Methodology

112
OPERATIONAL DEFINITIONS

Vigilance: Vigilance is defined as a form of sustained attention where alertness of an

individual is measured during a prolonged period of wait. Performance in vigilance task
involves responding to a rarely occurring stimulus in the midst of occurrence of other
buffer stimuli.

Obsession – Compulsion: Obsession compulsion is defined as a personality trait that

involves preoccupation with precision. But the preoccupation is not to a pathological
extent and cannot be termed as obsessive compulsive disorder. It is rather a
characteristic of an individual to preoccupy with finer details of a task.

Automated Warning: A warning system is a feedback mechanism within a

computerized program that automatically arises within the vigilance task to warn the
participants about their response errors. In this study the automated warning arises
whenever two consecutive response errors are made by the participant. An automated
warning system differs from providing knowledge of result to the participants in terms
of its suddenness and ability to evoke cortical arousal.

Induced Affective Tone: Induced affective tone corresponds to the emotional status
that is attempted to induce through application of affective stimuli. For this study video
clippings depicting different emotions were used. These video clippings were used to
evoke an emotion in the participant.

General Health: The term general health refers to general mental health of the
participant. It primarily excludes if the participant has got psychiatric morbidity or not.
Psychiatric morbidity means propensity toward pathology. By the term general health
it means whether any such propensity exist within the individual or not.

PARTICIPANTS

The participants were 311 adults of West Bengal, India selected using purposive
sampling technique. The participants consisted of three experimental groups and
113
paired with each experimental group was a normal control group taken. The three
experimental groups were- (i) Individuals with Hearing Impairment (HI), (ii)
Individuals with Visually Impairment (VI), (iii) Obsessive-compulsive disordered
patients (OCD) and each of the experimental group had a matched (iv) Normal control
group (N). They were denoted as NHI, NVI and NOCD respectively as matched group to
HI, VI and OCD samples. The participants were both males and females. The
participants were selected from middle to upper middle class habitants of Kolkata
(Market Research Society of India, 1988). The participants with HI (n1=61, Mean
Age=18.57 years, SD=2.62 years) and VI (n2=61, Mean Age=18.74 years, SD=3.26years)
were approached to the specialized institutions, i.e., to the blind schools and deaf and
dumb schools of Kolkata and Hooghly District respectively. For OCD patients (n3=30,
Mean Age=33.25 years, SD=12.27 years) the private as well as government hospitals
and clinics of Kolkata were approached. The clinically normal samples (n4 =159, Mean
Age =21.73 years, SD=5.25 years) were chosen randomly from higher secondary
schools or colleges or from professional institutions. The samples of each of the
experimental-control group pair were assessed according to their socio-economic
status, intelligence capacity, psychiatric morbidity, working memory functioning, and
clerical speed and accuracy scores. Measures on all these variables were controlled
statistically.

Educational standard was not taken as a matching variable in the study as individuals
with sensory impairment start schooling or institutional training much later than
individuals without disability. None of the participants were suffering from any other
physical or mental disability or disease. All the HI and VI participants had profound
deafness and profound blindness (90% - 100% impairment) respectively, as assessed
by the Medical Board of respective districts of West Bengal. The HI individuals had no
speech recognition and communicated only through sign language. Some of the
individuals with VI had hearing aid.

114
Selection Criteria

Inclusion Criteria
1. Age between 18-35 years

2. Belong to middle or upper-middle socioeconomic status. (Market Research

Society of India, 1988).

3. Diagnosed OCD according to the DSM IV-TR criteria, only for OCD sample group.
Patients with other co morbidity were not included in the study.

4. For OCD samples, a stabilized dose for at least three months, in case they had
been using anti-obsessive drugs.

5. Motivation (as per verbal report) and available time to participate in

experimental sessions.

Exclusion Criteria

1. Presence of any past psychiatric illness or organic disorder or chronic illness

(except OCD sample group).

2. Presence of any mental disability

3. Presence of any physical disability (Except HI and VI group)

4. Lack of motivation for the treatment or lack of time availability to attend the
sessions

TOOLS USED

Information Schedule: An information schedule is used to collect personal and

familial information about the subject. The schedule was prepared by the present

115
 investigator as per the requirements of the present study. SES has been categorized as
per the per capita income of the family which was categorized in 4 levels (i.e., score 1,
2, 3, 4 for each category) in ordinal scale.

1. GHQ: A Bengali adaptation (Basu and Dasgupta, 1996) of the 30-item General Health
Questionnaire (GHQ) of Goldberg (1972) was used as a unidimensional measure for
screening functional psychiatric illness to detect non-psychotic psychiatric
disturbances in a variety of settings.

Description of the Scale:

It was developed by Goldberg and Hiller (1979) to assess psychiatric morbidity among
normal subjects. In other words, it is a screening test aimed at detecting psychiatric
disorders among respondents. It consists of a total of 28 items and each item has got
four response alternatives.

Administration of the Scale:

This is a self-administering test, with the instructions to complete the same preceding
the scale. The test requires the subject to respond to each item on the basis of his/her
health during the past few weeks.

Scoring and Interpretation:

Scoring is done by G.H.Q. method (0-0-1-1) as suggested by Goldberg and Williams

(1988). Total score ranges from 0 to 28. In the study, cut-off point for psychiatric
morbidity was considered as 4/5 (Basu and Dasgupta, 1996).

Reliability and Validity:

Split-half reliability coefficient has been found to be 0.92 while test-retest reliability
coefficient has been found to be 0.77. Its specificity and sensitivity have been
established to be 87.0% and 91.4% respectively.
116
 Suitability of the test:

The test has been found to be suitable for the present study as a screening device for
“psychiatric morbidity” among normal controls because its items are easily
comprehensible, less time-consuming, and is easy to administer.

2. Slosson Intelligence Test - Revised For Children and Adults (SIT-R3): SIT-R3 (1998)
by R. L. Slosson, Revised by C. L. Nicholson, T. L. Hibpshman was used to measure
Crystallized Verbal intelligence for the VI and NVI sample groups. The 187 item test
was translated in Bengali and adapted according to Indian culture.

Scores

The SIT-R3 yields the following scores:

The Mean Age Equivalent (MAK) score: This score-is the mean raw score of those
in the standardization group at a particular age. For example, a raw score of 103 has
a MAE, of 12.3 years.

The Total Standard Score (TSS): This score represents a standardized score of that
age group based on the standardization sample. The mean is 100 and the standard
deviation is 16. The TSS is obtained by adding all the raw score points and going to
the table.

Tables are provided for the determination of these scores by age groups. The scores
have been smoothed and rounded. By using these standard scores one can compare
the client to the standardization sample, and make interpretations accordingly. To
determine the total standard score, one adds the total raw score points and then goes
to the appropriate age table, entering the raw score and reading the TSS to the right.
Equivalent percentiles. T-scores (mean = 50, SD = 10), normal curve equivalents
(mean = 50, SD = 21.06), Z-scores (mean = 0, SD = 1.00) and other standard
scores can be determined from Table provided in the test manual by entering the
appropriate TSS.

117
Directions for Administration and Scoring

This is an individual intelligence test and is not for group administration. It is to be

given to one person at a time. The time required to give and score this test varies from
about 10 to 15 minutes for the average person to 20 or even 30 minutes for the slow,
the very gifted or the person who is defective in certain areas while normal or high in
other areas. If the testing is starred and cannot be completed because of lack of time, it
can be continued another day. However, it is always best to try to finish it at one
setting if possible.

Where to Begin Testing: After reading the INTRODUCTORY REMARKS on the from
cover to the person being tested, turn to the questions and begin testing at the level
where you think he/she can successfully pass "10 in a raw" without making a mistake.
Begin testing at the items as suggested by the subjects age. Continue until a basal of ten
(10) correct responses are obtained. If necessary, begin at a lower level than indicated
and/or proceed backwards until ten correct answers are obtained. Continue resting
upwards until ten (10) incorrect responses or failures are obtained. At that point
discontinue testing. Mark the item on the answer sheet clearly with a "1” for a correct
answer and a "0" for an incorrect answer.

Determining the Basal Score: The level which is the highest in the "10 in a row"
series of successful passes, just before the first error, is called the BASAL SCORE. After
establishing the Basal Score, continue testing until the examinee misses ten (10) items
in a row. Discontinue testing.

Finding the Total Raw Score: After completing the administration, count the number
of items correct between the basal and ceiling item. To this add the basal item number,
giving credit to ail items below the basal item. This is the total raw score. Refer to the
Technical Manual and Norms Tables and follow the directions for obtaining the MAE,
and TSS scores. After obtaining these scores, enter in the spaces provided on the
answer sheet.

The TSS indicates the ability level of the subject in relation to others in the
standardization sample. Some guidelines for this level are as follows:
118
 Very Superior TS S - 14 and above
Superior TSS = 13
8 147
High TSS = 12 131
Above Average TSS = 2
11 119
Average TSS = 090 109
Below Average TSS = 080 89
Borderline M/H TSS = 69 79
Mild M/H TSS = 52 68
Moderate M/H TSS = 36 51
Severe/Profound TSS = 35 and below
M/H

A Brief Description of the SIT-R3 and Its Use with the Visually Impaired

The SITR3 can he administered to regular and special populations as well as, to the
visually impaired and blind with norms to include all populations. The Slosson
Intelligence Test-Revised (SIT-R3) is a screening test of verbal intelligence and does
not rely heavily upon visually loaded test items nor is the SIT-R3 dependent upon
test items which must be "seen" in order to be interpreted within its general scoring.

Alternative test item no's. 5, 7, 14, 17, 23. 109 are presented here in the test manual and
also in the Supplementary Manual for Use with the Blind or Visually Impaired. These
questions are used in conjunction with factually raised, heavily bolded stimulus items
(presented on separate 8 1/2" x 11" card stock), for use with individuals who are blind
or visually impaired with low vision.

With the exception of test item no's. 5, 7, 14, 17, 23, and 109 all other test items on the
SIT-R3 should he verbally administered to individuals who are blind or visually
impaired using the same test instructions as are used with sighted individuals. No
further alternative test instructions/questions are needed in administering other test
items on the SIT-R3.

Validity

Description and Rationale of t h e SIT - R

This current revision of the SIT-R uses calibrated norms (Slosson, 1998) to yield total
standard scores (TSS) by age level, 4 through adult. The calibrated norms divide
119
the Chronological Age (CA) every 3 months which is a refinement over the earlier
norms tables. The calibrated norms close to correspondence of the SIT-R to
approximate the national percentile, keeping the Mean at 100 and the SD at 16. These
calibrated norms represent closer approximation of the WISC III and S-B IV results
than do the 1991 norms, and are more likely to identify those students needing
further evaluation.

Construct Validity

The SIT-R is intended to be a screening test of intelligence specifically measuring the

verbal intelligence factor. The six domains from which SIT-R items were developed are
similar to items on verbal subtests by Wechsler, as well as to come of the aptitudes
used by Thorndike, Hagen, and Sattler on the S-B Fourth Edition. The items of the SIT-
R fit primarily into Cattell’s crystallized domain.

The domains can be defined as follows:

Global (g): Global ability is the composite of abilities, especially verbal abilities,
which enables an individual to learn and recalls information, communicate with
others, recognize likeness and differences, reason quantitatively and to apply these
abilities in solving unique problems and dealing effectively with the environment.

Crystallized: Crystallized ability is that intellectual ability as realized in one's

environment as a product of native ability, culture and life experiences. Crystallized
ability often reflects one's achievements in the culture.

Memory: Memory is the ability to recall information, including facts, what has been
learned, visual images, and other elements of experience. Memory may be either short
term or long term, depending on the time lapsed from the initial incident.

Crystallized intelligence is further divided into two major components: Verbal and
Quantitative.

120
Verbal ability can be defined as those components that reflect verbal skills which
compose crystal ability. These verbal skills enable the individual to cope with the
environment.

Quantitative Reasoning is the ability one has to make numerical comparisons, to

realize that one group of items is more or less than another, to do arithmetical
calculations and to reason mathematically. This is also fundamental to intelligence.
Even young children learn to think in some quantitative terms, such as more, less,
before, etc. As the child develops intellectually, amount and numbers are introduced,
then calculation and manipulation of numbers. The individual must be able to solve
quantitative problems.

The SIT-R model developed items in these classifications at every ability level, with a
goal of assuring that at least one item of each type was encountered by a subject within
every group of ten items. Subtests were not developed for these areas.

Content Validity

To measure the theoretical constructs of intelligence, SIT-R3 items were developed to

measure the following cognitive domains identified and defined below.

Vocabulary (VO): This area reflects ability to use, understand and define words orally.
Communication skills are dependent on vocabulary ability. Vocabulary tests, both
pictorial and oral, have been a mainstay for estimating ability quickly. There are many
tests that measure vocabulary only and most general tests of intelligence include a
vocabulary test. The vocabulary subtest on the Wechsler scale correlates well with the
verbal and full scale IQ's on all of his scales. The same is true for the S-B.

General Information (GI): This domain reflects the learning of cultural knowledge,
much of which is not explicitly or directly taught. It reflects the acquired knowledge of
the culture and environment. Although some of this might be taught directly, most
is just acquired. The information subtest does correlate well with the verbal and full
scale IQ's on the Wechsler scales, but not as well as the vocabulary subtest.

121
Similarities and Differences (SD): This cognitive area reflects one's skill in
determining common attributes of two dissimilar things or concepts and also some
uncommon attributes. It requires a comparison of two dissimilar objects or concepts,
noting their likenesses and differences. Concrete comparisons usually are at a simply
base level, not requiring abstract concept formation, Comparisons of concepts are at a
higher level. As children develop mentally their thinking moves from the concrete to
the abstract. This is fundamental to Piagets theory of intellectual development. Such
comparisons have been included on many tests. The Similarities sub-tests correlate
quite well on Wechsler's scales, but generally at a lower level than that of the
vocabulary and information subtests.

Comprehension (CO): This cognitive domain reflects one's knowledge of social

behavior, "common sense" and ability to interpret sayings and proverbs. It does
reflect social knowledge, how to act in certain situations, what one should do. In one
sense it reflects some form of social intelligence. However, knowledge of proper social
behavior does not guarantee behavior In a socially acceptable manner. Correlation
with total ability is relatively good on the Wechsler scales.

Quantitative (QN): This domain reflects ability to do mental calculations, remember

the essential numbers, determine the arithmetic process required and calculate the
correct answer. Similar subtests are included in many ability measuring instruments.
Jensen (1980} claims that it is not the material itself which relates this type of material
to intelligence, but rather the novelty of the material and its requirement for ingenuity
by the examinee in arriving at an answer. The arithmetic subtest correlates well with
the verbal and full scale IQ's on the Wechsler scales.

Auditory Memory (AM): This cognitive area reflects one's ability to remember and
repeat correctly a random series of digits, both forward and backwards, and several
sentences. Verbal short term memory is measured by these items. Memory tests have
been developed as stand alone tests. Most of these are short term memory and may be
either visual, verbal, motor or a combination. Some feel that short term memory may
not be important to intelligence as some other areas. On the WISC-R, the Digit Span
subtest is optional and is not included in the calculation of the IQs. Short term
122
 memory may not be as important to intelligence as long term memory. Generally,
memory subtests have the lowest correlation to the IQ.

All of these cognitive aptitudes (or very similar type of cognitive aptitudes)
have a long history in mental measurement and have been included in many
previous instruments, some going back to the original Binet and Army Alpha.
They have proven their worth, value, validity, and reliability over the years. The
following six domains of items were selected for inclusion on the SIT-R.

Reliability

Table: 1 Reliability Coefficients (KR-20) by Age Levels, SEM (in standard score terms)
and One half Confidence Intervals (in standard score terms) of SIT-R

Age N Kuder SEM One-half Confidence

Richardson 9
Interval 99%

4.0- 4.9 8 .89 5.23 1 13.493

5.0- 5.9 1
4 .90 5.11 1
0 13.183
6.0- 6.9 1 -91 4.78 9 12.332
7.0- 7.9 2
1 .93 4.11 0
8
. 10.603
8.0- 8.9 0
1 .94 3.91 .7 10.087
2
0 ..2
9.0- 9.9 1
1 .94 3.91 7
3 10.087
10.0- 10.9 4
1 .97 2.97 .5
0 7.662
3
0 0
5
.6
11.0- 11.9 8
7 .96 3.37 6 8.694
12.0- 12.9 0
1 .96 3.37 .1
6
5
0 8.694
2
5 6
.8
13.0- 13.9 7
4 .96 3.37 6
8
5 8.694
14.0- 14.9 0
8 .95 3.51 .5
6 9.055
6 6
.3
15.0- 15.9 6
4 .96 3.37 6
2
6 8.694
16.0- 17.9 5
9 .97 2.88 .3
5
0 7.430
8 6
.1
18.0-24.9 2 .96 3.37 6
0
8 8.694
25.0- 34.9 5
9 .95 3.53 .5
6
0 9.107
2 6
.5
35.0-44.9 1 .92 4.43 8
7
6 11.429
45.0-54.9 6
4 .88 5.50 .5
1
0 14.190
0
1 6
.8
9
55.0-64.9 4 .93 4.14 4
9 10.681
1 0
5
0
8
2 6
.8
1
.5
8
1
8
7
All of the traditional methods of estimating reliability are attempts to 1 demonstrate the
2
8
consistency with which test items measure some common factor. With 4 a test such as the
0
SIT-R, where dichotomously scored items are used to measure what is presumed to be a
relatively unitary trait, the appropriate estimate of reliability is Kuder Richardson Formula
123
20 (KR-20), an estimate of coefficient alpha for dichotomous items. Alpha is known to be
the mean of all possible split-half reliabilities (Lord and Novick, 1968).

Another traditional way of expressing reliability is the standard error of measurement

(SEM), which is computed directly from the index of reliability and the test's standard
deviation. Because the size of the SEM varies directly with the imprecision of the test, it can
be used to establish confidence intervals for test scores.

Related to the issue of reliability is test stability. This is a measure of the repeatability of a
test score over a period of time. During the norming process, the SIT-R was administered
twice, to a sample of 4l individuals with administrations one week apart, producing a
stability coefficient of .96.

In addition to age-indexed Kuder-Richardson 20 listed in Table 1, reliabilities for the total

group of subjects were generated using odd-even split-half with the Spearman-Brown
correction, Rulon (another split-half procedure), and KR-20. Results of these studies are
reported in Table 2,

Table: 2 Reliabilities, SEM (in standard score terms) and One-half Confidence
Intervals (in standard score terms) for Entire Sample of SIT-R

Method of Determining Reliability Reliability Sem One-half Confidence Interval

95% 99%
Split-half with Spearman-Brown .97 2.88 5.648 7.430
Correction Rulon Kuder-Richardson 20 .97 2.88 5.648 7.430
.96 3.37 6.605 8.694

Total Standard Scores (TSS's) give a score similar to an IQ, with a mean of 100 and a
standard deviation of 16. The SIT-R3 provides norms of two types. Mean Age
Equivalents (MAE's) give some guidance about the age at which a particulat score is
typical.

Total Standard Scores

Norm Table A of Technical Manual converts raw scores to a Total Standard Score by
age. To find a score in this table, enter the table in the extreme right or left column
124
 with the individual's taw score, and read across to the column that describes his or
her age.

Mean Age Equivalent Scores

Norm Table B allows the computation of Mean Age Equivalents, which are analogous to
the mean score expected of individuals in a particulat age group. It is somewhat
analogous to the mental age produced by the original SIT, except that items were not
calibrated by age level.

TABLE-B
Mean Age Equivalent (MAE) Score. MAE in Decimal Part of Year.

Raw Score MAE Raw Score MAE Raw Score MAE Raw Score MAE

18-20 2.3 48-50 6.8 78-80 9.8 108-110 13.3

21-23 2.5 51-53 7.0 81-83 10.3 111-113 13.5
24-26 3.3 54-56 7.3 84-86 10.5 114-116 13.8
27-29 3.8 57-59 7.8 87-89 10.8 117 14.3
30-32 4.3 60-62 8.0 90-92 11.0 118 14.8
33-35 4.8 63-65 8.3 93-95 11.3 119 15-3
36-38 5.0 66-68 8.8 96-98 11.8 120 15.8
39-41 5.3 69-71 9.0 99-101 12.0 121 16.3
42-44 5.8 72-74 9.3 102-104 12.3 122-123 16.5
45-47 6.3 75-77 9.5 105-107 12.8 124-125 16.8
126-127 17.3
128-187 17.8

3. Standard Progressive Matrices: Standard Progressive Matrices by J. C. Raven (1938) was

used to measure the intellectual functioning of the normal, HI and OCD groups.

THB DESIGN AND USE OF THE SCALE

Progressive Matrices (1938) was constructed to measure the eductive component of ‘g’ as
defined in Spearman’s theory of cognitive ability.

The Standard Progressive Matrices, Sets A, B, C, D and E is a test of a person's capacity at

the time of the test to apprehend meaningless figures presented for his observation, see the

125
relations between them, conceive the nature of the figure completing each system of
relations presented, and, by so doing, develop a systematic method of reasoning.

The scale consists of 60 problems divided into five sets of 12, in each set the first problem
it as nearly as possible self-evident. The problems which follow become progressively
more difficult. The order of the tests provides the standard training in the method of
working. The five sets provide five opportunities for grasping the method and five progres-
sive assessments of a person's capacity for intellectual activity. To ensure sustained
interest and freedom from fatigue, the figures in each problem are boldly presented,
accurately drawn and, as far as possible, pleasing to look at. The scale is intended to cover
the whole range of intellectual development from the time a child is able to grasp the idea
of finding a missing piece to complete a pattern, and to be sufficiently long to assess a
person's maximum capacity to form comparisons and reason by analogy without being
unduly exhausting or unwieldy. The scores obtained by adults tend to cluster in the upper
half of the scale, but there we enough difficult problems to differentiate satisfactorily
between them.

Everyone, whatever his age, is given exactly the same series of problems in the same order
and is asked to work at his own speed, without interruption, from the beginning to the end
of the scale. As the order of the problem provides the standard training in the method of
working, the scale can be given either as an individual, a self –administered or as a group
test, A person's total score provides an index of his intellectual capacity, whatever his
nationality or educations. The contribution which each of the five sets makes to the total
provides a means of assessing the consistency of the estimate and the psychological
significance of discrepancies in the test results.

Norms and Re-test Reliability

The Progressive Matrices have been, standardized together for representative samples of

British people, 6 to 65 years of age.

The lower re-test reliability of the Matrices Test in the manual reflects the fact that the
output of intellectual activity tends to fluctuate more than age. In general the re-test

126
reliability and the intercorrelations between the Matrices and Vocabulary tests tend to
be lowest of all with very young children and very old people.

Under normal conditions, after maturity is reached, scores on the Vocabulary test tend to
remain relatively constant, at least up to the age of 61. Scores on the Matrices test
reach their maximum somewhere about the age of 14, remains relatively constant for
about 20 years, and then begin to decline slowly, but with remarkable uniformity.'

Records and Marking

When the series is given as an individual test, the person recording remits enters on the
form the number of each piece pointed to. If a person points to more than one piece, the
piece he finally points to counts right or wrong. If a person given the group test enters
more than one number against any item in the scale, be oust be told to cross out all but the
right one. If the mistake is not observed until after the test is over, the number on the
extreme right only is considered, whether the other numbers are right or wrong.

A person's score on the scale is the total number of problems he solves correctly when he is
allowed to work quietly through the series from the beginning to the end.

By subtracting from a person's score on each of the five sets, the score normally expected
on each set for the same total score on the scale, the consistency of his work can be
assessed, The score to be expected is given in TABLES 4. The difference between the score
a person obtains on each set and that normally expected for his total score can be shown
numerically as follows: " Discrepancies : 0, — 1, +2, —2, +l."

If a person's score on one of the sets deviates by more than 2, his total score on the scale
cannot be accepted at its face value as a consistent estimate of his general capacity for
intellectual activity. For general purposes the total score appears to be relatively valid
even discrepancies of more than 2 points occur in the back up.

The consistency of an estimate, the total score obtained, the time required and the grade
reached are conveniently summarized as follows:

127
Total scow --------- 46 Discrepancies …. 0, +1, -2, +2, — l.

Grade ----- III+ Time ……… 38 minutes.

Table: 3 Scoring Key for SPM

To 1956 Revised Order of Problems

Set

A B C D E

1 4 2 8 3 7

2 5 6 2 4 6

3 1 1 3 3 8

4 6 1 7 8 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

128
 Table: 4 The Self-Administered or Group Test (Adults) of SPM

Working percentile points calculated from the natural scores of 3,665 Militiamen and
2,192 Civilians

Percentile Chronological Age in years

Points 20 25 30 35 40 45 50 55 60 65

95 55 55 54 53 52 50 48 46 44 42

90 54 54 53 51 49 47 45 43 41 39

75 45 49 47 45 43 41 39 37 35 33

50 44 44 42 40 38 35 33 30 27 24

25 37 36 34 40 27 24 21 16 13 13

10 28 28 25 - - - - - - -

5 23 23 19 - - - - - - -

4. Leyton Obsessional Inventory: Leyton Obsessional Inventory a 69 item self-report

measure developed by Cooper(1970) was used to assess obsession-compulsion levels of
the samples. There are 4 subscales of obsession-compulsion in the scale. The present study
has taken into account only the obsessive symptom subscale.

Purpose and Development

This scale assesses obsessional traits and symptoms, the degree to which individuals try to
resist these symptoms, and how much interference the symptoms create in the individual’s
life. The Levton Obessional inventory is a 69 items self report measure developed by
Cooper (1970), who treated a pool or items asking about obessional symptoms and a
129
pool of items asking about obsessive traits and then selected the items that
distinguished best between those who scored high and those who scored low on the
pool of items.

The original measure was a card-sort procedure with different versions for women and
men Cooper. (1970). Scores on a less cumbersome pencil-and-paper self-report version
using the same items for men and women were highly correlated with scores on the
original version (Snowdon, 1980; Stanley et. al., 1993). The Scale presented in the
present review is the newer pencil and paper version using the same items for men and
women.

Administration and Scoring

Respondents first indicate whether each of the items apply to them. The first 46 items on
the inventory comprise the Obsessive Symptoms subscale and the last 23 items comprise
the Obessive Personality Traits subscale Scores for the Obessive Symptoms sub-scale can
range item o to 46 and scores on the Obessive personality Traits subscale can range from 0
to 23. The respondent also rates the items he or she endorsed within a subset of 39 items
on a 0-3 scale of how much he or she resists the symptom or trait and a 0-3 scale of how
much interference with other activities the symptom or trait creates. The Resistance sub-
scale score assesses the amount or resistance to obsessional symptoms, scores can range
them o to 117. The interference sub-scale score indicates the amount of interferences with
other activities the obsessive symptoms creats, scores can range from o 117. Higher scores
on each of the tour scales indicate more disturbance.

Reliability

In a sample of clients Stanley et al. (1993) found that internal consistency as measured by
Cronbach’s alpha was .88 for the Symptom scale, .75 for the Trait scale, .88 for the
Resistance scale, and .90 for the Interference scale. Cooper 1970 found test-retest reliability
over an unspecified length or some was .87 for the Symptom sub-scale and .91 for the Trait
sub-scale.

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5. DAT- Speed and Accuracy Test: The Clerical Speed and Accuracy subtest of Differential
Aptitude Test (DAT) developed by G. K. Bennett, H. G. Seashore and A. G. Wesman (1996)
was used to measure individual's speed and accuracy in cognitive tasks in normal, HI and
OCD groups.

Directions For Administration And Scoring

Test Booklets

The eight tests in the series of Differential Aptitude Tests are available in a separate
booklet edition and a combined booklet edition. The separate booklet edition consists of
Seven test booklets.

Verbal Reasoning, Numerical Ability, Abstract Reasoning, Space Relations, Mechanical

Reasoning, Clerical Speed and Accuracy, Language Usage: I – Spelling, II- Sentences.

Only the Clerical Speed and Accuracy subtest has been used for the present study.

Answer Sheets

Separate Booklet Edition. Each booklet has its own separate answer sheet which can be
scored either by hand or by an IBM test scoring machine. Different answer sheets are
required for the two forms of the Clerical Speed and Accuracy test because some of the
test content appears on the answer sheet.

Timing

In order to obtain meaningful scores on the tests, it If necessary that the administration
adhere to the standardized time limits. This is especially important for the Clerical
Speed and Accuracy test which has short time limits.

When the directions have been read and the questions answered, the administrator in a
firm but not excited voice should say, “Begin,” and start timing. At the end of the time say,
“Stop”! Proctors should be alert to stop persons who attempt to continue.

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 The exact time allowed for each text is

Clerical Speed and Accuracy

Part I 3 minutes

Part II 3 minutes

Special Instructions for Clerical Speed and Accuracy Test

Before reading and directions, ask the students to make sure that Part I of the answer sheet
is face up it is to be expected that questions may he asked about this test, as students often
feel they have misunderstood the directions, some do not believe they would be asked to
do such a simple task. Tell them the answers are easy – that speed and accuracy of marking
are important.

At the end of exactly three minutes for Part I the examiner should say firmly and clearly;
“Stop: Turn over your answer sheet and print your name in the top left-hand corner.” Pause
while this is being done, and ascertain that all do so; this insures that everyone will be
ready to begin Part II at the proper time. Proctors should prevent anyone from turning to
Part II in the booklet prematurely.

Then say: “Turn to part II in your test book, let and begin.” Start timing.

At the end of exactly three minutes for Part II, say “Stop! Close your test booklets.”

Scoring

Only the Part II of the form is scored. 1 point is given for each correct answer. The total
number of correct responses is added to get the total raw score.

6. Vigilance Software Program: Vigilance Software Program (Panda et. al., 2011) was
designed by the researcher in association with of Prof. Mallika Banerjee and developed by
a software engineer for this particular study. The programming language used was .Net
framework.

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i) The software comprises of two sections: Visual and Auditory.

ii) The auditory vigilance task was particularly developed for visually impaired
individuals and the visual vigilance task was particularly designed for individuals
with hearing impairment.

iii) The visual vigilance task comprised of different size & color filled geometric shapes.
These color tabs appeared randomly one by one anywhere and everywhere on the
computer screen. The total number of color tabs in a single trial was 400. The display
duration for each color tab was 300ms and the inter stimulus interval was also
maintained to be 300ms. The target stimulus percentage was 20. i.e., among the 400
color tabs only 80 were target stimulus. These 80 target stimuli appeared at random
without any preset order. Each trial took approximately 4.5minutes to complete. 2
such trials were taken on each participant, with a 5 minute rest pause in between.
The target stimulus varied across 2 different trials. Once it was a small pink rounded
rectangle, in the next trial it was a same sized shaped yellow colored stimulus.

iv) With the color tabs of different colors, shapes and size appearing randomly on
computer screen a distractor stimulus was also added in the background to increase
the complexity of the visual vigilance task. The distractor was a three syllable non-
sense word that bounced all over the computer screen along with the target and
buffer stimuli.

v) The auditory vigilance task consisted of different sound tracks. 3 such tracks were
played together. One was the target sound, which was either a discrete croak of a
frog or meow of a cat in two consecutive trials. There was a buffer sound that was
like different animals making their own sounds together in a dense forest. Lastly,
there was a distractor which was sudden footsteps of soldiers on the leaves of the
jungle. The properties of all the sounds were maintained constant. Each trial
continued for 60 seconds. 5 such trials were taken with croak of a frog as the target
stimulus. Then, 5 more trials were taken with meow of a cat as a target stimulus. The
target percentage was 20. Each target stimulus persisted for 1 second. Resulting 12
target stimulus in one trial.

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vi) An automated warning system was designed in the software for both visual and
auditory vigilance task. The warning system was both auditory and visual in nature
for VI and HI individuals respectively to make participants aware of response errors.
The visual warning was a big red colored star that appeared in the middle of the
computer screen whenever two consecutive response errors were made. The
auditory warning system was a windows operating system’s in built error sound.

vii) To induce affective tone two different video clippings, both visual in nature was
taken. The video clippings depicted two primary emotions of the continuum –
pleasant – unpleasant, viz., happiness and sadness. Each of the video clipping was of
7minutes duration. The video depicting happiness was a Tom and Jerry Cartoon and
the other video depicting sadness was a video clipping from a Hindi movie named
“Sadma”. Both the videos were of same duration and depicted emotion of same
intensity.

viii) The software reported of 4 measures of vigilance: Hit, False Alarm (FA), Miss and
Correct Rejection (CR).

Development of Tools: Translation and Adaptations for this Study

Slosson Intelligence Test - Revised For Children and Adults (SIT-R3): The Slosson
Intelligence Test was translated into the regional language used, i.e., Bengali following
the EORTC quality of life group translation procedure by Cull et. al. (2002). Among the
187 items 38 items of the test were culture specific hence; it was adapted according to
Indian culture. The steps of the translation of 149 items (187 – 38) were as follows:

A. FORWARD TRANSLATION (ENGLISH -> BENGALI)

i) First, it has been established that all of the questionnaire require to be translated,
two translators, native speakers of the language of translation i.e., Bengali who
have a high level of fluency in English, were selected.

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ii) The two translators independently translated the questionnaire from English to the
required language, i.e., Bengali.
iii) The researcher coordinating the translation process then compared the two
translations.
a) Where there was agreement, the translation was accepted for the provisional
forward translation
b) Where there were differences, the coordinator of the translation process
resolved these by discussion with the translators to yield a provisional forward
translation.
c) Where disagreement was difficult to resolve on a few items, alternative wording
was offered in the provisional forward translation (for resolution through the
back translation process).
iv) The entire process was documented. The stance of each translator was recorded in
sufficient detail to explain any difficulties encountered and the rationale for the
solutions reached.
v) This process resulted in a single provisional forward translation

B. BACK TRANSLATION (BENGALI-> ENGLISH)

i) Two translators, native English speakers with a high level of fluency in Bengali were
selected.
ii) The translators independently translated the questionnaire from the provisional
forward translation back into English i.e. without reference to the English original.
iii) The researcher compared the English translations with the original questionnaire.
a) Where there was agreement between a translation and the original those sections
of the provisional forward translation was considered semi-final, i.e. ready for pilot
testing.
b) Where there are differences the coordinator attempted to resolve these by
discussion with the translators. Where agreement could be reached the relevant
sections of the provisional translation may then be regarded as semi-final i.e. ready
for pilot testing.

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iv) The process was documented. The coordinator recorded the stance of each
translator in sufficient detail to explain any difficulties encountered and the
rationale for the solutions reached. Copies of all interim forward and backward
translations as well as the provisional forward translation and its back translation,
was clearly marked for identification purposes and kept for inclusion in the
translation report.
The remaining 38 items were adapted in Indian culture by the researcher and rated
by 9 judges, who were eminent Psychologists from University of Calcutta proficient in
both English and Bengali language. With the ratings of the 9 judges an inter-rater
reliability was calculated. The inter-class correlation coefficient (ICC) for the
adaptation items was found to be 0.875. Further to establish the validity of the
adapted items, 42 normal individuals who were tested on SIT were also given
Standard Progressive Matrices. The concurrent validity of SIT was found to be r(40) =
0.369, p = .016.

Leyton Obsessional Inventory: The Leyton Obsessional Inventory was also translated
into the regional language used, i.e., Bengali following the EORTC quality of life group
translation procedure by Cull et. al. (2002). The steps of the translation procedure
were same as adopted in the translation of Slosson Intelligence Test. The steps of the
translation of 69 items were as follows:

A. FORWARD TRANSLATION (ENGLISH -> BENGALI)

i) First, it has been established that all of the questionnaire require to be translated,
two translators, native speakers of the language of translation i.e., Bengali who have
a high level of fluency in English, were selected.
ii) The two translators independently translated the questionnaire from English to the
required language, i.e., Bengali.
iii) The researcher coordinating the translation process then compared the two
translations.

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 a) Where there was agreement, the translation was accepted for the provisional
forward translation
b) Where there were differences, the coordinator of the translation process
resolved these by discussion with the translators to yield a provisional forward
translation.
c) Where disagreement was difficult to resolve on a few items, alternative wording
was offered in the provisional forward translation (for resolution through the
back translation process).
iv) The entire process was documented. The stance of each translator was recorded in
sufficient detail to explain any difficulties encountered and the rationale for the
solutions reached.
v) This process resulted in a single provisional forward translation

B. BACK TRANSLATION (BENGALI-> ENGLISH)

i) Two translators, native English speakers with a high level of fluency in Bengali were
selected.
ii) The translators independently translated the questionnaire from the provisional
forward translation back into English i.e. without reference to the English original.
iii) The researcher compared the English translations with the original questionnaire.
a) Where there was agreement between a translation and the original those sections
of the provisional forward translation was considered semi-final, i.e. ready for pilot
testing.
b) Where there are differences the coordinator attempted to resolve these by
discussion with the translators. Where agreement could be reached the relevant
sections of the provisional translation may then be regarded as semi-final i.e. ready
for pilot testing.
iv) The process was documented. The coordinator recorded the stance of each
translator in sufficient detail to explain any difficulties encountered and the
rationale for the solutions reached. Copies of all interim forward and backward
translations as well as the provisional forward translation and its back translation,

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 was clearly marked for identification purposes and kept for inclusion in the
translation report.
For the present study only the Obsessive Symptom subscale was used. Hence
reliability validity of this particular scale was computed. The reliability for the 46
Obsessive Symptom subscale item was found to be 0.722.

Table: 5 Tests Administered on each of the sample groups

HI, NHI, NOCD VI, NVI OCD

i) Information Schedule i) Information Schedule i) Information Schedule
ii) Standard Progressive ii) Slosson Intelligence Test ii) Standard Progressive
Matrices Matrices
iii) DAT Speed and iii) DAT Speed and iii) DAT Speed and
Accuracy Accuracy Accuracy
iv) Leyton Obsessional iv) Leyton Obsessional
Inventory Inventory
v) General Health v) General Health
Questionnaire Questionnaire

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HYPOTHESES
The null hypotheses of the study are as follows:

i) There is no significant difference between levels of obsession-compulsion on hit scores of

vigilance of normal participants.

ii) There is no significant difference between levels of obsession-compulsion on FA scores

of vigilance of normal participants.

iii) There is no significant difference between levels of obsession-compulsion on hit scores

of visual vigilance of individuals with HI.

iv) There is no significant difference between levels of obsession-compulsion on FA scores

of visual vigilance of individuals with HI.

v) There is no significant difference between levels of obsession-compulsion on hit scores

of auditory vigilance of individuals with VI.

vi) There is no significant difference between levels of obsession-compulsion on FA scores

of auditory vigilance of individuals with VI.

vii) There is no significant difference between individuals with and without hearing
impairment on hit scores of visual vigilance.

viii) There is no significant difference between individuals with and without hearing
impairment on FA scores of vigilance.

ix) There is no significant difference between individuals with and without visual
impairment on hit scores of auditory vigilance.

x) There is no significant difference between individuals with and without visual

impairment on FA scores of auditory vigilance.

xi) There is no significant difference between performance with and without automated
warning on hit scores of vigilance of normal participants.

xii) There is no significant difference between performance with and without automated
warning on FA scores of vigilance of normal participants.

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xiii) There is no significant difference between performance with and without automated
warning on hit scores of visual vigilance of individuals with HI.

xiv) There is no significant difference between performance with and without automated
warning on FA scores of visual vigilance of individuals with HI.

xv) There is no significant difference between performance with and without automated
warning on hit scores of auditory vigilance of individuals with VI.

xvi) There is no significant difference between performance with and without automated
warning on FA scores of auditory vigilance of individuals with VI.

xvii) There is no significant difference between groups who did and did not receive
affective stimuli depicting happiness on hit scores of vigilance of normal participants.

xviii) There is no significant difference between groups who did and did not receive
affective stimuli depicting happiness on FA scores of vigilance of normal participants.

xix) There is no significant difference between groups who did and did not receive affective
stimuli depicting sadness on hit scores of vigilance of normal participants.

xx) There is no significant difference between groups who did and did not receive affective
stimuli depicting sadness on FA scores of vigilance of normal participants.

xxi) There is no significant difference between groups with and without obsessive-
compulsive disorder on hit scores of vigilance.

xxii) There is no significant difference between groups with and without obsessive-
compulsive disorder on FA scores of vigilance.

xxiii) There is no significant difference between performance with and without automated
warning on hit scores of vigilance of individuals with obsessive-compulsive disorder.

xxiv) There is no significant difference between performance with and without automated
warning on FA scores of vigilance of individuals with obsessive-compulsive disorder.

xxv) There is no significant difference between groups who did and did not receive
affective stimuli depicting happiness on hit scores of vigilance of obsessive-compulsive
disorder participants.

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xxvi) There is no significant difference between groups who did and did not receive
affective stimuli depicting happiness on FA scores of vigilance of obsessive-compulsive
disorder participants.

xxvii) There is no significant difference between groups who did and did not receive
affective stimuli depicting sadness on hit scores of vigilance of obsessive-compulsive
disorder participants.

xxviii) There is no significant difference between groups who did and did not receive
affective stimuli depicting sadness on FA scores of vigilance of obsessive-compulsive
disorder participants.

PROCEDURE

Pilot Study:
1. First, in Pilot Study 1, performance of 50 normal samples on two levels of visual
vigilance task was assessed to determine equivalence between the two targets of
visual vigilance task, so that the difficulty level for both the stimuli used as
targets in two consecutive trials in the final study remain equal. The two targets
were a small pink rounded rectangle and an equal sized yellow rounded
rectangle. Data obtained on the visual vigilance task using these two targets
consecutively revealed no statistical significant difference between the hit scores
of the two targets used for the visual vigilance task.

2. In Pilot Study 2, performance of 50 normal samples on two levels of auditory

vigilance task was assessed to determine equivalence between the two targets of
vigilance task, so that the difficulty level for both the stimuli used as targets in
two consecutive trials of the auditory vigilance task in the final study remain
equal. The two targets were a discrete meow of a cat and a discrete croak of a
frog. Data obtained on the auditory vigilance task using these two targets

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 consecutively revealed no statistical significant difference between the hit scores
of the two targets used for the auditory vigilance task.

3. In Pilot Study 3, the video clippings that was applied as affective stimuli before
the visual vigilance task for OCD and normal participants depicting two primary
emotions – happiness and sadness respectively, was shown to 50 normal
subjects to determine (i) the nature of the emotion and (ii) to obtain equivalence
of intensity of emotion in 4 of such clippings i.e., 2 depicting happiness and the
other 2 sadness. Among four such clipping those two which had no significant
difference in intensity of emotion were used for the final study.

Final Study:

4. In the Final Study, first, the samples, following the selection criteria was
randomly chosen for the study. All the participants were explained about the
present study and were assured about confidentiality of their responses and
identity. Participant’s as well as their institution’s consent was taken.

5. The participants of the HI, NHI, and NOCD groups were given the information
schedule, GHQ, SPM, DAT Speed and Accuracy and Leyton Obsessional Inventory.

6. Whereas the VI and NVI groups were administered the information schedule,
GHQ, Slosson Intelligence test, DAT Speed and Accuracy and Leyton Obsessional
Inventory.

7. The participants of the OCD groups were given the information schedule, SPM
and DAT speed and accuracy tests.

8. Then the vigilance task was given to each of the samples using the software
program. The HI group was given a visual vigilance task, whereas, the VI group
was given an auditory vigilance task. All the samples of the OCD group and the
NC group were given visual vigilance tasks. The normal control group paired
with the VI group was given an auditory vigilance task.

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9. For each type of vigilance task of different sample groups there was a Control
Condition (CC) and three Experimental Conditions (EC1, EC2, and EC3). In the
Control Condition only the vigilance task was given (either auditory or visual) to
the samples.

10. In EC1 along with the vigilance task, whenever the subject made two consecutive
errors an automated warning was given to warn them about their response
errors in the assigned task and to suggest that they need to be more cautious
about their subsequent response choices. The EC1 was given to all the sample
groups. For the HI individuals the warning was visual in nature, it was a big red
star in the middle of the screen and for VI, NVI individuals the warning was
auditory in nature, it was the standard error sound of the Windows operating
system. For the NHI, OCD and NOCD participants the warning was visual in
nature, same as the HI group.

11. In EC2 and EC3, before presenting samples of the OCD and Normal groups with
the visual vigilance task, two visual video clipping was presented consecutively
just preceding the visual vigilance task of EC2 and EC3, depicting two distinct
affective tones - happiness, and sadness respectively.

12. In the present research video clippings are used to induce mood states of the
participants. But no physiological measure could be taken to ensure if the mood
states actually could be induced. Hence, the study aims to explain if application
of an affective stimulus can impact vigilance of an individual. Though an attempt
has been made to see the effect of affective stimuli on individuals with HI and VI,
but no suitable stimulus, viz. video clippings could be arranged specific to the
culture the participants could relate to. Hence, this part of the study was done
only on clinically normal participants.

13. The response of the participants from all the groups and in all conditions was
taken into account in terms of hit scores and false alarm scores.

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 Table: 6 Showing task distribution of the participants of different sample
groups

Sample Groups HI VI OCD NHI NVI NOCD

No. of Samples 61 61 30 61 63 34
Nature of Vigilance Task Visual Auditory Visual Visual Auditory Visual
Task Conditions CC, EC1 CC, EC1 CC, EC1, CC, EC1, CC, EC1 CC, EC1,
EC2, EC3 EC2, EC3 EC2, EC3

DATA COMPUTATION AND STATISTICAL ANALYSES

At first, the data were tabulated following the scoring key of each checklist and for each
individual separately. The entire data was then analyzed using SPSS 21 Licence No. 223277

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