Psychology Practical File PDF

CBSE PSYCHOLOGY HELPER
Format for Psychology Practical File

1. Psychology Practical File with name, class and section and board roll no. [Front page]
2. Index
S.No. Particulars Signature
1. Introduction to psychological
testing
2. Raven`s Standard Progressive

Matrices
3. Maudley`s personality
Inventory
4. Adjustment inventory for

school students
5. Sinha`s comprehensive
anxiety test
6. Self-Concept Questionnaire
3. Introduction to Psychological testing [Heading page]
4. Psychological Tests
Psychological testingrefers to the administration of psychological tests. A psychological test is

"an objective and standardized measure of a sample of behavior". The termsample of
behavior refers to an individual's performance on tasks that have usually been prescribed
beforehand.
Performance on the items produces a test score. A score on a well-constructed test is believed to
reflect a psychological construct such as achievement in a school subject, ability, aptitude,
emotional functioning, personality, etc. Differences in test scores are thought to reflect individual
differences in the construct the test is supposed to measure. The technical term for the science
behind psychological testing is psychometrics.
Psychology practical Page 1

Types of tests
Tests have been developed to measure many different human developments. They are classified
as:
 On the basis of Administration – Group test and individual test

 On the basis of Behaviour – Ability tests [Intelligence tests and achievement tests],
Personality Tests [structures personality tests, projective techniques and behavioral
analysis]
 On the basis of context – Verbal tests, non-verbal tests, performance tests
[Define the above-mentioned from chapter 1 NCERT Psychology Book]
5. Fundamental Concept of Psychological Testing
Proper psychological testing is conducted after vigorous research and development in contrast to
quick web-based or magazine questionnaires that say "Find out your Personality Color," or
"What's your Inner Age?" Proper psychological testing consists of the following:
 Standardization - All procedures and steps must be conducted with consistency and
under the same environment to achieve the same testing performance from those
being tested.
 Objectivity - Scoring such that subjective judgments and biases are minimized, with
results for each test taker obtained in the same way.
 Test Norms - The average test score within a large group of people where the
performance of one individual can be compared to the results of others by
establishing a point of comparison or frame of reference.
 Reliability - Obtaining the same result after multiple testing. It refers to the
consistency of scores obtained by the same person when re-examined with the same
test with different set of questions at another time.

 Validity - The type of test being administered must measure what it is intended to
measure.
Types of Validity
Face Validity
Face validity is a measure of how representative a research project is ‘at face value,' and whether
it appears to be a good project.
Content Validity
Content validity is the estimate of how much a measure represents every single element of a
construct.
Criterion Validity
Criterion Validity assesses whether a test reflects a certain set of abilities.

 Concurrent validity measures the test against a benchmark test and highcorrelation indicates
that the test has strong criterion validity.

 Predictive validity is a measure of how well a test predicts abilities. It involves testing a
group of subjects for a certain construct and then comparing them with results obtained at
some point in the future.
Construct Validity
Construct validity defines how well a test or experiment measures up to its claims. A test
designed to measure depression must only measure that particular construct, not closely related
ideals such as anxiety or stress.
6. Application of Psychological testing
a. Detection of specific Behavior

Psychological test is used to measure and to detect the abilities of a person.
b. Individual Differences
A psychological test is used to measure the individual differences, that is different between
abilities of different persons and the performance of the same person at different time.
c. To diagnose by the Psychological Test
The psychological tests are usually used in clinical psychology.In clinical psychology a test's
function is to diagnose mental disorders.So tests are used in mental hospitals and coaching and
guidance centers for the assessment and diagnose of mental disorders.
d. Legal Classification
A psychological test helps in classifying a number of people into different categories For
example normal and abnormal, criminal and innocent, intellectual and mental retarded, able and
disable etc.
e. Promoting Self Understanding
A psychological test provide standardized information about the abilities, capabilities, aptitudes,
potential competencies interest, trait and states of a person which helps in understanding one's
personality and planning future prospective.
f.Program Evaluation
Effectiveness of a particular program is assessed by the applications of some kind of test. This

function is usually performed by an achievement test.

g. Scientific Inquiry or Research
Some experts use tests for research purpose which provide information about the mental level
and personality of the subject.
h. Military Selection
A closely related application of psychological testing is to be found in the selection and
classification of military personal. From simple beginnings in the World War-I, the scope and
variety of psychological tests employed in military situations underwent a phenomenal increase
during World War-II. Subsequently research on test development has been containing on a large
scale in all brands of the normed services.
i. Industry
In industry and business tests are helpful in selection and classifying personal for placement in
jobs that range from the simpler semiskilled to the highly skilled, from the selection of filling
clerks and sales-person to top management for any of these position, however test results are
only one source of information , though an important one.
Industrial and Organizational Psychology (also known as I-O psychology, industrial-
organizational psychology, work psychology, organizational psychology, work and
organizational psychology, industrial psychology, occupational psychology, personnel
psychology or talent assessment) applies psychology to organizations and the workplace.
Common research and practice areas for I-O psychologists include:
 Job performance
 Job analysis
 Personnel recruitment and selection
 Performance appraisal/management
 Individual assessment (knowledge, skills, and ability testing, personality assessment, work
sample tests, assessment centers)
 Psychometrics
 Compensation
 Training and training evaluation/Development
 Employment law
 Work motivation
 Job attitudes (e.g., job satisfaction, commitment, organizational citizenship, and retaliation)
 Human resources

 Organizational development (OD)

 Organizational research methods
 Technology in the workplace
 Group/team performance
 Employ safety and health
Essentially, industrial psychologists study the behavior of employees in a work setting. Although
industrial psychology didn't begin until the 1920's, the discipline has evolved rapidly and
revolutionized the workplace within the last century. Because the workplace is a social system,
the application of industrial psychology is useful in understanding its complexity.
j. Education
Psychological tests especially those of general intelligence and of specific aptitudes have very
extensive use in educational classification, selection and planning from the 1st grade (and
sometimes earlier) through the university. Prior to World War-II schools and colleges were the
largest users of psychological tests.
7. Pioneers of Psychology
Modern mental testing began in France in the 19th century. It contributed to separating mental
retardation frommental illness and reducing the neglect, torture, and ridicule heaped on both
groups.
Englishman Francis Galton coined the terms psychometrics and developed a method for
measuring intelligence based on nonverbal sensory-motor tests. It was initially popular, but was
abandoned after the discovery that it had no relationship to outcomes such as college
grades.French psychologist Alfred Binet, together with psychologists Victor Henri and Théodore
Simon, after about 15 years of development, published the Binet-Simon test in 1905, which
focused on verbal abilities. It was intended to identify mental retardation in school
children.Wilhelm Wundtestablished the first laboratory in Leipzig of psychology in 1879 and
employed introspection as a method of studying the workings of the mind.
William James
Psychologist and philosopher William James is often referred to as the father of American
psychology. His 1200-page text, The Principles of Psychology, became a classic on the subject
and his teachings and writings helped establish psychology as a science. James also contributed
to functionalism, pragmatism and influenced many students of psychology during his 35-year
teaching career.

8.Various definitions:
 Percentile Rank – An individual`s percentile rank on a test designates the percentage of
cases or scores lying below it. For e.g. Percentile 20 means the individual is situated
above 20% of the group fall below this person`s rank.
 Percentage – A rate, number or amount in each hundred. Any proportion or share in
relation to a whole.
 Stanine scores – According to this method the standard population is divided into 9
groups. Stanine 1 is the lowest and stanine 9 is the highest.
 Sten Scores – standard scores on a scale of ten.
 Standrard scores – It designates the individual`s position with respect to the total range
and distribution of scores. The standard score indicates, in terms of standard deviation
how far a particular score is removed from the mean of the distribution.
 Difference between test and experiment
Test Experiment
It is standardized instrument used to The researcher tries to manipulate the
measure intellectual and non-intellectual situation and tries to prove or disapprove a
characteristics of an individual through hypothesis
verbal or non-verbal measures
It evaluates certain attributes of an It determines cause and effect relationship
individual. between variables.
It does not have a hypothesis It has a hypothesis.
It is standardized and has norms. It does not have norms and is meant for
verification of various principles.

Raven`s
Standard
Progressive
Matrices

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

and knowing.
Alfred Binet was one of the first psychologists to define intelligence as the ability to judge well,
reason well and understand well. “It seems to us that in intelligence there is a fundamental faculty,
the alteration or the lack of which, is of the utmost importance for practical life. This faculty is judgment,
otherwise called good sense, practical sense, initiative, the faculty of adapting one’s self to
circumstances.”
Wechsler defined it as the global capacity of an individual to think rationally and act purposefully.
Thorndike had suggested three types of intelligence:
 Abstract intelligence – ability to deal with symbols, words, formulas and numbers
 Social intelligence – ability to deal effectively with people and capacity to behave in
social situations.
 Concrete/mechanical intelligence – ability to deal effectively with machines and
equipments.
Charles Spearman proposed two-factor theory of intelligence. According to this, intelligence

consisted of general factor and specific factor based on factor analysis. The `G` factor consists of
mental functions that are primary. In addition, individuals have specific factors too.
Louis Thurstone proposed the theory of primary mental abilities which staes that intelligence
consists of 7 primary abilities, which are:
 Verbal comprehension

 Spatial relations
 Numeric abilities
 Perceptual speed
 Word fluency
 Memory
 Inductive reasoning
Harvard professor Howard Gardner has identified eight different types of intelligences that each
individual has the capacity to possess. The idea of multiple intelligences is important because it
allows for educators to identify differing strengths and weaknesses in students and also
contradicts the idea that intelligence can be measured through IQ.
Visual/Spatial - Involves visual perception of the environment, the ability to create and
manipulate mental images, and the orientation of the body in space.
Verbal/Linguistic - Involves reading, writing, speaking, and conversing in one's own or foreign
languages.
Logical/Mathematical - Involves number and computing skills, recognizing patterns and

relationships, timeliness and order, and the ability to solve different kinds of problems through
logic.
Bodily/Kinesthetic - Involves physical coordination and dexterity, using fine and gross motor
skills, and expressing oneself or learning through physical activities.
Musical - Involves understanding and expressing oneself through music and rhythmic
movements or dance, or composing, playing, or conducting music.
Interpersonal - Involves understanding how to communicate with and understand other people
and how to work collaboratively.
Intrapersonal - Involves understanding one's inner world of emotions and thoughts, and
growing in the ability to control them and work with them consciously.
Naturalist - Involves understanding the natural world of plants and animals, noticing their
characteristics, and categorizing them; it generally involves keen observation and the ability to
classify other things as well.
Assessment of Intelligence
Standardized intelligence testing has been called one of psychology's greatest successes. It is
certainly one of the field's most persistent and widely used inventions.
Since Alfred Binet first used a standardized test to identify learning-impaired Parisian children in
the early 1900s, it has become one of the primary tools for identifying children with mental

retardation and learning disabilities. It has helped the U.S. military place its new recruits in
positions that suit their skills and abilities.
In 1908, Alfred Binet gave the concept of Mental Age [MA] which is a subject`s intellectual
development with respect to others of his/her age group. Chronological Age [CA] is the
biological age.
IQ = MA X 100
CA
History and description
It is the most common and popular test administered to groups ranging from 5-year-olds to the
elderly. It is made of 60 multiple choiceitems, listed in order of difficulty that’s why it`s called
progressive. The original form of the matrices was first published in 1938. This test measures
abstract intelligence of an individual
The tests were developed for research purposes. Because of their independence of language and
reading and writing skills, and the simplicity of their use and interpretation, they quickly found
widespread practical application. For example, all entrants to the British armed forces from 1942
onwards took a twenty-minute version of the SPM.
Reliability
Over forty studies dealing with the reliability of the SPM have been reported in the literature.
They cover very wide range, many cultural groups and clinical as well as normal population.
Results have been summed up in the table 1.1
Age Range [years] SPM Retest MHV Retest Correlation between

Reliability Reliability SPM and MHV
Scores
13+ -1 .88 .87 .57
Under 30 .93 .97 .60
30-39 .88 .91 .51
40-49 .87 .98 .45
50 and above .83 .90 .44
 MHV – Mill Hill Vocabulary Scale – companion measure to SPM and asses verbal
reasoning ability in the general population.
Validity
The concurrent and predictive validities of SPM vary with the age, sex and the homogeneity of
the sample and the conceptual relevance of the criterion to which the SPM will be related and the

quality of its assessment. For English speaking children and adolescents, reliable correlation of
SPM with the Binet and Wechsler Scales range from .54 to .86. Some American studies with the
adults have yielded very high correlations between SPM and WAIS scores.
Preliminaries
Name:
Age:
Gender:
Class:
Place of conduction: Psychology Lab
Time:
Materials Required
SPM booklet, response sheet, SPM manual, pen/pencil
Precautions
1. Optimal conditions for testing were ensured before the test begun
2. Time of start and finish were noted
3. If the subject got stuck on a question, then they should move to the next question.
4. The tester should ensure that no question is left unanswered
Rapport Formation
Rapport was established between the subject and the tester, prior to the test so that he/she could
feel comfortable and at ease. In such a state, she/he should answer the questions in a calm
manner and any doubts should be cleared before starting the test.
Instructions
The following instructions were given:
1. This is a test which consists of a booklet containing 5 sets, each set has 12 items that sums up
to be 60 items in total.
2. The difficulty level of the test increases progressively.
3. Attempt all the items.
4. Choose the correct item that you think is the right answer and write it on the response sheet.

5. If you have any doubt, then clarify it right now.
6. There is no time limit but try to finish as soon as possible.
Test Administration
After the instructions were given, the subject was asked to fill in the necessary details. The tester
ensured that the instructions were clear and understood.
Introspective report/Verbal Report
The subject wrote “The first three sets were quite easy but gradually items became difficult and
required high level on concentration. Towards the end I didn’t feel like completing the test.”
[You can write the introspective report given by your subject]
Scoring
The total no. of problems solved correctly were scored which was calculated with the help of the
answer key. Thereafter, a single score is obtained by adding the total scores of the five columns.
The percentile score and grade corresponding to this are noted down from the manual for
analysis.
Discrepancy score – The difference between the score a person obtains on each set and that
normally expected for his total score is called the discrepancy score shown numerically as:
Sets Set - A Set - B Set - C Set - D Set - E

Actual Score
Expected Score
DiscrepancyScore
Total score:
Percentile:
Grade:
Interpretation
The aim of administrating the SPM was to access the level of mental ability of the subject. SPM
is a test of person`s capabilities of abstract reasoning at the time of the test. This is done by
providing figures/patterns and measuring the ability to figure out patterns between them.
The subject`s raw score was _______ which corresponds to ____ percentile and grade _____.
Conclusion[For Grade – 1]

The subject`s score shows that he is Intellectually Superior as his score lies at 95th percentile
for people of his age group. This shows that he has the following characteristics:
 superior abilities to reason, generalize or problem solve, high intelligence

 learns new things rapidly
 very perceptive, good sense of observation
 wide range of interests, overwhelmed by many interests and abilities
 long attention span, sustains concentration on topics of interest, persistent
OR [For Grade – 2]
The subject`s score shows that he has Above-AverageIntellectual Capacity as his score lies
between 90th Percentile- 75th percentile for people of his age group. This shows that he has the
following characteristics:
 Easily recognizes patterns

 Very good memory.
 Advanced reasoning skills
 More curious than most students. Asks a lot of questions
OR [For Grade – 3]
The subject`s score shows that he has AverageIntellectual capacity as his score lies between
25th Percentile-75th percentile for people of his age group. This shows that he has the following
characteristics:
 make judgments and form opinions autonomously

 better able to construct and handle abstractions
 They usually respond and relate well to parents, teachers, and other adults.
 They exhibit an intrinsic motivation to learn
References
1. NCERT Psychology Textbook
2. SPM Manual, Author – J.C. Raven
3. Baron RA 2001/Indian Reprint Psych
4. Michael Egan, Mercury's Web: Some Reflections on Following Nature across Time and Place
Standard

Progressive Matrices
Sets A, B,C, D, E
Name: Date:
Place: Class:
Age: Gender:
Test Begun: Test ended:
Item A Item B Item C Item D Item E

no. no. no. no. no.
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
10 10 10 10 10
11 11 11 11 11
12 12 12 12 12
Total Total Total Total Total
Time Total Score Grade
Tested by: ___________________________
Standard Progressive Matrices

Correct Answers
Item No. A B C D E
1 4 2 8 3 7
2 5 6 2 4 6
3 1 1 3 3 8
4 2 2 8 7 2
5 6 1 7 8 1
6 3 3 4 6 5
7 6 5 5 5 1
8 2 6 1 4 6
9 1 4 7 1 3
10 3 3 6 2 2
11 4 4 1 5 4
12 5 5 2 6 5
Percentile Norms
Percentile Age 13-25 years

95 55
90 54
75 49
50 44
25 37
10 30
5 25
Interpretation of Results for RPM
Grade 1 – Intellectually Superior – If the score lies at or above the 95th percentile for people of
his/her age group
Grade 2 – Above average intellectual capacity – If the score lies at or above the 75th to 90th
percentile.
Grade 3 – Intellectual average – If the score lies between the 25th percentile and 75th percentile,
if the score is greater than the median and 3 -, if the score is less than the median.
Grade 4 – Below average intellectual capacity – If the score lies at or above the 25th percentile
4-, if the score lies at or below the 10th percentile.

Self-Concept
Questionnaire

Aim: To assess the level of anxiety of my subject using Dr. Saraswat`s Self Concept
Questionnaire.
Basic Concept:
Self – It refers to totality of an individual`s conscious experiences, ideas, thoughts and feelings
with regard to himself and herself.
The concept of self is created to help understand the personality theory better.
How does self develop – a newly born child has no idea of its self. As a child grows older, the
idea of self emerges and its formation begins. Parents, friends, teachers and significant others
play a vital role in shaping a child`s ideas about self. Our interactions with other people, our
experiences and the meaning we give to them serve as the basis of ourself. The structure of self
is modifiable in the light of our own experiences and the experiences we have of other people.
Personal Identity – It refers to those attributes of a person that makes him different from others.
For e.g. My name is Sonal/Mohan
Social Identity – It refers to those aspects of a person that link him/her to social or cultural
group. For e.g. I am a Muslim
Self-concept – The way we perceive ourselves and the ideas we hold about our competencies
and attributes is also called self-concept. This can be either positive or negative. A person may
have a positive view of her/his athletics or bravery but a negative view of his academic talent.
Studies indicate that by the age of 6-7 yrs children seem to have formed seld esteem atleast in
four areas:
 Academics
 Social Competence
 Atheletic competence
 Physical appearance
Self-efficacy – refers to the believe of a person in his ability to control life outcomes.
Self as subject and object – When self is described as doing something [ I am dancer], it is a
subject. On the other other hand if it describes as an entity on which something is done, it is
described as subject.
Kinds of self
 Personal self – this leads to an orientation in which one feels primarily conserned with
oneself.
 Social self -the social self emerges in relation with others and emphasizes such aspects of
life as cooperation, unity, sacrifice, support or sharing.

Self-regulation
It refers to the ability to organise and monitor our overt behavior. People who are able to change
their behavior according to the demands of the external environment are high on self-regulation.
History and description
The SCQ was developed by Dr. R.K.Saraswat and it provides six separate dimensions of self
concept, namely physical [view about their body and health], social [sense of worth in social
interactions], temperamental [emotional state], educational [in relation to school, teachers and
co-curricular activities], moral [moral worth] and intellectual [ awareness of their intelligence
and capacity to solve problems].
Reliability
Test – retest reliability is 0.85
Preliminaries
Name:
Age:
Gender:
Qualification:
Place of conduction: Psychology Lab
Time:
Materials Required
SCQ manual, SCQ questionnaire form, pen/pencil
Precautions
1. Optimal conditions for testing were ensured before the test begun
2. Time of start and finish were noted
3. The tester should ensure that the subject is not familiar with the test.
4. Subject should be told that there is no correct answer.
5. Subject should not skip any item
6. Subject should be assured of confidentiality of test results.
Rapport Formation

Rapport was established between the subject and the tester, prior to the test so that he/she could
feel comfortable and at ease. In such a state, she/he should answer the questions in a calm
manner and any doubts should be cleared before starting the test.
Instructions
The following instructions were given:
 In each item there are five answer options, there are 48 items in total
 Don’t leave any question and try to complete as soon as possible.
 There are no right or wrong answers
 Give the first natural answer as it comes to you. When in doubt, give the best possible
answer.
 Read the questions carefully and a `√` for whichever option suits you the best.
 There is no time limit for this test
Administration
After the instructions were given, the subject was asked to fill in the demographic details. The
subject was asked to check whether he/she left any items unanswered.
Introspective Report/Verbal report
The test was quite insightful and fun to do. The tester made me feel at ease.
[You can write the introspective report given by your subject]
Behavioural report
The subject was calm while answering the questions. He/she did not take a long time in
completing the test.
Scoring
The respondent is provided with five alternatives to give his/her responses ranging from most
acceptable to least acceptabledescription of his/her self concept. The responses are in such a way
that the scoring system for all the items will remain the same i.e 5,4,3,2,1 whether the items are
positive or negative. If the respondents puts a tick mark fir first alternative the score is 5, for
second alternative the score is 4 and so on. The summated score of all the eight items in each
self-concept dimension provide the total self-concept score for that dimension. A high score on
this indicates a higher self-concept and vice versa. Now all the scores of each dimension will be
added to get the total score of an individual.

Scoring Table
Name
Age
Sex
Item No. A Item B Item No. C Item No. D Item E Item No F

Physical No. Temperamental Educational No. Intellectual.
Social Moral
2 1 4 5 6 7
3 8 10 12 34 11
9 21 14 15 35 13
20 37 16 17 41 18
22 40 19 25 42 33
27 43 23 26 44 36
29 46 24 30 45 38
31 48 28 32 47 39
Total Total Total Total Total Total
Interpretation
Sum of all areas: ______________________________
Interpretation: ________________________________

Interpretation and Classification of Raw scores

for all dimensions
Self- Concept Dimension Score Interpretation [Category]
33 to 40 High Self-concept
25 to 32 Above average self-concept
17 to 24 Average self-concept
9 to 16 Below average self-concept
Upto 8 Low self-concept
Interpretation and Classification of Raw scores

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

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

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Format for Psychology Practical File

S.No. Particulars Signature

2. Raven`s Standard Progressive

4. Adjustment inventory for

3. Introduction to Psychological testing [Heading page]

Psychological testingrefers to the administration of psychological tests. A psychological test is

Psychology practical Page 1

 On the basis of Administration – Group test and individual test

[Define the above-mentioned from chapter 1 NCERT Psychology Book]

5. Fundamental Concept of Psychological Testing

Psychology practical Page 2

Criterion Validity assesses whether a test reflects a certain set of abilities.

Psychology practical Page 3

6. Application of Psychological testing

a. Detection of specific Behavior

Psychology practical Page 4

function is usually performed by an achievement test.

Common research and practice areas for I-O psychologists include:

Psychology practical Page 5

 Organizational development (OD)

Psychology practical Page 6

Psychology practical Page 7

Psychology practical Page 8

Raven`s Standard Progressive Matrices [RSPM]

Many definitions have been given:

According to oxford dictionary, intelligence is the ability of perceiving, learning, understanding

Thorndike had suggested three types of intelligence:

Charles Spearman proposed two-factor theory of intelligence. According to this, intelligence

Psychology practical Page 9

Logical/Mathematical - Involves number and computing skills, recognizing patterns and

Psychology practical Page 10

History and description

Age Range [years] SPM Retest MHV Retest Correlation between

Psychology practical Page 11

Place of conduction: Psychology Lab

SPM booklet, response sheet, SPM manual, pen/pencil

The following instructions were given:

2. The difficulty level of the test increases progressively.

3. Attempt all the items.

Psychology practical Page 12

5. If you have any doubt, then clarify it right now.

6. There is no time limit but try to finish as soon as possible.

Introspective report/Verbal Report

[You can write the introspective report given by your subject]

Sets Set - A Set - B Set - C Set - D Set - E

Psychology practical Page 13

 superior abilities to reason, generalize or problem solve, high intelligence

 Easily recognizes patterns

 make judgments and form opinions autonomously

1. NCERT Psychology Textbook

2. SPM Manual, Author – J.C. Raven

3. Baron RA 2001/Indian Reprint Psych

Psychology practical Page 14

Test Begun: Test ended:

Item A Item B Item C Item D Item E

Time Total Score Grade

Tested by: ___________________________

Standard Progressive Matrices

Psychology practical Page 15

Percentile Age 13-25 years

Interpretation of Results for RPM

Psychology practical Page 16