PSYCHOLOGY

PRACTICUM
CLASS XII
2024-25
This page is for student information. For Reading purpose only not be written
in practical file.

Things written with red ink in this document not to be copied in file. It is
instruction meant to be read by the students.

INSTRUCTIONS FOR PRACTICAL

( not(nFILE
1. Practical File should be neatly written.
2. Don’t use red or pink ink pen.
3. Underline headings with a black pen (not red or pink)
4. A suggested format for writing a psychological testing report is given.
5. Every practical report should follow the given format.
6. “Introspective Report” is the written report given by the subject regarding how
he felt about the test.
7. Behavioural observation is the examiner's i.e the test conductor’s
observation of the subject.
8. All the response sheets are to be kept safely, put in an envelope, and that
envelope is to be pasted in the file. (sample shown).
9. Conclusion should be very precise.

INSTRUCTIONS FOR PRACTICAL EXAM :

30 marks (not to be

Each student will be given two practicals for administration as well as for writing (full
report starting from” Problem” to “conclusion”).
a) Viva will be taken on an individual basis.
b) Read Practical file thoroughly.
 Format for Psychology Practical File (For information not to write in file)

ADMINISTRATION AND PREPARING REPORTS OF FIVE PSYCHOLOGICAL

TESTS

● Psychology Practical File with name

● CERTIFICATE
● INTRODUCTION TO PSYCHOLOGICAL TESTING
● PRACTICALS
• INDEX
• Cattell’s Culture Fair Test (CCFT)
• Maudsley Personality Inventory (MPI)
• Adjustment Inventory for School students
• Sinha’s Comprehensive Anxiety Test (SCAT)
• Sodhi’s Attitude Scale (SAS)

SUGGESTED FORMAT FOR WRITING A PSYCHOLOGICAL

TESTING REPORT. (THIS PAGE IS FOR INFORMATION NOT
TO BE WRITTEN IN PRACTICAL FILE)

Class XII Practical format

Practical Title

1. Aim :
2. Introduction
Basic Concept:

3. Method
● Material required :
● Description of the test :
o Preliminary Information:
▪ Name of the subject :
▪ Age
▪ Sex:
▪ Class:
▪ Date of conduction:
▪ Place of conduction:
4. Procedure

• Rapport formation
• Instructions
• Precautions
• Test administration
 • Introspective Report
• Behavioural observations
• Scoring

5. Results and analysis

6. Interpretation

7. Conclusion

8. Reference

NOTE: PRACTICAL FILE SHOULD BE HAND WRITTEN.

 PSYCHOLOGY
PRACTICAL FILE
(AISSCE SESSION 2024-25)

NAME :
CLASS:
BOARD ROLL NO:

(This page TO BE PRINTED on white sheet, and pasted On BLACK A4 Sheet by

the student OR CAN BE HANDWRITTEN ON PLAIN A4 WHITE SHEET IF YOU
HAVE GOOD HANDWRITING)
 CERTIFICATE
This is to certify that ___________ (your full name IN CAPITAL
LETTERS) of Class XII has worked and completed his/her
Psychology Practical File under my guidance and supervision.

This is for ALL INDIA SENIOR SECONDARY SCHOOL

CERTIFICATE EXAMINATION (AISSCE).
(SESSION: 2024-25)

Place: Delhi
Date:

Signature
Ms. Sneha Goswami
(PGT, PSYCHOLOGY)

(This page TO BE PRINTED on white sheet, and pasted On BLACK A4 Sheet by

the student OR HANDWRITTEN IF YOU HAVE GOOD HANDWRITING)
 PRACTICALS

INDEX

S. No. Name of the test Teacher’s Signature

Introduction to psychological testing

1 Cattell’s Culture Fair test (CCFT)

2. Maudsley’s Personality Inventory (MPI)

3. Adjustment Inventory for School students (AISS)

4. Sinha’s Comprehensive Anxiety Test (SCAT)

5. Sodhi’s Attitude Scale (SAS)

(To be handwritten by the student on ruled side of the practical sheet)

 INTRODUCTION TO
PSYCHOLOGICAL
TESTING

(This page TO BE PRINTED on white sheet, and pasted On BLACK A4 Sheet by

the student OR HANDWRITTEN ON PLAIN WHITE A4 SIZE PAGE IF YOU HAVE
GOOD HANDWRITING)
 Introduction to Psychological testing [WRITE WITH BLACK
PEN]

What is Psychology?
Definition
Psychology is defined formally as a science which studies mental processes, experiences and
behavior in different contexts.

Concept of Behavior, Experience and Mental Processes.

MENTAL PROCESSES

● We use our mental processes when we think or try to solve a problem, to know or
remember something.
● One level at which these mental processes are reflected is the brain activity. As we think
or solve a mathematical problem, our brain activities can be observed using different
techniques of brain imaging.
● However, we cannot say that brain activities and mental processes are the same, although
they are interdependent.
● Mental activities and neural activities are mutually overlapping processes but, they are
not identical.
● Unlike the brain, the mind does not have a physical structure or has a location. Mind
emerges and evolves as our interactions and experiences in this world get dynamically
organised in the form of a system which is responsible for the occurrence of various
mental processes.
● Brain activities provide important clues to how our mind functions. But the
consciousness of our own experiences and mental processes are much more than the
neural or brain activities. Even when we are asleep some mental activities go on.
Experiences

● Experiences are subjective in nature. We cannot directly observe or know someone else’s
experience. Only the experiencing person can be aware or be conscious of her or his
experiences.
● Thus, experiences are embedded in our awareness or consciousness. Psychologists have
focused on experiences of pain being undergone by terminally ill patients or of
psychological pain felt in bereavement, besides experiences which lead to positive
feelings, such as in romantic encounters.

● Experiences are influenced by internal and external conditions of the experiencer. If you
are traveling in a crowded bus during a hot summer day, you may not experience the
usual discomfort if you are going for a picnic with some close friends

Behaviour

● Are responses or reactions we make or activities we engage in. When something is hurled
at you, your eyes blink in a simple reflex action. You are taking an examination and can
feel your heart pounding.
● You decide to go for a particular movie with a friend. Behaviours may be simple or
complex, short or enduring. Some behaviours are overt. They can be outwardly seen or
sensed by an observer.
● Some are internal or covert. When you are in a difficult situation while playing a game of
chess you almost feel your hand muscles twitching, trying to experiment with a move. All
behaviors, covert or overt, are associated with or triggered by some stimulus in the
environment or changes that happen internally.

Behaviors are responses or reactions we make or activities we engage in. Examples of overt
behavior:

● Blinking of eyes when something is hurled at a person.

● Withdrawing the hand immediately after touching a hot pan.

Examples of covert behavior:

● The twitching of hand muscles while playing a game of chess. → pounding of heart
during an interview.
GOALS OF PSYCHOLOGICAL ENQUIRY

Description: It is important in scientific enquiry to describe a behaviour or a phenomenon as

accurately as possible which helps in its proper understanding.

Prediction: The second goal of scientific enquiry is understanding of a particular behaviour in

relationship to other behaviours, events or phenomena. It tries to predict their occurrences under
certain conditions with a margin of error. Prediction becomes more accurate with the increase in
the number of persons observed.

Explanation: The third goal of psychological enquiry is to know the causal factors or
determinants of behaviour and the conditions where the behaviour does not occur.

Control: If a person is able to explain why a particular behaviour occurs, the person can control
that behaviour by making changes in its antecedent conditions. Control refers to three things:
making a particular behaviour happen, reducing it, or enhancing it.

Application: The final goal of the scientific enquiry is to bring out positive changes in the lives
of people through application of a particular behaviour.

Steps in Conducting Scientific Research

1. Conceptualising a Problem: The researcher has to select a theme or topic for study. Then
narrows down the focus and develops specific research questions or problems for the
study. This is done on the basis of review of past research, observations, and personal
experiences. Next, they have to prepare a hypothesis or a tentative solution to the
problem.
2. Collecting Data: The second step in scientific research is to collect data. Data collection
requires developing a research design or a blueprint of the entire study. It requires taking
decisions about the following four aspects: participants in the study, methods of data
collection, tools to be used in research, and procedure for data collection.
3. Drawing Conclusions: The next step is to analyse data so collected through the use of
statistical procedures to understand what the data mean. This can be achieved through
graphical representations such as preparation of pie-chart, bar-diagram, etc. and by the
use of different statistical methods’ helps to verify the hypothesis and draw conclusions
by putting them into an appropriate context.
4. Revising Research Conclusions: The existing hypothesis is finally confirmed on the basis
of revision of data else, a new hypothesis is stated and tested by new data. The research
may also be revised in light of other researchers hence making it a continuous process
HISTORICAL BACKGROUND OF PSYCHOLOGICAL TESTING

Francis Galton (1822-1911) was the first scientist to undertake systematic and statistical
investigation of individual differences. He was preceded by other psychologists who were either
concerned with the problem of dualism of mind and matter or general problems and theories
rather than individual differences.

J. Muller (1801-58), a professor of physiology was especially interested in the physiology of the
senses and in reflex action and did significant experiments in space perception.

Wilhelm Wundt (1832-1920) established the first lab of psychology in 1879 at Leipzig,
Germany. He employed physiological methods and introspection in his research.

On the other hand, Senguin (1812-80) developed methods in the training of mental defectives.
His methods emphasized the development of greater sensory sensitivity and discrimination and
of improved motor control and utilization.
The term mental test was first employed by McKean Cattell in a publication of 1890. Cattell
tests were of memory, imagery, hearing, colour vision, reaction time etc.
Binet and Simon (1905) developed the first standard scale of intelligence to differentiate among
three levels of mental deficiency- moron, imbecile and idiot.
Shortly after 1916 the most significant occurrence in psychological testing was the development
of group tests. During World war I the government wanted to recruit individuals in the army by
means of psychological methods. So, two group tests were developed: Alpha Verbal Test and
Beta Non-verbal Test. This led to the use of psychological tests in various fields.

Aptitude testing also received impetus in world war I. Aptitude tests were developed to measure
an individual’s ability to perform a task of specific kind... In World War I aptitude tests were
used to select men for tasks requiring specific skills. This was followed by developing
Occupational Interest Inventory, test batteries (during World War II) personality tests, rating
scales etc. Since World War I the use of psychological tests has continuously increased.

IMPORTANT CONCEPTS
EXPERIMENT- A carefully controlled scientific procedure conducted to determine whether
certain variables manipulated by the experimenter have an effect on other variables.

HYPOTHESIS- A possible explanation for a behaviour being studied that can be answered by
an experiment or a series of observations. It can also be defined as a tentative answer to a
problem.

VARIABLES- Factors that can be varied and can assume more than one value.

INDEPENDENT VARIABLE- A variable that is controlled by the experimenter and is applied

to the participants to determine its effect.
DEPENDENT VARIABLE- A measurable behaviour that is exhibited by a participant and is
affected by the independent variable.

CONTROL GROUP- The group in which participants are treated identically to participate in
the experimental condition, except that the independent variable is not applied to them.

EXPERIMENTAL GROUP- The group in which independent variable is introduced

ADVANTAGES OF EXPERIMENTAL METHOD-

● It helps in discovering the causes of behaviour.

● It also helps in understanding cause and effect relationships.

DISADVANTAGES OF EXPERIMENTAL METHOD

● It cannot be used to study all kinds of behaviour.

● The experiments may produce results that do not apply in real life situations.
● They have low external validity.
● It is difficult to know and control all the relevant variables.

PSYCHOLOGICAL TEST- A psychological test is a standardized instrument designed to

measure objectively, one or more aspects of total personality by means of verbal or non-verbal
responses. Standardization means the test is objective, reliable and valid.

CHARACTERISTICS OF PSYCHOLOGICAL TEST

● STANDARDIZATION- The procedures are specified precisely, so that different testers

will follow the same procedures when they administer the same test to different subjects
this means that test performance of different people or the same persons at different times
or occasions can be compared directly. Standardized instructions are given in the manual.
The tester gives these instructions only to maintain the uniformity. The tester conducts
the test in a uniform way irrespective of their culture.

● OBJECTIVITY- Objectivity refers to the fact that if two or more researchers administer
a psychological test on the same group of people, both of them would come up with more
or less the same values for each person in the group. The items convey the same meaning
to everyone. Specific instructions and the procedure for administering the test are
specified. The impact of personal bias is kept under control.
● NORMS- Norm is an average score on a particular test made by a specific population.
Reference to a test table of norms enables us to rank an individual's performance relative
to his own age group.

● RELIABILITY- It refers to the consistency of the scores obtained by an individual on

the same test on two different occasions.
Types of Reliability
i) Test-Retest reliability- it is computed by finding co-efficient of correlation
 between the two sets of scores on the same set of persons. It indicates the temporal
stability or stability of the test scores over time.
ii) Split Half Reliability-It gives an indication about the degree of internal consistency of
the test. The test is divided into two equal halves employing an odd even method.

● Validity - The type of test being administered must measure what it is intended to
measure.

Psychological Tests

● Psychological testing refers to the administration of psychological tests. A psychological

test is "an objective and standardized measure of a sample of behavior". The term sample
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 language – Verbal tests, non-verbal tests, performance tests
(TO BE DONE BY STUDENT- WRITE A BRIEF DEFINITION FROM CLASS XII
NCERT CHAPTER 1 AND 2)

USES OF PSYCHOLOGICAL TESTS

• These are used primarily for analysis and determination of individual differences in general
intelligence, aptitude, personality traits etc.

● Psychological tests are also used for a variety of psychological, educational, cultural
studies of groups as well as study of particular individuals.
● Test provides very useful information for educational and vocational guidance.
● In schools, tests can be used to identify students with low as well high intelligence.
● It helps in knowing the causes of behavioural problems.
● In clinics, psychological tests are used for individual diagnosis of factors associated with
personal problems of learning, behaviour or specific interpersonal relations.
 ● In business and industry, tests are helpful in selecting and classifying personnel for
placement in jobs.

OBSERVATION

It is an effective method of describing behaviour. Witnessing an event and recording.

STEPS OF OBSERVATION

1. Selection- Psychologists select a particular behaviour for observation e.g. One may be
interested to know how children behaviour behave on their first day in school.
2. Recording- the researcher records the selected behaviour using different means such as
marking tallies for a behaviour, taking notes describing each activity in detail.
3. Analysis of data- Psychologists analyzes whatever they have recorded to derive meaning
out of it.

TYPES OF OBSERVATION

NATURALISTIC OBSERVATION- This refers to observations done in natural and real life
settings. The observer makes no effort to control or manipulate the situation. This type of
observation is conducted in schools and hospitals.
Controlled observation- this type of observation is doe in laboratory experiments. Participant
observation- In this type of observation the observer becomes a part of the group being observed.

Non- Participant Observation- In this type of observation, groups or people are observed from
a distance or through a camera.

ADVANTAGES OF OBSERVATION METHOD

• Researcher obtains data about a truly natural behaviour rather than a behaviour that is reaction
to an experimental situation.

DISADVANTAGES OF OBSERVATION METHOD

● It can be difficult and time consuming

● Controls are lacking
● Difficult to generalize results
● Scientific objectivity is lost if experimenter interacts with the participants

SURVEY METHOD

It is a technique for sampling a wide variety of behaviour and attitude e.g., finding out the
attitude of people towards family planning. The survey research uses different techniques like
interviews, questionnaires and observations etc.
It can also be used to predict behaviour. Researchers must be careful in choosing the sample.
Advantage- It enables researcher to describe the characteristics of relatively small sample and
the generalize that information to a larger population
INTERVIEW

It refers to a face to face conversation with a purpose to derive factual information, opinions
and attitudes etc. there can be two broad types of interviews- structured or standardized and
unstructured or non-standardized. A structured interview is the one in where the questions in
the schedule are written clearly in a sequence. In an unstructured interview the interviewer has
the flexibility to take decisions about the questions to be asked; the wordings of the questions
and the sequence in which the questions are to be asked. Questions can be either open ended
or closed ended. Closed ended questions have specified responses. Open ended questions can
be answered the way respondent wants to.

CASE STUDY

It refers to in-depth study of a particular case. The case can be an individual with
distinguishing characteristics or a small group of individuals having some commonality
among them, institutions and specific events. A case study employs multiple methods for
collecting information such as interview, observation and psychological tests. It provides in
depth information about a person’s life but at the same time validity in single case is quite
challenging

CORRELATION STUDIES

Correlational studies are done to find relationships between variables for prediction purposes.
The strength and direction of the relationship is determined by correlation coefficient and its
value can range from +1.0 to -1.0. The coefficient of correlation is of three types- positive,
negative and zero. A positive correlation indicates that as the value of one variable increases,
the value of other variable also increases. Negative correlation indicates as the value of one
variable increases, the value of other variable decreases. Zero correlation indicates that there
is no relationship between two variables.

QUESTIONNAIRE

It consists of a predetermined set of questions. The respondent has to read the questions and
mark the answers on the paper. Both open ended and closed ended questions can be used in the
questionnaire. The questionnaire is mainly used for collecting background and demographic
information, attitudes and opinions, and knowledge about a particular topic. It is the most
common, simple and low cost self-report method of collecting information.

FIELD EXPERIMENT AND QUASI EXPERIMENTS

In field experiment the researcher may go to the natural setting where the particular phenomenon
actually exists. For example teaching one group by demonstration method and other group by
lecture method and then comparing their performance. It is more time consuming and expensive.
In quasi experiment the independent variable is selected rather than varied or manipulated by the
experimenter for example in the experimental group we can have children who have lost their
parents in the earthquake and in the control group who experience the earthquake but did not
loose their parents.

STANDARD SCORES- It designated 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. Standard score can be of different
types like percentile rank, stanine, sten score etc.

PERCENTILE RANK

An individual’s percentile rank on a test designates the percentage of cases or scores lying below
it. E.g., P-20 means the individual is situated above 20 percent of the group fall below this
person’s rank.

STANINE – 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

 Practical 1
Cattell’s Culture Fair Test
(CCFT)
 Practical 1
CATTELL CULTURE FAIR TEST

Aim: To assess the intelligence quotient of an individual using Cattell’s Culture Fair test.
INTRODUCTION
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?

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.

Intelligence has been explained using various theories. The two broad category of intelligence
theories are

1. Psychometric theories which focus on the structure of intelligence. For example

Spearman’s Two factor theory, Thurstone theory of Primary Mental Abilities, Jensen
Level I and level II etc.
2. Information Processing theories are those which emphasis understanding the cognitive
processes involved in intelligence. For example Sternberg’s Triarchic theory, PASS
Model of Das, Naglieri and Kirby etc.

Cattell Culture fair test is based on theory proposed by Raymond B Cattell. He proposed that
there are two “g” factors, “gf” (for fluid intelligence) and “gc” (for crystallised intelligence).
Fluid intelligence includes the ability to think creatively, to reason abstractly, to make inferences
from data and to understand relationships. It can be measured by analogy and classification
problems. It is strongly influenced by heredity.
In contrast, crystallised intelligence includes what a person learns and retains from experience;
thus it is strongly influenced by environment. Tests of vocabulary and general information can
be used to measure crystallised intelligence.

Cattell’s Culture Fair test tries to measure fluid intelligence of the individual using variety of
subtests.

Intelligence tests can be classified into various types based of their mode of administration
(individual or Group test), based on nature of items (verbal, non-verbal and performance) and
based on whether they favour a particular culture or not (culture- fair and culture- bias). Culture
fair tests are those that do not discriminate individuals on the basis of different culture that they
belong to. They are constructed in such a manner that takes into experiences common to all
cultures. Non- verbal and performance tests help to reduce the cultural bias associated with
verbal tests. Cattell’s culture fair test is one such example.

METHOD

Materials Required:
Cattell’s culture fair manual, CCFT question booklet, answer sheet, scoring key, Stopwatch,
pencil and eraser.

Description of the test:

Cattell’s Culture Fair test is a non- verbal test which may be administered individual or in a
group and requires examinees to perceive relationships in shapes and figures. The test has two
forms – Form A and B. The reason two forms exist is mainly because of administrative
convenience. Generally both forms are administered to get a more precise result. But because of
time constraints one form can also be administered. Each form also has appropriate norm tables.

There are three scales of this test. Scale 1 is designed for use with children of 4-8 years of age.
Scales 2 and 3 can be used with children of 13 years and above.

The test consists of four subtests and each subtest has a time limit.

Typology Number of items Time allotted

Test 1 Series 13 3 min
Test 2 Classifications 14 4 min
Test 3 Matrices 13 3 min
Test 4 Conditions 10 2.5 min

Reliability of the test has been found to be high and consistent. Test-retest reliability of Scale 3
is .69. The test also has a high concept validity of .85. High Concept validity means that the test
is measuring well the concept that it was designed for in this case the intelligence factor “g”.
 Preliminary Information:
▪ Name of the subject :
▪ Age of the subject :
▪ Sex of the subject :
▪ Class :
▪ Date of conduction :
▪ Place of conduction :

PROCEDURE

Rapport formation: The subject was brought into the lab and seated comfortably. A friendly
conversation followed to make the subject feel at ease and decrease his/ her nervousness.

Instructions:
“In this booklet there are four tests which are like four different puzzles. There are no words in
them only drawings. Each of the tests has some practice questions that you have to do before you
start the test. First we will look at the examples together and then you can go ahead on your own.
Some of the questions at the end of the each test might be difficult but try as many as you can.
Even when you’re not sure mark the answer you think might be correct, rather than none. It’s
perfectly all right to guess if you don’t know the answer.
Please don’t turn any page until I tell you. You are to mark all your answer on the answer sheet
that you are provided with and not in the booklet. Each test has a time limit that you have to
strictly adhere to. At the beginning of each test I will say ‘start’ and the end I will stay ‘stop’.
You need to put down your pencil as soon as I stay stop. Your results will be kept confidential
and prior consent will be taken if they are being used for some other purpose.”

Precautions:
1. The room should be well illuminated and ventilated.
2. The seating arrangement should be comfortable.
3. Instructions should be made clear to the subject and his/her doubts should be clarified
4. It should be made sure that there are no marks on the booklets.
5. The time limit should be strictly followed.
6. The question booklet should not be opened until the subject has understood the instruction.

Test administration:
After making sure that the subject understood the instructions, the test material was provided to
her and the test began. After the test was completed, the answer sheet was taken for scoring.
Introspective report was taken from the subject.

Introspective Report: (as given by the subject .Write 3- 4 lines in your practical file. To be
written in first person example I found the test interesting……)

Behavioural observations: (Your observations of the subject. Write 3-4 lines in your practical
file . To be written after you have conducted the practical. )
Scoring:
After the test has been administered the raw score was obtained using the scoring key. The raw
score was then converted to IQ score using the appropriate norm table from the manual.

Result and Analysis (to be drawn on the blank side)

Typology Raw Score Total Score IQ

Test 1 Series
Test 2 Classification
Test 3 Matrices
Test 4 Typology

Interpretation:

The subject raw score on the first test is ____, on test 2 it is _____ on test 3 it is ______ and on
test 4 it is ______. The total raw score obtained is ________. The IQ of the subject is _______
which is considered to be _________ (high/ above average/average /below average/low)

Conclusion
The subject has a ____ (high/ average/ low) intelligence quotient based on Cattell’s culture fair
test of intelligence.

References
1. Cattell’s Culture Fair Manual
2. NCERT Psychology textbook, XII
 Practical 2
Maudsley’s
Personality Inventory
(MPI)
 Practical 2
MAUDSLEY PERSONALITY INVENTORY (M.P.I)

Aim: To assess personality of the subject on two dimensions using Maudsley personality
Inventory developed by H. J Eysenck.

INTRODUCTION

Basic Concept:

Personality refers to our characteristic ways of responding to individuals and situations.

Personality refers to unique and relatively stable qualities that characterize an individual’s
behaviour across different situations over a period of time. Personality is characterized by the
following features:
• It has both physical and psychological components.
• Its expression in terms of behaviour is fairly unique in a given individual.
• It is dynamic in the sense that some of its features may change due to internal or external
situational demands

Theories of Personality
A number of approaches and theories have been developed to understand and explain
behavioural differences among individuals and behavioural consistencies within an individual.
Following are the different approaches to understand personality:
1. Psychodynamic approach
2. Post Freudian approaches
3. Behavioural approach
4. Cultural approach
5. Trait and Type Approach

Type approach
The type approaches attempts to comprehend human personality by examining certain broad
patterns in the observed behavioural characteristics of an individual.
I. HIPPOCRATES- Sanguine, Phlegmatic. Melancholic and Choleric
II. TRIDOSHAS- Vata, Pitta and Kapha
III. TRIGUNAS- Sattva, Rajas and Tamas
IV. SHELDON- Endomorphic, Mesomorphic and Ectomorphic
V. JUNG- Extroverts and Introverts
VI. FRIEDMAN AND ROSENMAN- Type A and Type B Personality
VII. MORRIS- Type C and Type D personality

Trait Approach
These theories are mainly concerned with the description or characterization of basic
components of personality. Trait is considered as a relatively enduring attribute or quality on
which one individual differs from other.
a. Allport’s trait Theory
b. Cattell’s personality factors
c. Eysenck’s theory

Eysenck’s theory- He proposed that personality could be reduces into two broad dimensions
which are biologically and genetically based. Theses dimensions are:
Neuroticism vs. emotional stability- It refers to the degree to which people have control over
their feelings. Neurotic people are anxious, moody, touchy, restless and quickly lose control.
Emotionally Stable people are calm, even tempered, reliable and are in control of their emotions.

Extraversion vs. introversion- It refers to the degree to which people are socially outgoing or
socially withdrawn. Extraverts are active, gregarious and impulsive and thrill seeking. Introvert
people are passive, quiet, cautious and reserved.
Eysenck proposed a third dimension also psychoticism vs. sociability.

Methods of assessing personality- -

Personality assessment refers to the procedures used to evaluate or differentiate 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.

Self- Report Measures-

Self-report measures are fairly structured measures, often based on theory, which 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. For
example, The Minnesota Multiphasic Personality Inventory, Eysenck Personality Questionnaire,
Sixteen Personality Factor Questionnaire.

Advantages-
The self-report measures can be used for career guidance, vocational exploration, personal
counselling or personality development.

Limitations-
1. Social desirability is the tendency on the part of respondent to endorse items in a socially
desirable manner.
2. Acquiescence- is the tendency of the subject to agree with items irrespective of their contents.

METHOD

Material Required- MPI booklet, MPI answer sheet, MPI stencil, MPI manual, pencil, and
eraser.

Description of the Test- Maudsley Personality Inventory was developed by Eysenck. 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).

MPI is the result of many years of developmental work. It was designed to give a rough and
ready measure of two important personality dimensions: Neuroticism vs. emotional stability and
Introversion vs. extroversion. Each of these two traits is measured by means of 48 questions,
carefully selected after lengthy item analysis. The short form of MPI consists of 12 items, six
from each scale taken from long form of the scale.
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 the
extraversion scale, they lie between .75 and .85 with the majority above .80. Retest reliabilities
are available only on about 100 cases; they are .83 and .81 respectively. The correlation
between the long and the short M.P.I. scales are .86 and .87 respectively for N and E. The
Cattell’s neuroticism and introversion scales correlate 0.34 and .53 (forms A and B) and .65 and
.67 (forms C and D) with the corresponding M.P.I. scales.

The test has been standardized on different population. On normal population it has been
standardized on 1800 English and 1500 American students.

Preliminary Information –
▪ Name of the subject:
▪ Age of the subject:
▪ Sex of the subject:
▪ Class:
▪ Date of conduction:
▪ Place of conduction:

PROCEDURE
Rapport formation: The subject was brought into the lab and seated comfortably. A friendly
conversation followed to make the subject feel at ease and decrease his/ her nervousness
Instruction:
“Here are some questions regarding the way you feel and act. There are no right or wrong
answers because different people react in different manners for the same kind of experience.
Therefore, what you feel right is the most appropriate answer for you.
As you can see that every question has three possible answers; “yes”, “?” and “No”. You have to
decide whether “Yes” or “No” represents your usual way of acting or feeling, then put a (X)
mark in the box next to “yes” or “no”. If you find it impossible to decide, put a (X) mark in the
box next to “?”. But do not use this answer very frequently. Work quietly and do not spend too
much time over any question. Give the first natural answer as it comes to you. Of course, the
questions are too short to give you all the particulars you would sometime like to have, even then
give the best possible answer. Be sure not to skip anything and answer every question, somehow.
You should finish the entire questionnaire in not more than fifteen minutes. Therefore, work
quickly and remember to answer every question. Your answers will be kept confidential and
prior consent would be taken if used for some other purposes.”

Precautions:
1. The room should be well lit and well ventilated.
2. There should not be any noise in the room.
3. The seating arrangement should be comfortable.
4. There is no time limit.
5. Instructions should be made clear to the subject.
6. No item should be left unanswered.
7. It should be made sure that only one answer has been marked for each question.
8. It should be made clear to the subject that their answers must be marked inside the boxes.
9. Make sure that the key and questionnaire which is being scored are properly aligned; the
number in front of the questions on the inventory should correspond with the number of the key.

Test Administration: After making sure that the subject understood the instructions, the test
material was provided to her and the test began. After the test was completed, the answer sheet
was taken for scoring. Introspective report was taken from the subject.

Introspective Report – (as given by the subject. leave 3- 4 lines in your practical file
and write it when you have conducted the practical)

Behavioural observation: (Your observations of the subject leave 3-4 lines in your
practical file and write it when you have conducted the practical)
Scoring:
The inventory is scored directly from the test forms using translucent scoring key.
a) Check that each question has only one answer.
b) Place the left-hand side of this key over the front page of the Test Form, adjusting it to
position by means of the two “check stars”.
c) There are two raw scores (N and E) to be obtained from each side, left and right (i.e. front and
back pages). The answers can be seen through the boxes, count either 2 or 1, as indicated by the
number adjacent to the boxes.
d) To obtain the score for N, add the weights for the answers visible in the neuroticism vertical
strip and record the sum at the bottom of the back page under column N. Similarly, repeat this
process for extraversion also.
e) In case, N and E scores are required only on short scale, use this key for the front page only.
To obtain the total N and E scores on the long scale use the full key including front and back
pages

Result and analysis (to be drawn on the blank side of the sheet)
Dimension Raw Score Sten Score Interpretation
Neuroticism
Extraversion

Interpretation
Our objective was to assess personality of my subject on two dimension using Maudsley
Personality Inventory. My subject obtained a raw score of ___ and corresponding sten score of
___ on neuroticism dimension. The subject is emotionally stable/unstable and indicates that
subject is (mention the characteristics from NCERT chap 2)
On the second dimension of he/she obtained a raw score of ___ and corresponding sten score of
_____. This means he/she is extroverted/introverted and will show ______ (mention the
characteristics from NCERT chap 2)

Conclusion
The subject is_________ (high/low/average) on the neuroticism dimension and_______
(high/low/average) on Extraversion dimension.

References
i. MPI Manual
ii. NCERT Psychology Textbook, XII.
 Practical 3
Adjustment Inventory
for School Students
(Revised)
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.

METHOD

Materials required

AISS questionnaire, response sheet, scoring sheet, pen/pencil

History and description

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 `always`, `sometimes and ‘never’. Each item in the test
is scored as per the instructions given in the manual. The split half reliability of the test was
calculated to be 0.95 whereas test reliability of the test was found to be 0.93. The revised norms
of the test was established on 350 school children (200 boys and 150 girls) in the age group of
14 to 18 years in the state of Rajasthan and Uttar Pradesh.

Preliminaries

▪ Name of the subject:

▪ Age of the subject:
▪ Sex of the subject:
▪ Class:
▪ Date of conduction:
▪ Place of conduction:

PROCEDURE:

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 this activity you will be required to read a few statements For each statement three responses
are given i.e. `always`, `sometimes’ and ‘never’. Read the statement carefully and put a tick on
the box which is applicable to you. 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. Don’t leave any
question and try to complete as soon as possible. Although is no time limit for this test but try to
finish as soon as you are able. Your answers will be kept confidential and prior consent would be
taken if used for some other purposes.”

Precautions:
1. The room should be well lit and well ventilated.
2. There should not be any noise in the room.
3. The seating arrangement should be comfortable.
4. There is no time limit.
5. Instructions should be made clear to the subject.
6. No item should be left unanswered.
7. It should be made sure that only one answer has been marked for each question.
8. It should be made clear to the subject that their answers must be marked inside the boxes.
 9. Scoring should be done carefully using the scoring key.

Administration

After the instructions were given, the subject was asked to fill in 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.

Introspective Report : (as given by the subject. leave 3- 4 lines in your practical file
and write it when you have conducted the practical)

Behavioural report

The subject was calm while answering the questions. He/she did not take a long time in
completing the test. He/she was excited to know the result of his/her test.

Scoring

Scoring was done as per the instructions given in the manual. Each dimension has 20 items under
it. For some items, scoring was done as 2, 1, 0 while for some other items reverse scoring of 0,1
and 2 was done. After calculating the total raw score for each dimension, norms table from the
manual was used to interpret the score.

Result table (to be drawn on the blank side of the practical file)

Dimensions Raw Score Interpretation

Social

Emotional

Educational

Sum of all three dimensions: _________________________________

Interpretation:

My subject obtained a raw score of _________________ on social dimension which show he/she
has ______________(good/average/poor), adjustment. He/she has obtained __________raw
score on emotional dimension which indicates _________(good/average/poor) adjustment
and_________ on educational dimension which shows he/she has ___________(good/
average/poor).

Conclusion

My subject has a total score of _______suggesting he/she has _______ adjustment.

References

1. AISS Manual
2. NCERT Psychology textbook, XII
 Practical 4
Sinha’s Comprehensive
Anxiety Test (SCAT)
Aim: To assess the level of anxiety of the subject by using Sinha's Comprehensive Anxiety Test
by AKP Sinha and LNK Sinha.

Basic Concept:

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 approaches 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 the 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.

METHOD

Materials Required

SCAT questionnaire form SCAT manual, pen/pencil

Description of the test

SCAT was developed by A.K.P Sinha and L.N.K Sinha in 1995. The test consists of 90 items.
The scores obtained are classified in five categories ranging from extremely high anxiety to
extremely low anxiety. Test-retest reliability (N=100) is 0.85. and Split half reliability using odd
even method (N=100) is 0.92. Validity of the test is 0.62. Norms for the test have been prepared
on a sample of 400 college students of B.A. classes consisting of both the sexes-200 boys and
200 girls. Percentile norms are provided in Table 1 for boys and Table 2 for girls separately.

Preliminary Information

Name of the subject:

Age of the subject:
Gender of the subject:
Class:
Place of conduction:
Time of conduction:
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:

● In each item there are two options, `yes` or `no`.

● There are no right or wrong answers.
● Read the questions carefully and put a `x` for whichever option suits you the best.
● Give the first natural answer as it comes to you. When in doubt, give the best possible answer.
● Don’t leave any question and try to complete it as soon as possible.
● There is no time limit for this test. However, it takes 15-20 minutes to complete the test.

Precautions
1. The room should be well lit and well ventilated. There should not be any noise in the room.
2. Time of starting and finishing the test were noted.
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 .
6. Subject should be assured of confidentiality of test results.
Test Administration
After the instructions were given, the subject was asked to fill in the demographic details. The
subject was asked to check whether he/she left any items unanswered.
Introspective Report
The test was quite insightful and fun to do. The tester made me feel at ease.
[You can write the introspective report given by your subject]
Behavioural Observation
The subject was calm while answering the questions. He/she did not take a long time to complete
the test.
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. The total raw score is
then converted to percentile using norms table.
Result and Analysis ( to be drawn on the blank side )
 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 ______ and a corresponding percentile rank of_________ which means
he/she has _____________(high/moderate/low) anxiety.

Conclusion

My subject has ____________ (high/moderate/low) anxiety.

References

1. SCAT manual
2. NCERT textbook, Psychology
 Practical 5
Sodhi’s Attitude
Scale (S.A.S)
 SODHI’S ATTITUDE SCALE (S.A.S)

Aim: To assess the attitude of the subject towards various dimensions by using Sodhi’s Attitude
Scale.
Introduction
Basic Concept:

Attitude refers to an evaluation or judgment regarding an event, individual, object (attitudinal

object). Attitude consist of three components

i) Affective which is the emotional component

ii) Behavioural which refers to tendency to act
iii) Cognitive which refers to the thought process.

An attitude has four features:

a) Valence indicates whether an attitude is positive, negative or neutral.

b) Extremeness indicates the degree to which an attitude is positive or negative.
c) Simplicity or complexity refers to how many attitudes there are within an attitude
d) Centrality refers to the role of a particular attitude in the attitude system

Attitudes are formed due to the following factors-

1. Learning attitude by association

2. Learning attitude by being rewarded/ punished
3. Learning attitude through modeling
4. Learning attitude through group or cultural norms
5. Learning through exposure to information

Method

Material Required: SAS test Booklet, SAS answer sheet, SAS Manual, SAS scoring key, pencil
and eraser.

Description of the test:

Sodhi’s attitude Scale was developed by Dr. T. S. Sodhi in 1974. The scale was revised in 1983.
The scale is used to assess the attitude of students in various areas. The test consists of 71 items
which is divided into five areas. The five areas as follows-

i. Attitude towards Teachers and parents -12 items

ii. Attitude towards Discipline – 10 items
 iii. Attitude towards Life and Humanity – 19 items
iv. Attitude towards country – 10 items
v. Attitude towards Religion – 20 items
The test is extensively is used to conduct research studies in the field of sociology, psychology and
education.

Reliability of the test was established using 300 students. Test retest reliability method with an
interval of month was used.

Validity of each scale was established using three external criteria :

a) Opinion of teacher
b) Opinion of parents, and
c) Opinion of an individual
And then three validity coefficients were computed by the Pearson’s Product- Moment Method for
each scale area.

Norms: Percentile ranks for certain regions have been developed. The test was administered to a
total of 3000 students of 60 schools. Separate norms for boys and girls were developed.

Preliminary Information:

▪ Name of the subject:

▪ Age of the subject:
▪ Sex of the subject:
▪ Class:
▪ Date of conduction:
▪ Place of conduction:

Procedure

Rapport formation:
The subject was brought into the lab and seated comfortably. A friendly conversation followed to
make the subject feel at ease and decrease his/ her nervousness.

Instructions:
“In every item of the scale one statement is given and you can have three kinds of feelings about
each item. You may either agree with the statement or disagree with it or you may be
indifferent to the opinions given in it i.e. neither in favour nor against it or uncertain that is not
sure of your opinion. In case you agree with the statement, then on the answer sheet provided to
you go the statement and out of the three responses given i.e. (Yes), (?), (No) you should
encircle yes. In case you do not agree with the opinion then you should encircle no. If you are
indifferent or uncertain you should encircle the sign of (?). You are to encircle only one out of
three alternatives given in front of each item. No item is to be left undone. You may take your
 own time but test can generally be finished in 45 minutes. Your results will be confidential and
prior consent will be taken if used for other purposes.”

Precautions:
a) The room should be well lit and well ventilated.
b) There should not be any noise in the room.
c) The seating arrangement should be comfortable.
d) Instructions should be made clear to the subject.
e) No item should be left unanswered.
f) Subject shouldn’t consult others while giving his responses.
g) It should be made sure that only one answer has been marked for each question.
h) Scoring should be taken carefully appropriate norm tables are seen from the manual.

Test administration:
After making sure that the subject understood the instructions, the test material was provided to
her and the test began. After the test was completed, the answer sheet was taken for scoring.
Introspective report was taken from the subject.

Introspective Report: (as given by the subject .Leave 3- 4 lines in your practical file and write
it when you have conducted the practical)

Behavioural observations: (Your observations of the subject .Leave 3-4 lines in your practical
file and write it when you have conducted the practical)

Scoring:
a. Answer sheet has been designed for hand scoring. The value of ‘yes’ response is given and
serves as scoring key.
b. For each area only value of ‘yes’ has been given as + or -, against each item.
c. If the value shown for the item is positive and
i) The student has marked ‘Yes’ in his response, give him +1.
ii) If he has marked ‘No’ give -1.
iii) if he has marked sign of ‘?’ give him 0.
d. Conversely if the value shown for an item on the scoring key is negative and
i. The student has responded ‘Yes’ give him -1.
ii. If he has marked ‘No’ give him +1
iii. In case he has encircled the sign of ‘?’ give him 0.
e. Add the scores of items algebraically and that will be the score of the individual.
f. Each individual will get five separate scores on the five scales. These should be recorded of
the back page of the answer sheet.

Results ( to be drawn on the blank side of your sheet)

Part I II III IV V
Raw Score
Percentile

Analysis and interpretation

The subject obtained a raw score of ___ and percentile of _______on attitude towards teachers
and parents. He/she has a high/low/average on this dimension. He /she has a positive/negative
attitude towards his/her parents and teachers.

The subject obtained a raw score of ___ and percentile of _______on attitude towards discipline.
He/she has a high/low/average on this dimension. He /she has a positive/negative attitude
towards discipline.

The subject obtained a raw score of ___ and percentile of _______on attitude towards life and
humanity. He/she has a high/low/average on this dimension. He /she has a positive/negative
attitude towards life and humanity.

The subject obtained a raw score of ___ and percentile of _______on attitude towards country.
He/she has a high/low/average on this dimension. He /she has a positive/negative attitude
towards his/her country.

The subject obtained a raw score of ___ and percentile of _______on attitude towards religion.
He/she has a high/low/average on this dimension. He /she has a positive/negative attitude
towards religion.

Conclusion
The subject has positive attitude towards __________dimensions (mention the names) and
negative attitude towards _______ dimensions (mention the names)

References
1. SAS Manual
2. NCERT Psychology Textbook, XII.