Psychology Practical File Class Xii

Format for Psychology Practical File
1. Psychology Practical File with name, class and section and

board roll no. [Front page]
2. Index
S.No. Particulars Signature
1. Introduction to
psychological
testing
2. Raven`s Standard
Progressive
Matrices
3. Maudley`s
personality
Inventory
4. Adjustment
inventory for school
students
5. Sinha`s
comprehensive
anxiety test
6. Self-Concept
Questionnaire
Psychology practical Page 1

3. Introduction to Psychological testing [Heading page]
4. Psychological Tests
Psychological testingrefers to the administration of
psychological tests. A psychological test is "an objective and
standardized measure of a sample of behavior". The termsample
of behavior refers to an individual's performance on tasks that
have usually been prescribed beforehand.
Performance on the items produces a test score. A score on a
well-constructed test is believed to reflect a psychological
construct such as achievement in a school subject, ability,
aptitude, emotional functioning, personality, etc. Differences in
test scores are thought to reflect individual differences in the
construct the test is supposed to measure. The technical term for
the science behind psychological testing is psychometrics.
Types of tests
Tests have been developed to measure many different human
developments. They are classified as:

● On the basis of Administration – Group test and individual
test
● On the basis of Behaviour – Ability tests [Intelligence tests
and achievement tests], Personality Tests [structures
personality tests, projective techniques and behavioral
analysis]
● On the basis of context – Verbal tests, non-verbal tests,
performance tests
[Define the above-mentioned from chapter 1 NCERT
Psychology Book]
5. Fundamental Concept of Psychological Testing
Proper psychological testing is conducted after vigorous
research and development in contrast to quick web-based or
magazine questionnaires that say "Find out your Personality
Color," or "What's your Inner Age?" Proper psychological
testing consists of the following:
● Standardization - All procedures and steps must be

conducted with consistency and under the same
environment to achieve the same testing performance
from those being tested.
● Objectivity - Scoring such that subjective judgments
and biases are minimized, with results for each test taker
obtained in the same way.
● Test Norms - The average test score within a large
group of people where the performance of one individual
can be compared to the results of others by establishing a
point of comparison or frame of reference.
● Reliability - Obtaining the same result after multiple
testing. It refers to the consistency of scores obtained by
the same person when re-examined with the same test
with different set of questions at another time.
● Validity - The type of test being administered must

measure what it is intended to measure.
Types of Validity
Face Validity
Face validity is a measure of how representative a research

project is ‘at face value,' and whether it appears to be a good
project.

Content Validity
Content validity is the estimate of how much a measure

represents every single element of a construct.
Criterion Validity
Criterion Validity assesses whether a test reflects a certain set of

abilities.
● Concurrent validity measures the test against a benchmark
test and highcorrelation indicates that the test has strong
criterion validity.
● Predictive validity is a measure of how well a test predicts
abilities. It involves testing a group of subjects for a certain
construct and then comparing them with results obtained at
some point in the future.
Construct Validity
Construct validity defines how well a test or experiment

measures up to its claims. A test designed to measure depression
must only measure that particular construct, not closely related
ideals such as anxiety or stress.
6. Application of Psychological testing

a. Detection of specific Behavior
Psychological test is used to measure and to detect the abilities
of a person.

b. Individual Differences
A psychological test is used to measure the individual
differences, that is different between abilities of different
persons and the performance of the same person at different
time.
c. To diagnose by the Psychological Test
The psychological tests are usually used in clinical
psychology.In clinical psychology a test's function is to diagnose
mental disorders.So tests are used in mental hospitals and
coaching and guidance centers for the assessment and diagnose
of mental disorders.
d. Legal Classification
A psychological test helps in classifying a number of people into
different categories For example normal and abnormal, criminal
and innocent, intellectual and mental retarded, able and disable
etc.
e. Promoting Self Understanding
A psychological test provide standardized information about the
abilities, capabilities, aptitudes, potential competencies interest,
trait and states of a person which helps in understanding one's
personality and planning future prospective.
f.Program Evaluation
Effectiveness of a particular program is assessed by the
applications of some kind of test. This function is usually
performed by an achievement test.
g. Scientific Inquiry or Research
Some experts use tests for research purpose which provide
information about the mental level and personality of the
subject.
h. Military Selection
A closely related application of psychological testing is to be
found in the selection and classification of military personal.
From simple beginnings in the World War-I, the scope and
variety of psychological tests employed in military situations
underwent a phenomenal increase during World War-II.
Subsequently research on test development has been containing
on a large scale in all brands of the normed services.
i. Industry
In industry and business tests are helpful in selection and
classifying personal for placement in jobs that range from the
simpler semiskilled to the highly skilled, from the selection of
filling clerks and sales-person to top management for any of
these position, however test results are only one source of
information , though an important one.
Industrial and Organizational Psychology (also known as I-O
psychology, industrial-organizational psychology, work
psychology, organizational psychology, work and organizational
psychology, industrial psychology, occupational psychology,
personnel psychology or talent assessment) applies psychology
to organizations and the workplace.
Common research and practice areas for I-O psychologists

include:
▪ Job performance
▪ Job analysis
▪ Personnel recruitment and selection
▪ Performance appraisal/management
▪ Individual assessment (knowledge, skills, and ability testing,
personality assessment, work sample tests, assessment centers)
▪ Psychometrics
▪ Compensation
▪ Training and training evaluation/Development
▪ Employment law
▪ Work motivation
▪ Job attitudes (e.g., job satisfaction, commitment, organizational
citizenship, and retaliation)

▪ Human resources
▪ Organizational development (OD)
▪ Organizational research methods
▪ Technology in the workplace
▪ Group/team performance
▪ Employ safety and health
Essentially, industrial psychologists study the behavior of
employees in a work setting. Although industrial psychology
didn't begin until the 1920's, the discipline has evolved rapidly
and revolutionized the workplace within the last century.
Because the workplace is a social system, the application of
industrial psychology is useful in understanding its complexity.
j. Education
Psychological tests especially those of general intelligence and
of specific aptitudes have very extensive use in educational
classification, selection and planning from the 1st grade (and
sometimes earlier) through the university. Prior to World War-II
schools and colleges were the largest users of psychological
tests.
7. Pioneers of Psychology
Modern mental testing began in France in the 19th century. It
contributed to separating mental retardation frommental
illness and reducing the neglect, torture, and ridicule heaped on
both groups.

Englishman Francis Galton coined the terms psychometrics 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.Wilhelm Wundtestablished the first laboratory in
Leipzig of psychology in 1879 and employed introspection as a
method of studying the workings of the mind.
William James
Psychologist and philosopher William James is often referred to
as the father of American psychology. His 1200-page text, The
Principles of Psychology, became a classic on the subject and
his teachings and writings helped establish psychology as a
science. James also contributed to functionalism, pragmatism
and influenced many students of psychology during his 35-year
teaching career.
8.Various definitions:
● Percentile Rank – An individual`s percentile rank on a test
designates the percentage of cases or scores lying below it.
For e.g. Percentile 20 means the individual is situated
above 20% of the group fall below this person`s rank.
● Percentage – A rate, number or amount in each hundred.
Any proportion or share in relation to a whole.
● Stanine scores – According to this method the standard
population is divided into 9 groups. Stanine 1 is the lowest
and stanine 9 is the highest.

● Sten Scores – standard scores on a scale of ten.
● Standrard scores – It designates the individual`s position
with respect to the total range and distribution of scores.
The standard score indicates, in terms of standard deviation
how far a particular score is removed from the mean of the
distribution.
● Difference between test and experiment
Test Experiment
It is standardized instrument The researcher tries to
used to measure intellectual manipulate the situation and
and non-intellectual tries to prove or disapprove a
characteristics of an hypothesis
individual through verbal or
non-verbal measures
It evaluates certain attributes
It determines cause and
of an individual. effect relationship between
variables.
It does not have a hypothesis It has a hypothesis.
It is standardized and has It does not have norms and
norms. is meant for verification of
various principles.
Raven`s Standard Progressive Matrices

Raven`s Standard Progressive Matrices [RSPM]
Aim: To measure educative component of ‘g’ as defined in
Spearman`s Two factor theory using Raven`s Standard
Progressive Matrices.
Basic Concept:
Differences in the functioning of two individuals, dull vs bright,
quick vs slow, adaptive vs non-adaptive etc. can be attributed to
intelligence. But what is intelligence?
Many definitions have been given:
● Ability to adjust
● Ability to learn
● Ability to carry out abstract thinking
According to oxford dictionary, intelligence is the ability of
perceiving, learning, understanding and knowing.

Alfred Binet was one of the first psychologists to define
intelligence as the ability to judge well, reason well and
understand well. “It seems to us that in intelligence there is a
fundamental faculty, the alteration or the lack of which, is of
the utmost importance for practical life. This faculty is
judgment, otherwise called good sense, practical sense,
initiative, the faculty of adapting one’s self to circumstances.”
Wechsler defined it as the global capacity of an individual to
think rationally and act purposefully.
Thorndike had suggested three types of intelligence:
● Abstract intelligence – ability to deal with symbols,
words, formulas and numbers
● Social intelligence – ability to deal effectively with people
and capacity to behave in social situations.
● Concrete/mechanical intelligence – ability to deal
effectively with machines and equipments.
Charles Spearman proposed two-factor theory of intelligence.
According to this, intelligence consisted of general factor and
specific factor based on factor analysis. The `G` factor consists
of mental functions that are primary. In addition, individuals
have specific factors too.
Louis Thurstone proposed the theory of primary mental abilities
which staes that intelligence consists of 7 primary abilities,
which are:

● Verbal comprehension
● Spatial relations
● Numeric abilities
● Perceptual speed
● Word fluency
● Memory
● Inductive reasoning
Harvard professor Howard Gardner has identified eight different
types of intelligences that each individual has the capacity to
possess. The idea of multiple intelligences is important because
it allows for educators to identify differing strengths and
weaknesses in students and also contradicts the idea that
intelligence can be measured through IQ.
Visual/Spatial - Involves visual perception of the environment,
the ability to create and manipulate mental images, and the
orientation of the body in space.
Verbal/Linguistic - Involves reading, writing, speaking, and
conversing in one's own or foreign languages.
Logical/Mathematical - Involves number and computing skills,
recognizing patterns and relationships, timeliness and order, and
the ability to solve different kinds of problems through logic.
Bodily/Kinesthetic - Involves physical coordination and
dexterity, using fine and gross motor skills, and expressing
oneself or learning through physical activities.

Musical - Involves understanding and expressing oneself
through music and rhythmic movements or dance, or
composing, playing, or conducting music.
Interpersonal - Involves understanding how to communicate
with and understand other people and how to work
collaboratively.
Intrapersonal - Involves understanding one's inner world of
emotions and thoughts, and growing in the ability to control
them and work with them consciously.
Naturalist - Involves understanding the natural world of plants
and animals, noticing their characteristics, and categorizing
them; it generally involves keen observation and the ability to
classify other things as well.
Assessment of Intelligence
Standardized intelligence testing has been called one of
psychology's greatest successes. It is certainly one of the field's
most persistent and widely used inventions.
Since Alfred Binet first used a standardized test to identify
learning-impaired Parisian children in the early 1900s, it has
become one of the primary tools for identifying children with
mental retardation and learning disabilities. It has helped the
U.S. military place its new recruits in positions that suit their
skills and abilities.
In 1908, Alfred Binet gave the concept of Mental Age [MA]
which is a subject`s intellectual development with respect to

others of his/her age group. Chronological Age [CA] is the
biological age.
IQ = MA X 100
CA
History and description
It is the most common and popular test administered to groups
ranging from 5-year-olds to the elderly. It is made of
60 multiple choiceitems, listed in order of difficulty that’s why
it`s called progressive. The original form of the matrices was
first published in 1938. This test measures abstract intelligence
of an individual
The tests were developed for research purposes. Because of their
independence of language and reading and writing skills, and the
simplicity of their use and interpretation, they quickly found
widespread practical application. For example, all entrants to the
British armed forces from 1942 onwards took a twenty-minute
version of the SPM.
Reliability
Over forty studies dealing with the reliability of the SPM have
been reported in the literature. They cover very wide range,
many cultural groups and clinical as well as normal population.
Results have been summed up in the table 1.1

Age Range SPM Retest MHV Retest Correlation
[years] Reliability Reliability between SPM
and MHV
Scores
13+ -1 .88 .87 .57
Under 30 .93 .97 .60
30-39 .88 .91 .51
40-49 .87 .98 .45
50 and above .83 .90 .44
❖MHV – Mill Hill Vocabulary Scale – companion measure

to SPM and asses verbal reasoning ability in the general
population.
Validity
The concurrent and predictive validities of SPM vary with the
age, sex and the homogeneity of the sample and the conceptual
relevance of the criterion to which the SPM will be related and
the quality of its assessment. For English speaking children and
adolescents, reliable correlation of SPM with the Binet and
Wechsler Scales range from .54 to .86. Some American studies
with the adults have yielded very high correlations between
SPM and WAIS scores.
Preliminaries
Name:

Age:
Gender:
Class:
Place of conduction: Psychology Lab
Time:
Materials Required
SPM booklet, response sheet, SPM manual, pen/pencil
Precautions
1. Optimal conditions for testing were ensured before the test
begun
2. Time of start and finish were noted
3. If the subject got stuck on a question, then they should
move to the next question.
4. The tester should ensure that no question is left unanswered
Rapport Formation
Rapport was established between the subject and the tester, prior
to the test so that he/she could feel comfortable and at ease. In
such a state, she/he should answer the questions in a calm
manner and any doubts should be cleared before starting the test.
Instructions
The following instructions were given:

1. This is a test which consists of a booklet containing 5 sets,
each set has 12 items that sums up to be 60 items in total.
2. The difficulty level of the test increases progressively.
3. Attempt all the items.
4. Choose the correct item that you think is the right answer and
write it on the response sheet.
5. If you have any doubt, then clarify it right now.
6. There is no time limit but try to finish as soon as possible.
Test Administration
After the instructions were given, the subject was asked to fill in
the necessary details. The tester ensured that the instructions
were clear and understood.
Introspective report/Verbal Report
The subject wrote “The first three sets were quite easy but
gradually items became difficult and required high level on
concentration. Towards the end I didn’t feel like completing the
test.”
[You can write the introspective report given by your subject]
Scoring
The total no. of problems solved correctly were scored which
was calculated with the help of the answer key. Thereafter, a
single score is obtained by adding the total scores of the five
columns. The percentile score and grade corresponding to this
are noted down from the manual for analysis.
Discrepancy score – The difference between the score a person
obtains on each set and that normally expected for his total score
is called the discrepancy score shown numerically as:
Sets Set - A Set - B Set - C Set - D Set - E
Actual
Score
Expected
Score
Discrepanc
yScore
Total score:
Percentile:
Grade:
Interpretation
The aim of administrating the SPM was to access the level of
mental ability of the subject. SPM is a test of person`s
capabilities of abstract reasoning at the time of the test. This is
done by providing figures/patterns and measuring the ability to
figure out patterns between them.
The subject`s raw score was _______ which corresponds to
____ percentile and grade _____.

Conclusion[For Grade – 1]
The subject`s score shows that he is Intellectually Superior as
his score lies at 95th percentile for people of his age group. This
shows that he has the following characteristics:
● superior abilities to reason, generalize or problem solve,
high intelligence
● learns new things rapidly
● very perceptive, good sense of observation
● wide range of interests, overwhelmed by many interests
and abilities
● long attention span, sustains concentration on topics of
interest, persistent
OR [For Grade – 2]
The subject`s score shows that he has
Above-AverageIntellectual Capacity as his score lies between
90th Percentile- 75th percentile for people of his age group. This
shows that he has the following characteristics:
● Easily recognizes patterns
● Very good memory.
● Advanced reasoning skills
● More curious than most students. Asks a lot of questions
OR [For Grade – 3]
The subject`s score shows that he has AverageIntellectual
capacity as his score lies between 25th Percentile-75th
percentile for people of his age group. This shows that he has
the following characteristics:
● make judgments and form opinions autonomously
● better able to construct and handle abstractions
● They usually respond and relate well to parents, teachers,
and other adults.
● They exhibit an intrinsic motivation to learn
References
1. NCERT Psychology Textbook
2. SPM Manual, Author – J.C. Raven
3. Baron RA 2001/Indian Reprint Psych
4. Michael Egan, Mercury's Web: Some Reflections on
Following Nature across Time and Place
Standard
Progressive Matrices
Sets A, B,C, D, E
Name:
Date:

Place:
Class:
Age:
Gender:
Test Begun:
Test ended:
Ite A Ite B Ite C Ite D Ite E

m m m m m
no. no. no. no. no
.
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
10 10 10 10 10
11 11 11 11 11
12 12 12 12 12
Tot Tot Tot Tot Tot
al al al al al

Time Total Score Grade
Tested by: ___________________________
Standard Progressive Matrices

Correct Answers
Item No. A B C D E
1 4 2 8 3 7
2 5 6 2 4 6
3 1 1 3 3 8
4 2 2 8 7 2
5 6 1 7 8 1
6 3 3 4 6 5
7 6 5 5 5 1
8 2 6 1 4 6
9 1 4 7 1 3
10 3 3 6 2 2
11 4 4 1 5 4

12 5 5 2 6 5
Percentile Norms
Percentile Age 13-25 years
95 55
90 54
75 49
50 44
25 37
10 30
5 25
Interpretation of Results for RPM

Grade 1 – Intellectually Superior – If the score lies at or above
the 95th percentile for people of his/her age group
Grade 2 – Above average intellectual capacity – If the score lies
at or above the 75th to 90th percentile.
Grade 3 – Intellectual average – If the score lies between the
25th percentile and 75th percentile, if the score is greater than the
median and 3 -, if the score is less than the median.
Grade 4 – Below average intellectual capacity – If the score lies
at or above the 25th percentile 4-, if the score lies at or below the
10th percentile.

Maudley`s Personality Inventory
Maudley`s Personality Inventory

Aim: To assess the introversion-extraversion, emotional
stability-neuroticism dimensions of personality of the subject
using MPI.
Basic Concept:
According to Allport, personality is the dynamic organizations
within the individual that determine its behaviour.
Theories of Personality

❖Behavioral Theories
Behavioral theories suggest that personality is a result of

interaction between the individual and the environment.
Behavioral theorists study observable and measurable behaviors,
rejecting theories that take internal thoughts and feelings into
account. Behavioral theorists include B. F. Skinner and John B.
Watson.
❖Psychodynamic theories
Psychodynamic theories include Sigmund Freud's psychosexual
stage theoryand Erik Erikson's stages of psychosocial
development.Psychodynamic theories of personality are heavily
influenced by the work of Sigmund Freud, and emphasize the
influence of the unconscious mind and childhood experiences on
personality.
● Structure of Personality
According to Freud, personality is divided in three parts – Id,
ego and super-ego. Id operates on the pleasure principle, while
ego works on reality principle and super-ego works on the
morality principle.
● Division of mind
The mind is divided into three parts- conscious, pre-conscious
and unconscious.
● Psychosexual stages

Erikson believed that personality progressed through a series of
stages, with certain conflicts arising at each stage. Success in
any stage depended upon successfully overcoming these
conflicts.
❖Post/neo Freudian Approach
The Neo-Freudian psychiatrists and psychologists were a group

of loosely linked American theorists of the mid-twentieth
century, who were all influenced by Sigmund Freud, but who
extended his theories, often in social or cultural directions.
● Carl Jung

He was a Swiss psychiatrist and psychotherapist who
founded analytical psychology. The central concept of analytical
psychology is individuation—the psychological process of
integrating the opposites, including the conscious with the
unconscious, while still maintaining their relative autonomy.
Jung considered individuation to be the central process of
human development.
Jung created some of the best known psychological concepts,
including thearchetype, the collective unconscious, the complex,
and extraversion and introversion.
● Alfred Adler
His emphasis on the importance of feelings of

inferiority—the inferiority complex—is recognized as an
isolating element which plays a key role in personality
development. Alfred Adler considered human beings as an
individual whole; therefore he called his psychology "Individual
Psychology".
● Karen Horney
She was a German psychoanalyst who practiced in the United

States during her later career. Her theories questioned some
traditional Freudian views. This was particularly true of her
theories of sexuality and of the instinct orientation of
psychoanalysis. She is credited with founding feminist
psychology in response to Freud's theory of penis envy. She
disagreed with Freud about inherent differences in the
psychology of men and women, and she traced such differences
to society and culture rather than biology.

❖Humanist Theories
Humanist theories emphasize the importance of free will and

individual experience in the development of personality.
Humanist theorists emphasized the concept of self-actualization,
which is an innate need for personal growth that motivates
behavior. Humanist theorists include Carl Rogers and Abraham
Maslow.
❖Trait Theories
The trait theory approach is one of the largest areas within

personality psychology. According to this theory, personality is
made up of a number of broad traits. A trait is basically a
relatively stable characteristic that causes an individual to
behave in certain ways. Some of the best known trait theories
include Eysenck's three-dimension theory and the five factor
theory of personality.
Gordon Allport (1897–1967)

Gordon Allport was one of the first modern trait theorists.
Allport and Henry Odbert worked through two of the most
comprehensive dictionaries of the English language available
and extracted around 18,000 personality-describing words. From
this list they reduced the number of words to approximately
4,500 personality-describing adjectives which they considered to
describe observable and relatively permanent personality traits.
Allport organized these traits into a hierarchy of three levels:

● Cardinal traits dominate and shape an individual's behavior,
such as Ebenezer Scrooge’s greed or Mother Theresa’s altruism.
They stand at the top of the hierarchy and are collectively
known as the individual's master control. They are considered to
be an individual's ruling passions. Cardinal traits are powerful,
but few people have personalities dominated by a single trait.
Instead, our personalities are typically composed of multiple
traits.
● Central traits come next in the hierarchy. These are general

characteristics found in varying degrees in every person (such as
loyalty, kindness, agreeableness, friendliness, sneakiness,
wildness, or grouchiness). They are the basic building blocks
that shape most of our behavior.
● Secondary traits exist at the bottom of the hierarchy and are not
quite as obvious or consistent as central traits. They are plentiful
but are only present under specific circumstances; they include
things like preferences and attitudes. These secondary traits
explain why a person may at times exhibit behaviors that seem
incongruent with their usual behaviors. For example, a friendly
person gets angry when people try to tickle him; another is not
an anxious person but always feels nervous speaking publicly.
Cattel`s Classification

He believed that there is a common structure in which people
differ. This could be determined empherically by a statistical
technique. He then developed the Sixteen Personality
Factor Questionnaire (16PF), an assessment tool commonly
utilized today. The 16 personality traits include:
1. Warmth (A)
2. Reasoning (B)
3. Emotional Stability (C)
4. Dominance (E)
5. Liveliness (F)
6. Rule-consciousness (G)
7. Social Boldness (H)
8. Sensitivity (I)
9. Vigilance (L)
10. Abstractedness (M)
11. Privateness (N)
12. Apprehension/Apprehensiveness (O)
13. Openness to change (Q1)

14. Self-reliance (Q2)
15. Perfectionism (Q3)
16. Tension (Q4)
❖Type Approach
It is based on grouping people on the basis of psychological
traits. One of the first of these theories proposed by Hippocrates
grouped people on the basis of bodily fluids:
● Sanguine – Cheerful and confident
● Melancholic - depressed
● Choleric – Hot tempered
● Phlegmatic – Calm and slow
Friedman and Rosenman
They have classified individuals into Type A and Type B
personalities. The theory describes Type A individuals as
ambitious, rigidly organized, highly status-conscious,
sensitive, impatient, take on more than they can handle, want
other people to get to the point, anxious, proactive, and
concerned with time management. People with Type A
personalities are often high-achieving "workaholics", push
themselves with deadlines, and hate both delays and
ambivalence.
The theory describes Type B individuals as a contrast to those
of Type A. Type B personality, by definition, are noted to live
at lower stress levels. They typically work steadily, and may
enjoy achievement, although they have a greater tendency to
disregard physical or mental stress when they do not achieve.
When faced with competition, they may focus less on winning
or losing than their Type A counterparts, and more on
enjoying the game regardless of winning or losing. Unlike the
Type A personality`s rhythm of multi-tasked careers, Type B
individuals are sometimes attracted to careers of creativity:
writer, counselor, therapist, actor or actress.
Hans Eysenck: Three Dimensions of Personality
British psychologist Hans Eysenck developed a model of

personality based upon just three universal trails:
Unlike Allport and Cattell, theorist Hans Eysenck only included

three general traits in his list. They are:
1. Introversion- Extraversion
As in Carl Jung's personality type theory, Eysenck classified

people as either introvert, those who directs focus on inner
world, or extravert, those who gives more attention to other
people and his environment.
2. Neuroticism-Emotional Stability
This category is synonymous to "moodiness versus

even-temperedness", where in a neurotic person is inclined to
having changing emotions from time to time, while an

emotionally stable person tends to maintain a constant mood or
emotion.
3. Pyschoticism
This dimension refers to the finding it hard to deal with reality.

A psychotic person may be considered hostile, manipulative,
anti-social and non-empathetic.
Methods of assessing personality
Personality assessment refers to the procedures used to evaluate

people on the basis of certain characteristics. The most
commonly used methods for assessing personality are –
psychometric tests, self-report measures, projective techniques
and behavioural analysis.
We are using self-report measures here, which are fairly

structured, often based on a theory, that requires subjects to give
verbal responses using some kind of rating scale. The method
requires the subject to objectively report his/her own feelings
with respect to various items. They are scored in quantitative
terms and are interpreted on the basis of norms developed for
the test. Examples – The Minnesota Multiphasic Personality
Inventory [MMPI], Eysenk Personality Questionnaire [EPQ]
and 16 Personality factor [PF]
❖ Advantages – Used for career guidance, vocational

exploration, personal counselling and personality
development.

❖ Disadvantages – Social desirability is the tendency on the
part of respondent to endorse items in a socially desirable
manner. Acquiescence is the tendency of the subject to
agree with items irrespective of their contents.
A questionnaire designed to measure two major dimensions of

personality, namely extraversion and neuroticism, according to
the theory of personality of the German-born British
psychologist H. J. Eysenck (1916–97), first propounded in his
books Dimensions of Personality (1947) and The Scientific
Study of Personality (1952). Eysenck published the test initially
in the journal Rivista di Psicologia in 1956. Later versions of it
were called the Eysenck Personality Inventory and the Eysenck
Personality Questionnaire. MPI abbrev. [Named after the
Maudsley Hospital in Denmark Hill, south London, where
Eysenck worked, and which in turn is named after the English
psychiatrist Henry Maudsley (1835–1918) who founded it].
Each of these two traits are measured by means of 48 questions.

Neuroticism refers to general emotional stability of a person, his
emotional over responsiveness and his stability to neurotic
breakdown under stress. Extraversion as opposed to introversion
refers to the out-going, uninhibited, sociable proclivities of a
person. The two dimensions are conceived of as being quite
independent: thus all the theoretically possible combinations of
scores may in fact be observed.
Reliability and Validity

Both split half and kuder Richardson reliability coefficients have
been calculated on many samples. For the neuroticism scale,
these values nearly all lie between 0.85 and 0.90; for
extraversion scale, they lie between 0.75 and 0.85 with the
majority above 0.80. Retest reliabilities are available only on
about 100 cases; they are 0.83 and 0.81 respectively. The
correlation between the long and short MPI scales are 0.86 and
87 respectively for N and E. The Cattel`s neuroticism and
introversion scales correlate 0.34 and 0.53 [forms A and B] and
0.65 and 0.67 [forms C and D] with the corresponding MPI
scales.
Preliminaries
Name:
Age:
Gender:
Qualification:
Time:
Materials Required
MPI manual, response sheet, MPI questionnaire form,
pen/pencil
Precautions

begun
3. The tester should ensure that the subject is not familiar with
the test.
4. Subject should be told that there is no correct answer.
5. Subject should not skip any item and use “?” only when
required. 5. Subject should be assured of confidentiality of
test results.
Rapport Formation
Instructions
● “There are some questions regarding the way you feel,
behave and react.”
● In each item there are three answers `yes`, `no` and `?`
● Don’t leave any question and try to complete as soon as
possible.
● There are total of 48 items in this test.
● There are no right or wrong answers
● Give the first natural answer as it comes to you. When in
doubt, give the best possible answer.
Administration
the necessary details. The tester ensured that the instructions
were clear and understood.
The MPI questionnaire was given to the subject and was
completed in less than 10-15 minutes. The raw score was
obtained after the subject completes the test.
Introspective report
The test was quite insightful and fun to do. The tester made me
feel at ease.
Scoring
The inventory is scored directly from the test forms. The raw
scores were converted into Standard Score through the Short
Scale and Long Scale Forms which was added to give a total
of ___________ for neuroticism and ______ for extraversion
respectively. All the items that are in `YES` are weighed as 2
[except the ones where NO is allotted 2] and `No` is scored as
1. All the `?` are scored 1.
Result table
Neuroticism Extraversion

Raw Score
Standard Score
[Sten Score]
Conclusion
Personality is the dynamic organization within the individual of
those psychophysical systems which determine his/her unique
and characteristic thought and behaviour. Trait is a relatively
enduring attribute or quality on which individuals differ from
one another. Extroversion is the outgoing, uninhibited and
sociable proclivities of a person. The subject’ raw score for
Extraversion = 42 [write your subject`s score here] and for Sten
score for Extraversion=10 [write your subject`s score here].
Since the Sten’s score was 10 [write your subject`s score here]
for Extraversion, she was seen as highly extraverted. She is
highly sociable, friendly, outgoing and enjoys interacting with
other individuals. The subject’s score for raw score for
“Neuroticism”=20 [write your subject`s score here] and for
Sten score= 5 [write your subject`s score here] .Since the Sten
score was 5 [write your subject`s score here] for “Neuroticism”,
she was seen to be neither extremely neurotic, nor extremely
emotionally stable, but was seen to be of average emotional
stability.
Note: (IF subject gets sten scores of 1,2,3 on neuroticism subject

is stable; if sten is 4,5,6,7, subject is of average stability and
8,9,10 then subject is unstable so describe accordingly. For
extraversion 1,2,3, subject is an introvert; 4,5,6,7, ambivert and
8,9,10, subject is an extravert )
References
● MPI manual
● NCERT psychology textbook
● A Dictionary of Psychology
● Baron RAC (2001)

[To be attached on a blank page opposite to conclusion section]
Interpretation Table
To interpret the scores, your E score and your N score are
plotted on a graph from which you can read your personality
characteristics. The nearer the outside of the circle you are, the
more marked are the personality traits.

MPI
Scoring Table
Neurotic Extraver
ism sion
Item no. Respons Score Item no. Respons Score
e e
2 1
3 4
6 5
7 8
10 9
11 12
13 20
15 26
17 28
19 32
21 34
23 38
25 42
27 44
29 46
31 48
33 14
35 16
37 18
39 22
41 24
43 30
45 36
47 40

Total Total
Raw Raw
Score Score
Convert Convert
ed Score ed Score
Scoring:
Yes – 2
No – 0
?-1
❖For items: 14, 16, 18, 22, 24,30, 36 and 40 scoring will be
Yes – 0, No – 2,? – 1
Norms for General population [combined] for short scale
Dimensi 1 2 3 4 5 6 7 8 9 10
ons
Extrave 0-3 4 5 6-7 8 9 10 11- - -

rsion 12
Neurotic - 0-2 3 4-5 6-7 8 9-1 11- - -
ism 0 12
1 2 3 4 5 6 7 8 9 10
Sten scores

Norms for General population [combined] for long scale
Dimensi 1 2 3 4 5 6 7 8 9 10
ons
Extrave 0-1 16- 19- 22- 25- 29- 32- 35- 38- 41-
rsion 5 18 21 24 28 31 34 37 40 48
Neurotic 0-3 4-8 9-1 14- 19- 24- 29- 34- 39- 44-
ism 3 18 23 28 33 38 43 48
1 2 3 4 5 6 7 8 9 10
Sten scores
Self-Concept Questionnaire

Aim: To assess the level of anxiety of my subject using Dr.
Saraswat`s Self Concept Questionnaire.
Basic Concept:
Self – It refers to totality of an individual`s conscious
experiences, ideas, thoughts and feelings with regard to himself
and herself.
The concept of self is created to help understand the personality
theory better.
How does self develop – a newly born child has no idea of its
self. As a child grows older, the idea of self emerges and its
formation begins. Parents, friends, teachers and significant
others play a vital role in shaping a child`s ideas about self. Our
interactions with other people, our experiences and the meaning
we give to them serve as the basis of ourself. The structure of
self is modifiable in the light of our own experiences and the
experiences we have of other people.
Personal Identity – It refers to those attributes of a person that
makes him different from others. For e.g. My name is
Sonal/Mohan
Social Identity – It refers to those aspects of a person that link
him/her to social or cultural group. For e.g. I am a Muslim

Self-concept – The way we perceive ourselves and the ideas we
hold about our competencies and attributes is also called
self-concept. This can be either positive or negative. A person
may have a positive view of her/his athletics or bravery but a
negative view of his academic talent. Studies indicate that by the
age of 6-7 yrs children seem to have formed seld esteem atleast
in four areas:
❖Academics
❖Social Competence
❖Atheletic competence
❖Physical appearance
Self-efficacy – refers to the believe of a person in his ability to
control life outcomes.
Self as subject and object – When self is described as doing
something [ I am dancer], it is a subject. On the other other hand
if it describes as an entity on which something is done, it is
described as subject.
Kinds of self
❖Personal self – this leads to an orientation in which one
feels primarily conserned with oneself.
❖Social self -the social self emerges in relation with others
and emphasizes such aspects of life as cooperation, unity,
sacrifice, support or sharing.

Self-regulation
It refers to the ability to organise and monitor our overt
behavior. People who are able to change their behavior
according to the demands of the external environment are high
on self-regulation.
The SCQ was developed by Dr. R.K.Saraswat and it provides
six separate dimensions of self concept, namely physical [view
about their body and health], social [sense of worth in social
interactions], temperamental [emotional state], educational [in
relation to school, teachers and co-curricular activities], moral
[moral worth] and intellectual [ awareness of their intelligence
and capacity to solve problems].
Reliability
Test – retest reliability is 0.85
Preliminaries
Name:
Age:
Gender:
Qualification:
Time:
Materials Required
SCQ manual, SCQ questionnaire form, pen/pencil
Precautions
begun
the test.
5. Subject should not skip any item
6. Subject should be assured of confidentiality of test results.
Rapport Formation
Instructions
● In each item there are five answer options, there are 48
items in total
possible.

● Read the questions carefully and a `√` for whichever option
suits you the best.
● There is no time limit for this test
Administration
the demographic details. The subject was asked to check
whether he/she left any items unanswered.
Introspective Report/Verbal report
feel at ease.
Behavioural report
The subject was calm while answering the questions. He/she did
not take a long time in completing the test.
Scoring
The respondent is provided with five alternatives to give his/her
responses ranging from most acceptable to least
acceptabledescription of his/her self concept. The responses are
in such a way that the scoring system for all the items will
remain the same i.e 5,4,3,2,1 whether the items are positive or
negative. If the respondents puts a tick mark fir first alternative

the score is 5, for second alternative the score is 4 and so on.
The summated score of all the eight items in each self-concept
dimension provide the total self-concept score for that
dimension. A high score on this indicates a higher self-concept
and vice versa. Now all the scores of each dimension will be
added to get the total score of an individual.
Scoring Table
Name
Age
Sex
Item No. A Ite B Item No. C Item D Ite E Item F
Physical m Tempera No. m No
No. mental Educati No. Intellec
Soc onal Mo tual.
ial ral
2 1 4 5 6 7
3 8 10 12 34 11
9 21 14 15 35 13
20 37 16 17 41 18
22 40 19 25 42 33

27 43 23 26 44 36
29 46 24 30 45 38
31 48 28 32 47 39
Total Tot Total Total Tot Total

al al
Interpret
ation
Sum of all areas: ______________________________

Interpretation: ________________________________
Interpretation and Classification of Raw scores for all

dimensions
Self- Concept Dimension Interpretation [Category]

Score
33 to 40 High Self-concept
25 to 32 Above average self-concept
17 to 24 Average self-concept
9 to 16 Below average self-concept
Upto 8 Low self-concept
Interpretation and Classification of Raw scores for total

self-concept
Raw score Interpretation
193 to 240 High self-concept
145 to 192 Above average self-concept
97 to 144 Average self-concept
49 to 96 Below average self-concept
1 to 48 Low self-concept

Analysis and interpretation
My subject got a score of ____ in the physical dimension which
means he/she has _____ self-concept of her/his own body, health
and physical appearance and strength. In social dimension my
subject got ____ self-concept which means he/she has ____
self-concept about her interpersonal skills and social
interactions. In temperamental dimension, he/she got a score of
___ which corresponds to ____ self-concept about his/her
emotional state and reactions. He/she got ____ score in
educational dimension which shows that he/she has ____
self-concept in relation to school, teachers and extra-curricular
activities. My subject got a score of ___ in moral dimension
which means he/she has ____ self-concept in his/her moral
worth. In intellectual dimension, he/she scored _____ which
corresponds to ____ self-concept in awareness about his/her
intelligence and capacity to solve problems.
Conclusion
My subject has a score of _____ in total self-concept which
means he/she has _____ self-concept
References
1. SCQ Manual
2. NCERT Psychology textbook, XII
3. Lavery, B.B. 1993, Psychology

Adjustment Inventory for School Students
Aim: To measure the adjustment of an individual using a

standardized test for adjustment by AKP Sinha and RP Singh.

Basic Concept
The concept of adjustment has originated from the term
`adaptation`. It is the process where an individual cope, responds
to their environment. The behavioural process by which humans
and other animals maintain a state of equilibrium by various
needs is called adjustment. It is how they cope with change in
the environment to act efficiently maintaining homeostasis.
James Denver defines adjustment as the modification to
compensate for or meet special conditions.
James. C. Coleman says that adjustment is the outcome of the
individual`s attempts to deal with the stress and meet his needs,
also his efforts to maintain harmonious relationships with the
environment
Adaptation is the action or process of adapting. It is also the
process of change by which an organism or species becomes
better suited to its environment.
Features:
❖Varies from culture to culture
❖Subjective in nature
❖Continuous process
In the present test, adjuatment is being measured by three
different ways:

❖Social – Man needs to be accepted by the society in which
he lives. He has to follow norms of the society to be
adjusted. He has to seek approval of the society and act
accordingly.
❖Emotional – An individual is emotionally adjusted if
he/she is happy with themselves, realizes his/her potential
and is content with what he/she has achieved.
❖Educational – An educationally well-adjusted person is
one who has an ability to think and innovate, he/she needs
to be happy in their academic achievements.
The AISS seeks to segregate well-adjusted school students
[14-18 years] from poorly adjusted students in 3 areas – social,
emotional, and educational. The test consists of 60 items where
the subject is required to answer in terms of `yes` or `no`. each
item in the test is scored as per the instructions given in the
manual. The subject can be classified into five categories in
accordance with the raw scores obtained by them in the
inventory. The five categories are
1. A – Excellent
2. B – Good
3. C – Average
4. D – Unsatisfactory
5. E – Very Unsatisfactory
Reliability

Split half – 0.95
Test retest – 0.93
Preliminaries
Subject`s name
Age
Gender
Class
Place of conduction
Materials required
AISS questionnaire, response sheet, scoring sheet, pen/pencil
Precautions
1. Optimal conditions for testing should be ensured before
starting the test.
2. No questions should be left unanswered
3. Instructions should be clearly given
Rapport Formation
The subject was made to feel comfortable. General questions
about the subject’s day and life were asked. The subject was
ensured that the results will be kept confidential.
Instructions
● In each item can be answered in `yes` or `no`
possible.
● Read the questions carefully
● There is no time limit for this test
Administration
the demographic details. It was ensured that all instructions were
clearly understood by the subject. The introspective report was
taken after the administration was done. The subject was asked
to check whether he/she left any items unanswered.
feel at ease.
Behavioural report
Scoring

Scoring was done as per the instructions given in the manual.
The responses of the subject was marked in the scoring sheet
under the three dimensions and actual response [AR] and
expected responses [ER] were tallied with one another. If the ER
and AR matched then given 1 mark and if it doesn’t match then
give 0 mark. After allotting the marks, total all the three
dimensions and interpret the scores from the result sheet.
Interpretation
Dimensions Total Score Result
Social
Emotional
Educational
Sum of all dimensions: _________________________________

Conclusion
My subject has a total score of ____ suggesting he/she has
_______ adjustment.
References
1. SCQ Manual
2. NCERT Psychology textbook, XII
3. Lavery, B.B. 1993, Psychology
AISS Scoring Sheet
Emoti Soc Educati
onal ial onal
Ite ER A Sco Ite ER A Sco Ite ER A Scor
m R re m R re m R e
No. No. No.
1 Y 2 Y 3 Y
4 Y 5 Y 6 Y
7 Y 8 Y 9 Y
10 Y 11 N 12 N
13 Y 14 Y 15 Y
16 Y 17 N 18 N
19 Y 20 N 21 Y
22 Y 23 N 24 N
25 Y 26 N 27 Y
28 Y 29 Y 30 N
31 Y 32 N 33 N
34 Y 35 Y 36 Y
37 Y 38 N 39 Y
40 Y 41 N 42 Y
43 Y 44 N 45 Y
46 Y 47 Y 48 Y
49 Y 50 N 51 N
52 Y 53 N 54 N

55 Y 56 N 57 N
58 Y 59 N 60 N
Tot Tot Tot
al al al
Classification of adjustment in terms of categories in the

three areas
Area Catego Description Male Female
ry [range of [range of
score] score]
A Excellent 1 & below 1 & below
B Good 2-4 2-5
Emotional C Average 5-7 6-7
D Unsatisfactory 8-10 8-10
E Very 11 & 11 &
unsatisfactory above above
B Good 3-4 3-4
Social C Average 5-7 5-7
D Unsatisfactory 8-10 8-10
E Very 11 & 11 &
B Good 3-4 3-4
Education C Average 5-7 5-7
al D Unsatisfactory 8-10 8-10
E Very 11 & 11 &
Classification of adjustment in terms of categories

Category Description Male Female
[range of [range of
scores] scores]
B Good 6-12 6-14
C Average 13-21 15-22
D Unsatisfactor 22-30 23-31

y

E Very 31 & above 32 & above
unsatisfactory
Sinha`s Comprehensive Anxiety test
Aim: To assess the level of anxiety of the subject by using

Sinha`s Comprehensive Anxiety Test by AKP Sinha and LNK
Sinha.
Basic Concepts
Anxiety is a vague, objectless fear or an uneasy feeling. It is an
apprehensive feeling which is typically accompanied by a

variety of psychological factors, including increase in heart rate,
drying up of mouth, muscular tension and rapid breathing.
Three kinds of anxiety
1. State anxiety – It describes the experience of
unpleasant feelings when confronted with specific
situations, demands or a particular object or event. It
arises when the person makes a mental assessment of
some type of threat. When the object or situation that
is perceived as threatening goes away, the person no
longer experiences anxiety. Thus, it’s a temporary
condition in response to some perceived threat
2. Trait Anxiety – It arises in response to a perceived
threat but it differs in its intensity, duration and the
range of situations in which it occurs. It refers to the
difference between people in terms of their tendency
to experience state anxiety in response to the
anticipation of a threat. People with a high level of
trait anxiety experience more intense degrees of state
anxiety to specific situations than most people do not
and experience anxiety toward a broader range of
situations or objects than most people.
3. Somatic anxiety– It is the physical symptoms of
anxiety, such as butterflies in the stomach. It is
commonly contrasted with cognitive anxiety, which is
the mental manifestations of anxiety or the specific

thought processes that occur during anxiety, such as
concern or worry.
Anxiety is observed to manifest itself in the following ways:
❖Health
❖Ambition
❖Social relationships
❖Future
❖Family
There are a number of approachers to study anxiety.
Psychodynamic approach, Karen Horney`s Basic anxiety and
behavioural approach.
Psychodynamic Approach
❖Freud was one of the persons who emphasized on the
study of anxiety. He believed that neurotic anxiety was
the result of a conflict between the id, ego and super ego.
❖The id consists of all biological/primitive impressions
based on pleasure principle.
❖The ego takes into account the external reality in the
shape of instinctive sexual and aggressive urges and the
morality related to it. Ego bridges the gap between id and
the super ego. Anxiety in this theory is an unpleasant
feeling of tension or worry that is experienced by the
person.
❖Super ego is based on moral principle and focuses on the
right/wrong as per the society.
Karen Horney`s Basic Anxiety
❖She was one of the few women psychologists in the early
psychoanalytic movement and disagreed with Freud
strongly over his views on differences between men and
women.
❖According to her, basic anxiety could result from a variety
of things including direct or indirect domination,
indifference, erratic behavior, lack of respect for the child`s
individual needs, hostile atmosphere at home and so on.
Behavioural Approach
❖This approach believes in ways in which anxiety becomes
associated with observation and learning by modelling.
SCAT is developed by AKP Sinha and LNK Sinha in 1995. The
test consists of 90 items which are to be answered in five
categories on the basis of score obtained on the extremely high
anxiety to extremely low anxiety.
Reliability
Test retest method – 1
Split half method – 1

Preliminaries
Name:
Age:
Gender:
Qualification:
Time:
Materials Required
SCAT manual, SCAT questionnaire form, pen/pencil
Precautions
begun
the test.
5. Subject should not skip any item
6. Subject should be assured of confidentiality of test results.
Rapport Formation

Instructions
● In each item there are two options, `yes` or `no`
possible.
● Read the questions carefully and put a `x` for whichever
option suits you the best.
● There is no time limit for this test.
Administration
the demographic details. The subject was asked to check
whether he/she left any items unanswered.
feel at ease.
Behavioural report

Scoring
Scoring can be done by hand, for any response indicated `yes`
score will be 1 and 0 for `no`. The sum of all positive responses
would be the total score of the subject.
Pages 2 3 4 Total
Raw Score
Interpretation
The aim of administering SCAT was to assess the level of
anxiety of the subject. My subject scored a total of ______
which means he/she has _________________ anxiety.
Conclusion
Raw score of my subject is ___ therefore he/she has
____________ anxiety.
References
1. SCAT manual
2. NCERT textbook, Psychology

Psychology Practical File Class Xii

Uploaded by

Copyright:

Available Formats

Psychology Practical File Class Xii

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Psychology Practical File Class Xii

Uploaded by

Copyright:

Available Formats

Format for Psychology Practical File

1. Psychology Practical File with name, class and section and

Psychology practical Page 1

Psychology practical Page 2

● Standardization - All procedures and steps must be

● Validity - The type of test being administered must

Face validity is a measure of how representative a research

Psychology practical Page 4

Content validity is the estimate of how much a measure

Criterion Validity assesses whether a test reflects a certain set of

Construct validity defines how well a test or experiment

6. Application of Psychological testing

Psychology practical Page 5

Common research and practice areas for I-O psychologists

Psychology practical Page 8

Psychology practical Page 9

Psychology practical Page 10

Raven`s Standard Progressive Matrices

Psychology practical Page 11

Psychology practical Page 12

Psychology practical Page 13

Psychology practical Page 14

Psychology practical Page 15

Psychology practical Page 16

❖MHV – Mill Hill Vocabulary Scale – companion measure

Psychology practical Page 17

Psychology practical Page 18

Psychology practical Page 20

Psychology practical Page 22

Ite A Ite B Ite C Ite D Ite E

Psychology practical Page 23

Tested by: ___________________________

Standard Progressive Matrices

Psychology practical Page 24

Interpretation of Results for RPM

Psychology practical Page 25

Maudley`s Personality Inventory

Psychology practical Page 26

Behavioral theories suggest that personality is a result of

Psychology practical Page 27

❖Post/neo Freudian Approach

The Neo-Freudian psychiatrists and psychologists were a group

Psychology practical Page 28

His emphasis on the importance of feelings of

She was a German psychoanalyst who practiced in the United

Psychology practical Page 29

Humanist theories emphasize the importance of free will and

The trait theory approach is one of the largest areas within

Gordon Allport (1897–1967)

Psychology practical Page 30

● Central traits come next in the hierarchy. These are general

Psychology practical Page 31

3. Emotional Stability (C)

7. Social Boldness (H)

10. Abstractedness (M)

11. Privateness (N)

12. Apprehension/Apprehensiveness (O)

13. Openness to change (Q1)

Psychology practical Page 32