Psy10 Lab Experiment

Determining the abstract reasoning score of DAT

Course: Psy101L
Section:06

Prepared by
Name: Md Tanbir Hossain
Id: 1512553030

Submitted to
Dr. Shamim. F. Karim
Professor
Department of History and Philosophy
North South University
 Experiment 2
Title: Determining the abstract reasoning score of DAT
 1. Abstract

For quite a long Period Gender Difference in reasoning ability has been a discussion issue. To
study this issue an experiment was held in the North South University Classroom where
single independent subject designs was used. The participant was a student who recently
doing undergraduate Program from North South University. The participant was given a
DAT booklet containing the items for abstract reasoning and an answer sheet. The participant
had to answer 50 question within 25 minutes. The score attained is converted into percentile
using the DAT score sheet respective to gender of the participant. The Percentile indicated
the participant reasoning ability out of 100 people from the bottom.
 2. Introduction

Psychological tests are written, visual, or verbal evaluations administered to assess the

cognitive and emotional functioning of children and adult. Psychological tests are used to
assess a variety of mental abilities and attributes, including achievement and ability,
personality, and neurological functioning. Psychological tests includes nine different types of
test- Intelligent test, Personality test, Attitude test, Achievement test, Aptitude test,
Neuropsychological test, Vocational test, Direct Observation test, Sexological test. There are
several aptitude tests and the one chosen is called the Differential Aptitude
Test. This test covers several areas including, Verbal Reasoning, Numerical Ability,
Abstract reasoning, Perceptual Speed and Accuracy, Mechanical Reasoning, Space
Relations, Spelling, and Language Use. The tests are performed under exam
conditions and are strictly timed. All questions have a definite right or wrong answer. DAT
assesses eight different types of ability but in this report used in one part which is abstract
reasoning. Abstract reasoning refers to the ability to analyze information, detect patterns and
relationships, and solve problems on a complex, intangible level. Abstract reasoning skills
include- being able to detect underlying patterns and relationship between event, Ideas and
Objects, being able to identify the relationship between verbal and nonverbal Ideas.

2.1 Literature Review

According to the study of Barmola Kailash (2013), aptitude and academic performance of
adolescents. The study explores the abstract and verbal reasoning (aptitude) among science
and arts students. It is aimed to find out the difference between science and arts students in
terms of abstract and verbal reasoning, and academic performance. A sample of 84 (42 each
from science and arts group stream) students has been taken from a government school of
Tehri-Garhwal (Uttrakhand-India). Results show that there is found significant difference
between science and arts students in terms of abstract and verbal reasoning (DAT).
[ CITATION Kai13 \l 1033 ]

Another study conducted by Kirk W. Drager (2014) to see the relationship between abstract
reasoning and performance in high school algebra. The sample students attend school in a
public-school district on the outskirts of a medium sized Mid-western city. The hypothesis of
the study is that performance on an algebra final exam is related to abstract reasoning after
controlling for age, motivation, and previous math achievement. Results from these analyses
indicate that abstract reasoning ability is the most important among the variables studied in
predicting success in high school algebra. [ CITATION Dra14 \l 1033 ]

2.2 Aptitude test

Aptitude tests are used to determine an individual's ability/potential to succeed in a certain

task, with no prior knowledge or training. It is a systematic means of testing a candidate's
abilities to perform specific tasks and react to a range of different situations. The tests each
have a standardized method of administration and scoring, with the results quantified and
compared with all other test takers. No prior knowledge is assumed, as the tests seek to
determine innate ability at a particular competency. Aptitude test consist of multiple question.

In the experiment the test is a non-verbal measure of reasoning ability. It assesses how well
individuals can correctly figure out the relationship of pattern and answer the figure correctly.
This type of abstract reasoning is a measure of an individual’s logical, analytical, and
conceptual skills. This is the person ability to see relationships among objects in terms of
their size, shape, position, and quantities, and where the ability to analyze dynamic changes
and project them forward in time.

2.3 Purpose of the test

The purpose of the test is measuring an adult male person abstract reasoning capacity.
 3. Methodology

3.1 Design

Design is basically a planning how the whole test is conduct. Only one independent
participant was used in this test. Under the design it appears single independent subject.

3.2 Participant

In the test an adult male person 22 years old selected as a participant. He is currently studied
in the North South University at Accounting and Finance Department. Socio demographic
status is living in Bashundhara, Dhaka. He is from the middle-class family.

3.3 Apparatus/ Materials

The following apparatus was used in the present test

 DAT Booklet from abstract reasoning.

 Stop watch.
 Data collection sheet
 Correction sheet
 Pencil and Eraser.
 Bank Paper to talking the feedback.

3.4 Description Of DAT

The Differential Aptitude Tests for Personnel and Career Assessment (DAT for PCA) are a
series of assessments designed to measure an individual's ability to learn or to achieve in
different areas. DAT assesses eight different types of ability.

 Verbal Reasoning (VR) - Designed to test one's thinking skills and cognitive
ability, in the shape of verbal analogies.
 Numerical Ability (NA) - Designed to assess one's ability to comprehend and deal
with number-related concepts.
 Abstract Reasoning (AR)- Designed to test one's reasoning abilities via a non-
verbal method, it assesses logical thinking and pattern understanding abilities.
  Mechanical Reasoning (MR) - Design to measures one's ability to comprehend the
elementary principles of mechanical tools, machinery, movement, etc.
 Space Relations (SR) - Designed to estimate one's ability to envision 3-D objects
from given 2-D images.

 Language Usage- Tests one's language skills, particularly correct use of

capitalization and punctuation, and the ability to identify grammatical mistakes
 Language usage (spelling)- It is used to distinguish from similar types of words.
 Perceptual speed and accuracy (PSA) -It measures speed of response in a simple
perceptual task.

3.5 Validity Of DAT

The original forms (A and B) of the DAT were developed in 1947 to provide an integrated,
scientific, and well-standardized procedure for measuring the abilities of boys and girls in
Grades 8 through 12 for the purpose of educational and vocational guidance. The DAT was
revised and standardized in 1962 (Forms L and M) and again in 1972 (Forms S and T). It was
designed for practical application in counselling, placement and selection procedures. The
test as measured on the basis of coefficient between DAT and grades to show satisfactory
predictive validity.

3.6 Reliability of the test

At each grade level reliability coefficients for the DAT scores were computed separately for
both grade (male-female) and form (S &T) split. Split-half reliability, the coefficients were
corrected by the spearman brown formula.

3.7 Practical Utility of DAT

The use of aptitude test consequences has fall between two types: vocational counselling and
making administrative selections about character or groups. The DAT rankings also have
some value in predicting job degree within occupations. The major use of DAT has been
in faculty the take a look at one commonly given concurrently in all pupils who are to be
counselled by way of the usage of the test. The take a look at score additionally related to the
discipline- scholastic or behavioral factors.
 3.8 Scoring

DAT results can be scored using the manual formula or technical computerized formula. The 
score for each test is the number of the correct answers. If two or more choices are marked fo
r an item, the item should be omitted in the item of scoring.

3.9 Norms

The percentile and stanine standards for DAT are given. The percentile standard for DAT wa
s designed to encourage the test results to be interpreted realistically. Separate norms are prov
ided for both boys and girls.

3.10 Procedure

First, get the participant to sit on the chair in the classroom. Then the informed consent form
(Appendix A) was given to the Participant and the participant read the form signed it. After
that, the participant read out the complete instruction so that he can readily comprehend what
is going on throughout the test. A DAT booklet was given to the participant containing items
for abstract reasoning and answer sheet. The DAT booklet also contained directions and give
two samples which way to solve the 50 figures. On the left side of the booklet there are four
sequential figures are given. and there are five possible reaction figures on the right side of
the booklet. Based on the sequential pattern participant has to select the corrected one. There
was a total of 50 items, 25 minutes was given to the participant to do the test. At 25 minutes a
stopwatch was set and started when the experiment was started by the participant. A
stopwatch was set at 25 minutes and began when the participant began the test. The score was
transformed to percentile using the participant's corresponding DAT score sheet to gender.
(scoresheet Appendix B). At the last time, the participant was provided a blank document
(Appendix C) to collect the feedback.
 3.11 Observation

At first, the participant hesitated because he did not know that the test was going to be very di
stinct from the usual trials he had done before. To conduct the test participant read all the
instruction properly. After knowing all the guideline able to solve the figure one by one.

3.12 Results

The Participant could solve all the 50 Problem figure within 25 minutes. Form the total 50
problem figures, 31 are correct and 19 are wrong answer. So abstract reasoning is 31 put of
50.

Correct Response 31
Incorrect Response 19
Total score 31/50
Percentile (Male, Abstract reasoning) 25%
 4 Discuss

In the test the total score is 50 out of that the raw score obtained the participant is 31 and the
percentile is 25%. The limitation of the test is environment and setting affect the test also as
the environment is not so participant could not properly concern on the pattern. Using the
Differential Aptitude Test (DAT) subset, the present test involved assessing abstract
reasoning. The study objective was to access this subset by administering it for abstract
reasoning on an adult person. The DAT is a very useful and reliable metric that can be used
in vocational and educational counseling. The subject was selected as an adult male. Four
items were on the right hand of each object and arranged in a series of pattern. The time limit
for doing the subset is 25 minutes, the abstract reasoning subset consists of 50 items
 5 Conclusion

The purpose of the test is measuring an adult male person abstract reasoning capacity. The
tests are performed under exam conditions and are strictly timed. All questions have a
definite right or wrong answer. DAT assesses eight different types of ability but in this report
used in one part which is abstract reasoning. The sample size is 1 that means only one
participate the test. The participant was a male age 22 years old. The participant gave the
DAT booklet and an answer sheet to fill the correct figure by using the pencil. The
Participant could solve all the 50 Problem figure within 25 minutes. Form the total 50
problem figures, 31 are correct and 19 are wrong answer. So abstract reasoning is 31 put of
50 and corresponding percentile is 25%.
 6. Reference
Antônio Jaeger, F. B. (2017). Recognition of emotional words: Response time effects of
novelty, Vol. 10, No. 2, 167–175.
Barmola, K. (2013, 01).
APTITUDE_AND_ACADEMIC_PERFORMANCE_OF_ADOLESCENTS.
Retrieved from researchgate:
https://www.researchgate.net/publication/263655344_APTITUDE_AND_ACADEMI
C_PERFORMANCE_OF_ADOLESCENTS
Drager, K. W. (2014). The Relationship between Abstract Reasoning and. University of
Kansas: Chairperson Bruce Frey.
Kosinski, R. J. (n.d.). Retrieved from
https://www.researchgate.net/publication/318255172_Recognition_of_emotional_wor
ds_Response_time_effects_of_novelty
Kosinski, R. J. (2013, 10). cognaction. Retrieved from
http://www.cognaction.org/cogs105/readings/clemson.rt.pdf