychomotor ability and lastly, mechanical ability. This test is predominantly used since it has
good internal consistency.
2. Differential Aptitude Test (DAT) is a multiple- aptitude test battery designed to measure
grades 7-12 students and some adults’ ability to learn or to succeed in selected areas. It was
developed by G.K Bennett and H.G Seashore in the year 1947. DAT contains eight scales such
as verbal reasoning, numerical ability, abstract reasoning, perceptual speed and accuracy,
mechanical reasoning, space relations, spelling, and language usage. The DAT is linked to the
career interest inventory to assist with vocational counselling and planning.
Interest scales:
1. Vocational Interest Record (VIR) developed by S.P Kulshrestha is one of the most reliable
scales for interest which measures the feeling or liking of adolescents associated with specific
areas of vocation i.e. literary, scientific, executive, artistic, agriculture, and persuasive,
commercial, constructive, social, and household.
2. Vocational interest record by B.P Bansal and D.S Srivastava is also one of the reliable scales
for assessing interest in vocational areas. Since the test has good reliability, validity, and good
internal consistency this test is predominantly used. The following are the predominant
dimensions that the scale measures; literary, scientific. Executive, artistic, and agricultural,
persuasive, commercial, constructive, social, and household.
3. Comprehensive Interest Schedule by Sanjay Vohra has both male and female versions and
has an objective measuring interest in eight broad vocational areas. Each vocational area has
two subfields (except the last two). These eight broad areas include influential, venturous,
4. Interest Section- The famous Holland code has been kept as the base of the interest section.
Artistic, scientific, analytical, social, nature and clerical. The Holland Codes or the Holland
Occupational Themes (RIASEC), developed by the late psychologist John L. Holland, refers to
a theory of careers and vocational choice based upon personality types. Each letter or code
stands for a particular & Realistic (Doers). Investigative (thinkers). Artistic (creators). Social
(helpers). Enterprising (persuaders), and Conventional (organizers).
Interest and aptitude tests:
1. Scientific knowledge and aptitude test by S. Chatterji & Mukerjee (1964) is one of the
predominantly used scales to measure both aptitude and ability of the individual. This test
determines the psychological characteristics of students which can ensure their suitability for

30
science education at the higher secondary level. Scientific knowledge and aptitude, interest in
vocational jobs, cognitive style, and intelligence are the sub-domains that the scale assesses.
2. Multiple Potentials Interest Inventory (MPII) This is an inventory that taps the five factors of
the multiple potential frameworks and was developed in the year of 2005 with an item pool of
250 items. Multiple potentials Test-5 (MPT-5), this test has 30 items per factor which also assess
predominantly five factors such as Linguistics. Analytical logical, spatial, personal, and
physical-mechanical. The test has good internal consistency so that the administrator can really
rely on it to find the correlation between both aptitude and interest.
Theories of interest and aptitude
John Dewey - was an influential American philosopher, psychologist, and educator who
contributed to the understanding of interests and aptitudes. According to Dewey, interests and
aptitudes are closely related, and both are shaped by the individual's experiences and
environment. He believed that interests and aptitudes develop over time through a process of
interaction between the individual and their environment. Thorndike - according to Thorndike
interest is a feeling of attraction or curiosity towards a particular subject or activity. He believed
that interests are relatively stable over time and are influenced by an individual's past
experiences and personal pReferences. Thorndike also believed that interest can be a motivator
for learning and can influence an individual attention and effort toward a particular subject.
Howard Gardner - is an American psychologist who is best known for his theory of multiple
intelligences. Howard Gardner has developed several theories related to interest and aptitude.
One of his most notable contributions is his theory of multiple intelligences, which suggests that
there are several different types of intelligence, each with its own set of associated interests and
aptitudes. Gardner’s theory proposes that individuals have unique combinations of these
intelligences and that their interests and aptitudes are related to the strengths of these
intelligences.

REFERENCE:
M, D. (2016, November 3). Interest: Definition, types and measurement | Statistics. Your Article
Library. https://www.yourarticlelibrary.com/statistics-2/interest-definition-types-and-
measurement-statistics/92639

31
S, D. (2016, March 4). Educational Psychology: Meaning, need, scope and quotations.
Psychology Discussion - Discuss Anything About Psychology.
https://www.psychologydiscussion.net/educational-psychology/educational-psychology-
meaning-need-scope-and-quotations/1452

32
COMPREHENSIVE INTEREST SCHEDULE (CIS)
(SANJAY VOHRA)

33
Comprehensive Interest Schedule developed by Vohra (1992) was used which assesses the
vocational or career interests of adolescents in eight broad career areas viz. influential,
venturous, artistic, scientific, analytical, social, nature, clerical. The results of the study revealed
that most of the adolescents exhibited low and average level of interest for different vocational
fields. Significant differences were found between vocational interests of boys and girls.
Adolescent girls were seen to have higher inclination towards artistic, performing, expressive,
medical, humanitarian and educational fields whereas boys were found to have greater interests
towards defense, sports, technical and computational fields. Parental socioeconomic status had
strong influence on adolescent’s vocational interests. Job satisfaction and wages were rated as
most important internal and external motivational factor for career choices by both boys and
girls. Both boys and girls regarded parents as the most influential figure in career choices.

The strength and direction of the individual interest represents an important aspect of his
personality. This characteristic affects his educational and vocational pursuits. Therefore, the
study of interest has received its strongest impetus from vocational and educational counselling.
However, to a slightly lesser extent, the development of tests in this area has also been
stimulated by vocational selection and placement. From the viewpoint of both the worker and
the employer, a consideration of the individual interest is of practical significance.

It would seem that the most easy and direct way of determining an individual’s interest in
different types of work, educational curricula etc. is to simply ask him. But there are various
studies which show that answer to direct questions about interests are often unrealistic and
superficial. This is particularly true of children and young people at the ages when information
regarding interests especially useful for counselling purposes. The reasons for this situation are
not hard to find. In the first place, most people have insufficient information about different
jobs, course of study etc. They are therefore, unable to judge whether they would really like all
that their choice involves. Their interest or lack of interest in a job may come day by day work
in that field involves.

A second related factor is the prevalence of glamorized stereotypes regarding certain vocations.
The life of the average doctors, lawyer, engineers, or police officer is quite different from what

34
one finds in movie, radio, T.V or magazines. Therefore the individual is rarely able to know
their own interest in various fields prior to actual participation in these fields. However, by the
time individual has the benefit of such personal contact, it may be too late for him to profit this
experience, since a change in vocation at this stage may be difficult or wasteful.
The interest inventories are design to help guidance and vocational counsellor to guide the
students and the employee into areas where they are likely to find the greatest job satisfaction.
It is not a measure of general or specifics abilities, including intelligence. Such traits are related
to a man’s performance on the job than to his satisfaction on the job. This factors or traits like
aptitude, abilities, intelligence and personality should be determined by other means and should
be considered along with the interest scores. There is some substantial relationship between
interest and quality of performance; however, it is not at present well understood. Interest has
more to do with whether a task is attempted with motivation rather than how well it is
performed. Thus, in selecting employees or advising students, measures of ability are needed to
predict the quality of performance, but measures of interest are also needed to suggest the area
that will be most stimulating for him. Similarly, one’s performance on the job depends on his
abilities, however whether or not he stays on the job will largely reflect whether he likes or
dislikes hi job. For this reason, interest ratings are better indices of job success. However, in
most selection techniques, too much attention is given to efficiency, and too little to satisfaction
and enjoyment.
Reliability: The term reliability has two closely related, but somewhat different connotations in
psychological testing. First, it refers to the extent to which a test is internally consistent i.e.
Consistency of results obtained throughout the test when administered once, known as split-half
reliability. Second, reliability refers to the extent to which a measuring device yields consistent
results upon testing and retesting i.e., dependability for predictive purposes, known as test-retest
reliability. Because of the brevity of this scale the question of reliability of scores naturally is a
first consideration. With this purpose in mind, a trial run of the present interest schedule was
made to find out the reliability of this schedule. Reliability coefficients were computed on 550
individuals by the split half method. Using Spearman-Brown formula correlation coefficients
were first computed for corresponding rows and columns. The test-retest reliability was also
calculated for the present schedule, with 225 individuals, by calculating the coefficient of

35
correlation between two sets of scores of the same individual on the same schedule, after two-
week time.
Validity: Key points an index of validity shows the degree to which a test measures what it
purports to measure, when compared with the criteria. The construction and use of a test imply
that the instrument has been evaluated against criteria regarded as the best evidence of traits to
be measured by the test. Therefore, selection of satisfactory validation criteria and
demonstration of an appropriate degree of validity are fundamental to any psychological test.

The first essential quality of any valid test is that it should be highly reliable. The present scale
also shows very high reliability coefficients (see Table-1, Reliability). A test, that yields
inconsistent results i.e. low reliability, cannot correlate well with a measure of another variable;
in this case a criterion.
It should be clear that validity is in fact evaluation of the extent to which a device estimates an
individual's status at the time the test was administered. From the viewpoint of applied
psychology, every test must have high predictive validity. This is possible only when the
reliability scores of the scale are high. The present interest scale shows very high reliability
scores, and hence it can be concluded here that the Comprehensive Interest Schedule has high
predictive validity.

a) Methodology
Aim:
The aim is to assess the interest of the using comprehensive interest schedule (CIS).

Materials Required:
1. Comprehensive interest schedule sheet with profile sheet.
2. Manual.
3. Writing materials

Procedure:
Before administering the test, make sure to establish a good rapport with the client. The subject
is told, “The current scale is to assess the comprehensive interest schedule. This schedule asks

36
you to express your preference for different occupations. These occupations are provided in
pairs. The subject is told to check them to indicate their preference. They are asked to mark their
preference in each box, considering both occupations irrespective of the income, status involved
in it. The subject is asked to complete the CIS as soon as possible. (Given about 15 minutes).
After this, the CIS is given to the subject to be filled. The subject is also informed that there is
no right or wrong answer for the same. The subject is assured that the result obtained will remain
confidential as it is only for practical purposes. The subject is given a questionnaire to be filled
out. After all the items are marked by the subject, as checked by their experimenter, the subject
is thanked and asked to leave. The scoring is done by the experimenter with the help of the
manual.
Instruction:
In this schedule you are ask to express your preferences for different occupations. These
occupations are given in pair and you are asking to check them to indicate your preference.
This is not a test of intelligence or special abilities. You just have to mark your responses in
each box, considering both the occupations irrespective of the income or status involved in it.
Draw a circle around 1 if you prefer the first in this pair of occupations. Draw a circle around
2 if you prefer the second in this pair of occupations. Draw a circle around both 1 and 2 if
you like both the occupations. Cross out both 1 and 2 if you dislike both of them.

Precaution:
1. Ensure that the subject has understood all the instructions before starting the test.
2. Instruct the subject to work rapidly though there is no time limit, as this presents a more
true picture of one’s likes and dislikes
3. Makes sure the subject answers all the questions.
4. Make sure the room is well lit, and that the participant has all the required materials.

Scoring:
1. The score for any of the field is obtained by counting number of circles around one’s
in the columns and numbers of circles around twos in the rows.
2. The maximum range of score for two’s are written in the boxes printed on the right hand side
of the schedule.

37
3. And scores for one’s are written in the boxes printed at the bottom of the schedule.
4. There raw scores are then transferred onto C.I.S profile sheet.
5. Total raw score for each field is calculated by adding the scores are than converted into Sten
scores using norms table.

References:
1. Sanjay, S.V, Validity, structure, and content of the 1992 Comprehensive Interest Schedule
manual.
2. Donnay, D. A., & Borgen, F. H. (1996). Validity, structure, and content of the 1994
Strong Interest Inventory. Journal of Counselling Psychology, 43(3), 275.
3. Işık, E. (2014). Effects of a brief interest inventory intervention on career decision self-
efficacy. Journal of Psychologists and Counsellors in Schools, 24(2), 215-226.
4. Kang, J., Hense, J., Scheersoi, A., & Keinonen, T. (2019). Gender study on the relationships
between science interest and future career perspectives. International Journal of Science
Education, 41(1), 80-101.
5. Shukla, S. (2019). A study of creativity in relation to vocational interest. GYANODAYA-
The Journal of Progressive Education, 12(1), 39-43.
6. Toman, S. M., & Savickas, M. L. (1997). Career choice readiness moderates the effects of
interest inventory interpretation. Journal of Career Assessment, 5(3), 275-291.

38
 b) Report on scale

Socio- demographic details

Name - AJT
Age - 22 Yrs.
Gender - Male
Education - M.Sc. Counselling Psychology
Marital status - Single

MSE & Behavioral Observation

The subject was interested to be participating for the test. He was very attentive and focused
on the test.

Table.1 Areas, raw score, Sten score and interpretation.

Areas Raw Sten score Interpretation
scores
Influential Administrative 5 1 Low Interest
Enterprising 5 1 Low Interest
Venturous Defense 5 1 Low Interest
Sports 5 1 Low Interest
Artistic Creative 1 1 Low Interest
Performing 5 1 Low Interest
Scientific Medical 1 1 Low Interest
Technical 0 1 Low Interest
Analytical Expressive 6 1 Low Interest
Computational 0 1 Low Interest
Social Humanitarian 22 10 High Interest
Education 15 7 Average Interest
Nature 3 1 Low Interest

39
 Clerical 2 1 Low Interest

Results and Discussions

From Table.1 we can see the areas, Raw score, Sten score and, Interpretation
There are 8 areas and the first 6 areas are further sub divided into two they are
1. Influential
i. Administrating
ii. Enterprising
2. Venturous
i. Defense
ii. Sports
3. Artistic
i. Creative
ii. Performing
4. Scientific
i. Medical
ii. Technical
5. Analytical
i. Expressive
ii. Computational
6. Social
i. Humanitarian
ii. Education
7. Nature
8. Clerical

Conclusions
The lie score is 8 hence the test is rejected. The subject ha average strength in both
psychoticism and extraversion respectively and gradually increased strength in neuroticism.

40
DAVID'S BATTERY OF DIFFERENTIAL ABILITIES (DBDA)
(SANJAY VOHRA)

41
David's Battery of Differential Abilities Test is a comprehensive assessment tool used to
measure various cognitive abilities in individuals. Developed by psychologist David, in
September 2021, this test assesses a range of skills such as verbal reasoning, spatial
visualization, numerical ability, and memory. By evaluating multiple dimensions of cognitive
functioning, the test aims to provide a comprehensive profile of an individual's strengths and
weaknesses in different areas. It is widely used in educational and clinical settings to aid in
understanding an individual's cognitive abilities and informing appropriate interventions or
educational strategies.

1. Verbal Ability (VA)

Verbal ability refers to the comprehension of word and ideas, or a person's ability to understand
written language. It is one of the most DBDA, Verbal Ability is important of human abilities.
In assessed by two different kinds of subtests: Vocabulary part l (VA Part I): involves of English
word and understanding word meanings, Knowledge ability to abstract and generalize
Vocabulary Part relationships among words. II(VA Part II): involves the ability to recognise
the proverbs and understand their latent meaning. VA subtest is included in this battery as it is
anticipated to be useful in predicting important criteria such as academic success, speedy and
accurate recall of exact data received from the surroundings.
2. Numerical Ability (NA)
Numerical ability refers to manipulating numbers quickly and accurately in tasks involving
addition, subtraction, multiplication, division, fraction etc. This ability is high in people who
are successful in mathematical, scientific or technical subjects. It is a prediction of occupations
involving computational tasks such as clerical, accounting, and engineering, technological data
processing jobs.
3. Spatial Ability (SA)
Spatial ability is concerned with perceiving spatial patterns accurately and following the
orientation of figures when their positions in a place or space are altered. This ability is an
indicator for non-verbal or culture fair intelligence. Hence the subject must be able to determine
whether two dimensional figures have been merely turned around (rotated) or turned over and
rotated (reversed). This ability is high in individuals who are successful in geometrical drawing,
drafting and in art and design. It is a predictor of occupations involving materials dealing with

42
architecture, building constructions, engineering, commercial art, dress designing, decoration
etc.
4. Closure Ability (CA)
Closure ability is primarily a perceptual ability which refers to the ability to see quickly a whole
stimulus when the parts are missing (Gestalt). It is a speed test when the subject has to see the
mutilated word' i.e., a word with parts of the letters missing decide what the word is and then
find which one of the jumble options spells the word when un-jumbled. CA is relevant to success
in courses and occupation involving speedy visual perception such as architecture, computer
programming and data processing, art and designing.
5. Clerical Ability (CL)
Clerical ability is a perceptual activity primarily concerned with making rapid evaluations of
features of visual stimuli. The perceptual speed and accuracy is measured by items in which the
examinee must rapidly assess the sameness or difference of paired groups of letters or numbers.
It provides a series of situations which involve clerical Jobs. Clerical ability is important to
success in many tasks involving record keeping, filing, taking inventories, dispatching, coding
and other similar jobs.
6. Reasoning ability (RA)
Reasoning ability refers to the ability to apply the process of induction or to reason from some
specific information to a general principle. The series presented in each problem item requires
the perception of an operating principle in the sets of letters. The subject must discover the
principle governing the set of letters and give understanding by evidence of his identifying the
set which does not follow the logic followed in other set.
7. Mechanical ability (MA)
Mechanical ability refers to machines, understanding of basic mechanical principles, simple and
tools, electrical and prediction of success in automotive facts. It has been found useful in the
training and occupational performance in technical and vocational areas. The person who scores
high in this ability finds it easy to learn the operations and repair of principles of complex
devices. MA scores is relevant for courses and concerned with machinery, electrical,
occupations electronic tasks, factory, engineering technologies.

43
8. Psycho-motor ability (PM)

Psychomotor ability refers to precise movements requiring eye hand under highly speeded
coordination conditions. PM ability can be primarily manual. The test considered one of fine
muscle dexterity, requires the subject to draw finely quickly as he can, controlled pencil lines,
as in specially constructed figures.
Reliability: Reliability in the DBDA can be evaluated through various methods, such as test-
retest reliability, internal consistency, and inter-rater reliability. Test-retest reliability involves
administering the test to the same group of individuals on two separate occasions and assessing
the consistency of their scores. Internal consistency examines the correlation between different
items or subtests within the DBDA to ensure that they are measuring the same construct. Inter-
rater reliability examines the agreement between different examiners or rather when
administering and scoring the test.
Validity: Validity in the DBDA can be assessed through different approaches, including content
validity, criterion validity, and construct validity. Content validity involves examining whether
the items in the DBDA adequately represent the construct being measured. Criterion validity
assesses the extent to which the test scores in the DBDA correlate with external criteria that are
indicative of the construct. Construct validity aims to establish the underlying theoretical
framework and constructs that the DBDA intends to measure and examine how well the test
aligns with those constructs.

a) Methodology

AIM:
The aim is to assess the aptitude and interest of the subject using DBDA.

Materials:
1. DBDA test booklets of VA, NA, SA, CA, CL.RA, MA, and PM.
2. Answer sheets
3. Scoring Key
4. Norms
5. Writing Materials.

44
Procedure:

Seat the subject comfortably. Provide the subject with the test sheet and give the instructions
for completing the test. The time given to the subject to complete each sub tests is to be strictly
followed as given in the manual. Check the right answers using the stencil scoring key and
determine the raw scores. Convert the raw score into Sten scores and determine the aptitude
level.

Instruction:
Verbal ability (VA)
A Part I- “Look at the word in capital letters. Then from five letters that follow find the one that
means same thing as the words in capitals and put X mark in the corresponding box in the
answer sheet.”
VA Part II - "Read the saying or proverb in capital letter. Then, from the five sayings under it,
find the one that means the same thing and put a X mark in the corresponding box in the answer
sheet.”
Numerical ability test (NA)
“The test is made up of short numbers problems. Each problem is followed by 5 choices. You
are to choose the correct answer and put an “X” mark in the corresponding box in the answer
sheet. Work as quickly and accurately as you can.”
Spatial ability (SA)
“In the following pages, there are drawing of all kinds of figures and you have to imagine them
in different positions. In each row there is a sample figure. The sample figure is followed by six
test figures. Some of the test figure will be the same as the sample figure but just turned around,
some of the test figures will be one sample figure. On the next pages, there will be one sample
figure and six test figures in each row. Put a Mark X in the corresponding box under 'S' or R in
the answer sheet for each of the six test figures in each row.
Closure ability (CA)
“In this test you will see a word at the left side of the page with parts of the letter missing. This
incomplete word is followed by five jumbled words. You have to use your imaginations to

45
figure out what the incomplete word is and then find among the five scrambled choices the one
that has the right letters to spell the incomplete word and put a “X” mark in the corresponding
box in the answer sheet.”
Clerical Ability (CL)
“The test consists of pairs of letters or numbers which are either same or different If the pair is
exactly the same, mark 'S' in the corresponding box, if the pair is different. Mark 'D' in the
corresponding box.”
Reasoning ability (RA)
“There are five sets of letters. Four of the five sets, follow a certain rule. One set does not. Mark
the letter of the one set in the data sheet that does not follow the rule.”
Mechanical ability (MA)
"You will answer questions about mechanical facts and principles by making one of the five
choices given. Mark the correct answers in the data sheet.”

Psychomotor ability (PA)

Here “Draw a line all the way around between the outer and inner square and draw circle around
the dot. Do not let your line touch either of the squares or the dot. Make the lines complete that
is make the lines go all the way around between the squares around the dot. Your score will be
number of figures with correctly drawn lines, so you should work as fast as you can.”

Precautions:
1. Appropriate conditions were maintained as far as possible.
2. Care was taken that there was a sharpened pencil.
3. Atmosphere was made comfortable and quiet.
4. It was made sure that the subject understood all the instructions
5. Care was taken that the subject had no idea about the test booklet before the test started.
6. It was made sure that the subject was feeling comfortable.
7. All the materials required were kept ready on the table before the subject was called for the
test.
8. Different time limit constraints were imposed on the subject for each subtest.

46
Scoring:

1. The scoring procedure in DBDA is very objective and simple. Separate stencil keys are
available for each test to be placed on the answer sheet.
2. There are two stencil keys available.
3. Both the stencil keys are placed on the response sheet and all the correct responses are marked
as 1.
4. The same is done for all the abilities. By adding all the correct responses, raw scores are
obtained for all the abilities.

Reference:

1. Asthana, B., P, A. S., & Agarwal, R. N. (1991, January 1). Measurement and Evaluation in
Psychology and Education.
http://books.google.ie/books?id=I99oHQAACAAJ&dq=Asthana,+Bipin+(2009).+Measureme
nt+and+Evaluation+in+Psychology+and+Education,+Agra+Agarwal+Publications.&hl=&cd=
1&source=gbs_api

2. DBDA-Introduction and Description - Davis’ Battery of Differential Abilities Aptitude is

the - Studocu. (n.d.). Studocu. https://www.studocu.com/in/document/amity-
university/psych/dbda-introduction-and-description/16877575

47
 b) Report on Scale

Socio- demographic details

Name - AJT
Age - 22 Yrs.
Gender - Male
Education - MSc. Counselling Psychology
Marital status - Single

MSE & Behavioural Observation

Initially, the subject showed interest to participate for the test. However, as the test progressed,
he was concerned because of the total of 8 subtests. As he finished each sub test there seemed
to be a gradual decrease on focusing the test. The gradual decrease in focusing influenced his
overall results in the DBDA test.

Table.1 Dimensions, raw score, Sten score, interpretation.

Sl. Dimension Raw score Sten score Interpretation
No:
1 CA 13 6 Average ability
2 CL 25 2 Low ability
3 MA 11 4 Average ability
4 NA 7 2 Low ability
5 PM 9 1 Low ability
6 RA 5 3 Low ability
7 SA 51 7 Average ability
8 VA 16 7 Average ability

Results and Discussions

From Table.1 we can see the raw score, Sten score, Interpretation for all the 8 dimensions of
the assessment.
The dimensions are

48
 1. Closure ability (CA)
2. Clerical ability (CL)
3. Mechanical ability (MA)
4. Numerical ability (NA)
5. Psychomotor ability (PM)
6. Reasoning ability (RA)
7. Spatial ability (SA)
8. Verbal ability (VA)

The subject has a Sten score of 6 and raw score of 13 for Closure ability (CA) which is
interpreted as average ability to form a perceptual cluster from a number of vague or jumbled
data present in the surroundings. Can perceive meaningful blocks and organise them.
The subject has a Sten score 2 of and raw score of 25 for Clerical ability (CL) which is
interpreted as poor ability for perceptual activities involving rapid evaluations of features of
visual stimuli.
The subject has a Sten score of 4 and raw score of 11 for Mechanical ability (MA) which is
interpreted as average ability to succeed in performance of technical vocational areas. Is
somewhat aware of the information on basic mechanical principles.
The subject has a Sten score of 2 and raw score of 7 for Numerical ability (NA) which is
interpreted as below average facility in handling numbers and their use in day-to-day or
applications. The subject has a below average ability to make rapid calculations in simple
arithmetic problems.
The subject has a Sten score of 1 and raw score of 9 for Psychomotor ability (PM) which is
interpreted as below average eye-hand coordination under speeded condition.
The subject has a Sten score of 5 and raw score of 3 for Reasoning ability (RA) which is
interpreted as below average ability to choose personal principal underlying any relationship
among concepts.
The subject has a Sten score of 7 and raw score of 51 for Spatial ability (SA) which is interpreted
as average ability to perceive special patterns, clearly following the orientation of figures when
their position is altered or even in a disoriented visual pattern.

49
The subject has a Sten score of 7 and raw score of 16 for Verbal ability (VA) which is interpreted
as average verbal ability to understand and apply English language in an unstructured form. Has
an average ability to comprehend English vocabulary and verbal skills for usage in practical
applications.

Conclusion:
Based on the scores obtained, the subject has an average ability in closure ability (CA),
mechanical ability (MA), spatial ability (SA)and also in verbal ability (VA) and low ability in
clerical ability (CL), numerical ability (NA), psychomotor ability (PM), reasoning ability (RA)

50
MEMORY

1. PGIMS

51
“Memory is the ability to store, retain, and retrieve information and experiences. It is a
fundamental cognitive process that allows us to learn and adapt to new situations, and to form
a sense of self and identity.”

“Memory can be defined as the mental capacity for retaining and retrieving information, and it
involves a complex interplay between attention, perception, encoding, storage, and retrieval.”

Types of memory:
1. Sensory memory: This type of memory is very brief and holds information from our senses
such as visual or auditory information) for only a fraction of a second.
2. Short-term memory: Also known as working memory, this type of memory holds information
for a brief period of time (usually around 20-30 seconds) and is used for immediate tasks.
3. Long-term memory: This type of memory can hold information for days, months, or even
years, and is the basis for our knowledge and understanding of the world.
Within long-term memory, there are two main types:
● Explicit memory: This type of memory is conscious and requires effortful retrieval, and
includes things like semantic memory (memory for facts and knowledge) and episodic memory
(memory for facts and knowledge) and episodic memory (memory for personal experiences).
● Implicit memory: This type of memory is unconscious and automatic, and includes things like
procedural memory (memory for how to perform tasks) and classical conditioning (associating
one stimulus with another).
Memory can be influenced by a variety of factors, including age, stress, sleep, and emotional
state. There are also various memory techniques and strategies that can be used to improve
memory performance, such as repetition, mnemonic devices, and chunking.
Characteristics
1. Encoding: The process of converting sensory information into a form that can be stored in
memory.
2. Storage: The process of retaining encoded information in memory over time.
3. Retrieval: The process of accessing and bringing to mind previously stored information when
needed.
4. Duration: Memory can be short-term or long-term, depending on how long the information
is retained personal experiences).

52
5. Capacity: Memory has a limited capacity, meaning that there is a limit to how much
information can be stored.
6. Sensitivity: Memory can be affected by external factors such as stress, sleep deprivation, and
mood, as well as internal factors such as aging and neurological disorders.
7. Organization: Memory is organized and structured, with related information being stored
together in clusters or networks.
8. Reconstruction: Memory is not an exact replica of past experiences, but rather a
reconstruction that can be influenced by factors such as expectations, prior knowledge, and
biases.
9. Retrieval cues: Retrieval of information from memory is facilitated by the presence of
retrieval cues, which are stimuli that are associated with the encoded information.
Memory is a complex and dynamic cognitive process that allows us to learn, remember, and
use information and experiences from the past to guide our present and future behaviors.
Theories

There are several major theories associated with memory, including:

1. Consolidation theory: This theory proposes that memory is not an immediate process, but
rather requires time for the neural changes that support memory to occur. Memory consolidation
refers to the process by which new memories are stabilized and integrated into long-term
storage.
2. Schema theory: This theory proposes that we organize knowledge in the form of schemas,
which are mental frameworks or structures that organize information about a particular concept
or topic. Schemas help to guide our encoding, storage, and retrieval of information.
3. Connectionist/Neural Network Theory: This theory proposes that memories are represented
in the brain as networks of interconnected neurons. When an experience is encoded, these
networks are modified, and retrieval involves the activation of these same networks. This theory
emphasizes the importance of context and cue-dependent retrieval in memory.
4. Atkinson-Shiffrin model: This model proposes a multi-store memory system, consisting of
sensory memory, short-term memory, and long-term memory. Information is first processed in
sensory memory, which then transfers to short-term memory for temporary storage and
processing, and may eventually be transferred to long-term memory for permanent storage.

53
5. Encoding specificity principle: This principle proposes that retrieval of information from
memory is most effective when the cues present at retrieval match the cues present at encoding.
In other words, memory retrieval is dependent on the match between the context at encoding
and the context at retrieval.
6. Levels of processing theory: This theory proposes that the depth of processing that
information receives during encoding determines its retention in memory. Deeper processing,
such as semantic processing (processing the meaning of information), leads to better retention
than shallow processing, such as sensors processing (processing the physical features of
information).
These theories provide different perspectives on how memory works and have contributed to
our understanding of the cognitive processes involved in learning and remembering.

Reference:
1. Educational Psychology: Meaning, Need, Scope, and Quotations. (2016, March
4).Psychology Discussion - Discuss Anything About Psychology.
https://www.psychologydiscussion.net/educational-psychology/educational
psychologymeaning-need-scope-and-quotations/145
2. Ghita, I. (n.d.). (Cognitive Psychology) Alan D. Baddeley Essentials of Human Memory
Psychology Press (1999). (PDF) (Cognitive Psychology) Alan D. Baddeley Essentials
of Human Memory Psychology Press (1999) | Indriawati Ghita - Academia.edu
https://www.academia.edu/38324367/_Cognitive_Psychology_Alan_D_Baddeley_Ess
entials_of_Human_Memory_Psychology_Press_1999 In-Text Citation: (ghita, n.d.)

54
Postgraduate Institute Memory Scale (PGIMS)
(DWARKA PRASAD and N.N. WIG)

55
“Memory is defined as the process of maintaining information over time” (Martin, 2005) or
“Memory is the means by which people draw on the past experience in order to use this
information in the present” (Sternberg, 1999).
The psychiatrists, neurologists and clinical psychologists working in India have long felt the
need for a short, simple, objective and valid test of memory. Such a battery of memory tests is
P.G.I. Memory Scale and it was constructed and standardized 1977. The scale was developed
by Dwarka Prasad and N.N. Wig. It contains ten subtests:
1) Remote memory.
Remote memory refers to the ability of an individual to recall and remember past events or
information that are not currently present in their immediate environment. It is the capacity to
remember things that happened or were learned in a different location or time. For example,
recalling a childhood memory or remembering details from a past vacation would be considered
remote memory.
2) Recent memory.
Recent memory refers to the ability to recall and remember events, information, or experiences
that have occurred in the recent past. It involves the capacity to retain and retrieve memories
from a short period of time, typically ranging from a few minutes to a few days. Examples of
recent memory include remembering what you ate for breakfast, recalling a conversation you
had earlier in the day, or remembering the details of a movie you watched yesterday.
3) Mental balance.
Mental balance refers to a state of emotional and psychological equilibrium in humans. It
involves maintaining stability and well-being in one's thoughts, feelings, and behaviors.
Achieving mental balance typically involves managing stress, coping with challenges,
maintaining healthy relationships, and practicing self-care. It is important for overall mental
health and can contribute to a sense of happiness, fulfillment, and resilience in daily life.
4) Attention concentration.
Attention and concentration are cognitive abilities that allow humans to focus their mental
resources on a specific task or stimulus. Attention refers to the ability to selectively concentrate
on relevant information while filtering out distractions. It involves directing mental energy and
awareness to specific objects, thoughts, or sensory inputs. Attention can be voluntary, such as
when deliberately focusing on a book or conversation, or involuntary, like when one's attention

56
is captured by a sudden loud noise. Concentration, on the other hand, is the sustained mental
effort applied to a particular task or activity over a period of time. It involves maintaining
focused attention for an extended duration and resisting distractions or wandering thoughts.
Concentration is essential for activities that require sustained mental engagement, such as
studying, problem-solving, or engaging in complex tasks.
5) Delayed recall.
Recall delay refers to the time interval between receiving information and retrieving it from
memory.
6) Immediate recall
Immediate recall refers to the ability to retrieve and reproduce information from memory
immediately after it has been presented or learned. It involves the immediate retrieval of
recently acquired information without any significant delay.
7) Retention for similar pairs.
Retention for similar pairs in human terms refers to the ability of individuals to remember and
recall information or experiences that are closely related or similar to each other. It suggests
that when presented with two or more similar items or events, humans have a tendency to
remember and retain them more effectively than dissimilar pairs.
8) Retention for dissimilar pairs.
The retention for a dissimilar pair in a human term can vary depending on various factors, such
as the individual's cognitive abilities, learning strategies, and exposure to the pair. In general,
however, the retention for dissimilar pairs in human terms tends to be lower compared to similar
or related pairs. This is because our brains often find it easier to remember and associate
information that is similar or connected in some way.
9) Visual retention
Visual retention, also known as visual memory, refers to the ability of humans to retain and
recall visual information. It involves the storage and retrieval of visual stimuli, such as images,
shapes, colors, and patterns. Visual retention enables individuals to remember and recognize
objects, faces, locations, and other visual details. It plays a crucial role in various cognitive
processes, including learning, problem-solving, and navigation. The duration and accuracy of
visual retention can vary among individuals and can be influenced by factors such as attention,
concentration, and cognitive load.

57
10) Recognition.
Retention, in human terms, refers to the ability to remember and store information or
experiences over time. It is the process by which our brains encode, consolidate, and retrieve
information when needed. While constructing memory scale, efforts were made to ensure that
it was not unduly dependent on intelligence and was equally valid for both sexes and applicable
and acceptable to illiterate and unsophisticated subjects who constituted the majority of subjects
in Indian hospitals and clinics.

Mainly there are three different types of memory:

1. Sensory memory:
Sensory Memory is a very brief (about three seconds) recall of a sensory experience, such as
what one just saw or heard.
2. Short term memory:
The duration of STM seems to be between 15 and 30 seconds, and the capacity is about 7 items.
The Magic number 7 (plus or minus two) provides evidence for the capacity of short term
memory. Most adults can store between 5 and9 items in their short-term memory. This idea was
put forward by Miller (1956) and he called it the magic number. Baddeley and Hitch (1974)
have developed an alternative model of short-term memory which they call working memory

3. Long term memory:

Theoretically, the capacity of long-term memory could be unlimited, the main constraint on
recall being accessibility rather than availability. Duration might be a few minutes or a lifetime.
One of the earliest and most influential distinctions of long-term memory was proposed by
Tulving (1972). The psychiatrists, neurologists and clinical psychologists working in India have
long felt the need for a short, simple, objective and valid test of memory. Such a battery of
memory test is P.G.I. Memory Scale and it was constructed and standardized in 1977.
Uses of memory test:
Memory tests are widely used in various contexts to assess an individual's cognitive abilities
and identify potential memory impairments. These tests involve evaluating an individual's
ability to remember and recall information.
Validity:

58
Memory Scale and 85 with Wechsler Memory Scale. It also confirmed the four hypothesis –
PGI Memory Scale (PGIMS) was found to have correlation of .71 with Boston set to
demonstrate its validity. The results are given in tables 1 and 2. The correlations of first two
columns were computed on 340 normal subjects (attendants of the psychiatric patients) in the
age range of 20-70 years. The correlations in the last two columns are based on psychiatric
patients Performance IQ was tested on Bhatia's short scale and verbal IQ was tested on 4 subtests
of verbal section of WAIS, i.e. Information, Comprehension, Arithmetic and Digit span tests.
Correlations were computed with raw scores, not with IQ. (Pershad and Wig 1978; 1979,
Pershad and Verma, 1980).

Reliability:
So far reliability of the Scale is concerned; it was re-administered on 40 sub- tests after an
interval of one week. The test-retest reliability ranged between 70 and 84 for organic-psychotic
groups, 48 and 84 for 'neurotic-normal group (Table 3). Mean differences were not significant
for many of the sub-tests (Pershad, 1977). On the whole however, an increase of 4 points was
observed on repeated testing. For these two groups split half reliability was found to be .91 and
83 respectively.

a) Methodology

AIM:
The aim of the test is to assess the memory of the individual using P.G.I Memory Scale.

Materials:
1. Consumable booklet of P.G.I. Memory Scale.
2. Revised manual for P.G.I. Memory Scale.
3. Picture card for sub test (visual retention) & (recognition).
4. Stop watch.
5. Writing materials.
Procedure:

59
Before the administration of the test, the subject is seated comfortably and a good report is
established with the subject. Instructions were given to the subject for each sub test. The subject
is asked to feel free while answering the question. Also, the subject is requested to listen to the
question very carefully while the experimenter has read it out. After all the questions were
answered by the subject, then the subject was thanking and asked to leave and scoring was done
by the experimenter.
Instruction:
“Here you have few questions and some tasks. It divided into different subtests. I’ll give you
instructions for each of it separately. Listen carefully and given fully attention to this.”
Subtest 1: Remote memory
“I will be asking few questions, listen carefully and you have to give response to that.”
Subtest 2: Recent memory
We have few more casual questions; you have to answer for those.
Subtest 3: Mental balance
You have to recite alphabet A to Z in any language. Count numbers backward from 20 to 1.
Once you finish count backward by missing 3s starting from 40.
Subtest4: Attention and concentration
I am going to say some numbers. Listen them carefully, when I read them, you will repeat them
in the same order. Example; 5-8-3.
I’ll say few numbers and you have to repeat them backward. For example, I say 2, 5 and you
will say 5, 2.
Subtest 5: Delay recall
I’ll read the name of some objects, listen carefully and when I ask you to repeat, you will do so.
Subtest 6: Immediate recall
Here I am going to read a few small sentences one by one. Listen them carefully because when
I am through, I would like you to tell me the whole sentences as precisely as you can.
Subtest 7: Verbal retention for similar pairs
Now, I am going to read a list of pairs, i.e., two words at a time. Listen carefully, when I name
one word of the pair you will tell the second word of the pair.
Subtest 8: Verbal retention for dissimilar pairs

60
Here this test is same as the earlier one. I am going to read a list of pairs, i.e., two words at a
time. Listen carefully, when I name one word of the pair you have to tell the second word of the
pair.
Subtest 9: visual retention
I am going to show you a card, see it carefully. After some time, I will take it away and when I
ask you to draw them, draw the things you saw in the card from your memory.
Subtest 10: Recognition
I am showing you a card containing pictures of many objects, see the whole card attentively.
After some time, I will place another card before you. From this you will be required to identify
and name the objects you saw in earlier card.

Precaution:
1. Make sure that the subject has understood the instructions.
2. Make sure you didn’t miss any subtest.
3. Make sure the experimenter presenting the vocal and other materials as per instructions given
to the experimenter.
4. It is important to keep time as per instructions.

Scoring:
Score for each sub test is given on the base of time taken and correct response, refer manual.
Raw score is done with the help of the manual.
Raw score is converted into percentile score for each sub-test and interpretation done based on
the percentile scores.

Reference:

1. McLeod, S. A. (2007). Stages of memory - encoding storage and retrieval. Retrieved from
https://www.simplypsychology.org/memory.html
2. The human memory. Retrieved from http://www.human-memory.net/processes_storage.html
Types of Memory: Sensory, Short-Term, Working & Long-Term, Esther Heerema Short term
memory, McLeod, S. A. (2009).

61
3. Short term memory. Retrieved from https://www.simplypsychology.org/short-term-
memory.html
4. McLeod, S. A. (2010, Dec 14). Long-term memory. Retrieved
From https://www.simplypsychology.org/long-term-memory.html revised manual for P.G.I.
Memory Scale.

62
 b) Report on Scale

Socio- demographic details

Name - AJT
Age - 22 Yrs.
Gender - Male
Education - MSc. Counselling psychology
Marital status - Single

MSE & Behavioral Observation

The subject was interested to be participating for the test. He was a bit shocked with the type of
questions asked and kept on laughing. But, overall, he did okay because he couldn’t hold his
laughter it resulted in affecting the score especially in pair retention tests.

Table 1. Shows the sets, obtained score, expected score, discrepancy and expected discrepancy
of the subject.

Factors Raw Score Percentile Interpretation

Remote memory 4 P0-P20 Low Level Memory

Recent memory 5 P40-P60 Average Memory

Mental Balance 9 P60-P80 Above average Memory

Attention & Concentration 11 P60-P80 Above average Memory

Delayed Recall 7 P0-P20 Low Level Memory

Immediate Recall 9 P40-P60 Average Memory

Retention for Similar Pairs 5 P40-P60 Average Memory

Retention for Dissimilar Pairs 9 P0-P20 Low Level Memory

63
 Visual Retention 13 P80-P100 Excellent Memory

Recognition 10 P80-P100 Excellent Memory

Raw score 82

Table.2 shows the total score, Percentile score, and Interpretation

Grand Percentile Interpretation

total memory

82 P40 – P60 Average memory

Results and Discussions

Table.1 shows the sets, obtained score, expected score, discrepancy and expected discrepancy
of the subject.
The PGI Memory Scale suggests that an individual's varying performance on different sub-tests
reflects a diverse pattern of memory abilities.
Table.2 shows the name, raw score, percentile, grade, and interpretation.
The subject’s score of 5,9, and 5 in recent memory, immediate recall, and retention to similar
pairs lies within the average range of memory.
The subject shows a significant strength in visual retention and recognition with the scores of
13 and 10 respectively where the memory falls in the excellent region. Yet the subject’ score
from remote memory, delayed recall, and retention for dissimilar pairs shows he has a low-level
memory in these factors.

Conclusion
Remotely person has a low level of memory according to PGIMS test.

64
 INTELLIGENCE

a) RAVEN’S STANDARD PROGRESSIVE MATRICES (SPM)

b) SEGUIN FORM BOARD
c) BHATIA’S INTELLIGENCE TEST

65
According to David Wechsler intelligence is defined as “The global capacity of a person to act
purposefully, to think rationally, and to deal effectively with his environment.”
Intelligence can be defined as the ability to acquire and apply knowledge, solve problems,
reason, and plan, learn from experience, understand complex ideas, adapt to new situations, and
engage in abstract thinking. It involves the capacity to think critically, make decisions, and use
logical and creative reasoning to solve problems effectively.
Intelligence is not limited to a single dimension but encompasses various aspects, including
cognitive abilities such as memory, attention, perception, and language skills. It also
incorporates emotional intelligence, which involves understanding and managing one's
emotions and recognizing and empathizing with the emotions of others. Jean Piaget proposed a
developmental theory of intelligence, which suggests that intelligence, develops through a series
of stages as children grow and mature. According to Piaget, “Intelligence involves the ability to
adapt to new situations and to understand and organize one's experiences.” Howard Gardner
proposed the theory of multiple intelligences, which suggests that there are different types of
intelligence that are relatively independent of each other. Gardner identified several different
types of intelligence, including linguistic, logical-mathematical, spatial, musical, bodily-
kinesthetic, interpersonal, and intrapersonal. David Wechsler developed a series of intelligence
tests that are widely used today. He defined intelligence as "the aggregate or global capacity of
the individual to act purposefully, to think rationally, and to deal effectively with the
environment."
Characteristics
The characteristics of intelligence can vary depending on the definition of intelligence used.
However, some commonly recognized characteristics of intelligence include:
1. Problem-solving skills: Intelligence is often associated with the ability to solve problems,
make decisions, and find creative solutions to challenges.
2. Adaptability: Intelligent individuals are often able to adapt to new situations and
environments, adjust their thinking and behavior, and learn from their experiences.
3. Reasoning and logical thinking: Intelligence is often associated with the ability to reason
logically, make connections between ideas, and think critically.
4. Memory: Intelligence is often linked to the ability to remember and recall information, as
well as the ability to use that information effectively.

66
5. Verbal and linguistic skills: Intelligence is often linked to strong verbal and linguistic
abilities, including vocabulary, language comprehension, and effective communication skills.
6. Spatial reasoning: Intelligence is often linked to the ability to understand and manipulate
visual and spatial information, such as recognizing patterns, interpreting maps, and solving
puzzles.
7. Emotional intelligence: Intelligence can also include the ability to understand and manage
one's own emotions, as well as the emotions of others, and to use this information to navigate
social situations effectively.
Intelligence quotient [IQ]
IQ, or intelligence quotient, is a measure of an individual's cognitive abilities, including their
ability to learn, reason, and solve problems. Major theorists have offered different perspectives
on the concept of IQ and its measurement. The formula to find IQ (Intelligence Quotient) is: IQ
= (mental age/chronological age) x 100 The original formula was proposed by William Stern in
1912 and was based on the concept of mental age. Mental age refers to the age at which an
individual's cognitive abilities are typically functioning. For example, if a 10-year-old child
performs at the level of an average 12-year-old on a standardized intelligence test, their mental
age is 12. Chronological age, on the other hand, refers to the individual's actual age in years. To
calculate IQ, the mental age is divided by the chronological age and then multiplied by 100 to
obtain a standardized score. An IQ score of 100 is considered average, while scores above or
below 100 indicate above-average or below-average cognitive abilities, respectively. It's worth
noting that there are various IQ tests available, and some use different formulas or scoring
methods. Additionally, IQ scores are just one measure of cognitive ability and may not fully
capture an individual's strengths or weaknesses.
Emotional intelligence.
Emotional intelligence is the ability to recognize, understand, and manage one's own emotions,
as well as the emotions of others. It involves a range of skills, including empathy, self-
awareness, self-regulation, social skills, and motivation. Emotional Intelligence Theory: This
theory proposes that intelligence involves not only cognitive abilities but also emotional and
social abilities. Emotional intelligence includes the ability to understand and manage one's own
emotions, as well as the emotions of others, and to use this information to navigate social
situations effectively.

67
Types of intelligence tests
There are several types of intelligence tests used in psychological assessments. Here are some
of the most common ones:
1. Differential Ability Scales (DAS): The DAS is designed to assess cognitive abilities in
children from birth to 17 years of age. It includes subtests that measure verbal reasoning, non-
verbal reasoning, working memory, and processing speed.
2. The Comprehensive Test of Nonverbal Intelligence (CTONI): The CTONI is a non- verbal
intelligence test that assesses cognitive abilities without relying on language skills. It measures
non-verbal reasoning, spatial processing, and analogical reasoning.
3. Bhatia's Intelligence Test: Bhatia's Intelligence Test, developed by N.K. Bhatia, is a
comprehensive intelligence test designed for children aged 6 to 18 years. It is commonly used
in educational and clinical settings to assess a child's cognitive abilities across various domains.
The test consists of subtests that measure different aspects of intelligence, including verbal and
non-verbal reasoning, memory, vocabulary, and spatial visualization. Bhatia's Intelligence Test
provides standardized scores that help identify a child's intellectual strengths and weaknesses,
aiding in educational planning and intervention strategies. The test has been widely used in
India and other countries as a tool to assess intelligence in school-aged children.
4. Woodcock-Johnson Tests of Cognitive Abilities (WJ-III): The WJ-III assesses different
cognitive abilities, including language, attention, memory, reasoning, and processing speed. It
is often used to evaluate cognitive strengths and weaknesses in both children and adults.
5. Stanford-Binet Intelligence Scale: The Stanford-Binet test is one of the most widely used
intelligence tests. It assesses various cognitive abilities, including verbal reasoning, quantitative
reasoning, abstract/visual reasoning, and short-term memory.
6. Wechsler Adult Intelligence Scale (WAIS): The WAIS is designed for individuals aged 16
and older. It measures a wide range of cognitive abilities, including verbal comprehension,
perceptual reasoning, working memory, and processing speed. There are also Wechsler tests
available for different age groups, such as the Wechsler Intelligence Scale for Children (WISC)
and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI).
7. Raven's Progressive Matrices: Raven's matrices consist of visual pattern completion tasks. It
assesses non-verbal reasoning and is often used to measure fluid intelligence, which involves
problem-solving abilities and abstract thinking.

68
8. Kaufman Assessment Battery for Children (KABC): The KABC is a comprehensive
assessment tool that evaluates cognitive abilities in children. It includes various subtests that
measure different aspects of intelligence, such as verbal knowledge, reasoning, visual-spatial
processing, and memory.
9. Seguin Form Board: The Seguin Form Board is a classic intelligence test that assesses a
person's visuospatial and fine motor skills. It was developed by Edouard Seguin, a pioneer in
special education. The test involves a wooden board with various cut-out shapes, and the
individual is required to fit the shapes into their corresponding spaces on the board. The Seguin
Form Board helps evaluate a person's ability to perceive spatial relationships, analyze shapes,
and manipulate objects with precision. It is often used with children and adults with
developmental delays or cognitive impairments to assess their visuospatial abilities and provide
insight into their cognitive functioning. The test can help identify areas for improvement and
guide educational interventions tailored to the individual's needs.

Theories
There are several major theories of intelligence, each with its own approach to defining and
measuring intelligence. Here are some of the most well-known theories:
1. Sternberg's Triarchic Theory: This theory proposes that intelligence consists of three
components - analytical intelligence (the ability to solve problems and reason logically),
creative intelligence (the ability to generate novel ideas and solutions), and practical intelligence
(the ability to adapt to real-world situations and solve practical problems).
2. Cattell-Horn-Carroll Theory: This theory proposes that intelligence can be divided into three
levels of hierarchy: general intelligence (g), broad abilities (such as fluid reasoning, crystallized
intelligence, and memory), and narrow abilities (such as perceptual speed, numerical ability,
and verbal comprehension)
3. Spearman's Two-Factor Theory: This theory proposes that there are two types of intelligence
- general intelligence (or "g factor") and specific intelligence (or "s factor"). General intelligence
is the ability to solve complex problems and reason abstractly, while specific intelligence refers
to skills and abilities that are specific to particular domains or tasks.
4. Gardner's Multiple Intelligences Theory: This theory proposes that there are multiple types
of intelligence, each associated with a different area of the brain. Gardner identified eight

69
intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical,
interpersonal, intrapersonal, and naturalistic.
● Linguistic intelligence: the ability to use language effectively, both in written and oral
communication. People with high linguistic intelligence are good at expressing themselves,
using language to persuade or influence others, and have a good memory for words and stories.
● Logical-mathematical intelligence: the ability to analyze problems logically and use
mathematical and scientific reasoning to solve problems. People with high logical-
mathematical intelligence are good at recognizing patterns, making connections between ideas,
and using logic to solve problems.
● Spatial intelligence: the ability to think in three-dimensional terms and visualize spatial
relationships. People with high spatial intelligence are good at understanding maps, charts, and
diagrams, and are often skilled in fields such as architecture, engineering, and graphic design.
● Bodily-kinesthetic intelligence: the ability to control one's body movements and manipulate
objects skill-fully. People with high bodily-kinesthetic intelligence are often athletes, dancers,
or artisans, and may have good hand-eye coordination and a good sense of balance.
● Musical intelligence: the ability to recognize musical patterns and create music. People with
high musical intelligence often have a good sense of rhythm, melody, and harmony, and may
be skilled in playing instruments or composing music.
● Interpersonal intelligence: the ability to understand and communicate effectively with others.
People with high interpersonal intelligence are often empathetic, able to read nonverbal cues,
and good at resolving conflicts.
● Intrapersonal intelligence: the ability to understand one's own thoughts, feelings, and
motivations. People with high intrapersonal intelligence are often reflective, introspective, and
self-aware.
5. Information-Processing Theory: This theory proposes that intelligence is related to the
efficiency and effectiveness of the cognitive processes involved in learning and problem-
solving. This theory focuses on the mental processes involved in tasks such as perception,
attention, memory, and problem-solving.

70
REFERENCE
1. Meaning, Definitions, Nature and Types of Intelligence. (2022, November 10). Samar
Education.
https://www.samareducation.com/2022/06/meaning-definitions-nature-and-types-of
intelligence.htmlIn-Text Citation: (Meaning, Definitions, Nature and Types of Intelligence,
2022)
2. Carson, John (2007)."Anna T. Cianciolo and Robert J. Sternberg. Intelligence: A Brief
History. Blackwell Brief Histories of Psychology.
Oxford, UK: Blackwell Publishing, 2004. 170 pp. 52.95 (cloth). ISBN 1-4051-0823-1. 17.95
(paper). ISBN 1-4051-0824-X.." Journal of the History of the Behavioral Sciences 43(2): 215-
216.

71
RAVEN’S STANDARD PROGRESSIVE MATRICES (SPM)
(JOHN C. RAVEN)

72
Introduction:
The Raven’s standard progressive matrices are a widely used intelligence test that assesses
abstract reasoning and problem-solving skills. It consists of a series of visual patterns with a
missing piece, and the test taker is required to identify the correct missing piece from a set of
options. The test is designed to measure a person's non-verbal intelligence and is often used in
educational, clinical, and research settings to evaluate cognitive abilities.
Raven’s standard progressive matrices (often referred to simply as Raven's matrices) or RPM
is a non- verbal test typically used to measure human intelligence abstract reasoning and is
regarded as non-verbal estimate of fluid intelligence. It is a test suitable for comparing people
with respect to their immediate capacities for observation and clear thinking. It is one of the
most common tests administered to both groups in individuals ranging from 5 years olds to
elderly. It Comprises 60 multiple choice questions.
The scale consists of 60 problems divided into 5 sets - A, B, C, D and E. It has 12 problems. In
it said problems become progressively more difficult. Listed in order of increasing difficulty.
Raven’s standard progressive matrices used to measure intelligence and cognitive abilities. It
consists of a series of visual patterns in which participants must identify the missing piece or
the pattern's rule. The test assesses skills such as pattern recognition, logical reasoning, and
problem-solving.
a) Methodology:
Aim:
The aim is to assess the intelligence of the subject using Raven’s standard progressive matrices.
Plan:
In each test item, the subject is asked to identify the missing element that completes a pattern.
Many patterns are presented in the form of a 6x6, 4x4, 3x3, or 2x2 matrix giving the test its
name. The scale can be given as a self-administered, individual or group test. A person's total
score provides an index of his intelligence capacity.
Reliability: In the context of the Raven’s standard progressive matrices test, reliability can be
assessed using measures such as test-retest reliability and internal consistency. Test-retest
reliability assesses the consistency of scores over time by administering the test to the same
individuals on two separate occasions. Internal consistency measures the extent to which the
items within the test is interrelated.

73
Validity: For the Raven’s standard progressive matrices test, the primary type of validity of
interest is construct validity, which examines whether the test accurately measures the
underlying construct of fluid intelligence or abstract reasoning. This can be evaluated through
correlational studies with other measures of intelligence and cognitive ability, as well as through
examining the test's theoretical foundation and item characteristics.

Materials Required:
1. Raven’s SPM test booklet,
2. Answer sheets,
3. Manuel.
4. Scoring keys
5. Stop clock.
6. Writing materials...

Procedure:
The subject is seated comfortably in a well-ventilated and bright room. The booklet along with
the answer sheet is placed in front of the subject and instructions are given, for example of the
first pattern. It is to ensure that the subject has understood the instructions before starting the
test. With the signal 'start' allowed the subject to work. There is no time limit. Generally, the
subjects complete the test within 4-5 minutes missing elements to complete a pattern. Many
patterns are presented in the form of a 6×6,4×4,3×3, and 2×2matrix giving the it names. Once
the subject done with the test, the experimenter thanks the subject and scoring should be done
by experimenter.
Instruction:
On every page of the booklet there is a pattern with a piece missing (the experimenter points to
them). You must choose which of the pieces below the right one to complete the pattern is.
When you think you have found the right piece, write its corresponding number next to the
problem number in the answer sheet. If you make a mistake, or want to change your answer,
put a cross through the incorrect answer on your answer sheet. Go on like this by yourself until
you get to the end of the booklet. They are quite simple in the beginning and get difficult

74
progressively. If you attend to the pattern with concentration, they get less difficult. Walk at
your own pace. Do not miss any item. Do not turn back. Begin when I give the 'start' signal.

Precautions:
1. Ensure that the subject has understood the instruction clearly, before starting the test.
2. Problems should be solved one after the other.
3. All the problems in the test booklet should be attempted by the subject.

Scoring:
1. Score the answer with Reference to the key.
2. Total number of the problems solve correctly constitutes the subject's raw score.
3. Convert the raw score into percentile points.
4. Consistency score is found by calculating the difference between subjects' score on each set
from that of the normal expected score.
5. Compute and mean for the total raw score for the group.
6. Subjects are graded according to the norms.

REFERENCE:
1. Raven, J., & Raven, J. (2003). Raven Progressive Matrices. In R. S. McCallum
(Ed.), Handbook of nonverbal assessment (pp. 223–237). Kluwer Academic/Plenum
Publishers. https://doi.org/10.1007/978-1-4615-0153-4_11
2. Raven, J., & Court, J. H. (1996, January 1). Manual for Raven’s Progressive Matrices and
Vocabulary Scales
http://books.google.ie/books?id=YrvAAQAACAAJ&dq=Manual+for+Raven%27s+progressi
ve+matrices+and+vocabulary+scales&hl=&cd=1&source=gbs_api

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 b) Report on Scale

Socio- demographic details

Name - JP
Age - 13 Yrs. 6 months
Gender - Female
Education - grade 8th
Marital status - Single

MSE & Behavioral Observation

The subject was interested in doing the test. She was both attentive and focused throughout the
test. She completed the test quicker than expected within the time limit.
Table 1. shows the obtained score, expected score, discrepancy and expected discrepancy
scores of all 5 sets of intelligence.

Sets Obtained Expected Discrepancy Expected

Score Score discrepancy

A 8 10 2 0

B 11 9 -2 -1

C 3 7 4 2

D 10 7 -3 0

E 3 2 -1 -1

Total 35

Table.2 shows the Name, Raw score, Percentile, Grade, and Interpretation

Name Raw score Percentile Grade Interpretation

76
 JP 35 10 IV Below average in intellectual
capacity

Results and Discussions

Table.1 shows the sets, obtained score, expected score, discrepancy and expected discrepancy
of the subject. The score is fluctuating, which could be because the subject completed the test
in only 25 minutes, which is less than the maximum time allowed; 45 minutes.
The obtained score is lesser than the expected score for Set A and C with obtained score as 8
and 3 respectively. And the expected score for both Set A and C are 10 and 7 respectively. The
obtained score is higher than the expected score for Set B, D and E with obtained score as 11,10
and 3 respectively. And the expected score for Set B, D and E are 9,7 and 2 respectively.
The subject has a discrepancy difference of 3 in Set D which is more than the expected
difference, 2. The discrepancy difference of the subject in all other sets are with in 2. There is
no discrepancy difference Set E as the value is same.
Table.2 shows the name, raw score, percentile, grade, and interpretation,
Based on raw score the subject has a percentile of 10 with the grade of IV and has a below
average intellectual capacity.

Conclusion
The subject has an IQ of below average ability in intellectual capacity.

77
SEGUIN FORM BOARD
(EDOUARD SEGUIN)

78
The Seguin Form Board was developed by Edouard Seguin, a French physician and educator.
He is known for his work in the field of special education and for developing educational
methods and materials for individuals with intellectual disabilities. In 1827, he founded the first
school for retarded children in Paris. "The physiological method-the whole training of the whole
child," he called his method of instruction. The Seguin Form Board is a psychological test that
assesses a person's ability to perceive and manipulate geometric shapes. The Seguin Form Board
is a psychological assessment tool that is used to measure a person's cognitive abilities,
specifically their visual-motor coordination, visual perception, and spatial awareness. The
assessment involves fitting different shapes into a board with corresponding cut- outs. These
shapes are rectangle, oval, hexagon, semi-circle; square, cross, triangle, star, circle, and
rhombus. These shapes need to be placed on the board as instructed by the experimenter. The
Seguin Form Board is named after its creator, Edouard Seguin, who was a French physician and
educator in the 19th century.
The Seguin Form Board Test is based on the single factor theory of intelligence, which measures
speed and accuracy. It is useful in evaluating a child’s eye-hand coordination, shape-concept,
visual perception and cognitive ability. The test is primarily used to assess visual-motor skills.
The Seguin Form Board Test is based on the single factor theory of intelligence, which measures
speed and accuracy. This approach emphasized the development of imperfect sense organs in
conjunction with academic and occupational training.
Seguin wrote the first textbook on the subject. "The Physiological and Moral Instructions of
Idiots," and thus made a significant contribution to the fruitful pioneering activity in the field of
mental retardation. Seguin wielded enormous power; he lectured widely and wrote numerous
books. In 1884 he came to the United States and here he assisted in setting-up the first three
great institutions for the mental retardation, those of Massachusetts, New York, and
Pennsylvania. The ambition and hope of Seguin was to cure mental illness. One of his
publications, "Idiocy: Its Treatment by the Physiological Method" (Seguin 1907), added
impetus to Seguin's pioneering work, who became interested in the prospect of training the
mentally deficient. He was the first to notice that the brains of mentally retarded children were
not always dead or abnormal, but were frequently simply arrested in development. The form
board developed by Seguin for use with the feeble-minded was one of the first performance
tests. Many of the "sense training" and "muscle training techniques now used in institutions for

79
the mentally ill" were developed by Seguin. Low grade mental defectives are given intensive
training in sensory discrimination and the development of now control using these methods.
Some of Seguin's procedures for this purpose were eventually incorporated into 'performance'
or nonverbal intelligence tests. In the Indian subcontinent, the Seguin Form Board Test (SFB)
is one of the most often used assessments of a child's intelligence. Because of its simplicity,
convenience of administration, and quick IQ score calculation, it is a highly sought after exam.
Also, it draws children's attention, is simple to score, and can be given to even timid, speech-
impaired, autistic spectrum, attention deficit, and/or hyperactive children. There are established
norms, and to counteract the Flynn effect, researchers are conducting studies to modernize
normative data. The norms that are now in place in India regarding SFB, however, all adhere to
inappropriate practices, such as employing SFB for children who are older than 10 years.
Reliability: Studies have shown that the Seguin Form Board Test has good test-retest reliability,
meaning that the results are consistent over time when the test is administered to the same person
on different occasions.
Validity: The validity of the Seguin Form Board Test has been questioned because it may not
be a comprehensive measure of cognitive ability or intelligence, and may be influenced by
factors such as motor skills and previous experience with similar tasks. Additionally, the test
has been criticized for being culturally biased, as it relies heavily on visual-spatial skills that
may not be equally developed across different cultures.
a) Methodology:
AIM:
To assess the level intelligence of the subject using Seguin form board (SFB).
Materials required:
1. Seguin Form Board with 10 shapes (hexagon, oval, rectangle, cross and triangle, square,
semi- circle, rhombus, circle and star).
2. Seguin form Board test manual
3. Norm sheet
4. Stop watch
5. Writing materials

Procedure:

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The subject is seated in a comfortable atmosphere and engaged in a normal conversation to help
them relax. Before the test begins, the subject is given instructions and any doubts are addressed.
The board has 10 wooden blocks of different shapes. While administering this test, these blocks
are taken out by the examiner and stack in front of the subject who has to put them back as
quickly as he/she can. The task is repeated three times and the score is the time taken on the
fastest trials. Only when the administrator instructs the participant to begin the test is the
participant asked to start the test.

Instructions:
“Here are the 10 wooden blocks, which have to be put by you in the appropriate space. They
are designed differently. Look at the design and shape carefully and when I say
“Start” the test put the block in orderly according to the space given. Arrange orderly 3 pillars,
one after another also do it as fast as possible.”

Precautions:
1. Ensure that the subject has understood the instructions clearly, before starting the test.
2. Problems should be solved one after the other, and the subject should not turn back to
previous.
3. The subject should use his/her prefer hands. 3 pillars one after another.
4. It was made sure that the room was well lit and that the participant had all the materials
required.

Scoring:
The SFB is a speed test, which means that the individual's score is determined by how quickly
they complete the test. Three trials are undertaken with the subject, each of which is timed.
Scoring can be done in one of two ways: the participant's fastest time in all three trials can be
taken and find MA or the participant's total time in all three trials. The participant's mental age
is determined using the manual and the time spent by the participant, and IQ scores are generated
using the formula mental age divided by chronological age, multiplied by a hundred
(MA/CA*100). The child's intellectual ability can be interpreted once the IQ results have been
collected.

81
References:
1. Seguin Form Board Test (SFBT) (3 to 15 years). (n.d.). Prasad Psycho.
http://prasadpsycho.com/index.php?route=product/product&product_id=1035
Venkatesan, S. (2014) Celebrating a century on form boards with special Reference to Seguin
Form Board as a measure of intelligence in children. Global Journal of Interdisciplinary Social
Sciences, 3(6), 43-5
2. Koshy, B., Thomas T, H. M., Samuel, P., Sarkar, R., Kendall, S., & Kang, G. (2017).
Seguin Form Board as an intelligence tool for young children in an Indian urban slum. Family
Medicine and Community Health, 5(4), 275-281.
3. Roopesh, Bangalore. (2021). Seguin Form Board Test: A proposal for appropriate norms.
Indian Journal of Applied Research. 11. 16-22
4. https://prasadpsycho.com/index.php?route=product/an dproduct.com

82
 b) Report on Scale

Socio-demographic details
Name - Joys Preethi
Age - 13 Yrs.
Gender - Female
Education - 8th grade
Marital status - Single
MSE & Behavioral Observation
The subject was interested in doing the test. She was both attentive and focused throughout the
test.

Table.1 Number of trails, time and IQ.

No. of Trails Time IQ
(sec)
1 16.5
2 14
3 13
Total 100

Results and Discussions

Table.1 show us the time taken for each trial and the IQ (intelligence quotient).
IQ is calculated by
IQ = MA/CA * 100
IQ = 13/13* 100
IQ = 100
It is evident from looking at Table 1's data that the subject performed better on each trial when
it came to finishing the Seguin Form Board trials. There may have been a learning effect based
on the advancement from 16.5 seconds in the first trial to 13 seconds in the third trial. It's
important to observe that the subject's time consistently reduced with every attempt, suggesting
a methodical improvement as opposed to erratic variations.

83
This improvement can be explained, among other things, by the subject's gradual ability to
identify and internalize the patterns needed to finish the test more quickly. This is consistent
with the idea of learning by practice and repetition, as the subject probably improved at
recognizing the shapes and where to put them.
The subject's Mental Age is estimated based on the observation that the third trial took the least
amount of time and the presumption that this indicates optimal performance. The subject's
chronological age and the Mental Age obtained from the shortest completion time in this
instance are 13 years.
Using the conventional formula to calculate the IQ based on this data yields an IQ of 100. This
suggests that the subject's cognitive abilities are comparable to those of their age peers based
on the results of this particular task.

Conclusions
The subject has as IQ of 100

84
BHATIA'S BATTERY OF PERFORMANCE TEST OF
INTELLIGENCE
(C. M. BHATIA)

85
The Bhatia battery test is a performance test of intelligence which is developed by C. M. Bhatia
in 1955. Bhatia’s Battery of Performance Tests of Intelligence, popularly known as Bhatia’s
Intelligence test or Bhatia’s Battery is one of the popular intelligence tests in the Indian
Subcontinent. This test is an Indian adaptation of alexander’s battery of performance test of
Intelligence. The battery of tests consists of 5 subtests. Viz Kohs’ Block Design (BD)
Alexander’s pass-along (PA), pattern drawing (PD), picture construction (PC), and immediate
Memory (IM) tests. The battery is standardized on Indian boys in the 1950s for ages between
11 to 16 years. The battery yields the overall Intelligence Quotient (IQ) based on all 5 subtests
and Performance Quotient (PQ) based on the 4 performance tests (BD, PA, PD, and PC). The
tests IQ as well as PQ range is relatively restricted and ranges between 69 to 131. It is probably
one of the pioneer tests of IQ that dealt mainly with performance subtests/items. This test is to
measure Spatial visualization ability, mental coordination, motor skills, and the ability to
analyze and synthesize.
Reliability:
Internal consistency: The internal consistency of the test battery has been found to be high, with
Cronbach's alpha coefficients ranging from 76 to 91 for different subtests. This indicates that
the items within each subtest are highly correlated and measure the same construct. Test-retest
reliability: The test-retest reliability of the battery has been found to be good, with coefficients
ranging from .65 to .88 for different subtests. This suggests that the test battery is stable over
time.
Validity:
Content validity: The test battery was designed to measure a broad range of cognitive abilities,
including fluid intelligence, crystallized intelligence, and visual-spatial abilities. The content of
the battery appears to represent these abilities well.
Construct validity: Studies have found support for the construct validity of the battery, as it
correlates highly with other measures of intelligence and academic achievement. However,
some researchers have criticized the battery for being heavily influenced by cultural and
educational factors.

86
Criterion validity: Studies have found moderate to high correlations between scores on the
battery and other measures of academic achievement, such as grades and standardized test
scores.
a) Methodology:
AIM:
To assess the intelligence of the subject using Bhatia’s battery of performance tests of
intelligence.
Materials required:
1. Bhatia’s battery of performance tests of intelligence.
● Koh’s block design test
10 cards with different pattern on it
16 blocks with different colors on each side
● Pass-along test
8 cards with different pattern on it
4 Red blocks and 9 blue blocks
4 pass-along containers
● Pattern drawing test
8 cards with different pattern on it
● Immediate memory test
1 card with digits in direct and reverse order
● Picture construction
5 sets of pictures to construct
2. Answer sheet/Data Sheet
3. Instruction manual with norms
4. Stop clock
5. Writing materials.

Procedure:
(i) Koh's Block Design Test: This battery includes 10 designs from the original 17 designs from
the Koh's test. The time for the first five designs is 2 minutes and for the remaining five the time
is 3 minutes. The cards with a variety of colored designs are shown to the test taker and he is

87
asked to reproduce them using a set of colored blocks. Performance is based not just on the
accuracy of the drawings but also on the Examiner’s observation of behavior during the test,
including such factors as attention level, self-criticism, and adaptive behavior (such as self-help,
communication, and social skills).
(ii) Alexander Pass-along Test: All the designs of the original test are included in this battery.
The first four of these have to be completed in two minutes and the rest of the four have to be
completed in 3 minutes.
(iii) Pattern Drawing Test: This test is constructed by Bhatia. This test includes eight cards.
Every card has a pattern and the subject is required to draw these patterns in one go without
lifting the pencil. The time for the first four cards is 2 minutes and for the rest of the four cards
it is 3 minutes.
(iv) Immediate Memory: This test has two parts: digit span forward and digit span backward.
The test taker is required to repeat the numbers the examiner says. The number of digits is
increased on every trail. The test is continued until the subject repeats it successfully in the same
order. This is digit span forward. In the backward recall, the numbers are repeated in the
backward position, from the last to the first. This recall is also continued until the subject
successfully repeats the sequence.
(v) Picture Construction Test: This test requires the subject to construct a picture that is given
in parts. The parts are to be meaningfully combined to construct the picture. The time for the
first two pictures is 2 minutes and for the rest of the three pictures, it is 3 minutes.

Instruction:
1. Koh’s block: “all the blocks are identical. Form the same design as given in the card with the
block provided. Work as quickly as you can. Start when I give you the signal.”
2. Pass-along test: “note that the blue blocks are near the red end and the red blocks are near the
blue end. At the start, the signals bring the red block to the red end, and the blue blocks to the
blue end, to form the pattern as in the card. You can only slide blocks. Do not lift them.
Work fast. Start when I ask you to start.”
3. Pattern drawing test: “here is a pattern. At the start signal, start drawing this without lifting
the pencil from the paper or retracing. Work fast. You can try any number of times within the
time limit.”

88
4. Immediate memory for digits:
● Direct- “I will read out a unit of 3 digits. You have to orally reproduce it in the same order,
immediately.” Ex: if i say 4-3-9, you will repeat 4-3-9.
● Reverse- “I will read out a unit of 3 digits. Reproduce the digits orally in reverse order.” If I
say 7-9-2, you have to repeat it as 2-9-7.
5. Picture construction test: “at signal start try to arrange these parts to arrive at a meaningful
picture.”
Precaution:
● Instructions must be very clear to the subject.
● The time limit has to be accurately maintained and the time taken should be accurately
recorded.
Scoring:
1. Find out the raw score.
2. Convert the raw score into I.Q by referring to the conversion table.
3. Grade on the basis of I.Q.
REFERENCES:
1. Bhatia, C. M. (1955). Performance tests of intelligence under Indian conditions. Oxford
University Press.

2. cousehero.com. (n.d.). http://ww38.cousehero.com/file/67270169/bhatia-battery-

performance-pdf.

3. G. (n.d.). ADMINISTRATIVE MANUAL Bhatia Battery of Performance Intelligence Test -

PDFCOFFEE.COM. pdfcoffee.com. https://pdfcoffee.com/administrative-manual-bhatia-
battery-of-performance-intelligence-test--pdf-free.html

89
 b) Report on Scale

Socio- demographic details

Name - JP
Age - 13 Yrs
Gender - Female
Education - 8th grade
Marital status - Single

MSE & Behavioral Observation

The subject was interested in doing the test. She was both attentive and focused throughout the
test.
Table.1 subtests, score obtained, maximum score.
Sl. Sub- test Scores Maximum score
No: obtained
1 Koh’s block 4 25
2 Pass along 7 20
3 Pattern drawing 7 20
4 Immediate memory 13 15
5 Picture construction 7 15

Table 2. Score obtained, IQ and interpretation.

Score obtained IQ Interpretation
38 88 Below average

Results and Discussions

From Table.1 we can see the subtests, score obtained, maximum score.
From table 2 we can see the score obtained, IQ and interpretation.

90
In Koh’s Block Design sub test, the subject scored 4 which says that the subject has a below
average ability for spatial reasoning and ability to manipulate and arrange visual patterns or
blocks. Koh’s Block is a performance-based sub test.
Pass Along is a performance-based sub test for memory. In this the subject scored 7 which says
that the subject has a below average ability to understand and comprehend verbal instructions.
Pattern Drawing Test is a non-verbal test for spatial and memory. This tests the visual-motor
coordination and the ability to reproduce a pattern accurately. The subject scored 7, which says
the below average ability of the subject in this.
The immediate Memory Test is a verbal test for memory, attention and concentration. The
subject did well in the forward and scored less in the reversed manner. The subject score 13 out
of the total 15.
The Picture Construction Test is a performance-based test of holistic intelligence. The subject
scored 7 this test assesses the visual-perceptual skills and the ability to assemble the complete
picture from its puzzled form the subject has an above average ability.
The subject scored better in immediate memory test with above average ability. This is a verbal
test for memory, attention and concentration.

Conclusion
The subject has an IQ of below average level of intelligence.

91
PERSONALITY

a) EYSENCK’S PERSONALITY QUESTIONNAIRE

b) 16 PF

92
According to Hans Eysenck personality is define as "the sum total of an individual's behavioral
tendencies, emotional patterns, thought processes, and interpersonal styles that remain relatively
stable and consistent across different situations and over time." Personality is derived from the
Latin word 'Persona,' which means "to speak through" (mask). Masks were worn by actors in
Greece and Rome during plays, just as they were in antiquity. As a result, personality is used to
influence others through outward appearance. Personality defines as a unique set of enduring
patterns of thoughts, feelings, and behaviors that characterize an individual and distinguish them
from others. It encompasses the various traits, attitudes, and behavioral tendencies that shape a
person's consistent way of interacting with and responding to their environment. Personality is
believed to develop through a combination of genetic and environmental factors, including
upbringing, life experiences, and cultural influences. It plays a significant role in shaping an
individual's motivations, emotions, relationships, and overall behavior. While personality traits
can be relatively stable over time, they are also subject to some degree of flexibility and
adaptation. Various theories and models have been proposed to understand and describe
personality, such as the Five-Factor Model (which includes traits like openness,
conscientiousness, extraversion, agreeableness, and neuroticism) and psychodynamic theories
(which emphasize unconscious processes and the influence of early childhood experiences).
There are different ways to categorize personality types and traits, but one of the most well-
known and widely used models is the Big Five Personality Traits.

The Big Five Personality Traits, also known as the Five-Factor Model, include the following
traits:
1. Openness: This trait refers to an individual's willingness to experience new things, their level
of creativity and imagination, and their appreciation for art and beauty.
2. Conscientiousness: This trait refers to an individual's level of organization, responsibility,
and dependability. People who score high in conscientiousness are usually hardworking,
reliable, and self-disciplined.
3. Extraversion: This trait refers to an individual's level of sociability, assertiveness, and
outgoingness. People who score high in extraversion are usually talkative, energetic, andenjoy
being around other people.

93
4. Agreeableness: This trait refers to an individual's level of empathy, cooperativeness, and
concern for others. People who score high in agreeableness are usually kind, compassionate,
and easy to get along with.
5. Neuroticism: This trait refers to an individual's level of emotional instability, anxiety, and
moodiness. People who score high in neuroticism are usually prone to worry, stress, and
negative emotions.
Other personality models include the Myers-Briggs Type Indicator (MBTI), which categorizes
personality types based on four dichotomies (extraversion vs. introversion, sensing vs. intuition,
thinking vs. feeling, and judging vs. perceiving), and the HEXACO model, which includes an
additional trait called honesty-humility

Types and characteristics:

There are various theories and models that attempt to describe and categorize different types of
personalities. Here are a few well-known approaches:
1. Enneagram: The Enneagram is a personality system that describes nine different
interconnected personality types. Each type has distinct motivations, fears, and core desires,
which contribute to their behaviors and patterns of thinking.
2. Holland's RIASEC Model: The RIASEC model, developed by John Holland, categorizes
individuals into six broad personality types based on their preferences for various work
environments and tasks. These types are Realistic, Investigative, Artistic, Social, Enterprising,
and Conventional (RIASEC).
3. Myers-Briggs Type Indicator (MBTI): The MBTI is a popular personality assessment that
categorizes individuals into 16 different personality types based on four dichotomies:
extraversion (E) vs. introversion (I), sensing (S) vs. intuition (N), thinking (T) vs. feeling (F),
and judging (J) vs. perceiving (P). Each combination of preferences represents a unique
personality type (e.g., ISTJ, ENFP, etc.).
4. Five-Factor Model (Big Five): The Big Five model proposes that personality can be described
using five broad dimensions, often referred to as the "Five Factors" or "Five Traits." These
dimensions are openness to experience, conscientiousness, extraversion, agreeableness, and
neuroticism. The model suggests that everyone falls on a spectrum for each trait, resulting in a
unique personality profile.

94
5. DISC Assessment: The DISC assessment is a tool that categorizes individuals into four
primary behavioral styles: Dominance (D), Influence (I), Steadiness (S), and Conscientiousness
(C). It focuses on observable behaviors and communication preferences.
Personality characteristics can also be described as either "typical" or "atypical." Typical
characteristics are those that are commonly associated with a particular personality trait or type,
while atypical characteristics are those that are less common or may be associated with other
traits or types. For example, a typical characteristic of someone who scores high in openness
might be an interest in the arts or an adventurous spirit, while an atypical characteristic might
be a lack of interest in travel or new experiences.
Theories:
● Biological Foundations of Personality: Personality traits are influenced by both nature and
nurture. Genetic factors can account for up to half of the variance in personality test scores
across groups. The biological basis of personality is a theory that states that anatomical
structures in the brain contribute to personality traits. This is based on neuropsychology.
● Social Cognitive Perspectives: Social-cognitive theories are concerned with how social
relationships, learning experiences, and cognitive processes interact to influence behavior.
Social-cognitive theories combine behavioral and cognitive perspectives into a personalized
approach that emphasizes the interaction of thinking human with a social environment that
provides learning opportunities. Reciprocal determinism, which refers to two-way causal
relationships between people, their behavior, and the environment, is a key concept.
● Humanistic Perspective of Personality: According to the Humanistic Theory of Personality,
people are intrinsically good, with an innate desire to improve themselves. The humanistic
theory is based on the premise of a person's self-concept, which consists of their true and ideal
selves. They adopted a positive viewpoint that affirms the inherent dignity and goodness of the
human spirit, as well as the individual's creative potential and inborn desire for personal growth.
● Psychoanalytic Theories of Personality: According to psychoanalytic theory, the human
organism is constantly, albeit slowly, changing through constant interactions, and thus the
human personality can be conceived of as a locus of change with fragile and indefinite
boundaries. It suggests that research should focus not only on studies of traits, attitudes, and
motives but also on studies that reflect the psychoanalytic view that personality never ceases to
develop and that even the rate of personality modification changes over time.

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● The Trait Approach - According to the trait theory of personality, people have certain basic
traits, and the strength and intensity of those traits account for personality differences.
Personality traits are relatively stable cognitive, emotional, and behavioral characteristics that
help people establish their individual identities and differentiate themselves from others. Trait
theorists attempt to identify and measure the basic dimensions of personality, frequently using
factor analysis to do so.
REFERENCE:
1. Samar Education. https://www.samareducation.com/2022/06/meaning-definitions-nature-
and-types-of-personality.html (Meaning, Definitions, Nature and Types of Personality, 2022)
3. Theories of Personality. (2019, February 21). iEduNote. https://www.iedunote.com/theories-
of-personality 2019.

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EYSENCK’S PERSONALITY QUESTIONNAIRE
(HANS J. EYSENCK)

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Personality is defined by various psychologists and theorists throughout history. Notable figures
in the field of personality psychology include Sigmund Freud, Carl Jung, Gordon Allport,
Raymond Cattell, and the Big Five theorists. As the distinct and relatively long-lasting patterns
of thinking, feeling, and acting that characterize a person's reaction to life situations. Hans
Eysenck was a prominent psychologist who developed a personality theory and assessment
emphasizing the importance of biological factors in personality. Eysenck Personality Inventory
was developed by Hans J. Eysenck. It is the result of many years of research and development.
It was created to provide a quick assessment of two important personality dimensions:
neuroticism vs. emotional stability and introversion vs. extroversion. Later, a third dimension
called Psychoticism vs Sociability was added. A total number of 90 questions were formatted
to access these 3 personality dimensions.
According to Eysenck’s personality can be understood in terms of three dimensions:
extraversion-introversion, neuroticism-emotional stability, and psychoticism.
Extraversion: is characterized by sociability, assertiveness, and a tendency to seek out
stimulation. Introversion, on the other hand, is characterized by shyness, caution, and a
preference for solitude.
Neuroticism: refers to the tendency to experience negative emotions such as anxiety, depression,
and guilt, while emotional stability refers to the absence of such negative emotions.
Psychoticism: This refers to a tendency towards aggression, impulsivity, and indifference to
social norms.
Lie score: this is a measure that assesses the extent to which an individual is responding honestly
and openly to the questionnaire items. The Lie scale is designed to identify individuals who are
trying to "fake good" or "fake bad" on the questionnaire, either by presenting themselves in an
overly positive or overly negative light. The Eysenck Personality Questionnaire (EPQ) has
several applications in the field of psychology.
1. Personality Assessment: The EPQ can be used in both clinical and non-clinical settings to
assess personality traits and identify potential psychological problems.
2. Research: The EPQ has been widely used in research to investigate the relationship between
personality and various psychological and behavioral outcomes.
3. Clinical Assessment: The EPQ can also be used as part of a clinical assessment to help
diagnose and treat psychological disorders.

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4. Employment Selection: The EPQ has also been used in employment settings to help select
job candidates who are well-suited to specific job roles.
Reliability - The EPQ has been shown to have good test-retest reliability, which means that
individuals tend to receive similar scores when taking the questionnaire at different points in
time. The EPQ also has good internal consistency, which means that the items on the
questionnaire are measuring the same construct or dimension of personality.
Validity - The EPQ has been shown to have good face validity, which means that the items on
the questionnaire appear to be measuring the dimensions of personality that they are intended
to measure. The EPQ also has good construct validity, which means that the scores on the
questionnaire are related to other measures of personality and psychological functioning in a
way that is consistent with the theory underlying the measure.

a) Methodology

AIM:
To assess the personality of the subject using the Eysenck personality questionnaire revised
(EPQ-R).
Materials:
1. Eysenck's personality questionnaire booklet with answer sheet.
2. Manual
3. Stencils
4. Writing material

Procedure:
Before administration of the test, the subject is seated comfortably and a good rapport is
established to the subject. Instructions are given to the subject. The subject is to read its question
before she/he answers it. The experiment has checked the questionnaire and response sheet once
the subject is clear with the experiment. The subject was thanked and escorted out of the room.
The subject scored using the standard manual of EPQR.

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Instructions:
“This sheet contains a few questions, please read its question carefully and answer each question
by putting (X) marks in the following box: yes or no. There is no right or wrong answer, just
get it done as soon as possible. And do not think too hard about the exact meaning of the
question; instead, write down the first and only answer that comes to mind and answer all the
questions; if you have any doubts, please ask.”

Precautions:
1. Every effort should be made to secure true answers from the subject
2. The subject should interpret the questions by himself or herself. The experimenter may give
the meaning of the questions.
Scoring:
1. Scoring is done by the experimenter using a stencil/hand score.
2. First, we need to find the raw score of Psychoticism, Neuroticism, Extraversion, and Lie score
in each page and find the total of each area.
3. Convert raw score into a stent score using the manual and find the interpretation for the same.

REFERENCE:
1. HAMILTON, M. (1977, June). Eysenck Personality Questionnaire (Junior and Adult). By H.
J. Eysenck and Sybil B. G. British Journal of Medical Psychology, 50(2), 203–205.
https://doi.org/10.1111/j.2044-8341.1977.tb02414.x
2. Arkes, H. R. (1991). Costs and benefits of judgment errors: Implications for
debiasing. Psychological Bulletin, 110(3), 486–498. https://doi.org/10.1037/0033-
2909.110.3.486

3. Barkham, M., Hardy, G. E., & Mellor-Clark, J. (2010). Improving practice and enhancing
evidence. In M. Barkham, G. E. Hardy, & J. Mellor-Clark (Eds.), Developing and delivering
practice-based evidence: A guide for the psychological therapies (pp. 329–353). Wiley-
Blackwell. https://doi.org/10.1002/9780470687994.ch13
4. Barkham, & Margison. (2007, January 1). Practice-based Evidence as a Complement to
Evidence-based Practice: From Dichotomy to Chiasmus. Wiley Online Library. Retrieved May
15, 2024, from https://onlinelibrary.wiley.com/doi/10.1002/9780470713242.ch25

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101
 b) Report on Scale

Socio- demographic details

Name - JJ
Age - 23 Yrs
Gender - Male
Education - M.Div
Marital status - Single

MSE & Behavioral Observation

The subject was interested to be participating for the test. However, he was a bit concerned
when he saw that there were 90 questions. He was very attentive and focused on the test.

Table.1 Dimensions, raw score, Sten score, interpretation and lie score.
Dimension Raw score Sten score Interpretation
Psychoticism 3 5 Average strength
Neuroticism 18 9 Gradually increased strength
Extraversion 16 6 Average strength
Lie score 11 8 Rejected

Results and Discussions

From Table.1 we can see the dimensions such as psychoticism, neuroticism, extra version, then
the Raw score, Sten score and, Interpretation and Lie score.
We can also see that the lie score is rejected since the raw score of lie score is above 7 (it should
be within 7 for male subjects). However, for academic purposes the test will be considered.
The subject has a Sten score of 5 for psychoticism which is interpreted as average strength of
the factor. Psychoticism refers as the personality to be solitary, troublesome, cruel, lacking in
feeling and empathy, hostile to others, seeking sensation and liking odd and unusual things.
The subject has a Sten score of nine with gradually increased spring compared to other in
neuroticism. It refers to the general emotional liability of a person, the emotional over
responsiveness and his liability to neurotic breakdown under stress.

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The subject has a Sten score of 6 which is average strength in the respective dimension of extra
version. Extra version is referred as the outgoing, uninhibited also sociable
proclivities of a person.

Conclusion
The lie score is 8 hence the test is rejected. The subject ha average strength in both psychoticism
and extraversion respectively and gradually increased strength in neuroticism.

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16 PERSONALITY FACTORS QUESTIONNAIRE (16PF)
(RAYMOND CATTELL)

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The 16PF questionnaire is a personality assessment tool used to measure an individual's
personality traits. It was developed by psychologist Raymond Cattell in the mid-20th century
and is based on his 16 Personality Factors Theory. The Questionnaire was first published in
1949, with Raymond Cattell making significant contributions. The Questionnaire can detect
behavioral patterns in a wide range of real-world situations.
The 16PF Questionnaire provides a comprehensive assessment of personality in the normal
range. This questionnaire paints a detailed portrait of the person, highlighting both strengths
and flaws. This is a self-assessment tool. Hundreds of occupational profiles, as well as
psychological and marital adjustment, self-esteem, interpersonal skills, creativity, and
leadership, have all been examined using this questionnaire.
This questionnaire contains 105 items that assess 16 different personality traits. These 16-factor
traits are as follows: Factor A is schizothyme v/s affectothymia. Factor B is lower scholastic
mental capacity v/s higher scholastic mental capacity. Factor C is lower ego strength v/s higher
ego strength. Factor E is submissiveness v/s dominance. Factor F is desurgency v/s surgency.
Factor G is weaker superego strength v/s stronger superego strength. Factor H is threctia v/s
parmia. Factor I is harria v/s premia. Factor L is alaxia v/s protension. Factor M is praxernia v/s
autia. Factor N is alterness v/s shrewdness. Factor O is untroubled adequacy v/s guilt-proneness.
Factor Q1 is conservatism of temperature v/s radicalism. Factor Q2 is group adherence v/s self-
sufficiency. Factor Q3 is low integration v/s high self-concept control.
The 16PF questionnaire is widely used in clinical psychology, counseling, and employment
settings to help individuals better understand themselves and their strengths and weaknesses. It
can also be used by employers to make hiring decisions and assess an individual's potential for
success in certain positions.
Reliability: The 16PF questionnaire has shown high levels of reliability in terms of test-retest
reliability, inter-rater reliability, and internal consistency. Test-retest reliability studies have
shown consistent results over a period of weeks or months, indicating that the questionnaire
provides stable measurements over time.
Validity: Validity refers to the extent to which a measurement tool accurately measures what it
is intended to measure. The 16PF questionnaire has demonstrated high levels of validity through
a variety of methods. Construct validity studies have shown that the questionnaire measures the
16 personality factors as intended by its creator, Raymond Cattell. The questionnaire has also

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shown predictive validity, meaning that scores on the questionnaire can predict behavior in
certain situations or in specific roles.
a) Methodology
AIM:
To assess personality factors of the subject using 16 PF tests.
MATERIALS:
1 Sixteen personality factors (16PF) questionnaire.
2. Answer sheet.
3. Manuel
4. Stencil
5. Norms.
6. Writing materials.

PROCEDURE:
All the materials have been made available. The person is seated in a comfortable atmosphere
and engaged in a normal conversation to help them relax. Before the test begins, the individual
is given instructions, and any doubts are addressed. After proper exposure to the instruction and
test protocols, which include an informed consent form and participant rights, the Questionnaire
is given. Only when the administrator instructs the participant to begin the test is the participant
prompted to do so. After completion administrator will identify the result by scoring the test
with the help of a stencil and norm sheet.

INSTRUCTION:
“The questionnaire that I am about to present to you is designed to measure your personality
traits, note that there are no right or wrong answers. Each question has a 3-point scale, select
the response that best describes how you feel or would behave in each situation. Note that the
options for each question vary. You can take a trial by responding to the question at the top of
your answer sheet. It is important to answer all the questions honestly and not spend too much
time on any one question. Do not overthink or try to manipulate your response to present a
certain image. The objective of this test is to gain personal insight.”

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PRECAUTION:
1. Ensure that the subject has understood the instructions clearly, before starting the test.
2. Questions need to be answered one after the other, without long intervals
3. All the questions in the questionnaire should be attempted by the subject.
4. Make sure that the room is well-lit and that the participant has all the materials required.
SCORING:
1. Collect and calculate by adding up the raw score for each of the 16 dimensions
2. The raw scores are then converted to standard scores using a conversion table as provided in
the manual. The standard scores are used to compare an individual's scores to those of a
representative sample of the population.
3. The final step involves interpreting the results. The interpretation of the scores is based on
the individual's scores in relation to the normative sample. Scores that are above or below a
certain range are considered significant and may indicate areas of strength or weakness in the
individual's personality.
4. The profile test helps interpret the personality of the subject on a graph sheet with a scale of
1-4 which means a low score, 5-6 which means an average score, and 7-10 which means a high
score.

REFERENCE:
1. Abdel-Khalek, A. M., Ibrahim, A.-S., & Budek, M. H. (1986). The factorial structure of the
16PF and EPQ in Egyptian samples: A preliminary study. Personality and Individual
Differences, 7(1), 65–72. https://doi.org/10.1016/0191-8869(86)90109-1

2.APA Publications and Communications Board Working Group on Journal Article Reporting
Standards. (2008). Reporting standards for research in psychology: Why do we need them?
What might they be? American Psychologist, 63(9), 839–851. https://doi.org/10.1037/0003-
066X.63.9.839
3. Richardson JD, Lounsbury JW, Bhaskar T, Gibson LW, Drost AW. Personality traits and
career satisfaction of health care professionals. Health Care Manag (Frederick). 2009 Jul-
Sep;28(3):218-26. doi: https://doi.org/10.1097/hcm.0b013e3181b3e9c7 PMID: 19668062.

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 b) Report on Scale

Socio- demographic details

Name - JJ
Age - 23 Yrs.
Gender - Male
Education - M.Div
Marital status - Single

MSE & Behavioral Observation

The subject was interested to be participating for the test. However, he was a bit concerned
when he saw that there were 105 questions. He was very attentive and focused on the test.

Table 1. Shows the factor, raw score, Sten score and interpretation of 16PF

Factors Raw Scores Sten Scores Interpretation

A 12 9 High score

B 3 3 Low score

C 7 5 average

E 5 5 average

F 5 4 Low score

G 8 6 Average score

H 7 6 Average score

I 8 6 Average score

L 9 7 High score

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 M 6 6 Average score

N 9 5 Average score

O 12 10 High score

Q1 8 7 High score

Q2 6 7 High score

Q3 2 0 Low score

Q4 9 8 High score

Table 2. Score obtained, IQ and interpretation.

Score obtained IQ Interpretation
38 88 Below average

Results and Discussions

From Table.1, we can see the subtests, score obtained, maximum score.
From Table.2, we can see the score obtained, IQ and interpretation.

In Koh’s Block Design sub test, the subject scored 4 which says that the subject has a below
average ability for spatial reasoning and ability to manipulate and arrange visual patterns or
blocks. Koh’s Block is a performance-based sub test.
Pass Along is a performance-based sub test for memory. In this the subject scored 7 which says
that the subject has a below average ability to understand and comprehend verbal instructions.
Pattern Drawing Test is a non-verbal test for spatial and memory. This tests the visual-motor
coordination and the ability to reproduce a pattern accurately. The subject scored 7, which says
the below average ability of the subject in this.

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The Immediate Memory Test is a verbal test for memory, attention and concentration. The
subject did well in the forward (score 9) and scored less in the reversed manner (score 4) a total
of 13 with above average.
The Picture Construction Test is a performance-based test of holistic intelligence. The subject
scored 7 this test assesses the visual-perceptual skills and the ability to assemble the complete
picture from its puzzled form the subject has an above average ability.
The subject scored better in immediate memory test with above average ability. This is a verbal
test for memory, attention and concentration.
The subject has scored 38 which interprets the IQ of the subject as 88 which is below average.

Conclusion
The subject has an IQ of below average level of intelligence.

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