APPENDIX-1

TITLE PAGE FOR PRACTICUM NOTEBOOK

IGNOU
MA (PSYCHOLOGY)

Programme Code:
Course Code:
Name & Enrolment of the Learner:

Address:

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

Regional Centre:

Date: Signature of the Learner

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 APPENDIX-2

CERTIFICATE

This is to certify that Ms/ Mr. _______________________________________

of MA Psychology First Year has conducted and successfully completed the
practical work in MPCL-007 Practicum: Experimental Psychology and
Psychological Testing.

Signature of the Learner Signature of Academic Counsellor

Name: Name:

Enrolment No.: Designation:

Name of the Study Centre: Place:

Regional Centre: Date:

Place:

Date:

2
 APPENDIX-3

ACKNOWLEDGEMENT

This is to acknowledge that Ms./Mr. ..........................................................

Enrollment No. ..................................... of MAPC (1st Year) has submitted the
Practicum Notebook at the study centre ................................................, Regional
Centre ............................................

Date:

Signature (with stamp)

3
 TABLE OF CONTENT
S. No Particulars Page number
5
1 16PF.

Vineland Social Maturity Scale 11

2
16
3 Span of Attention

4 Sociometry 23

5 Family Pathology Scale 32

Reference 45

PRACTICAL – 1

4
 16 PERSONALITY FACTOR TEST

AIM
To assess the personality of the subject using 16 PF test.

INTRODUCTION
Personality can be defined as the distinctive and the unique ways in which each
individual thinks feels and acts which characterize a person’s responses throughout life.
In the words it refers to all those relatively permanent traits, dispositions or
characteristics within the person that give some measure of consistency to the person’s
behaviour. These traits may be unique, common to some groups or shared by the entire
species but their pattern will be different from individual to individual.

Allport (1931, 1961) defined personality as the dynamic organization within the person
of the psychological systems that determines the unique adjustments to one’s
environment. Both character and temperament are parts of personality.

The following are the 16 traits or factors described in this test. Each person possesses a
degree of each of the following traits.
Factor A- Warmth
Factor B- Reasoning
Factor C- Emotional stability
Factor E- Dominance
Factor F- Liveliness
Factor G- Rule – Consciousness
Factor H- Social –boldness
Factor I- Sensitivity
Factor L- Vigilance
Factor M- Abstractedness
Factor N- Privateness
Factor O- Apprehension
Factor Q1- Openness to change
Factor Q2- Self- reliance
Factor Q3- Perfectionism
Factor Q4- Tension

DESCRIPTION OF THE TEST

The 16 PF Test is an online test consisting of 187 multiple choice items. The subject has
to select one option for each item. There is no right or wrong answer to the statement.
The statements relate to everyday situations and aims to assess the individual’s
personality by way of their responses to the statements.

5
MATERIALS REQUIRED
Materials required for this test are 16 PF test online questionnaire given by the IGNOU,
an internet facility connected to either phone or computer, minimum time period as per
client capability.

PARTICIPANT’S PROFILE
Name : Ms. X
Age : 26 years
Gender : Female
Education : M.B.A
Occupation : Office Staff

PROCEDURE AND ADMINISTRATION

Preparation
The subject ‘X’ was made to feel comfortable and good rapport was created over phone.
Questionnaire was send to the participant through whatsapp by the link provided by the
exam centre. Subject was familiarized with the details of the test as follows.

Confidentiality
Reassured the client that the report and responses would be kept confidential and safe.

Instructions
The following instructions were given to the subject
 To relax and feel comfortable
 To read and understand each question and give honest answers to each
 To choose immediate responses and not to ponder the questions too much
 There is no right or wrong answers to the questions as everyone has the right to
his own views
 Some questions may be personal. But the answers are kept confidential, so there is
no reason to be worried.

6
  So be genuine.
 This includes 187 questions
 Options have to be selected based on best description on how you feel.
 There is no time limit, even then you are requested to complete as fast as you are
comfortable
 At the end, when the subject completed the test, she was asked to enter the score
buttons to get the evaluation of the score.
 Later client was given the report through screen shot and took a print out of it.

SCORING
The scoring for the 16 PF is done by online media as it is being scored by the test
developer. The scores range from 0 to 4. Aggregate scores of 164 items are being
calculated with 16 sub- divisions as per the 16 personality traits.

Introspective Report:

I (Subject) did not face any problems will solving the test; I found it very easy, the
person conducting the test made me feel very comfortable and I could solve the test
easily.

RESULT
The aggregate final scores are provided in each category by the computer.

7
DISCUSSION
The above table shows that the scores obtained by the subject and the corresponding
interpretation based on the prescribed scoring norms of 16 P.F.

 In factor 1: subject got a score of 2 (in a scale of 0 to 4) which shows subject is

impersonal and reserved.
 In factor 2: subject got a score of 2.7, which is above average that shows that
subject has got an above average reasoning in her personality.

8
  In factor 3: subject got a score of 2.2, which indicates that subject is changeable
and emotionally less stable.
 In factor 4: subject got a score of 2, which shows that subject is below average in
dominance. i.e she is submissive and humble.
 In factor 5: subject got a score of 1.4, that shows that subject introspective in
liveliness.
 In factor 6: subject got a score of 2.7, which shows that subject is above average,
i.e, she is self indulgent.
 In factor 7: subject got a score of 1.4, which shows that subject is below average,
i.e, she is venturesome.
 In factor 8: subject got a score of 2.8, which shows that subject is above average,
i.e she is average minded
 In factor 9: subject got a score of 2.5, which shows that subject is above average,
i.e she is skeptical.
 In factor 10: subject got a score of 2.7, which shows that subject is above
average. So, she is imaginative.
 In factor 11: subject got a score of 3.8, which shows that she is above average, so
it can be inferred that she is diplomatic.
 In factor 12: subject got a score of 2.4, which shows that she is above average in
apprehension, i.e, she is self-doubting.
 In factor 13: subject got a score of 2.3 in openness to change, i.e. Above average-
she is liberal
 In factor 14: subject got a score of 3.2 in Self- reliance, i.e., Above average- she
is group self-sufficient.
 In factor 15: subject got a score of 2.6 in Perfectionism. i.e., average in
perfectionism. She is average in undisciplined and controlled.
 In factor 16: subject got a score of 0.9 in Tension, i.e Below average- so it can be
inferred that she is relaxed

SUGGESTIONS
The subject has shown favorable characteristics common for a personality. Client got a
scores of above average in warmth (reasoning), above average in emotional stability
(stable), above average in rule- consciousness (conscientious), above average in social –
boldness (venturesome), above average in openness to change (liberal).

9
Subjects score on vigilance, abstractness, Privateness, apprehension, self- reliance and
tension is found to be below average in the personality inventory Thus it would be
advisable to work on these aspects.

CONCLUSION
Based on the results of the 16 PF test, we can describe the personality profile of the
subject as outgoing, above average in reasoning, adaptive and emotionally stable,
assertive, average in liveliness, conscientious, venturesome, average minded, trusting,
practical, forthright, self-assured, liberal, group dependent, average in perfectionism and
relaxed.

10
 PRACTICAL – 2

BHATIA’S BATTERY OF PERFORMANCE TEST OF

INTELLIGENCE

AIM
To analyze the level of intelligence of the subject.

INTRODUCTION
Wechsler has defined intelligence as “the aggregate or global capacity of the individual to
act purposefully, to think rationally and to deal effectively with his environment”. Alfred
Binet, the inventor of the modern intelligence test, believed that intelligent behaviour would
be manifested in such mental abilities as reasoning, imagination, insight, judgement and
adaptability. Some psychologists held the view that all the cognitive abilities (such as
abstraction, learning and dealing with novelty) are the manifestation of a single underlying
factor, called General factor and Specific abilities such as artistic ability, linguistic ability,
mathematical or spatial ability referred constitute specific factor or s factor.
It is said that intelligence is what the intelligence test measures.

The first attempt to develop tests of intellectual ability was made more than a century ago by
Sir Francis Galton, a naturalist and a mathematician, in 1884. The mental testing movement
began with the development of the first intelligence test by Alfred Binet and Theophile
Simon in 1905.
Binet assumed intelligence should be measured by tasks that required reasoning and problem
solving abilities. The test was constructed with items of common intelligence was mental age
(MA). binet and Simon assumed that intelligence grows with the child’s chronological age.
Thus the child who passes all the items at the 7 year level is mentally 7 years of age
irrespective of his or her chronological age or we can say the child is able to do the test items
that 50 to 75% of 7 year old children can pass.
The higher a child could go on the scale in answering the item, the higher his/her mental age
will be. In 1916, Lewis Terman, published the Stanford Binet Intelligence Scale. Terman
used intelligence quotient as an index of intelligence. Intelligence quotient (IQ) expresses the
relation of mental age (MA) to real age (chronological age CA):

11
IQ = MA / CA X 100
DESCRIPTION OF THE TEST
Bhatia’s Battery of Performance Test of Intelligence was constructed by C.M. Bhatia in
1955. This test was developed for use on Indian Population. It includes following five sub
tests:

1. 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 asked to reproduce them using a
set of colored blocks. Performance is based not just on accuracy of the drawings but
also on the examiner’s observation of behaviour during the test, including such
factors as attention level, self-criticism and adaptive behaviour.

2. 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 three minutes.

3. 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 in
2 minutes and for the rest of the four cards it is 3 minutes.

4. 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 till the subject
repeats it successfully in the same order. This is a 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 till the subject successfully repeats the
sequence.

5. 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 first two pictures is 2 minutes and the rest of the
three pictures it is 3 minutes.
Individual administration of this test takes less than one hour. Maximum

12
95 marks can be obtained in the complete test. Maximum marks for the 1st, 2nd, 3rd, 4th,
and 5th test are 25, 20, 20, 15, 15 respectively. The norms of the test have been obtained for
the boys of 11 and 16 years.
Terman’s Stanford-Binet Fourth Revision Classification

IQ Range (“Deviation IQ”) Intelligence Classification

164 and over Genius or near genius

148 - 164 Very superior intelligence

132 - 148 Superior intelligence

113-132 Above average intelligence

84 - 113 Normal or average intelligence

68 - 84 dullness

52 - 68 Borderline deficiency

Below 52 Definite feeble - mindedness

Wechsler’s Classification

IQ Range (“Deviation IQ”) Intelligence Classification

145 and over Very superior

130 - 145 superior

115-130 Above average

85 - 115 Average

70 - 85 Below average

60 - 75 Borderline

60 and below Defective

13
MATERIALS REQUIRED
 Bhatia’s Battery
 While sheet
 Stop watch
 Pencil

SUBJECT’S PROFILE

NAME Yash
AGE 16 Years
GENDER Male
OCCUPATION Student

PROCEDURE AND ADMINISTRATION

Preparation:
The materials required for the test was kept ready before conducting the test.

Rapport:
Rapport was formed with the subject by ensuring the privacy and security of the results.
Comfortable environment setting was ensured.

Instruction:
Separate instructions were given for each sub-tests.
 For Koh’s Block Design Test: Cubes were given to the subject to examine. He was
told to carefully look at the design and do it within the time limit.
 For Pass-along Test: Boxes with different blocks were shown and explained how he
doesn’t have to lift the blocks and instead just slide them and solve the puzzles.
 For Pattern-Drawing Test: A card was placed before the subject and was asked to
look carefully at it. Then, draw the pattern without lifting the pencil and repeating the
lines.
 For Immediate-Memory Test: The subject was instructed to listen attentively and
then repeat.
 For Picture Construction Test: Subject was asked to solve the puzzle and create a
meaningful picture.

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SCORING:
Koh’s Block Design Test:

For the first five designs, and for each design :

2 marks for success within a minute,
1 mark for success within 1 minute and 2 minutes, 0 mark for a
failure, or success after the time limit.

For the designs Nos. 6 to 10, and for each design:

3 marks for success within a minute,
2 marks for success between 1 minute and 2 minutes,
 mark for success between 2 and 3 minutes, 0 for a
failure, or success after time limit.

For Pass-along Test:

For the first four sub-tests, and for each sub test:
 marks for success within a minute, 1 mark for success
between 1 and 2 minutes, 0 marks for failure, or success
after time limit.
For the last four sub-tests, and for each sub-tests:
 marks for success within a minute,
2 marks for success between 1 and 2 minutes, 1 mark for
success between 2 to 3 minutes, 0 for failure, success after
the time limit.

For Pattern, scoring is exactly the same as the Pass-along Test.

Immediate Memory Test Direct:

1 mark each for the number of digits reproduced correctly.
Reverse:
1 mark each for the number of digits reproduced correctly.

Picture Construction:
Pictures 1 to 3, and for each:
2 marks for success within a minute,
1 mark for success between 1 minute and 2 minutes, 0 for failure, or
success after time limit.

Pictures 4 and 5, for each:

3 marks for success within a minute,
2 marks for success between 1 and 2 minutes,
1 mark for success between 2 and 3 minutes, 0 for failure,
or success after time limit.

15
The scores obtained are as follows:
Koh’s Block Design Test 16
Pass-along Test 16
Pattern Drawing Test 18
Immediate Memory:
Direct 9
Reverse 6
Picture Construction Test 8
Total 73

Interpretation:
After adding up the score, we got 73. After converting the Raw Scores to IQ using
Conversion Table, we got an IQ of 124. And a weighted score of 54. IQ from a weighted
score is 123.

Discussion:
Yash has an IQ of 124, which shows that he is an above average intelligent person. He was
confident during the test and was very attentive to everything.

16
 PRACTICAL – 3

Span of attention

Aim:

To measure the span of attention of the participants with the means of meaningful and non-
meaningful words.

Introduction

 Define Attention:

Attention is not a name for any specific mental function, as is perception, learning,
remembering, or thinking. It may characterize all mental activities. We have thus attentive or
inattentive, perception, learning, remembering, and thinking, and so on. Attention has
accordingly been described in various ways, for example as a state of preparedness for the
exercise of mental activity, as quality of clearness or vagueness accompanying any mental
function as a process of setting the stimulus into figure ground relationship, etc. Attention is,
thus general name for a multitude of facts and processes each one of which sheds a light on
what we ordinarily understand by the term, span of attention, distraction of attention,
fluctuation of attention, shift of attention, and division of attention.

 Types of attention

1. Analytical Attention: - When our attention is diverted towards the analysis of problem and
to find out the prospective for that occurring presently.

2. Habitual Attention: - This type of attention is determined by habits.

3. Ideational Attention: - When the attention is diverted towards some image or status or
structure selected to object.

4. Involuntary Attention: - Here the attention is diverted suddenly toward the stimulus, it
hinders the process of goal seeking sometimes but not always. Ex- attention is attracted to a
song while studying.

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5. Voluntary Attention: - when the attention is diverted willingly to an object.

Determinants of Attention (i.e., internal & external)

The determinants of attention can be categorized as internal and external. o External

determinants of span of attention are-

[1] Nature of stimulus

[2] Intensity of stimulus

[3] Location of stimulus

[4] Contrast of stimulus

[5] Change of stimulus

[6] Isolation of stimulus

[7] Duration of stimulus

[8] Movement of stimulus

[9] Repetition of stimulus

Internal determinants of span of attention are: -

[1] Interest

[2] Basic drives

[3] Mental set

[4] Aim

[5] Meaning

[6] Habit

[7] Disposition and Temperament

[8] Past experience

[9] Emotion

[10] Social motives

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Theories of attention
 Treisman's Attenuation Model - In her experiments, Treisman demonstrated that
participants were still able to identify the contents of an unattended message,
indicating that they were able to process the meaning of both the attended and
unattended messages.
 Treisman carried out dichotic listening tasks using the speech shadowing method.
Typically, in this method participants are asked to simultaneously repeat aloud speech
played into one ear (called the attended ear) whilst another message is spoken to the
other ear.
 For example, participants asked to shadow "I saw the girl furniture over" and ignore
"me that bird green jumping fee", reported hearing "I saw the girl jumping over"
Clearly, then, the unattended message was being processed for meaning and
Broadbent's Filter Model, where the filter extracted on the basis of physical
characteristics only, could not explain these findings. The evidence suggests that
Broadbent's Filter Model is not adequate, it does - not allow for meaning being taken
into account.
Broadbent's Filter Model –
Broadbent (1958) proposed that physical characteristics of messages are used to
select one message for further processing and that all others are lost
- Information from all of the stimuli presented at any given time enters an unlimited
capacity sensory buffer. One of the inputs is then selected on the basis of its physical
characteristics for further processing by being allowed to pass through a filter.
- Because we have only a limited capacity to process information, this filter is
designed to prevent the information-processing system from becoming overloaded.
- The inputs not initially selected by the filter remain briefly in the sensory buffer
store, and if they are not processed, they decay rapidly. Broadbent assumed that the
filter rejected the unattended message at an early stage of processing.
- According to Broadbent the meaning of any of the messages is not taken into
account at all by the filter. All semantic processing is carried out after the filter has
selected the message to pay attention to. So whichever message(s) restricted by the
bottleneck (i.e., not selective) is not understood.
Define span of attention:
The term “span of attention” refers to the numbers of object which can be grasped in

19
 one short presentation.
History of span of attention :
The term “span of attention” refers to the numbers of object which can be grasped in
one short presentation. Sir William Hamilton (1959) was the first to carry
experimental study in this field. Later on, serial studies were carried on revealing
significant facts. Dallerback (1929) studied the span of attention for dots, words,
figures and colors of found them to be 8,8,7,9, 3.9 and 3.0 respectively. Attention is
defined as the process which compels the individuals to select some particular
stimulus according to his interest and attitude out of the multiplicity of stimuli present
in the Environment. Thus, in short it is the selective activity of consciousness as a
process of getting an object of thought clearly before the mind. Span of attention
actually tells us that how many things can exist in the focus of consciousness at one
time in an individual. The span of Visual apprehension is observed through the
instruments named Tachistoscope. Tachistoscope is an apparatus designed to expose
objects for a brief space of time. A subject is given a momentary glance from 1/5th to
1/10th of a second on regular or irregular groups of dots or letter and is required to tell
how many he had observed. This instrument was manufactured by Hamilton and was
first used by Whipple.
 Tachistoscope are of four types: -
1. Tall Tachistoscope
2. Rotatory Tachistoscope
3. Pendulum Tachistoscope
4. Camera Tachistoscope
Meaningful words: Meaningful words are those words which are nothing but the
constitution of one or more than one letter of English alphabet which provide
complete meaning. The words refer to these words which are written on the card and
used in tachistoscope.
Non-Meaningful Words:
Non-Meaningful words are those words which are nothing but the constitution of one
or more than one letter of English alphabet which does not provide any meaning. The
words refer to these words which are written on the card and used in tachistoscope.

Method

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 Hypothesis
The span of attention for meaningful words is more than that of non-meaningful
words.

Preliminaries information
 Name – xyz
 Age – 23
 Gender - Male
 Education – Graduate
 Health - Healthy Material Required
 Apparatus: tachistoscope
 Flashcards of meaningful words
 Flashcards of non-meaningful words
 Plain sheets
 Pen/Pencil and graph sheet
Rapport Information
The participant was made to sit comfortably. The participant was engaged in an
informal conversation to make them feel relaxed. Once it was ensured that they are
comfortable, the experiment was introduced. The instructions for the experiment were
given to the participant. The participant was assured that their results would be kept
confidential and not shared with anyone. If the participant had any query, it was
addressed and the procedure was started.

Independent Variable: Cards of meaningful and non-meaningful words

Dependent Variable: Subject’s response in different trials.
Controls:
1. The environment was peaceful and appropriate for experimentation.
2. The distance between the subject and screen was maintained about one foot.
3. In each attempt the card was shown only after the shutter was connected
with……… 4. After the completion of showing meaningful words,
5 minutes rest was given to subject.
Precautions
1. Make sure that tachistoscope is placed at equivalent distance between the

21
 experimenter and the subject.
2. The flashcards should be made of the proper size.
3. The experimenter must move the board up from behind before placing the
flashcards in it.
4. Make sure that there is proper lighting and no noise in the lab.
Instructions: -
1. Get prepared when ready signal is given.
2. As soon as say “yes” focus your attention on screen on which you will see some
words.
3. Whatever you see you report it immediately.
Procedure
Adjust the tachistoscope so that it gives exposure of about 1/10 of a second. Let the
subject be seated comfortably in front of the tachistoscope. Make sure that the
exposed material is clearly visible. Then instruct him as follows: “When I say ready,
you will look attentively in the centre of this fixation board (point out). Here, a card
containing unrelated letters and small words will appear one at a time for fraction of
1/10 of a second. You have to see the content on the card closely and just after the
exposure you have to write this on response sheet (place answer sheet before him)
whatever you have seen. Reproduced material should be in the same order as
presented. Several cards will be shown to you one by one. Each time you try to do
your best.” Now present one card at time. Cards are to be placed behind the
tachistoscope so that they are not visible to the subject beforehand. Uplift the shutter
of the tachistoscope and place the appropriate card on the card holder. Before each
presentation, give ready signal. After 2 seconds, expose the card placed in the
tachistoscope. After each exposure, allow sufficient time to write the presented
material. Meanwhile, change the card for the next trial. Between two trials, allow one
minute time interval to control the factor of eye strain.
Introspective Report
“I enjoyed the experiment. I’d thought it’d be some boring experiment and I’d be able
to do it without much effort, but it was harder than I’d thought. But that made it all the
more exciting.”
Observational Report
The participant was excited about the experiment. He found it a little hard to get used
to the speed of the flashcards, but adapted soon. His performance was good in both

22
 the experiments.

Result:

As stated above, the percentage of meaningful words was 92.31% and for non-
meaningful words 89.3%. The number of meaningful words repeated incorrectly were
4 out of 52 i.e., 7.6% versus the number of non-meaningful words repeated
incorrectly was 3 out of 28 i.e., 10.7%.

Discussion:

The aim of the experiment was to measure the span of attention of the participants
with the means of meaningful and non-meaningful words. The result of the
experiment showed that the percentage of meaningful words was 92.31% and for non-
meaningful words 89.3%. The number of meaningful words repeated incorrectly were

23
 5 out of 52 i.e., 7.69% versus the number of non- meaningful words repeated
incorrectly was 3 out of 28 i.e., 10.7%. The hypothesis of the experiment was that the
span of attention for meaningful words is more than that of Non- meaningful words
which was proven true based on the result discussed above. The literature discussed
before the conduction of the experiment is an advanced set of studies that move on to
include more factors into the span of attention. These studies however, do work on the
basis of the theories of attention discussed in this paper and otherwise.
Conclusion

In conclusion, the experiment was successful and the hypothesis was proven true. It
was an easy experiment to do with not many factors included and with minimal
interference.

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 PRACTICAL – 4
SOCIOMETRY

AIM – To assess the interpersonal attraction among student with the help of sociometry
developed by Dr. Bina Srivastava which is an adaptation of Morena sociometric test.

INTRODUCTION – Relationships with the individuals around us are key to one’s social
existence. Any given interaction is characterized by a certain level of intensity, which is
conveyed by individual and interpersonal behaviour, including the more subtle nonverbal
behavioural information of interpersonal attraction.

Interpersonal attraction is the attraction between people which leads to friendships and
romantic relationships. Interpersonal attraction has been an important topic of research in
psychology, because humans are social animals, and attraction serves an important
function in forming a social network, which in turn provides security and satisfies
people’s need to belong to a social group.

When measuring interpersonal attraction, one must refer to the qualities of the attracted
as well as the qualities of the attractor to achieve predictive accuracy. It is suggested that
to determine attraction, personality and situation must be taken into account. Many
factors leading to interpersonal attraction have been studied. The most frequently studied
are: physical attractiveness, propinquity, familiarity, similarity, complementarity,
reciprocal liking, and reinforcement.

Social Exchange Theory

People’s feelings toward a potential partner are dependent on their perception of rewards

25
and costs, the kind of relationships they deserve, and their likelihood for having a
healthier relationship with someone else. Rewards are the part of a relationship that
makes it worthwhile and enjoyable. A cost is something that can cause irritation like a
friend overstaying his welcome. Comparison level is also taken into account during a
relationship. This suggests that people expect rewards or costs depending on the time
invested in the relationship. If the level of expected rewards is minimal and the level of
costs is high, the relationship suffers and both parties may become dissatisfied and
unhappy. Lastly, the comparison of alternatives means that satisfaction is conditional on
the chance that a person could replace the relationship with a more desirable one.

Evolutionary Theories

The evolutionary theory of human interpersonal attraction states that opposite-sex

attraction most often occurs when someone has physical features indicating that he or she
is very fertile. Considering that the primary purpose of conjugal/romantic relationships is
reproduction, it would follow that people invest in partners who appear very fertile,
increasing the chance of their genes being passed down to the next generation. This
theory has been criticised because it does not explain relationships between same-sex
couples or couples who do not want children, although this may have something to do
with the fact that whether one wants children or not one is still subject to the evolutionary
forces which produce them.

Another evolutionary explanation suggests that fertility in a mate is of greater importance

to men than to women. According to this theory, a woman places significant emphasis on
a man’s ability to provide resources and protection. The theory suggests that these
resources and protection are important in ensuring the successful raising of the woman’s
offspring. The ability to provide resources and protection might also be sought because
the underlying traits are likely to be passed on to male offspring.

Applications and Limitations of Sociometry

The word sociometry came from the Latin “socius,” meaning social and the Latin
“metrum,” meaning measure. As these roots imply, sociometry is a way of measuring the

26
degree of relatedness among people. Measurement of relatedness can be useful not only
in the assessment of behaviour within groups, but also for interventions to bring about
positive change and for determining the extent of change.

The applications of Sociometry are-

1. To explore intra-group relationship which are hindering people producing business

results

2. To move your organizations from isolated business units to collaborative groups

3. To strengthen teams working in demanding situations

4. To surface and sort out issues of group conflict, trust and identity

5. To understand and address the "soft" and unspoken aspects of everyday group life

6. To develop appropriate behaviors for your ideal work culture

7. To integrate thinking, feeling and action in business relationships

8. To release the informal leadership abilities within your organization.

The limitations of Sociometry are-

1. In case of socio-metric technique, information provided is limited by nature of

socio-metric questions and the number of choices used.

2. The student does not reveal the why he goes on preferring or rejecting some friend
of the group.

3. The socio-metric data and results do not give any suggestion how to improve the
inter-personal relationship in the group.

4. It has limited use so far data collection about students is concerned.

5. It disappoints the isolate sometimes which is not desirable in the context of the
psychology of the isolate students.

SUBJECT PRELIMINARY –

27
The students of IMA 2 nd year were chosen as sample (random). The sample was limited to
10 students. All the students belong to the age group of 19-20 years and the sample
includes only females.

MATERIAL REQUIRED –

1. Sheets of paper 3. Sociometric matrix

2. Pencils/pens 4. Colour pens

INSTRUCTIONS –

The following instructions for the test given are you will be given A4 size blank sheet on
which you have to write down the names of three students with whom you would like to
participate in the experiment, write down the names of students in the order of preference
that means‚ in number one the name of the person you like the most, number two who is
less liked and number three least liked by you). You can't give the same rating to the two
members in a group. And you also have an option of denying to rate any member at all.
Write down the names of the members from this group only and ensure that all your
responses will be kept confidential with you.

PRECAUTIONS –

• Subjects should be comfortable

• Instructions should be made clear

• Confidentiality of the responses should be assured

• Sociometry matrix should be correctly filled

28
 • All stand measures should be taken care of

• The subjects must not be allowed to discuss among each other  The
subjects should not be allowed to choose themselves.

PROCEDURE –

Students were made to sit very comfortably and asked if the instructions were clear to
them. Following this, students were given a piece of paper to write down their responses.
Once they have written their responses, the paper was taken back from them and they
were appreciated for their cooperation. The group consisted of 10 members, each of
whom was assigned an alphabet from A to J. This procedure was carried out
confidentially.

INTROSPECTIVE REPORT -

Subject A- "I enjoyed a lot while doing this experiment. It was a bit confusing at first
since I was facing a difficulty to rank people according to my priorities but it seemed
very interesting."

Subject B- "The experiment made me curious about the process & it was rather mind
bending and it made me think a lot, I enjoyed it though."

Subject C- “I had a lot of fun doing this experiment. Even though it was a little
confusing for me to rank my priorities in sequence, this experiment was very interesting
to be a part of.”

Subject D- '' The experiment was very interesting and something new to me since I
haven't performed something like this before great overall.''

Subject E- " The experiment was new and very interesting but It felt a bit difficult to

29
rank people according to my priorities because all members were my friends and each
person has a different kind of bond with me so it was a bit difficult to rank my priorities
in sequence."

Subject F- "I enjoyed this activity very much. It was very interesting and overall
intriguing to rank people according to who I'd like to work with. All in all, a very fun
activity. "

Subject G- '' It was a very nice and interesting activity.''

Subject H- ''I enjoyed being a part of this experiment as it was fun and interesting. The
ranking part was a bit difficult but overall the experiment was very nice.''

Subject I- ''The experiment was a fun way to observe psychological phenomenon.''

Subject J- ''I really enjoyed doing this experiment . Even though initially it felt little
difficult to rank people in a sequence but overall it was really interesting.''

30
Rank 1- Score 3
Rank 2- Score 2
Rank 3- Score 1

SOCIOGRAM DEPICTING THE DATA FROM THE TABLE

31
From the result table it is observed that the highest score is 10 which is scored by one
subjects, followed by 8, scored by two subject, followed by 7, scored by one subject,

32
followed by 6, scored by one subject, three subjects scored 5, one subject scored 4 and
lastly, one subject scored 2.

Looking at the sociogram, it can be seen that there is one star of the group that is D and
two 2nd stars that is B and G, There is no one isolated in the group, and there are 8 mutual
choice which are (D&H), (G&E), (H&C), (A&F), (B&I), (A&B), (D&C), (J&G). Four
chains in the diagram, for 1 st preference (F H G J), for 2nd preference (I E F A) and
(A J E G) and for 3 rd preference (D I B F) Also, there are two triangles forming
which are (DIE) & (DHC).

DISCUSSION:

The aim of this experiment was to assess the interpersonal attraction among students with
the help of sociometry developed by Dr. Bina Srivastava which is an adaptation of
Moreno Sociometry Test.

This experiment is also similar to Leinhardt S., Holland P. (2010) The structural
implications of measurement error in sociometry, one of the literatures reviewed in this
experiment.

In the sociometric matrix, it was observed that the highest score was 10 which was scored
by D, the subject D was chosen by 4 other members (three 1 st preference, one 3 rd
preference). The second highest score was 8 which was scored by subject B & G with
other members preferences. Subject H scored 7. Subject C scored 6 with one 1 st and one
2nd preference and one 3 rd preference. Subject A, E and J scored 5, Subject I scored 4 with
two 2nd preference, lastly, Subject F scored 2 with two 3 rd preference.

The sociogram is the diagram that depicts the results in the table. From the sociogram, it
was observed that subject D is the star of group. The star of a group is the person with
highest number of preferences. The reason behind this could be that the student (D) was
well linked or popular in the group. Though Subject B was preferred more than Subject
G, they had equal number of preferences, which was the second highest of all. Hence,
Subject B and Subject G were the second stars of the group. A second star is the person

33
who has the second highest number of preferences.

A chain is formed when a person nominates another who in turn nominates another
person. In this sociogram, there are Four chains in the diagram, for 1 st preference (F H G
J), for 2nd preference (I E F A) and (A J E G) and for 3 rd preference (D I B F) .When a
chain comes back on itself by having the last person nominate the first one, it is called
triangle if it involves only three people. In this sociogram there is only two triangle, that
is (DIE) & (DHC). Thus, it was observed that the group had fine intrapersonal attraction.

CONCLUSION:

Relationships with the individuals around us are key to one’s social existence. Any given
interaction is characterised by a certain level of intensity, which is conveyed by
individual and interpersonal behaviour, including the more subtle nonverbal behavioural
information of interpersonal attraction.

Interpersonal attraction is the attraction between people which leads to friendships and
romantic relationships. The study of interpersonal attraction is a major area of study in
social psychology. Sociometry is a quantitative method for measuring social
relationships. It was developed by psychotherapist Jacob L. Moreno in his studies of the
relationship between social structures and psychological wellbeing.

This experiment was conducted to study the interpersonal attraction among students in a
group of 10 selected randomly. The results showed that there were stars and an isolate in
the group.

34
 PRACTICAL – 5

FAMILY PATHOLOGY SCALE

AIM - To assess the family pathology of an individual using Family Pathology Scale by Dr.
Vimala Veeraraghavan (Delhi) and Dr. Archana Dogra (Delhi).

INTRODUCTION –

Family is defined as the basic unit in society traditionally consisting of two parents rearing
their children. In India, family is considered as a social system. Sometimes, we can build such
close bonds with friends and neighbours that they feel like part of our family. Some families
include adopted children, stepparents and stepsiblings, or foster children. Family is about
creating strong relationships and providing a sense of meaning and belonging. It should be a
source of unconditional love and a resource for all of us to weather life’s changes and
challenges.

Having a family is very important for each individual. It helps them to meet physical and
emotional needs, model good values, provide protection, advocate for children’s need and
provide guidance in all areas of life.

Types Of Family

There are different types of family structures, each of which is equally viable as a supportive,
caring unit.

• Nuclear Family: also called a conjugal family, a nuclear family includes the parents
and their children living in the same residence or sharing the closest bonds.

• Extended Family: this type of family includes all relatives in close proximity, such as
grandparents, aunts, uncles, and cousins. In a family household that is extended, these
relatives typically live together and all share daily household duties. This type of family is
also called a joint family or multigenerational family depending on which members are
included.

• Complex Family: this type of extended family has three or more adults plus their
children. This type of family may be formed through divorce and remarriage, or it may be
formed through polygamy in societies where that practice is acceptable. Some families may
be complex even without formal legal bonds between the adults.

35
• Single Parent Family: this family type includes one parent and their children only. A
single parent family could be the result of a divorce, the death of one parent, or even a single
parent adoption.

FAMILY PATHOLOGY

Family pathology focuses on deficiencies in and deviations from salient family functions and
tasks.

Emergent Role of Families in Mental Disorder: Family is the main socializing agent for
the child and is important in all aspects of a human development. From family, an individual
gets emotional, financial, mental support and is able to cope with his/her problems with the
help of the members of the family. Scientific observations on mental disorders and mental
patients have indicated that family contributes significantly to the development of mental
disorders. The importance of the role of the family as a causative factor in the development of
mental disorders is getting more and more established, particularly over the past decade. It is
indicated that family has a crucial role in the development of mental disorders. Mental
disorders develop as a result of family pathology or faulty communication or interpersonal
relationship.

CAUSATIVE ROLE OF THE FAMILY - Mental disorders do not occur in a vacuum, they
develop in a family setup with family dynamics playing causative role.

In following areas family plays crucial role in the development of psychopathology: Several
types of specific parent child patterns appear with great regularity in children who show
emotional disturbances.

Some of these patterns are:

(a) Rejection: Rejection is manifested through physical neglect, denial of love and
affection, lack of interest in the child’s activities and achievements, failure to spend time with
the child and lack of respect for the child’s right and feeling as a person. In few cases, it also
involves cruel and abusive treatment. It shows that parental rejection tends to foster low self
– esteem, feeling of insecurity and inadequacy, retarded conscience and general intellectual
development, increased aggression, love lessness and inability to give and receive love. Cold
and rejecting mothers report persistent bedwetting, aggressiveness, slow conscience
development in their children6. Parental rejection is associated with diminished intelligence
during the early school years, discouragement and general inhibiting and suppressing effect

36
on child’s intellectual development and functioning. Parental rejection is a key factor
amongst children suffering from excessive fear.

(b) Overprotection and Restrictiveness: Maternal overprotection or “MOMISM”

involves the smothering of the child’s growth. Overprotective mother may keep watch on the
children constantly, protect them from the slightest risk, overly cloth and medicate them
more than necessary and take decision on their behalf on slightest opportunity and make up
their mind for them of the slightest opportunity. Such maternal reactions appear to represent a
compensatory type of behaviour in which the mother attempts to gain satisfaction through her
contact with the child. Such children are denied the much-needed opportunity for reality
testing and development of essential competencies. They became overanxious or have
excessive fears. Rigid enforcement of roles and standards give the child little autonomy or
freedom for growing his/her own way. It may foster well controlled, socialized behaviour,
but it also tends to nurture fear, dependency, submission, repressed hostility and some dulling
of intellectual striving. Over anxious youngsters are reported to have an over familiarizing
overprotective mother.

(c) The Disturbed Family or Home: Disturbed family may have certain characteristics
like the presence of parents who are fighting to maintain their own equilibrium and who are
unable to give the child the needed love and guidance. Exposure of the child to emotional and
faulty parental models and almost inevitably, the inclusion of the child in the emotional
conflicts of the parents. Disturbed homes have been associated with high incidence of
psychological disturbances among children. It represents a threat to his/her “base of
operation” and the only security he knows.

(d) The Antisocial Family: Here the family espouses values not accepted by the wider
community. The parents are overtly or covertly engaged in behaviour that violates the
standards and interests of the society at large. They provide undesirable models to the child.
Children in such families may be encouraged in dishonesty, deceit and other undesirable
behaviour patterns and imitate the behaviour and attitudes of their parents. Their social
interactions are shallow and manipulative. It has found that poor mental health in a congested
urban area, with a higher mental risk for children who disapproved of their parent’s character.

THEORIES –

The McMaster Model - The McMaster Model of Family Functioning defines the
dimensions, which may be assessed either by an observer applying a Clinical Rating Scale

37
(CRS) to a semi-structured interview of the family and/or by family members completing a
questionnaire, the Family Assessment Device (FAD).

Bowen’s Theory - Bowen family systems theory is a theory of human behavior that views
the family as an emotional unit and uses systems thinking to describe the unit’s complex
interactions. It is the nature of a family that its members are intensely connected emotionally.
Often people feel distant or disconnected from their families, but this is more feeling than
fact. Families so profoundly affect their members’ thoughts, feelings, and actions that it often
seems as if people are living under the same “emotional skin.” People solicit each other’s
attention, approval, and support, and they react to each other’s needs, expectations, and
upsets. This connectedness and reactivity make the functioning of family members
interdependent. A change in one person’s functioning is predictably followed by reciprocal
changes in the functioning of others. Families differ somewhat in their degree of
interdependence, but it is always present to some degree. The 8 concepts are Triangles,
Differentiation of Self, Nuclear Family Emotional System, Family Projection Process,
Multigenerational Transmission Process, Emotional Cut off, Sibling Position, Societal
Emotional Process.

DESCRIPTION OF THE SCALE - Family pathology scale was developed by Dr. Vimala
Veeraraghavan and Dr. Archana Dogra. The family pathology scale indicates the extent to
which maladaptive behaviour is present amongst the family members in their interaction with
each other i.e., between spouses and between parents and children. The Scale contains 42
items to be responded by the participant with ‘most often’, ‘occasionally’ and ‘never’ which
depict the behaviour of an individual in the family surroundings and his or her perception
towards the family members.
RELIABILITY OF THE SCALE
N RELIABILITY

SPLIT HALF 600 0.70

TEST-RETEST 600 0.79

VALIDITY OF THE SCALE - The face validity of the questionnaire appeared to be fairly
high, as the items were prepared following intensive interviews of 300 couples regarding the
extent of family pathology present in the family.

38
The content validity was adequately assured as only those items were selected for all the
initial scale for which there was complete agreement amongst the experts.

a. PRELIMINARY NAME:
PQRS
AGE: 50 YEARS

GENDER: FEMALE
EDUCATIONAL QUALIFICATION:

b. MATERIAL REQUIRED - Family Pathology Scale Questionnaire and Manual, Pencil,

Scoring Sheet

c. RAPPORT FORMATION - The subject was invited in the room and was made to sit
comfortably. It was assured that there was proper lightning, proper ventilation and no noise
in the room. An informal conversation was started so that he feels relaxed. Once the
subject got comfortable, the process of the test was started. Proper instructions about the
test were given to the subject. He (the subject) was informed that his responses will be kept
confidential. He was ensured that all his queries related to the test will be addressed.

d. INSTRUCTIONS - In this booklet, 42 statements are given which depict the behaviour of
an individual in the family surroundings and his perception towards family members. You
have to read each statement carefully and mark the tick on any of the tree response mode
against each statement.

e. ADMINISTRATION - This is self-administered scale. Respondents will give their

responses by marking tick on any of three: most often, occasionally and never. It will be
emphasized that nothing right or wrong about these items and respondents should answer
all the items genuinely. Many items are highly personal to the individual, so respondents
must be assured confidentiality. Both husband and wife must be asked to rate
independently scale.

f. INTROSPECTIVE REPORT - I honestly had a lot of fun doing this scale. It was quite
interesting

g. OBSERVATIONAL REPORT - The subject was nervous in the starting but after getting
the instructions properly, he got normal and was the same throughout the test.

39
h. SCORING - Items indicative of ‘high family pathology’ were given 3 by ticking ‘most
often’, ‘moderate family pathology’ given 2 by ticking ‘occasionally’ and ‘low family
pathology’ was given 1 by ticking ‘never’ response. Total score possible to obtain ranged
between 42-126, with higher score indicating higher family pathology and lower score
indicating reverse.
LOW PATHOLOGY/NO PATHOLOGY 42 – 63
MODERATE PATHOLOGY 64 – 98
HIGH PATHOLOGY 99 - 128

RESULT

The result obtained by both the

subjects is shown in the above
tables. Subject 1 scored 66
that means medium family
pathology according to the
FPS manual

RESULT TABLE -

RAW SCORE INTERPRETATION

66 MODERATE FAMILY PATHOLOGY
DISCUSSION - The aim of this scale was to measure the family pathology among the family
members using the Family Pathology Scale given by Dr. Vimala Veeraraghavan and Dr.
Archana Dogra. Family pathology focuses on deficiencies in and deviations from salient

40
family functions and tasks. Family is the main socializing agent for the child and is important
in all aspects of a human development. From family, an individual gets emotional, financial,
mental support and is able to cope with his/her problems with the help of the members of the
family. The score obtained by the subject was 61 which indicated a low pathology, which
means there is very little or no pathological behaviour among the family members.

CONCLUSION - The subject obtained a score of 61 which indicates a low/ no pathology.

PRACTICAL – 6
Memory Experiment

INTRODUCTION

Memory:
In psychology, memory is the process in which information is encoded, stored, and retrieved.
OR The faculty by which the mind stores and remembers
information.

Retroactive inhibition:
The tendency for the retention of learned material or skills to be
impaired by subsequent learning, esp. by learning of a similar
kind

EXPLANANTION

Memory:
In psychology, memory is the process in which information is encoded, stored, and retrieved.

41
OR
The faculty by which the mind stores and remembers
information.

The Three processes of memory:

From an information processing perspective there are three processes involved in the
formation or retrieval of memory:

 Encoding: or registration: receiving, processing and combining of received

information.
 Storage: creation of a permanent record of the encoded information.
 Retrieval : recall or recollection: calling back the stored information in response to
some cue for use in a process or activity.

STAGES OF MEMORY

Types of Memory:

1. Sensory Memory
Sensory memory holds sensory information for a few seconds or less after an item is
perceived.
There are three types of sensory memory:

 Iconic Memory is a fast-decaying store of visual information, a type of sensory

memory that briefly stores an image which has been perceived for a small
duration.

42
  Echoic Memory is a fast-decaying store of auditory information, another type of
sensory memory that briefly stores sounds that have been perceived for short
durations.
 Haptic Memory is a type of sensory memory that represents a database for touch
stimuli.

2. Short Term Memory

Short-term memory allows recall for a period of several seconds to a minute without
rehearsal. Its capacity is also very limited.

3. Long Term Memory

Long-term memory can store much larger quantities of information for potentially
unlimited duration (sometimes a whole life span). Its capacity is immeasurably large.

Types of long term memory:

Long term memory can be divided into 2 categories, Declarative and Non-Declarative.
 Declarative Memory
Declarative memory refers to memories which can be consciously recalled such as
facts and knowledge.
Declarative memory can be divided into two categories:

• Episodic memory, which stores specific personal

experiences. (E.g. remembering someone’s name).
• Semantic memory, which stores factual
information. (E.g., Meaning of a word)

 Non Declarative Memory

Refers to unconscious memories such as skills (e.g., learning to ride a
bicycle) It has further one type:

 Procedural Memory

43
 Procedural memory reflects our knowledge of how to perform certain
Skills and actions. (E.g., how to play cricket, how to swim) etc.
Theories of forgetting

Forgetting (retention loss) refers to apparent loss of information already encoded and stored
in an individual's long term memory:

1. Encoding failure
A theory that proposes that forgetting is due to the failure to encode the information
into long-term Memory.

2. Memory decay theory

A theory that proposes that forgetting is due to the decay of physical traces of the
information in the Brain; periodically using the information helps to maintain it in the
brain.

3. Wishful Forgetting
Wishfully pushing memory away not remembering/ recalling it i.e. painful memories.

4. Interference theory:
A theory that proposes that forgetting is due to other information in memory
interfering

a) Proactive interference: old information interferes

with the retrieval of newly-stored information
b) Retroactive Interference: newly-stored
information interferes with the retrieval of previously-
stored information

5. Repression
This theory proposes that that very threatening or anxiety-provoking material is often
unable to gain access to conscious awareness and is repressed.
6. Cue Dependent Forgetting
This theory proposes that forgetting occurs when the right cue is not available for
retrieving the memory. When a memory is encoded it leaves a memory trace which

44
 also stores information about the way we felt or the place we were in at the time of
encoding.
In order for this memory to be accessed again a retrieval cue (prompt) is required
HISTORICAL BACKGROUND
 Old research
Long-term memory, forgetting, and deferred imitation in 12-month-old infants

Long-term recall memory, as indexed by deferred imitation, was assessed in 12-

monthold infants. Independent groups of infants were tested after retention intervals
of 3 min, 1 week and 4 weeks. Deferred imitation was assessed using the
‘observation-only’ procedure in which infants were not allowed motor practice on the
tasks before the delay was imposed. Thus, the memory could not have been based on
re-accessing a motor habit, because none was formed in the first place. After the
delay, memory was assessed either in the same or a different environmental context
from the one in which the adult had originally demonstrated the acts. The findings of
recall memory without motor practice support the view that infants as young as 12
months old use a declarative (nonprocedural) memory system to span delay intervals
as long as 4 weeks.
 Recent research
Towards a Cognitive and Neurobiological Model of Motivated Forgetting
Historically, research on forgetting has been dominated by the assumption that
forgetting is passive, reflecting decay, interference, and changes in context. This
emphasis arises from the pervasive assumption that forgetting is a negative outcome.
This research presented a functional view of forgetting in which the fate of experience
in memory is determined as much by motivational forces that dictate the focus of
attention as it is by passive factors. A central tool of motivated forgetting is retrieval
suppression, a process whereby people shut down episodic retrieval to control
awareness. Behavioral, neurobiological, and clinical research were reviewed and
showed that retrieval suppression leads us to forget suppressed experiences. This
work provides a foundation for understanding how motivational forces influence what
we remember of life experience.
Problem:

To study the phenomena of retroactive inhibition by means of the experimental method

Hypothesis:

45
The subject will forget more when he/she spend the time interval between learning and recall
in learning another list.
Independent variable:
The list of nonsense syllables
The interpolated activity i.e. the learning of list B
Dependent variable:
The amount of saving/ retention or forgetting of the first list
The number of re-learning trials

Method and procedure:

1. Particulars of the subject ( name, age, gender,
qualification)
Name of subject: Zulekha Asif.
Age: 20
Gender: Female
Qualification: Intermediate (enrolled in BS)

2. Material and apparatus:

List of words, stop watch, pencil, and memory drum
3. Controls
 Syllables should not repeated

 Noise should be avoided with in the room

 difficulty level of each list should be same

 List must be kept hidden from the subject

Procedure:

 Control condition

Learn list A> rest for 15 minutes> recall list A

In the controlled situation, the subject was instructed to memorize list A by showing her
the list twice and then a 15 minute break was given. After the break, the subject was
asked to recall the list A. Trials and time were subsequently noted.

 Experimental condition

46
 Learn list B> interpolated activity learn list C>recall List

In the experimental condition the subject was instructed to memorize list B and right after
that was instructed to memorize list C (interpolated activity). After memorizing list C, the
subject was then asked to recall list B. Trials and time were noted subsequently.

Instructions to subject:

“ A series of non-sense syllables will be shown to you through a window in the memory
drum. A non-sense syllable is a combination of three letters without any meaning. After the
list has been presented once, the syllables will be shown again, but this time your task is to
anticipate each syllable i.e. to spell it out before it appears in the window. You are to spell
out the first syllable before it appears then second and so on through the entire list. We shall
continue this procedure until you have spelled out each syllable correctly on the same trial.”

Introspective report:
 Control
condition
The list was very easy. Initially I couldn’t memorize it, but slowly I picked up. I made
some hints to memorize like I made associations of the last words that helped me a
lot.

• Experimental condition
This one was obviously much more difficult than task of learning list A. I just
couldn’t memorize it and then learning another list was far more difficult. I made
sound associations in it. The experimenter was polite.

Hypothesis:
The subject will forget more when he/she spend the time interval between learning and recall
in learning another list.
Proof of hypothesis:
The hypothesis has been proved as the subject did forget two item in recalling list B. There
were only 2 trials with first having just 2 errors and second one having no errors.

The Analysis
• CONTROL CONDITION
• Learn list A>Rest or 15 minutes>recall list A

47
Time take for learning: 9 minutes 2 seconds.

Recalling list A

48
 List A Trial 1

TOF √
√
JEP √
√
MUN √
√
XIN √
√
RUP √
√
KAB √
√
LUZ √
√
YIM √
√
CIG √
√
HOF √
√
JEB √
√
SUQ √
√

Total trials of recall: 1 Total

time for recall: 30 seconds.
Total trials of control session:
Total time of control session: 9 minutes 32 seconds.
EXPERIMENTAL CONDITION

49
Total time of learning: 16 minutes 11 second Learning list C (Interpolated activity)

50
Total time of learning: 9 minutes

51
Recalling list B

List A Trial 1 Trial 2

FUM √ √
√ √
RIQ √ √
√ √
TOG X √
√
PAZ √ √
√ √
DAC √ √
√ √
BEJ √ √
√ √
QUS √ √
√ √
LIM √ √
√ √
FOC X √
√
ZUL √ √
√ √
QIX √ √
√ √
YAB √ √
√ √

Total trials of recalling: 2

Total time of recalling: 2 minutes 1 second.
Total trial in Experimental condition: 12
Total time of experimental condition: 27 minutes 12 seconds.

Discussion of the results:

According to the Interference Theory,
Forgetting is due to other information in memory interfering. It has two types,
• Proactive inhibition
• Retroactive inhibition.
Here in this experiment the phenomenon of Retroactive inhibition was being evaluated
which suggests that newly-stored information interferes with the retrieval of previously-

52
stored information but it wasn’t proved as the subject took only one trial to recall the
previously learned (before interpolated activity) list or material.
Thus, the hypothesis for the retroaction inhibition experiment has been proved in this case as
clearly evident from the tables shown above.

If we compare both the control and experimental conditions than we can see from the tables
that in control situation the subject took less trials in memorizing the list A i.e. three trials
and the recall took only one trial while in the experimental condition the subject took more
trials, almost double i.e. six trials in learning list B which showed that it was difficult for the
subject to memorize. Then the interpolated activity i.e. learning list C took 4 trials. Since the
memorization of list B was difficult for the subject it was expected that its recall after the
learning of list C, would be rather much more difficult and it was proved in way that there
were two errors in recalling list B, and the subject took two trial in recalling list B rather than
one trial.

If we talk about the memorization techniques used by the subject, than we can see that in the
controlled condition the subject has used the technique of forming associations in mind about
the last items of the list A, a phenomenon commonly known as RECENCY EFFECT in
which the lasts items are much easier to recall than middle or starting items because the last
items are given more focus as stated by the subject in the introspective report “I made some
hints to memorize like I made associations of the last words that helped me a lot.

In the experimental condition, a lot of difficulty was faced by the participant in memorizing
since two lists were involved, so it was seen that the subject has used the Sound Cues for
association and recall as stated by the subject in the introspective report “I just couldn’t
memorize it and then learning another list was far more difficult. I made sound associations
in it”.

The Extraneous variables that can be accounted for the difficulty in learning list B could be
the uncontrollable noise in the surrounding since the experiment was performed in a noisy
classroom however it cannot be accounted to distort the results. Learning of list A didn’t
display any effect of extraneous variables. Another extraneous variable could the fact that the
subject already knew what the experiment was all about and that could have an effect on
results.
CONCLUSION:

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In conclusion, the phenomenon of retroactive inhibition was not proved in this experiment
since the recall of list B after he learning of interpolated list C was not that difficult and
didn’t interfere much with the items of list B except for only two errors in the first trial.
Recency effect and sound cues were used as learning techniques to form associations. The
noisy environment can be accounted for a delay in learning of list B.

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