MPCL007-1st Yr En.2101329657 - Sekhar Vuswab

MPCL007 Practicum
Enrolment No. 2101329657
Name: V B SOMASEKHAR
Address: 3-6-648/101, Vyshnavi Villa
Street No.10, HimayathNagar,
Hyderabad-500029
Programme Title: Masters in Psychology
Course title: MPCL007 Practicum
Course code: MPLC007
Assignment No. Practicum
Study centre: Nizam College Study Centre (01152)
Phone No: 9848573851, 9182094694
Date: 14th Feb 2022
1 Enrolment No.2101329657; Batch Jan 2021

MPCL007 Practicum
Index
1. Bobo Doll Experiment – Bandura……………………………. 3 - 7 Page
2. What is True Intelligence – Sternberg………………………... 8 - 13
3. Interview an old Adult ………………………………………...14 - 16
4. 16 PF Test – Cattel……………………………………………. 17 - 22

MPCL007 Practicum
Experiment 1:
Title:
Bandura’s Bobo Doll Experiment

Objective: To understand social learning and social cognitive theory with help of Bobo Doll
Experiment, done by Albert Bandura
Hypothesis: N/A
Introduction: Bandura’s social learning theory based on that human behaviour is learnt by
observing things in the environment like cognition activities or physical activities, his social
learning theory shows how children learnt the aggressive behaviour by watching model who
was hitting the bobo doll and his social cognitive theory explains about triadic reciprocal
determinism of cognitive function, behaviour and environment
Description of the Test/ Experiment:
Observational Learning
Learning can occur simply through observation of models and in the presence or absence of
reinforcement.
Bobo doll experiment, ground-breaking study on aggression led by psychologist Albert

Bandura that demonstrated that children are able to learn through the observation of adult
behaviour.
In three conditions:
Aggressive model is shown to 24 children

Non-aggressive model is shown to 24 children
No model shown (control condition) - 24 children
Results
• Children who observed the aggressive model made far more imitative aggressive responses
than those who were in the non-aggressive or control groups.
• There was more partial and non-imitative aggression among those children who had observed
aggressive behaviour, although the difference for non-imitative aggression was small.
• The girls in the aggressive model condition also showed more physical aggressive responses
if the model was male, but more verbal aggressive responses if the model was female. However,
the exception to this general pattern was the observation of how often they punched Bobo, and
in this case the effects of gender were reversed.

MPCL007 Practicum
• Boys were more likely to imitate same-sex models than girls. The evidence for girls imitating
same-sex models is not strong.
• Boys imitated more physically aggressive acts than girls. There was little difference in the
verbal aggression between boys and girls.
Experiment Interpretation: Aggressiveness and violence is learnt by observation
1. Difference between Social Learning Theory and Social Cognitive Theory

Social cognitive theory is the expanded version of social learning theory
Cognitive theory is also called triadic reciprocal determinism
Social learning theory is about bobo doll experiment and principle of observational learning
Social Cognitive Theory or Reciprocal determinism
Social cognitive theory explains behaviour is continuous reciprocal interaction/relationship

between 3 determinants ie., cognitive, behavioural, and environment, it emphasizes that people
learn by observing others.
So reciprocal determinism reciprocal relationship

between behaviour, cognitive and environment and
reciprocal determinism should transform individual
behavior by allowing subjective thought processes
transparency when contrasted with cognitive,
environmental events
These 3 interact in bidirectional and influence strength may not be same and some may be
stronger than others. Also they may occur simultaneously. It takes time for a causal factor to
exert its influence and activate reciprocal influences.
The self-system
The self-system is set of cognitive structures that involve perception, evaluation and regulation
of behaviour. The self-system allows us to evaluate our own behaviour in terms of previous
experience and anticipated future consequences. Based upon this evaluation, we then exercise
some control over our behaviour or self-regulation.
The three components involved in self-system are
self-observation, judgmental processes and self –response
Self-efficacy is individual's belief in his or her capacity to execute behaviours necessary to

produce specific performance fulfilments
Sources of Self-Efficacy
It develops in early childhood as children with experiences, tasks, and situations and the growth
of self-efficacy does not end, it continues to evolve throughout life with new skills, experiences

MPCL007 Practicum
According to Bandura, there are four major sources of self-efficacy.

Mastery Experiences, Social Modelling, Social Persuasion
Principles of observational learning
1) Attentional Processes: In order to learn, you need to pay attention towards model
If the model is interesting, you are far more likely to dedicate your full attention to learning.
If anything that puts a damper on attention is going to decrease learning, so attention is very
important
For example, you are sleepy then you will learn less, some of the things that influence attention
more towards model like model is colourful and attractive or prestigious we pay more attention.
2) Retention Processes: The ability to store information or remembering is also an important
part of the learning process. you must be able to retain and remember what you have paid
attention and we store what we have seen that model is doing in the form of mental images or
verbal descriptions. so that we can reproduce it with our own behaviour.
3) Reproduction Processes: Once you have paid attention to the model and retained the
information, it is time to actually perform the behavior you observed. Another important tidbit
about reproduction is that our ability to imitate improves with practice at the behaviors
involved.
4) Motivational Processes: observational learning to be successful, you have to be motivated

to imitate the behavior that has been modeled. Reinforcement and punishment play an
important role in motivation. motivators can be highly effective, if one observes others
experiences while reinforcement or punishment that are being subjected to. For example, if you
see another student rewarded with extra credit for coming to class on time, you might start to
show up a few minutes early each day.
2. Applications of Social Learning Theory

Social learning theory can have a number of real-world applications. For example, it can be
used to help researchers understand how aggression and violence might be transmitted through
observational learning. By studying media violence, researchers can gain a better
understanding of the factors that might lead children to act out the aggressive actions they see
portrayed on television and in the movies.
But social learning can also be utilized to teach people positive behaviors. Researchers can use
social learning theory to investigate and understand ways that positive role models can be used
to encourage desirable behaviours and to facilitate social change.
Social learning theory applicable in everyday life are common, with one of the most evident
being the behaviours of children, as they imitate family members, friends, famous figures and
even television characters. If a child perceives there is a meaningful reward for such behavior,
they will perform it at some point.

MPCL007 Practicum
Social media presents plenty of social learning examples with people imitating others whether
acting a movie scene, copying dance moves from a music video, and not the least, the many
social media challenges people attempt. This frenzied behaviours is typically spurred by the
desire to be socially accepted or liked.
New employees in the workplace may imitate the behaviour of their peers in an effort to
conform to the work culture. Or, they may model co-workers’ behaviours to help earn a good
standing with a superior.
Students may emulate fellow students, celebrities and mentors as a means to fit in or garner
attention. While positive behaviors are imitated, problematic behaviors are modeled as well.
Social learning theory posits that people emulate the behavior they observe in their
environment, especially if that behavior is reinforced in others. For example, if a child observes
their parent going to work every day, volunteering at a local community center and helping
their significant other with tasks around the home, the child is likely to mimic those behaviors.
If rewarded, these behaviors become reinforced and most likely repeated by the individual.
This premise applies to troublesome behaviours as well. A person who observes someone
treating others poorly and being rewarded for it may follow suit. Social workers can use social
learning theory to identify the behavioural models a client may be emulating and use that
information to help correct negative behaviour, such as underage drinking, drug use or
unprotected sex.
Two areas of application of social learning theory in social work include research and
intervention. Researchers can use the theory to understand how aggressiveness and violence
can be transferred through observational learning External link . The theory can further be used
to investigate how positive role models can foster desirable behaviours and promote social
change.
As an intervention tool, a social worker can implement social learning theory to influence
positive new behaviors by altering the reinforcement External link , whether positive or
negative, associated with the source of the issue. It is important to note that to effectively apply
social learning theory principles as an intervention, it is essential a social worker includes the
use of other methods of work such as symbolic coding, stress management and vicarious
reinforcement.
If you are a current student in a social work program you will discover additional applications
of social learning theory along with how to incorporate it with other social work theories,
practices and techniques.
3. Based on the theory and its application, do you think violence is contagious?
(1) Language Accent
(2) Vehicle Parking Areas
(3) Late to office or school

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(4) Jack Pot/Lucky games [Lottery, Rummy, Cards, Casino etc.,]
1. Language Accent:
Language is 100% observational learning and its accent also will be learnt simultaneously
example say Indians speak English and Americans also speak English but accent is different
this is because observing local people speaking accent and they speak in same accent even in
India itself we have many languages and one language is being spoken in different parts of the
India, if we observe them their accent will be different according to their place like south India
and north India
2. Vehicle Parking areas:
Parking vehicles near No Parking boards or areas because one tries to park vehicle there but he
finds no parking boards so he starts thinking and observing anonymously around him if
somebody is parking at any area or parking at same place then he definitely follows them, this
is an one example in our day to day life, same way if traffic challans are going on in coming
junction then we put seat belts to avoid challans this comes under –ve reinforcement behaviour
learning
3. Late to office or school:
Generally, it happens in offices or schools, this works in reinforcement condition say someone
is not coming on time if manager or teacher does not take any action then they start repeating
that again and again, if they get -ve reinforcement then they come by given time or on time
4. Jack Pot/Lucky games [Lottery, Cards, Casino etc.,]:
All jackpot games are observational learning behaviours and they are contagious example say
if someone bought 5-rupee lottery ticket then luckily won the prize money then his friends or
neighbours or somebody definitely attract towards this and they start buying lottery tickets.
Same way playing cards, rummy, casino also come under this same category once people
watch these games and getting money in simple way, no doubt definitely they want to try once
by playing these games
Discussion: After reading studying the social learning and social cognitive theories, and
watching short video about bobo doll experiment, now we can relate or apply those theories in
day to day life, there are merits and demerits of these learning behaviours
Conclusion: Bobo doll experiment proved that one can learn by observing the thing in the
environment especially it is more applicable in aggression and violance
References: MPC003 Personality, Theories and Assessment

MPCL007 Practicum
Experiment 2:
Title:
What is the True Intelligence?

Objective: To understand what is intelligence and to explore what is true intelligence by
analysing the different intelligence theories in contrast with Sternberg’s recent article on
COVID-19, defining the true intelligence according to real world situations
Hypothesis: N/A
Introduction: There are many theories are given for intelligence by different psychologists,
there are correct if we look into their perspective, but they are not matching each other in
different aspect what they explained towards intelligence
Description of the Test/ Experiment:
Binet and Wechsler gave the definition but others gave the theories by defining the intelligence
factors
Binet:
intelligence is a practical sense, initiative, judgment, and adaptability;
Wechsler:
Intelligence is the aggregate or global capacity of the individual to act purposefully, to think
rationally and to deal effectively with his environment
Spearman Thurstone Guilford SI Gardner MI Sternberg

Two factor Group Factors Structure Multiple Triarchic Theory
Intelligence Intelligence
G factor Space (S) Contents Existential Componential
S factor Perceptual (P) Operations Body Experiential
Induction (I) Products Interpersonal Contextual
Number (N) Intrapersonal
Word Fluency (W) Music
Verbal (V) Space
Memory (M) Logical
Naturalistic
Linguistic

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Spearman’s Two-factor theory of intelligence
Charles Edward Spearman stated 2 factor theory to measure the degree of intelligence
Two factors are
G factor – General Factor
S factor – Specific Factor
Everybody has only one G factor, constant and not learned
Everybody has multiple S factors, not constant but learnt
Thurstone’s Primary Mental Abilities/Group Factor Theory
Thurstone proposed 7 different primary abilities ‘certain’ mental operations have in common
a ‘primary’ factor
Thurstone has given the following seven primary factors:

i) Space Factor (S) or spatial: ability to perceive spatial relations or manipulation of the
imaginary objects in space.
ii) Perceptual Speed (P): ability to note/grasp visual details or fields rapidly.
iii) Induction [I]or Reasoning: ability to think logically or to discover a rule or principle
involved in a series or groups of letters.
iv) Number Factor (N): ability to do rapid and accurate numerical calculations.
v) Word Fluency (W): ability to think and use words at a rapid rate.
Vi)The Verbal Factor (V): ability to understand the meaning of words
vii) Memory (M): ability to remember or memorize quickly.
Based on these factors Thurstone constructed a new test of intelligence known
as “Test of Primary Mental Abilities (PMA).”
Guilford SI or SI model:
SI theory comprises up to 180 different intellectual abilities organized in three dimensions:

operations, contents, and products
Operations: intellectual or mental activities used by persons
Cognition: mental abilities
Memory recording: Ability to encode the information
Memory retention - The ability to recall the information
Divergent production - The ability to generate multiple solutions to a problem; creativity

MPCL007 Practicum
Convergent production - The ability to deduce a single solution to a problem; rule-following

or problem-solving
Evaluation - The ability to judge the information is accurate, consistent, and valid
Contents: type of info that exists in environment on which operations performed or carried out
Visual: Concrete, real world information, tangible objects, things in the environment that
are perceived through sight
Auditory: perceived through the hearing
Symbolic: Information perceived as symbols or signs that stand for something
Semantic: Concerned with verbal meaning and ideas - Generally considered to be abstract in
nature.
Behavioural: Information perceived as acts of people (This dimension was not fully researched
in Guilford's project. It remains theoretical and is generally not included in the final model that
he proposed for describing human intelligence.)
Products: results of applying particular operations to specific contents
Unit: Single item of knowledge ex: letter or man, unrelated or isolated one
Class - Set of units sharing common attributes
Relation – connection between two concepts or classes. Units linked as opposites or in

associations, sequences, or analogies
Systems - Multiple relations interrelated to comprise structures or networks
Transformations – changes in existing knowledge or information, redefined, modified.

Changes, perspectives, conversions or mutations to knowledge: understating reversed pic
Implications – able to understand beyond the information. Predictions, inferences,

consequences, or anticipations of knowledge
Gardner's theory of Multiple Intelligence

MPCL007 Practicum
The proposes the differentiation of human intelligence into specific “modalities of

intelligence”, rather than defining intelligence as a single, general abilities.
The intelligence modalities
Existential Intelligence: has deep desire to ponder questions about life, death and ultimate
realities
Potential occupations: spiritual or religious leader philosopher
Bodily/Kinesthetic intelligence: Enjoys the movement of body to solve a problem, creating

something, or often called "active"
potential occupations: athlete, Dancer, actor, physical therapist
Intrapersonal Intelligence: has a deep understanding of oneself
potential occupations: entrepreneur/business person, writer, therapist, social worker
Interpersonal intelligence: ability to understand other people. works on teams and in groups
potential occupations: teachers, nurse, sales person therapist, politician
Musical rhythmic intelligence: strong sense of rhythm, able to hear and [potentially
manipulate] patterns in sounds
potential occupations: musicians, songwriter, composers, music teacher
Spatial: ability to represent the spatial world in one's mind. often called artistic or creative
potential occupations: artist, architect, interior designer, engineer, photographer, inventor
Logical/mathematical intelligence: strength in reasoning and logical thinking. recognizes the

patterns in daily life potential occupations: accountant, engineer, computer programmer,
mathematician, scientist
Naturalist intelligence: sensitivity to features of the natural world; strong appreciation for the
environment potential occupations: environmental scientist, botanist, former, meteorologist,
veterinarian, sailor, park ranger, biologist
Linguistic intelligence: uses language to express and understand ideas
potential occupations: writer, journalist, speaker, lawyer
Sternberg’s Triarchic Theory
This says learning is skill-based and continuous not like stage by stage,
This focuses on intelligence and development occurs throughout the life does not have any
stages
Learning is depending on learner expertize, learning type similar for both child and adult

MPCL007 Practicum
Development changes as a result of feedback, self-monitoring and atomisation, Psychometric

theories explained but they ignored social skills, interpersonal skills etc. Psychometric theories
talked about structure or form of intelligence, Sternberg talks about process of information so
explained in cognitive approach to intelligence,
triarchic has 3 aspects
Componential intelligence- Analytical Intelligence
Experiential intelligence- Creative intelligence
Contextual intelligence- Practical intelligence
Componential-analytical sub theory
Intelligence is combination of 3 information processing components, work together in learning
Meta component: Higher order processes used for planning, decision making and guiding.
these executive in nature, no action only direction
Performance components: lower order processes to take the actions plans and decisions may
by meta components
Knowledge acquisition components: ability to learn new info to solve potential problems and
tasks
Experiential-creative sub theory
Novelty: ability of person the quality of being new, original and unusual or unique
Automation: the ability of a person to automatically perform the repeated tasks, increasing
efficiency by information processing with practice is called automation
Contextual-practical sub theory:
Adaption: happens when one makes a change within oneself to adjust the environment demands
[adapting to environment]
Shaping: happens when one changes their environment to better suit one’s needs [changing the
environment]
Selection: process of selection when a completely new alternative environment is found to

replace the previous, unsatisfying environment to individual’s goals [ selecting new
environment]

MPCL007 Practicum
Sternberg Blog and Interpretation/discussion of What is true Intelligence:
Compare a real problem, like that of dealing with COVID-19, to the characteristics of
standardized-test problems. The characteristics of real-world problems are entirely different
from the characteristics of problems on standardized tests. Standardized test problems are
mostly multiple choice or short answer and have a right or wrong answer. Real problems
require extended answers; there is no perfect answer, and sometimes, not even a very good one.
Standardized test problems are decontextualized, emotionally bland and have no real-life
stakes. Real-world problems are highly contextualized, emotionally arousing and may have
high stakes. Standardized test problems are solved quickly and then you are done; real-life ones
often take a long time and, after you think you have solved them, often come back.
Final Gist of the Blog of the Sternberg’s Blog:

There are many intelligence tests to assess the intelligence of an individual but it is limited to
four walls like laboratory or class or any room but that is not a true intelligence, this is the
statement of truth is taught by COVID19, any organism if it does not adapt to situation it
will die so the point is the true intelligence it something that how one can adapt to the real time
difficult situations and solve the difficult problem in real time world
Conclusion: after studying the article and different intelligence theories, true intelligence is
only deal how one can adapt real time situations and solve real time problems
Reference: MPC001 – cognitive psychology, Learning and Memory

MPCL007 Practicum
Experiment 3:
Title:
Interview an older Adult

Objective: To understand the process of ageing by interaction
Introduction: human passes different stages and finally reaches late adulthood stage, this is
the final stage he spends time peacefully by recalling past happy moments.
According to Erikson psychosocial development theory there are 8 stages
Perception of continuity and coherence in one's self-picture and in one's social relations or in
short sense of self is called ego identity, this theory revolves around this ego identity and
identity crisis, personality development of a person depends on his social experiences that gives
sometimes +results sometimes –negative results, so by balancing the both and moving forward
is the whole concept. No person gets 100% positive or 100% -ve results
Stage 8: Late adulthood

Age group: 65+ year to till death
Crisis: Ego Integrity vs. Despair
Virtue: wisdom
Activities: ego identity activities
Key Role: relationships
() this stage is virtue of wisdom
() reflection on whole life and recalling the past experiences of the life
() proud of with good accomplishment and bitterness for bad happenings
() person two kids, one is well settled but second one is not as expected like divorce in family
life, bad career and bad health, so here due to first kid feeling happy and reflection of second
kid feeling despair
() during this stage, irrespective of bad and good there will be general feeling of satisfaction

MPCL007 Practicum
Participant Profile: Name: XYZ

Age: 74 years Old
Gender: Male
Education: B.E
Occupation: Retired, D.E. [ Divisional Engineer] Vidyuth Soudha, Hyderabad
Rapport: It became easy to build up the rapport with him, as I know him very well, we meet
in the park sometime in the morning or evening, so I took an appointment and opportunity to
take an interview in park only, face-to-face, but he was open to express all but finally asked
me, not to mention his name and I accepted for same and started the interview
Question 1: Good morning uncle, how are you?
Answer: Oh! Hello! Sekhar, I am very fine [ smile …] what about you ?
Question 2: Fine uncle, I want to take your interview with few questions?
Answer: Why do you want my interview? Generally I give interviews to legends like Amitha
Bachan, Naredra Modi,……..[ laugh …]
()I replied “ ok uncle next time I come along with them only” again laugh..
Answer : Sekhar!!! you need not ask permission because you are my friend, so ask any
question [smile … ]
Question 3: Thank you, Uncle, tell me about yourself ?
Answer: I am XYZ and 74years old but I feel., I am 47 years only [laugh …] but you
are reminding me my age…!!!
() I replied “uncle you are still young and energetic, sweet sixteen !!!
Answer : [again laugh  …] ok.. I born and brought up in Hyderabad, I got a government
job in Electricity Department, I worked across Andhra Pradesh, now I retired and enjoying the
retirement life
Question 4: Uncle tell me about your family ?[Family profile]
Answer: We are six brothers and 3 sisters, ours is big family, but few are in Hyderabad, few
are in US, I am BE [electrical] graduate from Osmania University
I have two sons and one daughter, all got married, living happily [smile … ]
Question 5: Uncle tell me something about your young age?
Answer: I was very good student and I was a fan of NT Rama Rao, I was thinking about him
and some time and I wanted to meet him, but I got opportunity, after getting job in electricity
department, and I was the person executing power connection to Ramakrishna theatre Abids,
Hyderabad, so I met him many times and he treated me very well [ he looked happy …] and

MPCL007 Practicum
funny thing is that my friends were saying I was looking like a hero Akkineni Nageswara Rao
[ he looked very happy … while expressing these words]
Question 6: Uncle tell me about aging, now you are 74, how did you feel about this aging
process? [Thoughts on ageing, and have they changed over the years]?
Answer: Sekhar, we cannot slow down or accelerate our aging process because it is an
autopilot it takes its own process, it is same for anybody on this earth, not only for humans it
is applicable to animals also, so we have to accept it that’s all, because there is no alternative
way
Question 7: What is your health secret, do you take any health care? how are you
managing stress or other, late age problems? do you promote one’s wellness?
I don’t take any special health precautions but I maintain time like I get up 5AM, do the Yoga,
then I come to this park to walk till 8AM then reach home then after I go for other activities, I
eat time to time, I don’t drink but in marriages [ laugh …], strictly no smoking. Regarding
wellness. yes, I promote when somebody asks me like you, what is my health secret? One thing
I tell you with God grace in our family nobody has Sugar, BP or any other health issues so
during this age also I do all my activities better than you people[ smile …]
Question 8: Any specific stereotypes towards old age?
Answer: In Hyderabad go any street there are street dogs, say we are going along then they
will be barking but we should not stop by hitting stones on them, because if we do so we will
be there only, we never reach our destination so ignore them and continue in your way then
only we reach our destination place, so here also so many people discriminate us, by saying
“you are old you cannot do this work , be at home etc., etc.,” but I don’t care all those they
should remember one thing on one fine they will also become old people so I have sympathy
to towards their ignorance…fact is that this cycle repeats when they reach old age, other may
discriminate them.. then they may understand and realise to their words but I will be not there
at that time……little bit emotion on his face…but in fraction of second, again smile …
So “always be happy, let others be happy..” this is my policy pleasant smile on his face  !!!
I replied “Thank you very much uncle for your time and giving an interview without any
hesitation.”
Again I saw smile on his face… !!! so I also felt very happy and finished my interview,
moved out from that place……!!!!
Conclusion: I came to know that an interview is a most powerful method to understand

opposite person’s feeling and emotions, because in other methods it is not possible, now I can
say that late adulthood is all about reflection of the life and recalling happy moments and
sharing them with others…finally I can say one thing that happiness, positive attitude and
healthy life style can make ageing more valuable and happier

MPCL007 Practicum
Experiment 4:
Title:
16 PF [Personal Factors]
Objective: To assess the personality of subject using 16PF test
Hypothesis: N/A
Introduction: Cattell’s 16PF trait theory
He differed with Allport and Eysencks theory concepts
Allport identified more than 4000 words used to describe the personality traits
Cattell said those words are similar and difficult to distinguish so Cattell analyzed the list and
whittled down to 171 characteristics/traits by eliminating terms that were redundant or
uncommon, again he felt long this is a list so categorized into factors
He used technique called factor analysis and shorted to broad 16 factors, all are present in
everyone, this factors vary the degree of personality individual to individual, high or low
3 data types are collected
L data [life data] performance at school, workplace, etc.,
Q data [questionnaire data]
T data [ experimental data]
Besides these, there are also a number of surface traits and source traits. Cattell described the
source traits in terms of opposing tendencies.
Surface traits are easily visible to other people as they appear easily whereas source trait are
not easily visible as they underlie in personality. Cattell regarded source traits are more
important in describing personality than surface traits.
16PF test was first published in 1949, fifth edition in 1993
Factors Description
A [Warmth] Outgoing- Reserved
B [Reasoning] Intelligence commonsense vs abstract
C [Emotional stability] Stable-Emotional

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E [Dominance] Dominant-Submissive
F [Liveliness]Sober-Happy-go-lucky
G [Rule consciousness] Conscientious-Expedient
H [Social boldness]Venturesome-Shy
I [Sensitivity]Tough-minded-Tender-minded
L [Vigilance] Trusting-Suspicious
M [Abstractedness]Imaginative-Practical
N [Privateness] Shrewd-Forthright
O [Apprehension]Apprehensive-Placid
Q1 [Openness to change]Radical-Conservative
Q2 [Self-reliance] Self-sufficientGroup-dependent
Q3 [Perfectionism]Undisciplined-Controlled
Q4 [Tension]Relaxed-Tense
Description of the test:
Purpose of the test is to measure 16 personality traits
The 16 PF Inventory is a paper pencil test that consists of 164 multiple-choice items.
The participant has to select one option.
There is no right or wrong answer to the statements.
On an average, it takes 35-55 minutes to complete the test
Age group: 16+
Link to test : https://openpsychometrics.org/tests/16PF.php

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Case: client is failing at last personal rounds of job interviews, could not identify the problem
why this is happening? but client is good at subject and communication
Case analysis: To analyze the case, primarily I took a face to face interview to assess the
problem and found client is good at subject and communication, also found he is confident
Rationale: As he is failing in personal rounds of job interviews except other technical rounds
therefore we need more relevant data about his personality to analyze further so I decided to
conduct a Cattell 16PF test
Client profile:
Name: P45
Age: 28 years
Education: B. Com
Occupation: Private Sector Employee
Rapport: Rapport was established with the participant and established friendly atmosphere so
that he can open without any hesitation or shy
Procedure and Administration:

1. Client should be calm before taking the test and after the test, because there is no
right or wrong answers
2. Client should have good internet connectivity with good system without power or
internet interruptions
3. Client should open the internet browser, type or copy/paste the following link
https://openpsychometrics.org/tests/16PF.php then click the start button
4. Once completed the test client or we should import the results for the analysis

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Results of the Test

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Discussion:
After performing the test and getting the result I can say,
“My participant is outgoing, good abstract thinking, emotionally stable, dominance,

liveliness, consciousness, social boldness, sensitive and trusted, very practical, honest,
worriless, open to change, self-reliant, but little bit undisciplined and relaxed”
Interpretation: overall he is a dominant and abstract thinking person in nature but lagging in
discipline and lacking of seriousness in taking up the tasks or things
Suggestions: some tasks need more attention and seriousness to execute and also need
systematic or disciplined approach to present their results in any domain so I suggest that opt
these things for better prospectus
Conclusion: By conducting 16PF test we get relevant information of the client’s personality
and that can be used in clinical and counselling process to treat or analyse the client problem
further

MPCL007-1st Yr En.2101329657 - Sekhar Vuswab

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MPCL007-1st Yr En.2101329657 - Sekhar Vuswab

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MPCL007 Practicum

Enrolment No. 2101329657

Address: 3-6-648/101, Vyshnavi Villa

Street No.10, HimayathNagar,

Programme Title: Masters in Psychology

Course title: MPCL007 Practicum

Course code: MPLC007

Assignment No. Practicum

Study centre: Nizam College Study Centre (01152)

Phone No: 9848573851, 9182094694

Date: 14th Feb 2022

1 Enrolment No.2101329657; Batch Jan 2021

1. Bobo Doll Experiment – Bandura……………………………. 3 - 7 Page

2. What is True Intelligence – Sternberg………………………... 8 - 13

3. Interview an old Adult ………………………………………...14 - 16

2 Enrolment No.2101329657; Batch Jan 2021

Bandura’s Bobo Doll Experiment

Experiment, done by Albert Bandura

Description of the Test/ Experiment:

Bobo doll experiment, ground-breaking study on aggression led by psychologist Albert

Aggressive model is shown to 24 children

3 Enrolment No.2101329657; Batch Jan 2021

Experiment Interpretation: Aggressiveness and violence is learnt by observation

1. Difference between Social Learning Theory and Social Cognitive Theory

Social cognitive theory explains behaviour is continuous reciprocal interaction/relationship

So reciprocal determinism reciprocal relationship

The three components involved in self-system are

self-observation, judgmental processes and self –response

Self-efficacy is individual's belief in his or her capacity to execute behaviours necessary to

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According to Bandura, there are four major sources of self-efficacy.

2) Retention Processes: The ability to store information or remembering is also an important

4) Motivational Processes: observational learning to be successful, you have to be motivated

2. Applications of Social Learning Theory

5 Enrolment No.2101329657; Batch Jan 2021

(1) Language Accent

(2) Vehicle Parking Areas

(3) Late to office or school

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(4) Jack Pot/Lucky games [Lottery, Rummy, Cards, Casino etc.,]

2. Vehicle Parking areas:

3. Late to office or school:

4. Jack Pot/Lucky games [Lottery, Cards, Casino etc.,]:

References: MPC003 Personality, Theories and Assessment

7 Enrolment No.2101329657; Batch Jan 2021

What is the True Intelligence?

Description of the Test/ Experiment:

intelligence is a practical sense, initiative, judgment, and adaptability;

Spearman Thurstone Guilford SI Gardner MI Sternberg

8 Enrolment No.2101329657; Batch Jan 2021

Spearman’s Two-factor theory of intelligence

Thurstone’s Primary Mental Abilities/Group Factor Theory

Thurstone has given the following seven primary factors:

as “Test of Primary Mental Abilities (PMA).”

SI theory comprises up to 180 different intellectual abilities organized in three dimensions:

Operations: intellectual or mental activities used by persons

Cognition: mental abilities

Memory recording: Ability to encode the information

Memory retention - The ability to recall the information

Divergent production - The ability to generate multiple solutions to a problem; creativity

9 Enrolment No.2101329657; Batch Jan 2021

Convergent production - The ability to deduce a single solution to a problem; rule-following