APPENDIX-1 TITLE PAGE FOR PRACTICUM NOTEBOOK IGNOU MA (PSYCHOLOGY) Programme Code: MAPC Course Code: MPCL-007 Name & Enrolment of the Learner: ANKITA TYAGI (Enrolment no : 2106652472) Address: A/303, New Parvati Apartment, Near Sai Baba Nagar, Kalyan east, thane, Mumbai – 421306, Maharashtra Phone No.: 9987527198 Email: tyagiankita303@gmail.com Study Centre Name/Code/Address: SEVA SADAN’S COLLEGE OF EDU. , CODE – 1623, SEVA SADAN'S COLLEGE OF EDU.,SEVA SADAN MARG,ULHAS NGR3,DIST.THANE Regional Centre: 49: MUMBAI Date: Signature of the Learner APPENDIX-2 CERTIFICATE This is to certify that Ms/ Mr. Ankita Tyagi of MA Psychology First Year has conducted and successfully completed the practical work in MPCL- 007 Practicum: Experimental Psychology and Psychological Testing. Signature of the Learner Signature of Academic Counsellor Name: ANKITA TYAGI Name: ANITA KUMAR Enrolment No.: 2106652472 Designation: Name of the Study Centre: SEVA SADAN COLLEGE’S OF EDU Place: Regional Centre: 49: MUMBAI Date: Place: KALYAN Date: Practical MA PSYCHOLOGY Introduction Activity 1: Social learning theory and social cognitive theory differences and applications Activity 2: Interpretation of sternberg’s article about what true intelligence is Activity 3: To understand the process of ageing by thematically analyzing the interview responses. Activity 4: Locus of Control Activity 5: To assess the personality of the subject using 16 P.F. Activity 6: To understand the application and common uses of halo effect and relationship between learned behaviour and halo effect. 1) INTRODUCTION ABOUT EXPERIMENTAL PSYCHOLOGY AND PSYCHOLOGICAL TESTING Psychological testing is an objective and standardised measure of individuals mental and behavioural characteristics. Such characteristics are measured based on individual performance on tasks that have been usually prepared beforehand . A score on a well constructed test is believed to reflect a psychological construct such as cognitive ability , aptitude , personality , emotional maturity etc. Construction and standardisation of psychological test , steps involved are. 1. Preliminary survey 2. Planning 3. Writing the test items in preliminary form 4. Administering the test (pilot test) 5. Item analysis 6. Writing the test items in final form 7. Establishing reliability and validity 8. Establishing norms Psychological testing scope It is applied in field such as 1. TESTING IN EDUCATIONAL SETTING ● General mental ability tests: Group tests – SPM, Cattell’s Culture-fair Test of Intelligence ● General mental ability tests: Individual tests- Binet – Kamath test, WISC, WAIS 2. TESTING IN CLINICAL SETTING [10] ● Tests based on the Criterion-Group Strategy- MMPI, California Psychological Inventory ● Tests based on the Factor-Analytic Strategy- 16 PF, NEO-PI R, EPQ-R ● Tests based on the Theoretical Strategy- EPPS, self-concept inventories, Jackson Personality Inventory ● Projective and neuropsychological testing Development of psychological testing The first large-scale tests may have been examinations that were part of the imperial examination system in China. The test, an early form of psychological testing, assessed candidates based on their proficiency in topics such as civil law and fiscal policies. Other early tests of intelligence were made for entertainment rather than analysis. Modern mental testing began in France in the 19th century. It contributed to separating mental retardation from mental illness and reducing the neglect, torture, and ridicule heaped on both groups. Englishman Francis Galton coined the terms psychometrics and eugenics, and developed a method for measuring intelligence based on nonverbal sensory-motor tests. It was initially popular, but was abandoned after the discovery that it had no relationship to outcomes such as college grades. French psychologist Alfred Binet, together with psychologists Victor Henri and Théodore Simon, after about 15 years of development, published the Binet-Simon test in 1905, which focused on verbal abilities. It was intended to identify mental retardation in school children. The origins of personality testing date back to the 18th and 19th centuries, when personality was assessed through phrenology, the measurement of the human skull, and physiognomy, which assessed personality based on a person's outer appearances. These early pseudoscientific techniques were eventually replaced with more empirical methods in the 20th century. One of the earliest modern personality tests was the Woolworth Personality Data Sheet, a self-report inventory developed for World War I and used for the psychiatric screening of new draftees Content of present report include 1. 2. 3. 4. 5. 6. Social learning theory and social cognitive theory differences , applications My own article on true intelligence based on sternberg article Thematical analyzation of interview technique based on interview of old age client Test report on locus of control experiment Test report on 16PF test inventory administration key points on halo effect experiment. Uses, application ,relationship between learned behaviour and hallo effect. Conclusion 1. By doing the psychological practical report i was able to learn how to administer and write report based on administration 2. Report writing on other theories helped me to learn and observe the psychological phenomena through reading and interpretating it. 3. It enabled me to understand how to write article within limits 1: ACTIVITY TITLE: SOCIAL LEARNING THEORY AND SOCIAL COGNITIVE THEORY DIFFERENCES AND APPLICATIONS AIM: To understand patterns of human behavior with the help of Bobo Doll experiment by Albert Bandura INTRODUCTION: What is learning? Learning is a key process in human behaviour. It plays an important role in almost every activity we perform in our daily life. Learning may be defined as the “semi permanent or relatively permanent change in behaviour brought out by the knowledge or experience gained”. Some characteristics of learning can be derived from the definition given above. First, the term does not apply to temporary changes in behaviour such as those resulting from fatigue, drugs or illness. Second, it does not refer to changes resulting from maturation. Third, learning can result from Vicarious as well as from direct experiences. In other words, one can learn by observing events and behaviour in our environment as well as by practicing in them Forms Of Learning Learning takes place in many ways. Few of the basic forms of learning are given below. Classical conditioning: It is a form of learning in which two stimulus events are associated with each other in such a way that the occurrence of one event reliably predicts the occurrence of the other. Ivan P Pavlov, a Nobel Prize winning physiologist from Russia identified this form as an important behavioural process. Pavlov conducted his studies on physiology of digestion on dogs. Operant conditioning: This type of conditioning was investigated by B F Skinner. Skinner studied occurrence of voluntary responses when an organism operates in the environment. He called these responses as operants. Operants are those behaviours or responses, which are let out by animals and human beings voluntarily and are under their control. In situations involving operant conditioning, the probability that a given behaviour would occur changes, depending upon the consequences that follow it. Skinner conducted his studies on rats and pigeons. Observational learning: Acquiring new skills by observing the behaviour of the others is a common part of everyday life. This form of learning takes place by observing others. In this kind of learning, human beings learn social behaviour. Therefore, it is sometimes called as social learning. In many situations we do not know how to behave. We observe others and try to copy their behaviour. Albert Bandura is the most eminent psychologist who investigated observational learning in detail. His experimental studies in Social Learning Theory (SLT) and Social Cognitive Learning Theory (SCLT) have influenced many areas of inquiry like education, health sciences, social policy and psychotherapy etc. Social Learning Theory: This theory is based on the idea that we learn from our interactions with other species present in the environment. By observing the behaviors of others, people develop similar behaviors. After observing the behavior of others, people absorb and imitate that behavior, especially if their observational experiences are positive ones or include rewards related to the observed behaviour. Social learning theory has become the most influential theory of learning and development. It is a base of the many concepts of traditional learning theory. This theory has often been called a bridge between behaviorist learning theories and cognitive learning theories because it covers attention, memory, and motivation also Social Cognitive Learning Theory (SCLT): Albert Bandura has expanded his social learning theory by saying that, human beings are not passive learners. He said that we are not only the producers but we are the products of this social system. We can be active agents who can manipulate, can decide what experience (learning’s) we want to have or don’t want to have. So, SCLT is a learning theory which has come out on the ideas that people learn by watching what others do, and also by that human thought processes are central to understanding personality. SCLT places a heavy focus on cognitive concepts. It is also focused on how children and adults operate cognitively on their social experiences and how these cognitions then influence behaviour and development. DESCRIPTION OF THE EXPERIMENT: The description of the experiment is as given below BOBO DOLL EXPERIMENT Bandura conducted a controlled experiment study to investigate if social behaviours (i.e.,aggression) can be acquired by observation and imitation This is one of the most famous experiments which provided evidence for the existence of observational learning. These experiments have been conducted by Albert Bandura and his colleagues in 1963. In this, one group of nursery school children saw an adult engage in aggressive actions against a inflated bobo doll. This adult was serving as a model. That adult knocked down the doll, sat on it, insulted it verbally and repeatedly punched it on the face. Another group of children were exposed to a model who behaved in a quiet, non aggressive manner. Later, both groups of children were sent to the room with many toys in that room including a large inflated bubo doll. Their activities were observed carefully. It was noticed that, those children who had seen the aggressive adult model copied his behaviour. They too have punched the toy, sat on it, gave verbal comments. Similar behaviour as of the model was observed from that group of children who were exposed to the aggressive model. While, in contrast, the children who were there in the room with the quite model reflected in the same manner i.e peaceful. They didn’t demonstrated violent actions. These results may not be very surprising but this experiment has a significant role in enduring controversy over whether children learn new ways of aggression through exposure to violent television programs and online videos. MATERIALS REQUIRED: (a) Computer with Microsoft word. (b) Video clip of the experiment. (c) Study material book MPC-003. PROCEDURE: In this experiment, first we need to read the social cognitive theory of personality. After that, by taking reference from the video link provided in the guidelines, detailed discussion to be made on social cognitive learning theory and social learning theory by explaining the topics as given in the guidelines. DISCUSSION: What is Social Cognitive Theory? The social cognitive theory is a learning theory which states that people acquire new behaviors by observing a model, and that personal (or cognitive) factors, the behavior itself and the environment (in the form of reinforcements) are engaged in a triadic feedback relationship, called reciprocal determinism, which influences the reproduction of the learned behavior. This theory was proposed by Albert Bandura officially in his 1986 book, Social Foundations of Thought and Action: A Social Cognitive Theory, and is an expansion of his take on social learning theory. He called it social cognitive theory to emphasize the role of cognitive factors (encapsulated under the personal factors) in the process of learning as well as to differentiate it from other social learning theories. With social cognitive theory, Bandura broadens his social learning theory by starting with a conceptualization of humanity as having agency and capability, that is, humans are not just shaped by their environments and inner forces but also shape their environment and can regulate those inner forces. He maintains his major contributions to social learning theory, such as modeling, identification, and direct and vicarious reinforcement. He expands observational learning by adding onto it four cognitive processes that mediate learning, namely attention, retention, production and motivation. Finally, he adds the concept of selfefficacy, the personal belief in one’s own capability to plan and act accordingly in response to foreseeable situations. What is Social Learning Theory? Social learning theory is a cognitive-behavioral theory of learning which proposes that we acquire new behaviors simply by observing it along with its consequences. Although Bandura is credited with most of this body of knowledge, the entirety of social learning theory is a collective work from different people. The theory traces its roots to a combination of psychoanalytic and behaviorist concepts. In 1941, Neil Miller and John Dollard published a book called Social Learning Theory. In it they proposed that biological drives acts as stimulus for behavior which is in turn reinforced by social interaction. In 1954, Julian B. Rotter also published his book Social Learning and Clinical Psychology. Rotter theorizes that the emergence of novel behavior is a function of expectancy of a positive outcome and the behavior is reinforced by positive outcomes. Sociology also has its take on social learning theory. Edwin Sutherland’s Differential Association Theory was integrated into operant conditioning and social learning by criminologists Robert Burgess and Ronald Akers and they developed a comprehensive theory on how criminal behavior is learned. Throughout all this, cognitive perspectives maintain that a lot of novel behavior is acquired and reproduced even without repetition and reinforcement. It was in this state of the social learning theory that Bandura conducted research on how novel behavior is acquired in the social context. Through his famous Bobo Doll Experiments Bandura came to the conclusions that are now basically the core concepts of modern social learning theory. First, learning occurs by observing the behavior of a model, which includes extracting information about the observation and deciding on performing the behavior (modeling or observational learning). Second, behavior can be reinforced by observing the consequences that happen to the model after the behavior was performed (vicarious reinforcement). Third, observation is a cognitive skill hence learning is a cognitive-behavioral process. Lastly, a learner observes and copies the model that he or she sees the most similarity with or has the most emotional attachment with (identification). Difference between social cognitive theory and social learning theory Social cognitive theory and social learning theory are theories that try to explain learning in the social context, with the main position being that people acquire new behaviors by observation. The two theories focus solely on behavior, in terms of what can be learned, setting aside other things such as knowledge or cognitive skills. The word ‘social’ refers to the influence of social interactions on how we acquire new behaviors which may not necessarily be social in nature, and how we perpetuate them. Both of these theories are rooted in behaviorist traditions in that focus on learned behavior and excluding thought and emotion. Still, both theories do acknowledge the cognitive processes that play a role in learning and behavior. The two are very similar in content, so similar that both are sometimes attributed to just one man, Albert Bandura. Largely due to Bandura’s great contribution to social learning theory, it is difficult to differentiate it from social cognitive theory. As such, this article sets Bandura’s 1986 book entitled Social Foundations of Thought and Action: A Social Cognitive Theory as the delineation between the two. Although not by much, social learning theory is a fairly older body of knowledge while social cognitive theory has a broader scope. And while social cognitive theory can be attributed solely to Bandura, social learning theory is a collection of ideas from various thinkers. These two theories are discussed further in the following sections, along with a summary of how they differ. Definition Social cognitive theory is the expanded form of Albert Bandura’s social learning theory which states that learning can occur by observing a behavior and that the manifestation of that behavior in the learner is regulated by the triadic reciprocal determinism between personal (cognitive) factors, the behavior itself, and by the environment (reinforcement). Meanwhile, social learning theory is a learning theory that proposes that learning occurs in a social context by means of observation of the behavior and the consequences that follow it. Proponent/s Social cognitive theory was proposed by Albert Bandura alone. Social learning theory is a collective work, with the most contribution coming from Bandura but with earlier contributions from Neil Miller and John Dollard, Julian Rotter, and Robert Burgess and Ronald Akers, as well as an influence from cognitive perspectives on learning. Core concepts Core concepts in the social cognitive theory are human agency, observational learning and its four meditational processes (attention, retention, production, motivation), triadic reciprocal determinism between cognitive, behavioral and environment factors, and self-efficacy. In social learning theory, the core concepts are observational learning, reinforcement (direct or vicarious), learning as a cognitive-behavioral process, and identification with a model. Role of cognitive factors In the social cognitive theory, cognitive factors play an important and equal role with environmental factors in the acquisition of new behavior and in its production. In social learning theory, the cognitive factors are only acknowledged to play a role in the acquisition of new behavior but not much or none at all in its production. Role of reinforcement In the social cognitive theory, reinforcement or environmental factors has an equal role with cognitive factors in the learning and production of behavior. In social learning theory, consequences and reinforcement play a major role in the acquisition and production of behavior. Scope Social cognitive theory has a broader theoretical scope as it includes a conceptualization of humans as agents capable of shaping their environment and of self-regulation. Social learning theory on the other hand is limited to tackling the learning process in the social context. Applications Of Social Learning Theory Two areas of application of social learning theory in social work include research and intervention. Researchers can use the theory to understand how aggressiveness and violence can be transferred through observational learning External link. The theory can further be used to investigate how positive role models can foster desirable behaviors and promote social change. As an intervention tool, a social worker can implement social learning theory to influence positive new behaviors by altering the reinforcement External link, whether positive or negative, associated with the source of the issue. It is important to note that to effectively apply social learning theory principles as an intervention, it is essential a social worker includes the use of other methods of work such as symbolic coding, stress management and vicarious reinforcement. Applications Of Social Cognitive Learning Theory Media contents studies Social cognitive theory is often applied as a theoretical framework of studies pertained to media representation regarding race, gender, age and beyond. Media effects studies Social cognitive theory is employed in studies examining attitude or behaviour changes triggered by the mass media. As Bandura suggested, people can learn how to perform behaviours through media modeling. SCLT has been widely applied in media studies pertained to sports, health, and education and beyond. Public health Social cognitive theory can be helpful in identifying motivating factors that lead to increased physical activity across age and gender. SCT can be applied to public health campaigns in an attempt to foster a healthier public through exercise. CONCLUSION: Violence is contagious as it meets the definition of a contagious disease which spreads from one person to another. By taking results from bobo doll experiment into the consideration, I feel that Violence is contagious. In human beings most of the learning takes place by observing others. It is widely accepted that, there is a fair amount of influence on the development of individual by learned behaviour which results from the interaction with the environment in which one grows up. I personally seen the cases, where kids are exposed to the violent actions at their home or surrounding, they behave in the same way in their kids surrounding. So, in this way this circle of learned behaviour grows bigger and bigger with the time. Violence being contagious in nature have killed hundreds of millions people throughout the history as did by the many other infectious disease. As human kind always won over the various infectious diseases in the history, we can always interrupt the spread of violence also by adopting some short term as well as some long term strategies. 2: ACTIVITY TITLE: Theory of Intelligence. AIM: Interpretation of sternberg’s article about what true intelligence is? INTRODUCTION: What is Intelligence? Intelligence: We need it in everyday life. We have all heard this word hundreds of times and probably have a general understanding of its meaning also. But what, precisely, is intelligence? Psychologists don’t entirely agree, but as a working definition we can adopt the wordings offered by panel of experts. The term Intelligence refers to “individual’s ability to acquire and apply knowledge, think and reason effectively, to deal adaptively with the new environment or change the present environment, to overcome difficult situations by careful thought” DESCRIPTION: Different theories of Intelligence: Most of the theories of intelligence recognize that, intelligence as a general ability to handle a wide range of cognitive tasks and problems. Also, the intelligence is expressed in different ways, and that persons can be high on some aspects of intelligence but low on others. A brief on theories of intelligence is given below. Spearman’s General Intelligence Theory: Spearman's two-factor theory proposes that intelligence has two components: General intelligence, also known as (“g”) factor, refers to a general mental ability that, underlies multiple specific skills, including verbal, spatial, numerical and mechanical. Second, Specific ability, also known as (“s”) factor refers to an individual’s specific ability in one particular area. Spearman noticed that those who did well in one area of intelligence tests also did well in other areas. Spearman used a technique known as factor analysis through which the correlations of related variables are evaluated Together, these two main factors in the figure above compose Spearman’s two-factor theory. Thurstone’s theory of Intelligence: L.L. Thurstone gave theory of intelligence (also known as Theory of Primary Mental Abilities) and challenged the concept of a g-factor. Thurstone found that intelligent behavior does not arise from a general factor, but rather emerges from seven independent factors that he called primary abilities: word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed. Although Thurstone did not reject Spearman’s idea of general intelligence altogether, he instead theorized that intelligence consists of both general ability and a number of specific abilities, paving the way for future research that examined the different forms of intelligence. Cattell’s theory of Fluid & Crystallized intelligence: In order to determine whether intelligence consists of one or several other components, psychologists in past decades made use of statistical technique known as factor analysis; Spearman, for instance. Somewhat different conclusions were reached by Cattell (1963), who concluded that two major clusters of mental abilities exist: what he termed as “Fluid and Crystallized intelligence”. Fluid intelligence refers to our largely inherited abilities to think and reason – in a sense, the hardware of our brains that determines limits of our information processing capabilities. In contrast, Crystallized intelligence refers to accumulated knowledge – information we store over a lifetime of experience, plus the application of the skills and knowledge to solving specific problems. Then, Crystallized intelligence is the outcome of experience acting on our fluid intelligence. Fluid intelligence seems to decrease slowly with age, but Crystallized intelligence stays level or even increases. This is why older, more experienced individuals can sometimes outperform younger ones on cognitive tasks ranging from scientific research to chess. Gardener theory of multiple intelligence: Following the work of Thurstone, American psychologist Howard Gardner built off the idea that there are multiple forms of intelligence. He proposed that there is no single intelligence, but rather distinct, independent multiple intelligences exist, each representing unique skills and talents relevant to a certain category. Gardner (1983, 1987) initially proposed seven multiple intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal, and he has since added naturalist intelligence. Gardner holds that most activities (such as dancing) will involve a combination of these multiple intelligences (such as spatial and bodily-kinesthetic intelligences). He also suggests that these multiple intelligences can help us understand concepts beyond intelligence, such as creativity and leadership And although this theory has widely captured the attention of the psychology community and greater public, it does have its faults. There have been few empirical studies that actually test this theory, and this theory does not account for other types of intelligence beyond the ones Gardner lists. Sternberg Triarchic theory: Just two years later, in 1985, Robert Sternberg proposed a three-category theory of intelligence, integrating components that were lacking in Gardner’s theory. This theory is based on the definition of intelligence as the ability to achieve success based on your personal standards and your socio-cultural context. According to the triarchic theory, intelligence has three aspects: analytical, creative, and practical. Analytical intelligence: It is also referred to as componential intelligence. It involves the abilities to think critically and analytically. Persons high on this dimension usually excel on standard test of academic potential and become excellent students. This is what a traditional IQ test measure. Creative intelligence: It is the ability to go beyond what is given to create novel and new ideas. This type of intelligence involves imagination, innovation and problemsolving. Persons high on this type of intelligence are excellent at zeroing in on what information is important in a given situation. Practical intelligence: In many ways, it is the most interesting of all. It is the ability that individuals use to solve problems faced in daily life. Person high on this aspect are intelligent in a practical, adaptive sense. Sometimes, these are termed as “street smarts” and are more adept at solving the problems of everyday life. CONCLUSION: Interpretation of Sternberg’s article about what true intelligence is? The definition of Intelligence is always controversial as it has been defined in many ways by many great psychologists over the period of time. Recently, during the outbreak of first wave of COVID-19, the American psychologist Robert J Sternberg defined Intelligence as the ability to adapt to the environment by correlating to the present scenario. The standard tests which measure intelligence have got problems which have standard, short, right or wrong answers but real life problems do not have any specific and clear answers. In the tests, problems are solved and the job is completed but in real life problems come back right after we solved them. Thus, solving the tests problems and scoring high on IQ does not guarantee that the same amount of intelligence will be actively deployed in real life problems and bring out the same results. So the true intelligence is adapting to the environment which involves either utilizing knowledge gained from experience to purposefully change oneself to suit the environment (adaptation), or changing the environment to suit oneself (shaping). These types of intelligent people (adaptive to environment) will bring positive changes in the environment globally. They might lack in scoring higher degrees or making less money but live happier life and make the world a better place to live for others also. 3: ACTIVITY TITLE: Interview of an older adult AIM: To understand the process of ageing by thematically analyzing the interview responses. INTRODUCTION: Ageing is a natural process. Everyone undergo this phase of life at his or her own time and pace. Ageing reflects all the changes taking place over the course of life. Middle age is the time when people notice the age-related changes like graying of hair, wrinkled skin and a fair amount of physical decline. Even the healthiest person cannot escape these changes. DESCRIPTION: This is an activity based on an open ended interview with an old age person. The objective of the interview is to understand the ageing process. The interview was designed as semi structured in nature. The transcript of the interview for reference is attached as an Annexure to the report. The interview is totally dependent on whatever the person has told verbally and I had accepted that as true. MATERIALS REQUIRED: Questionnaire, voice recorder, notebook, and pen/pencil. PARTICIPANTS PROFILE: Detailed information about the participant is as given below. (a) Name: Sanato Sarkar (b) Age: 65 years (c) Gender: Male (d) Educational qualification: PhD (e) Occupation: Retired from Professor PROCEDURE AND ADMINISTRATION: The procedure and administration before the interview followed is as given below. (The transcript of the interview is attached as Annexure at the end of the interview). (a) PREPARATION: A proper sitting arrangement as per the participant comfort has been made. Before conducting the interview, a well informed consent has been taken from the subject. (b) RAPPORT: In order to make subject comfortable before the interview, a friendly atmosphere needs to be established from the beginning of the interview session. Before the interview, a general talk carried out. (c) INSTRUCTIONS: It is required to convince the participant that, whatever he is telling us is important for us and our interview. Interview should be in depth and semi structured. The main focus should be on the answers they are giving. It is made clear to the subject that the interview is only for a practical purpose and all the contents of the interview would be kept confidential. (d) PRECAUTIONS: There must be healthy rapport created with the participant before the interview to ensure that the subject is comfortable. There should be no interruption between the replies given by the subject. DISCUSSION: The subject was comfortable during the interview. A semi structured interview carried out to understand the process of ageing. Based on the replies, it is understood that the subject was totally aware about the ageing process and well prepared for it. He was a single child to his parents. He belongs to a healthy family background and subject also felt proud being following that healthy schedule. He always kept his fitness regime above all. On asking upon the view on retirement, his answer shows that he had accepted and confident to go through the ageing process. His replies show that he understood that the ageing process is normal and every human being has to go through it. There were no major psychological changes observed in the subject as he was very active in his life and continued to make fine adjustments in his schedule to match the lifestyle according to increasing age. He told that earlier he used to run but now he used to do cycling to keep himself fit. This shows that he promoted his wellness. Till now he does not have any specific stereotypes neither he have internalize any stereotype about old age. CONCLUSION: It is concluded from the responses given by the subject during interview that ageing is a normal process if you are aware and accepted it. One can live his/her old age life in a better way by keeping calm and accepting the obvious changes happens with the increasing age. Annexure Interview Transcript Ques: Tell me your full name and when and where you were born. Reply: My name is Sanato Sarkar. Basically my ancestors were from Rajasthan but during the British movement they moved to Uttar Pradesh. So my birth place is district Rae Bareli in Uttar Pradesh. Ques: Do you know why you were given that name? Reply: Yes (smiling), I was named on the name of the then famous leader Late Mr Lal bahadur shastri. Ques: Tell me about your parents and siblings and some educational background. Reply: As I told my ancestors were basically from Rajasthan. I belong to a rajput family and my father was employed as a fitness coach at the royal family big house at Bikaner in Rajasthan (Maharaja Karni singh). My father was very strong and healthy. That is the reason being healthy is the most important thing in our family. I was born single child to my parents. My father has always insisted upon self dependency which made me very enthusiastic to become self dependent as early as possible. He used to reward me on every achievement I make of my own. I completed my secondary education and got a offer from my uncle to join the newly evolving BSNL (Bharat sanchar nigam limited). So I left my studies and started earning at the early age. Ques: Do you enjoy a slower pace now, or are you as busy as ever? Reply: No, I never liked being slow in any phase of my life. When we got computers installed in our offices in the late 90’s, some younger people who recently joined BSNL started using computer to complete their tasks. I use to do the things as before because this new technology was completely new to us. But in the end of the month, my name was maintained at the leader board as before because I use to do the things so fast manually that younger guys found difficult to catch. So I was never slow neither I am now. I keep myself busy intentionally which helps me in staying away from small worries, bogus talks, anger, jealousy etc Ques: What things you couldn't do now that you did when you were younger? Reply: Yes, there are few things which I used to do before but now I replaced those things with some other stuff. For e.g when I was 40 I use to test my fitness by running more than 30 kms every month. But now I changed that run into bicycle expedition as I turned 66 this year. I am really good in accepting the things as they change with time. Ques: What are the important lessons you learnt in your life? Reply: Keeping calm and being patient helps in the long run is the most important lesson learnt in my life. It makes us try harder, again and again, in times when we fail. Being impatient and giving up on what we set out for only stresses us out. Keep calm and carry on is the only secret I try to tell everyone. Ques: What age has been the best age of your life? Why? Reply: Every period of my life has come up with different challenges and joyful moments. It is really difficult for me to filter them out. Still If I need to answer then I will say when I was in my initial days of joining in to BSNL. That was most struggling period of my life as I went through various traumas during that period. At the same time many good things happened in my life that turned me into a better man. Ques: Has retirement been a good or bad experience? Reply: If you ask retirement from my organizational point of view, retirement from job was compulsory to me. So, there is nothing good or bad about it. It was a part of process. Though, sometimes I feel like now I’ve got more time to do extra things which I always wanted to do but not able to do during regular job time. Ques: What activities you prefer to do to keep yourself fit? Reply: I start my day with the meditation followed by a quick aerobics for minimum 30 mins. I go for cycle expedition for Appx 30 km round the trip once a week. Ques: Do you feel something lacking in life after retirement? Reply: I always believed in that ‘‘no one will ever get perfect’’ from the days of my earlier life. So is now. I always concentrate and focus on the things I got in my control. I never discuss or act on the situations which are out of my influence. Ques: What are the most rewarding things about getting older? Reply: I still remember my days of childhood, where I always wondered that I just want to grow up, so that i can do what i want. When I was working, there were times when I imagined about the day I would finally retire. If i sit down and observe about the very stage of life I am in, It feels good. The most rewarding thing I feel is like I’ve become less emotional and more thoughtful about my decisions as compare to my earlier life. Thank you sir, for taking out time for this interview. Reply: “Your welcome and good luck”. Interview ends. What kinds of things and activities make you the happiest now? How would you like to be remembered? What will you do to be relevant even after retirement What was you crisis point recently faced about your aging What do you do for self care Recent stressor- like decline in health, loss of loved ones, Depression anxiety issue recent You feel lonely or worry about social contact? You worry about loss of identity in society Loss of respect? Do you feel full of energy Do you prefer to be at home or go out and do new things Do you worry a lot about past? Do you hopeful about future Do you enjoy getting up in morning? Do you feel worthless the way you are now? Are you satisfied with your life? Do you think it is wonderful to be alive now? How often do you feel left out? Have you ever thought in your young days how your life after retirement will be like? 1. How old are you? 2. What does it feel like to be 60? 3. Can you pick up one imp event from your childhood, and young adulthood days? 4. Can you pick up a point in life which you will will say as your highest point? Then lowest point Then turning point 5. If you could go back in time and relive any age what age you would pick? And why? 6. How you view your transition from young adult to mid adult life? 7. What are cognitive physical changes you have noticed during these years? 8. What are the most rewarding things about getting older? 9. How would you like to be remembered? 10. Have you ever thought in your young days how your life after retirement will be like? 11. Are you satisfied with your life now? 12. Is there any recent crisis or realisation you have recently faced about your aging? 13. How often do you feel lonely and left out? 14. What kinds of things and activities make you the happiest now? 15. If you could give any piece of advice to young Subrata sarkar what it will be? 16. Is there something that we tend to prioritize when we are younger but as we get older we realize that actually not important? 17. What is the one thing you fear about most? 18. After a long years of working what will you do to be relevant even after the retirement? 19. Where do you see yourself in next 5 years? 4: TEST TITLE: Rotter’s Locus of Control OBJECTIVE: To measure the locus of control of the subject, that is, to operationally measure the tendency of the subject to believe that, control resides internally within the subject or to believe that, control resides externally with others or with situations. INTRODUCTION: Concept of internal-external control of reinforcement was developed from social learning theory which describes the degree to which an individual believes that reinforcements are contingent upon his/her own behaviour. Internal control refers to individuals who believe that reinforcements are contingent upon their own behaviour, capacities or attributes. External control refers to individuals who believe that reinforcement are not under their personal control but rather are under the control of powerful others, luck, chance, fate etc. Thus, depending on his past experiences, a person will have developed a consistent attitude tending toward either an internal or external locus as the source of reinforcement. The concept of locus of control, as derived from social learning theory, provides a useful means for measuring individual differences in the extent to which reinforcement is viewed. Locus of control refers to the tendency to perceive outcomes in life as a result of one’s own actions and thus being within one’s own control (i.e., internal locus of control), as opposed to being determined by external factors, such as chance or powerful others (i.e., external locus of control). People with high internal locus of control typically try to master their environment, while those with high external locus of control often feel helpless because they perceive that outcomes in life are outside their own control. Locus of control was initially described as a personality trait referring to a person’s stable beliefs of personal efficacy. Later, however, locus of control has also been described as a coping resource facilitating certain coping styles. According to attribution theory the cause of an outcome may be perceived to either reside within the person (internal orientation) or outside of the person (external orientation). An internal locus of causation is related to seeing negative outcomes in life as caused by personal characteristics like mood, abilities, and personality, while an external locus of causation is related to seeing negative outcomes as caused by situational factors like the nature of the situation, luck, or social pressure. Rotter’s I-E scale provides a useful means for measuring individual difference in the extent to which reinforcement is viewed as a consequence of one’s own behaviour or a consequence of such forces a chance, fate or powerful others. The concept of internal- external control has proved to be a highly useful dimension for understanding the role of reinforcement in a wide variety of behaviours. Internal locus of control: Internal locus of control is the belief that individual are “in charge of the events that occur in their life”. Individuals with an internal locus of control believe their behaviors are guided by their personal decisions and efforts and they have control over those things they can change.They take responsibility for their actions. External locus of control: External locus of control is the belief that “chance, fate, or outside forces determine life events that occur in an individual’s life”. People with an external locus of control see their behaviors and lives as being controlled by luck or fate. These individuals view themselves victims of life and bad luck. (Theories/studies) For example, In education, locus of control typically refers to how students perceive the causes of their academic success or failure in school. Students with an internal locus of control might blame poor grades on their failure to study, whereas students with an external locus of control may blame an unfair teacher or test for their poor performance. DESCRIPTION: This test is devised by Julian Rotter in 1966 to assess the extent to which an individual possesses internal or external reinforcement beliefs. The test used here is based on Rotter’s original idea and developed by Tarry Pettijohn. The basic purpose of this test is to give a general idea of where one individual stand on the locus of control in personality dimension. There are twenty items (20) in the form of true or false statements in the test. There is no specific time limit to complete as the test itself doesn’t require much time to complete. There will be 5 marks for each item as per the answer sheet. Reliability and validity of test is not known. MATERIALS REQUIRED: Rotter’s locus of control scale with scoring, Test booklet, Answer sheet, pencil, and eraser. PARTICIPANTS PROFILE: Detailed information about the participant is as given below. (a) Name: Anushri Rathi (b) Age: 24 years (c) Gender: Female (d) Educational qualification: Master in Arts (e) Occupation: House Wife PROCEDURE AND ADMINISTRATION: The procedure and administration during the test followed is as given below. (Test carried out on participant is attached as Annexure I at the end of the Test). (a) PREPARATION: Print out of the test mentioned in the guidelines for online practical has taken. A proper sitting arrangement as per the participant comfort has been made. At the very beginning of the test, a well informed consent has been taken from the participant. After that, a brief about the test has been given. All doubts regarding the test has been cleared and a perfect environment for the test has been created. (b) RAPPORT: In order to maximize the reliability and validity of test results, a friendly atmosphere needs to be established from the beginning of the testing session. Before the test, a general talk carried out on the personality subject. All doubts regarding the test has been cleared and all the general questions have been answered to make the subject comfortable. (c) INSTRUCTIONS: There are twenty items (20) in the form of true or false statements in the test. For each statement, choose the option you believe to be the most accurate as True or False. There is no right or wrong answers. Try to give the very first response you get in your mind after reading the sentence. It is required to answers all the items to complete the test. Feel free to ask any doubts during the test. (d) PRECAUTIONS: All instructions must be precise and clear to the participant. There must be healthy rapport created with the participant before the test to ensure that the subject is comfortable. While scoring, utmost care needs to be taken. It should be ensured that the results of the test are kept confidential. INTROSPECTIVE REPORT: “I enjoyed doing the test. I was eager to calculate the score and explain the result to the subject. When I was doing the test on myself, I was worried weather I am answering the items honestly and appropriately or not”. SCORING AND INTERPRETATION: 5 points to be given for each question if indicated False on questions 2, 3, 5, 6, 9, 10, 12, 13, 14, 16, 19, 20 and 5 points for each question if indicated True on questions 1, 4, 7, 8, 11, 15, 17, 18 as per the answer sheet. After totaling the score, the interpretation of the resulted score is given below Sr. no 1 2 3 4 5 Score 0-15 20-35 40-60 65-80 85-100 Interpretation Very strong external locus of control. External locus of control. Both external and internal locus of control. Internal locus of control. Very strong internal locus of contro Remarks Annexure I Locus of control (Test carried out on Participant) Scoring the locus of control Instrument Subjects Scores DISCUSSION: Based on the responses given by participant in the test, score of the subject is 75. This score shows that subject has internal locus of control. That means that, subject tends to believe that her behavior is guided by her personal decisions and efforts and she have control over those things she can change. CONCLUSION: Subject has internal locus of control. 5: ACTIVITY Title: Cattell’s 16 P.F Objective: To assess the personality of the subject using 16 P.F. Introduction: Speculation by ancient philosophers about why individuals are unique and why everyone is different in many ways lead to emergence of Personality concept. Basically, Personality refers to distinctive patterns of behaviour that characterize each person’s adaptation to the situations of his/her life. As per Gordon Allport, Personality refers to the dynamic organization within the individual of those psychophysical systems that determines his unique adjustments to his/her environment. Allport identified the key human traits along which personality vary and divided into several categories. Another, and in some more sophisticated way, British psychologist Raymond Cattell proposed that the personality is that which permits the prediction of what a person will do in a given situation. In his explorations of personality, Raymond Cattell found that variations in human personality could be best explained by a model that has sixteen variables (personality traits), using a statistical procedure known as factor analysis. Following this discovery he went on to create and promote the 16 P.F Questionnaire. PF stands for ‘Personality Factor’ and there are sixteen personality factors, hence it is known as 16 P.F. These 16 factors are the major source traits. Cattell’s theory states that every person possesses a degree of each of the following sixteen traits which are described as below. Sr. no. 1 Factor Warmth 2 Reasoning 3 Emotional stability 4 Dominance 5 Liveliness 6 8 Rule consciousness Social boldness Sensitivity 9 Vigilance 10 Abstractedness 11 Privateness 12 Apprehension 13 Openness to change 7 Description The desire to develop intimate relationships with others: outgoing versus reserved. The extent to which a person is able to identify and solve numerical and verbal problems and connections: abstract Versus concrete. How calmly people respond to what life brings or what happens in life: calm versus stressed The tendency to have influence and control over others: powerful versus submissive. How free and spontaneous a person expresses themselves: spontaneous versus restrained. The extent to which a person values rules: conforming versus non-conforming. The extent to which a person feels at ease in social situations: uninhibited versus shy. The extent to which emotions and feelings of others affect a person: tender versus tough. The extent to which someone is cautious with regard to the intentions and motivations of others: suspicious versus Trusting. The amount of attention that someone pays to abstract rather than concrete observations: imaginative versus Practical. The extent to which someone wishes to keep personal information to themselves: discreet versus openness. A person’s tendency to self-criticism: self-critical versus self- assured The extent to which a person enjoys new situations and experiences: Flexible versus connected to the familiar 14 Self reliance 15 Perfectionism 16 Tension The extent to which a person trusts in his own judgements and capacities and opts to work solo: self-reliant versus Dependant. The need someone feels to trust in structure rather than leaving things to chance: controlled versus undisciplined The extent to which a person may be frustrated by different situations: impatient versus relaxed. Description: The test was first published in 1949 and thereafter revised by 5 times. Fifth edition of 16 P.F was released in 1993. This test uses a public domain scales from the Inter-nation Personality Item Pool (IPIP) to measure the same traits. This personality test consists of 164 multiple choice statements. The participant has to select one option. There is no right or wrong answer to the statements. Reliability and validity of the test in not known. Materials Required: A computer with internet connection. Participants profile: Detailed information about the participant is as given below. (a) Name: Nikita Rahi (b) Age: 25 years (c) Gender: Female (d) Educational qualification: Master in Statistics (e) Occupation: Manager Procedure and Administration: This personality test consists of 164 statements about any individual, each required to indicate how accurate it is on the scale of (1) disagree (2) slightly disagree (3) neither agree nor disagree (4) slightly agree (5) agree. It will take most people around ten minutes to complete the test on computer. All the ethical guidelines about the test were followed in letter and spirit. The detailed procedure and administration during the test followed is as given below. (Test carried out on participant is attached as Annexure II at the end of the Test in total five pages). (a) Preparation: A proper sitting arrangement as per the participant comfort has been made. At the very beginning of the test, a well informed consent has been taken from the participant. After that, a brief about the test has been given. All doubts regarding the test has been cleared and a perfect environment for the test has been created. (b) Rapport: In order to maximize the reliability and validity of test results, a friendly atmosphere needs to be established from the beginning of the testing session. Before the test, a general talk carried out on the personality subject. All doubts regarding the test has been cleared and all the general questions have been answered to make the subject comfortable. (c) Instructions: For each statement, choose the option you believe to be the most accurate. There is no right or wrong answers. Try to give the very first response you get in your mind after reading the sentence. It is required to answers all the items to complete the test. Feel free to ask any doubts during the test. (d) Precautions: All instructions must be precise and clear to the participant. There must be healthy rapport created with the participant before the test to ensure that the subject is comfortable. While scoring, utmost care needs to be taken. It should be ensured that the results of the test are kept confidential. Introspective Report: In starting the subject felt that it was a boring task to answer 164 statements. After sometime when she proceeded she felt well and looked anxious in answering the statements. After completion she was very eager to know scores and tests final interpretation. Scoring and Interpretation: After the completion of the test, it is required to press the submit button. After this on next page it asks the age, gender, accuracy of the answers given by the participant to match its statistical calculations. (Interpretation of test is attached as Annexure III in total two pages) Discussion: Based on the responses given by participant in the test, interpretation of the responses calculated on the basis of statistical calculations. Conclusion: Subject has the personality traits as Attached in Annexure III. Annexure III (16 PF : TEST CARRIED OUT ON PARTICIPANT) 6: ACTIVITY TITLE: “Halo effect” experiment conducted by Nisbett and Wilson (1977)” AIM: To understand the application and common uses of halo effect and relationship between learned behaviour and halo effect. INTRODUCTION: What is “HALO EFFECT”? The Halo effect (HE) is a cognitive bias in impression formation whereby the general evaluation of individuals' attributes is based on the evaluation of a single attribute (Nisbett and Wilson, 1977). When applied to aesthetic appearance, the HE is observed when the physical appearance is used as a basis for the evaluations of other attributes that are unrelated to appearance whatsoever. For example, a stranger who looks good is also perceived as intelligent or smart, even though intelligence and smarts are unrelated to physical attractiveness (Todorov et al., 2009). As a subclass of the confirmation bias in impression formation (Nickerson, 1998), the HE is known to be intuitive, pervasive, and constant (Cooper, 1981; Feldman, 1986; Kozlowski et al., 1986; Feeley, 2002). The halo effect is generally defined as the influence of a global evaluation on evaluations of individual attributes of a person, but this definition is imprecise with respect to the strength and character of the influence. At one extreme, the halo effect might be due simply to an extrapolation from a general impression to unknown attributes. Global evaluations might color presumptions about specific traits or influence interpretation of the meaning or affective value of ambiguous trait information. Thus, if we like a person, we often assume that those attributes of the person about which we know little are also favorable. (Politicians often seem to capitalize on this tendency by appearing warm and friendly but saying little about the issues.) Such a phenomenon could best be described as a deduction from an implicit personality theory holding that "nice people tend to have nice attributes and less nice people have less nice attributes." Similarly, the global evaluation may alter the interpretation of the meaning or evaluation of ambiguous attributes. Thus, if one is told that a warm and friendly person is impetuous, a quite different set of behaviors come to mind from those that occur when one is told that the impetuous person is angry and hostile. The evaluation of the attribute impetuous may differ in the two cases, but the difference could be a mere interpretive one arising from the ambiguity inherent in the term impetuous. DESCRIPTION: Nisbett and Wilson conducted an experiment in which two different videotaped interviews were staged with the same individual—a college instructor who spoke English with a European accent. In one of the interviews the instructor was warm and friendly, in the other, cold and distant. The subjects who saw the warm instructor rated his appearance, mannerisms, and accent as appealing, whereas those who saw the cold instructor rated these attributes as irritating These results indicate that global evaluations of a person can induce altered evaluations of the person's attributes, even when there is sufficient information to allow for independent assessments of them. Furthermore, the subjects were unaware of this influence of global evaluations on ratings of attributes. In fact, the subjects who saw the cold instructor actually believed that the direction of influence was opposite to the true direction. They reported that their dislike of the instructor had no effect on their ratings of his attributes but that their dislike of his attributes had lowered their global evaluations of him. The key takeaways from the main experiment. It was found that the halo effect was supported by the experiments results. The study proved that the appearance and mannerism do effect how people view someone. Writing and history on the halo was not strong at the time of experiment. At that time people did not have enough understanding of the cognitive development behind it. DISCUSSION: How is halo effect being used to one’s advantage? 1. By being aware of the halo effect one can work towards creating a positive image on first impression in front of the panel before appearing for any interview for any job selection process. 2. Since the halo effect is primarily based on first-impressions and physical appearance, our attractiveness can influence to other people. However, being aware of the halo effect, does not make it easy to avoid its influence on our perceptions and decisions. But can be minimized up to the some extent. Application and common uses of halo effect. Companies create consumer halo effect to manipulate us as consumers so that we buy their products or services. Halo effect helps them to increase their brand loyalty, retention, and brand awareness among general public. When a celebrity spokesperson advertises a particular item, our positive evaluations of that individual can spread to our perceptions of the product itself. Job applicants are also likely to feel the impact of the halo effect. If a prospective employer views the applicant as attractive or likeable, they are more likely to also rate the individual as intelligent, competent, and qualified. The halo effect can also play out in the field of medicine. A physician, for example, might judge a patient based on appearances without conducting tests first. It’s also possible to judge someone’s health based on first impression. For instance, we might associate a person who has a “healthy glow” as someone who is happy. This may or may not be the case. CONCLUSION: Due to halo effect we often make a wrong decisions that can affect our whole life. In India especially in arranged marriage system groom and brides are chosen based on first impression which will impact people’s whole life. Also when we choose friends when we go anywhere we often choose based on first impression which we might regret later.This tendency is a learned behavior that we experience from the time we are children. For e.g In fairytales those who are good are mostly presented as beautiful princesses and handsome princes, while the bad ones are depicted as evils. The attractive characters are portrayed as honest and trustworthy, while unattractive ones are the villains. Another place in society where the halo effect appears is within the work environment. Though this is tackled in human resource training it is said to be an unconscious judgment and even if we were told that our judgments are affected by the halo effect, we may still have no clue when it influences us.