LMPSY-118

INTRODUCTION TO PSYCHOLOGY- LAB MANUAL

SCHOOL OF SOCIAL SCIENCES AND LANGUAGES

Name of the Student…………………. Reg. No……………………

Section……………………………….. Roll No…………………….

 GENERAL GUIDELINES FOR THE STUDENTS

The psychology resource center (18-203) has been specifically designed to cater to the
academic needs of B.A., B.A. (Hons.), M.A. psychology and M.A. applied psychology
students. It consists of suitable psychological tests, apparatus and equipment covering
diverse topics.

Guidelines for the students:

1. Student should be up to date on the theoretical aspect of the practical

before its conduction.

2. Student should read the lab manual comprehensively, before joining each
practical class.

Dress code (if any): Comfortable formal dress

Compulsory things to be carried by the students in lab:

1. Lab manual, HB lead pencil, Eraser, Practical file, Worksheet of the practical
to be performed.

Safety Guidelines:
1. Sit comfortably with your practical file, equipment/ material etc.
2. Avoid rush on the tables.

Do’s:
1. Read lab manual carefully.
2. Note readings/observations in specified worksheets only.

3. All the test and experiments turned in for grades must be done
independently, using the individual’s own words, ideas, figures,
data and tables.
4. Compile worksheets of all practical in a serial order in a file.

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 5. Bring complete file for every lab class.
6. Respect the lab schedules by following timetable schedule.
7. Put bags, phones, eatables etc. outside the labs at specified places.

Don’ts:
1. Don’t come to the lab class with loose worksheets.
2. Don’t create indiscipline in the lab class.
3. Don’t sit idle in the lab.
4. Don’t remove books, binders, or other lab materials from the lab.
 Table of Content

Sr. No. Title of the experiment Page No.

1. Achievement Motivation: To test the achievement

motivation of the subject by using Achievement 5-6
Motivation Scale by V.P. Bhargava
2. Memory: To test the memory level of the subject with
P.G.I Memory Scale by Dwarka Prasad and N.N. Wig 7-8

3. Personality: To analyze the personality of the subject

by using Maudsley Personality Inventory by H.J. 9-10
Eysenck
4. Intelligence: To assess the intelligence level of an
individual by Using Bhatia’s Short-Battery Performance 11-12
Test
5. Biofeedback: To control physiological responses
13-14

6. IPAT Anxiety Questionnaire:To measure anxiety levels

in adults and young adults 15-21

Practical Worksheet
INTRODUCTION
Psychological testing is a tool which is used to identify the behaviour, emotions and thoughts of a personand it is
also used to screening job of candidates, organizational development, and academic placements and for research
purpose.
A psychological test is used to assess an individual's various talents, such as aptitude in a certain subject,cognitive
processes such as memory and spatial recognition, or even personality qualities such as introversion. These exams
are based on psychological ideas that have been empirically validated. A test'sformat might range from pencil and
paper to computer-based. They include puzzle solving, painting, logic problem solving, and memory games.
Characteristics of Psychological Tests:-
1. Reliability- The consistency of the findings or conclusions of a psychological research study is
referred to as reliability in psychology. When discoveries or conclusions stay consistent or
comparable throughout several efforts, a researcher considers it dependable. Because
circumstances and participants in a study might change, researchers usually evaluate correlation
more than exactness when doing evaluations. They consider a test or research to be trustworthy if
there is a strong positive connection between the outcomes and the findings. Reliability is
important because it determines the value of a psychological test or study.
TYPES OF RELIABILITY-
a. Internal reliability- Internal reliability is the capacity of a resource to maintain consistency
within itself.
b. External reliability- External dependability is a test's capacity to produce consistent findings
across time and from each individual who takes it. It employs two techniques: test-retest and
inter-rater. Test-retest determines how well a test remains stable after multiple administrations.
A test's dependability is maintained if it remains steady. When analyzing the dependability of
research studies, inter-rater reliability, also known as inter-observer reliability, determines
whether various raters or observers record the same data depending on the protocol of a
certain test or study.
c. Test-retest reliability
Test-retest reliability measures the consistency of results when you repeat the same test on the samesample
at a different point in time. You use it when you are measuring something that you expect to stay
constant in your sample.

d. Interrater reliability
Interrater reliability (also called interobserver reliability) measures the degree of agreement between
different people observing or assessing the same thing. You use it when data is collectedby researchers
assigning ratings, scores or categories to one or more variables, and it can help mitigate observer bias.

e. Parallel forms reliability

Parallel forms reliability measures the correlation between two equivalent versions of a test. Youuse it
when you have two different assessment tools or sets of questions designed to measure thesame thing.

f. Internal consistency reliability -Internal consistency reliability evaluates individual

questions in comparison with one another for their ability to give consistently
appropriate results.
 Average inter-item correlation compares correlations between all pairs of questions that test thesame
construct by calculating the mean of all paired correlations.
Average item total correlation takes the average inter-item correlations and calculates a totalscore
for each item, then averages these.
Split-half correlation divides items that measure the same construct into two tests, which are applied to
the same group of people, then calculates the correlation between the two total scores.
Cronbach's alpha calculates an equivalent to the average of all possible split-half correlations andis
calculated thus:
a = (N . r-bar) / (1 + (N-1) . r-bar)

2. Validity- Validity is used to examine how correctly a method measures something. A technique is
regarded legitimate if it measures all it purports to measure and the resultant results closely match
real-world values.

Research validity is categorized into four main types which involve:

1. Construct validity- Construct validity is an excellent approach to ensure that the measuring
method is adequately aligned with the construct being measured.
2. Content validity- Content validity is used to determine if a test can accurately reflect the
many components of a certain concept. To create reliable findings, the content of the survey,
test, or other measuring method you employ must include the relevant and necessary parts of
the subject being measured.
3. Face validity- Face validity is used to assess how acceptable the content of a certain exam
seems on the surface. It appears to be quite similar to content validity, but it is regarded as a
more subjective and informal method of evaluation.
4. Criterion validity- To examine criteria validity, you need first calculate the correlation
between the results of your measurement and the results of the criterion measurement. If you
receive a high correlation, it means that your test is measuring what it is designed to measure.

3. Objectivity- Subjective judgments about the ability, skill, knowledge, attribute, or potentiality
to be tested and evaluated should be avoided in the exam. The proclivity to base judgements and
interpretations on objective evidence rather than subjective elements such as personal feelings,
opinions, and experiences.
4. Norms- The average performance of a representative sample on a specific test is referred to as a
norm. It depicts the average standard of a certain sample in a specific aspect. Norms are the
standard scores established by the person who creates the exam. Future test takers might compare
their results to norms to determine the level of their sample.
The first type of norms utilized in psychological testing are the percentile rank norms commonlyutilized as
a means of measuring the rate in which a particular individual measures against otherswithin their norm
group.
The last types of norm that will be examined in this paper are age and grade norms. Typically, these types
of norms are commonly utilized in educational settings in order to determine the levelby which a
particular student is performing.
5. Standardization- In psychology, standardisation occurs when a test is made uniform or is
adjusted to correspond to a given norm. It entails giving and scoring the exam in the same way
to everyone who takes it.
 EXPERIMENT-
An experiment in psychology is when there is a study conducted that investigates the direct
effect ofan independent variable on a dependent variable.
Difference between Test and Experiment:

Hypothesis:

Test: There are no hypotheses.

Experiment: Experiments require

hypotheses.New knowledge:

Test: Tests do not produce new knowledge but can be used to assist people and also to support
experiments.

Experiment: Experiments lead to new

knowledge.Centre:

Test: Tests centre on the individual’s psychological construct.

Experiment: Experiments can go beyond a single individual.

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 Practical 1: Achievement Motivation

Title: To assess the achievement motivation of an individual using achievement

motivation scale by V.P Bhargava.

Material required: - V.P. Bhargava ACMT, Manual, and Response Sheets.

Learning Objectives:-

• To enable the students understand the concept of Achievement motivation.

• To make them understand how to assess Achievement Motivation of the subject.
• To make them learn the scoring of the test.
• To enable them understand the interpretation of the results
• To help them learn report writing.

Description of the test: Achievement Motivation Test was developed by V.P. Bhargava (1994).
It is a sentence completion test and it has 50 incomplete sentences. Each item has three alternatives
and respondents have to select one alternative by putting tick mark. Test-retest reliability is 0.91
and validity index of this test is 0.85. The score on the scale range from above 23 which mean high
achievement motivation and from bellow 11 which mean low achievement motivation.

Procedure:

1. There are given some incomplete sentences.

2. Each sentence can be completed meaningfully by linking up any of the three alternatives given
against them.
3. Each of the alternative is equally good to make the sentence complete.
4. This is not an intelligence test, try to provide your true responses and there is no time limit but
generally people will take30 minutes.
5. There is no question of a right or wrong answer.

Precautions:

1. Time should be announced before the start and after the completion of every test.
2. Doubts if any must be clarified only before the start of test.
3. Answers should be written in the space provided in the answer booklet only.
4. Subject should not be allowed to take any help from anyone while performing the test.

Required result:

• Low Category-Typifies subject’s performance lower than ordinary one.

• Below Average-Refers subject’s performance is simpler than routine performance.
• Average-Refers to average performance nothing worth mentioning.
• Above Average-Refers to performances superior than average one. Casualappreciation is often done.

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 • High-Refers to outstanding performances worth appreciable and mentioning.

Learning Outcomes:

Students will:

• Understand the concept of achievement motivation.

• Learn how to assess achievement motivation of the subject.
• Learn the scoring of the test.
• understand the interpretation of the results
• Learn report writing.

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 PRACTICAL 2: Memory

Title: - To assess the memory of an individual using PGI memory scale.

Material Required: - PGI Memory Scale with response sheet and manual.

Description of the test: PGI memory scale is developed by Prof. Dwarka Prasad and Prof. N.N. Wig. This
scale consists of ten sub-tests which measure different aspects of memory and employ different methods
of recall

Learning Objectives:

• To understand the concept of memory.

• To know the assessment of memory.
• To learn the scoring procedure of the test.
• To interpret the test.
• To discuss the results.

Procedure:

PGI memory scale consists of ten sub- tests. These tests measure different aspects of
memory and employ different methods of recall. These tests are:-

1. Remote memory: It comprises of six simple questions relating to personal and current
information. Scores are allotted as per the correct responses given by the patient.

2. Current memory: It consists of five questions that assess the patient's ability
to recall information and events in the recent past.

3. Mental balance: This test gives an idea of balance over one’s mental functioning.
The learned materials (alphabet and numbers) are recalled in backward and forward
series.

4. Attention and concentration: This function is evaluated by the test of digit

span forward and backward repetition.

5. Delayed recall: In this test, the investigator reads out the names of common objects
(two series of five each) at a uniform interval. The patient is instructed to recall the
same after one minute and score of correct recall recorded.

6. Immediate recall: This test includes sequential reproduction of the sentence in

verbatim. Patient is asked to recall the sentences immediately.

7. Verbal retention for similar pairs: A series of similar associative pairs of words are
administered to the patient. Patient is asked to mention the associate words in response
to the stimulus word.
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 8. Verbal retention for dissimilar pairs: It is similar to the previous test. However,
the associate pair of words is unrelated and dissimilar. Patients are allowed up to
three trials in the test.

9. Visual retention: In this test, the investigators display some cards containing
geometrical figure. Each card is shown for15s and after 30s, patient is instructed
to reproduce the drawing from memory. No time limit is set for this test. Correct
reproductions of figures are scored.

10. Recognition: In this test, the investigators show a card containing common objects. The
patient is allowed to observe this card for 30s. Two minutes later second card containing
another set of picture shaving some picture appeared in first card is shown tothe patient.
Patient is asked to identify and name the picture that appeared in both the cards. Correct
responses are recorded and scores allotted accordingly.

Precautions:
1. Time should be announced before the start and after the completion of every test.
2. Doubts if any must be clarified only before the start of test.
3. Answers should be written in the space provided in the answer booklet only.
4. Subject should not be allowed to take any help from anyone while performing the test.

Required results:-

Percentile Range Level of Memory

P80-P100 Excellent Memory

P60-P80 Above Average Memory

P40-P50 Average/Moderate memory

P20-P40 Below Average Memory

P00-P20 Low Level Memory

Learning Outcomes:

The students will be able to

• To understand the concept of memory.

• To know the assessment of memory.
• To learn the scoring procedure of the test.
• To able to interpret the test.
• To discuss the tests.
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 PRACTICAL 3: Personality

Title: - To assess the personality of an individual using H.J. Eysenck’s Maudsley Personality Inventory (MPI)

Material Required: H.J. Eysenck’s Maudsley Personality Inventory (MPI), pencil, scoring key, manual of
the inventory.

Description of the test:

This inventory is designed to give a rough and ready measure of two important personality dimension
Neuroticism (emotionality) and Extraversion. Each of these traits is measured by some questions.

Learning Objectives:-

1. To enable the students understand the concept of personality.

2. To enable the students to assess the different aspects of personality of an individual.
3. To enable the students to assess different dimensions of personality of an individual.
4. To acquaint them with the scoring procedure and interpretation of results.

Procedure of the test:-

1. The subject will be seated comfortably in a ventilated room.

2. Before starting the test following instructions will be read loudly from the inventory by the test
administrator:
“Here are some questions regarding the way you feel and act. There is no right or wrong answer
because different people react in different manners for the same kind of experience. Therefore, what
you feel right is the most appropriate answer for you. Every question has three possible answers
“Yes”, “?”, “No”. you have to decide whether “Yes “or “No “represents your usual way of acting
or feeling, then put a (×) mark in the box right next to “Yes” or “No”. If you find it absolutely
impossible to decide put a (×) in the box next to “?”. But do not use this answer frequently. Give the
first natural answer as it comes to you. You should finish entire questionnaire in not more than fifteen
minutes. No question should be left without attempt.
3. The subject will be asked to start the test after the completion of instructions.
4. Test will be taken back after suitable time and scoring will be done with the help of translucent scoring
key. Raw scores will be calculated and then converted into standard scores in terms of neuroticism and
extroversion with the help of table 2 of the test manual of MPI and result will be interpreted.

Precautions:-

1. Subject should be instructed to give honest answers of the items instead of socially accepted answers
as otherwise the test will not serve its purpose to measure the actual personality of the subject.

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 2. Before collecting the inventory from the subjects care should be taken to check that all the questions
have been answered, where answers are missing attention of the subject should be drawn towards
omissions.

Scoring:-

• After filling the inventory a translucent scoring key is available for each of the two scales. The
instructions of using key are given on key itself. Score page-1 and then page-2 and add the scores. Make
sure that key and the questionnaire is properly aligned. The number in front of the questions on the
inventory should correspond with the numbers of the key.
• Standard scores for the raw scores will be taken from the Table no.2 of the Manual for Maudsley
Personality Inventory.
• Interpretation of the scores will be done as per given in Manual for MPI.

Required results:-

Based on the obtained results the personality will be assessed in terms of Extroversion and Neuroticism.

Learning Outcomes:-

Students will be able:

• To understand the concept of personality.
• To understand the different dimensions of personality.
• To learn how to administer the test.
• To interpret the results.
• To write a report for the results of test

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 PRACTICAL 4: Intelligence

Title: To assess the intelligence level of an individual by using Bhatia's short

battery performance test.

Material Required: Bhatia Performance Battery, Manual, Stop watch,

notebook for recording, pen

Learning Objectives:

• To make the students able to measure the intelligence of an individual.

• To enable the students to conduct and record the observations of different sub-tests tomeasure the
intelligence.
• To train them to analyze and interpret the results on Intelligence test battery.

Description of the test:

It is a battery having a series of five non-verbal sub-tests which include Pass-Along test,
Pattern Drawing test, Koh’s block test, memory test, picture completion test. These show the
performance of the individual in a given environment to measure general mental ability.
This battery can be performed on literate as well as illiterate group.

1. Bhatia performance battery consists of five tests namely, Koh’s block design test, Pass
along test, Pattern drawing test, immediate memory for sounds test and Picture
construction test.
2. The experimenter will establish a good rapport with the subject and obtain his
confidence.
3. The experimenter will give him the description of full test and instruct him for
every test one by one.

Procedure:

Koh’s Block Design Test:

1. The experimenter will place four cubes before the subject and let himexamine these confidently.
2. Then the experimenter will show card no. 1 and instruct him to prepare adesign like this.
3. The experimenter will demonstrate this design to the subject.
4. Then blocks will be mixed and subject will be asked to prepare the design 1. Time taken will be
noted down.
5. Maximum time limit for this design is 2 minutes.
6. If the subject will succeed in the above within time limit, he/ she will be proceeded to design no. 2

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 and asked to construct without any demonstration.
7. If the subject will fail in a particular demonstration within the time limit, the experimenter will
demonstrate the design without discussing it but will not let him try again and pass on to next design.
8. When the subject will come to design 6 the experimenter will give him five more blocks making the
total nine and when he will reach to design 8 the experimenter will give him remaining 7 blocks,
making the total sixteen.
9. Test will be stopped when the failure will be recorded twice in succession.
10. The time limit for design 1-5 is 2 minutes each and design 6-10 is 3 minutes each.

Observation table for this test is as follows:

Design No. Maximum Time allowed Time Taken

(in min.) (in mins.)
1. 2
2. 2
3. 2
4. 2
5. 2
6. 3
7. 3
8. 3
9. 3
10. 3

Pass along Test

• The experimenter will take the first and smallest box and card no.1and give the instructions that red
block has been placed near the blue end and blue block has been placed near the red end. Red block
must come to the red side and blue to the blue side without lifting the blocks and by just moving. The
experimenter will demonstrate the solution of first box to the subject. The time limit for design 1-4 is 2
minutes each and design 5-8 is 3 minutes each.
• Then the experimenter will place the card no.1 and ask the subject to do the same as demonstrated.
He/she will record the success or failure within the time limit.
• Then the experimenter will place the card no.1 and ask the subject to do the same as demonstrated.
He/she will record the success or failure within the time limit.
• If the subject will fail in a particular demonstration within the time limit, the experimenter will

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 demonstrate the design without discussing it and will not let him try again and pass on to next design.
• Test will be stopped when the failure will be recorded twice in succession.

Observation table for this test is as follows

Design No. Maximum Time allowed Time Taken Success or Failure

(in min.) (in mins.)
1. 2
2. 2
3. 2
4. 2
5. 3
6. 3
7. 3
8. 3

Pattern Drawing Test

1. There are eight patterns of increasing difficulty level from 1 to 8.

2. The experimenter will place the card before the subject in such a way that number ofcard appears
at the top before the subject.
3. The experimenter will provide a plain sheet of paper to the subject to draw thepatterns and write
the name of the subject on the top corner.
4. The experimenter will give the instructions of drawing the pattern to the subject:

Here is a paper and a pencil. I shall show a figure to you. You will have to make figure like this without
repeating your lines and without lifting your pencil when once you have started drawing. The time limit
for patterns 1-4 is 2 minutes and 5-8 is 3 minutes. You may make as many attempts on the paper as you
likes within the time limit.

5. The experimenter will demonstrate the first pattern if feels necessity.

6. If the subject will fail in a particular demonstration within the time limit, the experimenter will
demonstrate the design without discussing it and will not let him try again and pass on to next design.
7. Test will be stopped when the failure will be recorded twice in succession
8. The experimenter will do the scoring with the help of solutions given at the back of the cards.

Observation table for this test is as follows:

Design No. Maximum Time allowed Time Taken Success or Failure

(in min.) (in mins.)
1. 2
2. 2
3. 2
4. 2
5. 3
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 6. 3
7. 3
8. 3

Immediate Memory for Sounds

This test has two sub parts Direct and Reversed

(a) Direct

1. Hindi consonants are taken as the units of sounds.

2. The experimenter will give the instructions to the subject: “I will say something. Listen
attentively. Repeat it after I have finished”.
3. The experimenter will start the process with two letters or sounds merely to give the practice to
the subject.
4. Then the experimenter will proceed with more letters till the failure is recorded. Under each head
three alternative set of letters will be given.
5. If the failure will be recorded in the first set, subject will try the second and the third alternative sets.
6. If the failure will be recorded in all the three alternatives, a final failure will be recorded and
subject will not proceed with the series any more.

(b) Reversed

1. Explain this reversal process clearly to the subject, if necessary using second set of syllables as a second
example The instructions in this part will be given as follows: “Whatever I say you must say backwards.
If I say “Ka Cha” you will say “Cha Ka”.
2. The experimenter will start the process with two letters or sounds merely to give practice to the
subject.
3. Then the experimenter will proceed with more letters till the failure is recorded. Under each head
three alternative sets of letters will be given.
4. If the failure is recorded in the first set, subject will try the second and the third alternative sets. If the
failure is recorded in all the three alternatives, a final failure will be recorded and subject will not
proceed with the series any more.

Picture Completion Test

1. The instructions in this part will be given to the subject as follows:

a. “This test is divided into five graded sub-tests. The pictures in each sub-test are divided into
specified parts. Put these pieces together to form a picture. First sub test is only meant for
practice purpose so that you understand clearly what is wanted of you. The second picture is
divided into four parts, third divided into 6 parts, fourth divided into 8 and fifth divided into
12 parts. The time limit for sub-tests 1-3 is 2 minutes each and for 4-5 is 3 minutes each.
b. In this test there are two exceptions. In sub -test 1put the pieces side by side. In sub-test 5 put
the pieces in two piles. In one pile put pieces 1 to 6 and in the second by its side, pieces 7 to
12. Pieces 1 and 7 will thus appear before the subject on top side by side to give him initial
correct start”.
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 2. If the subject will fail in a particular demonstration within the time limit, the experimenter will
demonstrate the design without discussing it and will not let him try again and pass on to next design.
3. Test will be stopped when failure will be recorded twice in succession.
4. If the subject will be able to pass first three sub-tests then in fourth test in case of failure the
experimenter will record not only the failure but the number of pieces the subject was able to fit
correctly within the time limit.
5. Record both the time taken by the subject and success or failure. Observation table for this test is as
follows:

Design No. Maximum Time allowed Time Taken Success or Failure

(in min.) (in mins.)
1.
2.
3.
4.
5.

After the completion of Bhatia performance battery of intelligence scoring will be done as per the scoring
procedure given in the test manual of Bhatia performance battery of intelligence. Raw scores will be converted
into IQs from the table 15 and 16 of manual of Bhatia performance battery of intelligence for literate and
illiterate respectively and results will be interpreted.

Precautions:

1. Subject has to draw the pattern without repeating the lines and without lifting the pencil when started
in pattern drawing test.
2. The pieces of the sub-test must be presented in the serial order that has been marked at the back of
the pieces in picture completion test.
3. If the subject fails in a particular demonstration within the time limit, demonstrate the design without
discussing it but don’t let him try again and pass on to next design in each case of Bhatia performance
battery of intelligence.

Scoring:

1) Kho’s Block test:

For first five designs:

• 2 marks if completed within one min.
• 1 mark if completed in 1-2 min.
• 0 mark if exceed 2 minutes.

For design 6-10:

• 3 Marks if completed within one min.
• 2 mark if completed in 1-2 min. (exclude 2 minutes)
• 1 mark if completed in 2-3 minutes
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 • 0 Mark if exceed 3 minutes.
• Max marks = 25

2) Pass along test:

For first four sub tests:

• 2 marks if completed within one min.
• 1 mark if completed in 1- 2 min.
• 0 mark if exceed 2 minutes.

For the last four subtests:

• 3 Marks if completed within one min.
• 2 mark if completed in 1-2 min. (exclude 2 minutes)
• 1 mark if completed in 2-3 minutes
• 0 Mark if exceed 3
minutes. Max marks = 20

3) Pattern drawing:
Exactly same as Pass along test Max marks = 20

4) Immediate memory:

Direct:
• One mark each for correct reproduction of sound.
• Max possible marks are 9

• One mark each for correct reproduction of sound in reverse direction

• Max possible marks are 6

5) Picture completion test:

Picture 1 to 3:
• 2 marks if completed within one min.
• 1 mark if completed in 1-2 min.
• 0 mark if exceed 2 minutes.

• 3 Marks if completed within one min.

• 2 mark if completed in 1-2 min. (exclude 2 minutes)
• 1 mark if completed in 2-3 minutes
• 0 Mark if exceed 3 minutes.

Required Results:
The obtained result will be interpreted in terms of the mental ability of the subject. The result of each subject
is to be compared with the corresponding group.

Table for recording group observations:

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 Sr.No. Koh’s Block Pass Along Pattern- Immediate Memory Picture Total
Design Test Drawing for sounds Completion
Test Test
Direct Indirect

From the table of literate group given in manual of this test you can find the mental ability in terms of IQ
when you go down the corresponding column of your total score in all the five tests. (refer 16 years and above
for your case).

Learning Outcomes:

1. Student will be able to understand about the concept of intelligence.

2. Students will be able to assess and report the IQ of an individual using this test.
3. Students will come to know about the administration, scoring and interpretation of the test.

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 Practical 5: Biofeedback

Aim: To make understand how to control internal system using GSR Biofeedback apparatus.

Learning Objectives:

1 Students will earn about the concept of feedback.

2 Student will be able to control the internal bodily processes
3 Student will develop how they can achieve positive state of mind.
4. It will enable the students to understand about how negative thinking and Stress effects
well- being of a person.
5. Student will be skilled in getting relax calm.

Introduction: Nature of GSR, Development of GSR,Work of GSR, Types of GSR

Description of the Test-
Galvanic Skin Resistance feedback is utilized clinically as a indicator of emotional response and as a training tool
for generalized reduction of sympathetic activity and the Treatment of related psychosomaticand psychological
disorders.GSR Biofeedback play a major role in improving the patients awareness of both the objective
physiological indicators of inappropriate stress response and the mechanisms involved in their generation and
maintenance.

Preliminaries-

c. Details of subject- Name, Age, Gender, Qualification

d. Equipment required: Biofeedback apparatus ,paper and pencil
c. Precautions –
1. Biofeedback depends on the motivation and active participation of an individual. Thus, subject
should be motivated to actively participate in the experiment.
2. Patients with specific pain symptoms in which the cause is unknown should have a thorough
medical examination to rule out any serious underlying disease before starting biofeedback
training.
3. Guided imagery can also be used by the experimenter if the subject is not able to relax himself
on his own.
d. Instructions
Subject has to be taken in laboratory and rapport was established with the subject. Then subject will be instructed
“experimenter will be switched on the biofeedback machine, volume will be kept in controlledmanner. The
therapy session will be of 30 minutes. You have the mind power within you to make the lights glow. Now try to
make the green lights glow as many times as you can. Red lights show that you

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are under negative emotion.”

Procedure:
1. We use biofeedback apparatus to know about the mental level of subject, weather he/she is in tension
or relaxed.
2. Plug the mains lead in main socket.
3. Keep the volume and balance controls at minimum position i.e. extreme counter clockwise position.
4. Turn the feedback Mode control to GSR.
5. Apply the small quantity of jelly on the two electrodes.
6. Fix these two electrodes on any two alternative fingers of one hand of the subject, by means of Velcro
tape attached to electrodes
7. Insert headphone to its receptacle
8. Switch on the machine, green bars of the video screen will start glowing
9. Select required sensitivity on sensitivity selector.
10. Rotate Balance Control in clockwise direction and bring it to the position than yellow bar of screen
start glowing.
11.LCD panel meter shows Starting/balance value of GSR when yellow is glowing.
12. Put on the headphone on the ears of the subject now volume control is slowly increased to a level that
audio feedback, sound level is pleasant for the subject.
13. Now keep on line/balance switch at on line.
14. Then the subject under training is asked to relax as explained in the preparations before treatment.
15. If the subject is able to glow all the green bars than next lower sensitivity is selected and the subject is
asked to try for glowing more green bars.
16. On training / therapy sessions is for about 30 minutes and if the subject is not able to glow more green
bars then reading on the LCD panel meter indicates the GSR level achieved by the subject.
17. Bring the volume and balance controls to minimum position
18. Remove the electrodes and headphone from the subject
19. Instructions will be provided “You have the mind power within you to make the lights glow. Now try
to make the green lights glow as many times as you can. Red lights show that you are under negative
emotion.
20. Switch off the machine.

Introspective report

Introspection report is written/expressed by the subject.

Observation report

Observation must be done by the experimenter as he/she observed during the test/experiment.

Scoring

Result & Discussion-

A normal result may be indicated by achieving the desired changes in muscle tension, heart rate, sweat activity,
respiration rate, temperate change, and brainwave activity. These values indicate levels that canbe expected from
normal physiological functioning or relaxation. Importantly, an individual learns to control their physical
reactions, which may lead to feelings of empowerment and confidence.
23
Learning Outcomes:
 Students will learn

1. Ability to explain the control inner processes

2. Ability to assess the GSR level of individual.

3. It will improve their ability to cope up with negative thoughts.

4. Student will be able to learn how to operate biofeedback apparatus

5. After conducting the test student will get know the logic behind their emotion.

Reference:

PRACTICAL 6: IPAT Anxiety Questionnaire

Aim: - To measure anxiety levels in adults and young adults.

Material Required: - IPAT Anxiety Questionnaire with response sheet and manual.

Description of the test: The development of the I. P. A. T. Anxiety Scale, or “Self Analysis Form,” can be
attributed to Raymond B. Cattell in 1957. This scale draws upon Cattell's extensive studies on the factorial
structure of personality.

Learning Objectives:

• To understand the concept of anxiety.

• To know the assessment of anxiety.
• To learn the scoring procedure of the test.
• To interpret the test.
• To discuss the results.

Procedure:

This test is developed by R.B.Cattel and Samuel Crug.It is meant for 16 years and above.There is an Indian
adaptation by Dr.S.D.Kapoor. This test measures anxiety of subject.

Precautions:
1. Time should be announced before the start and after the completion of every test.
2. Doubts if any must be clarified only before the start of test.
3. Answers should be written in the space provided in the answer booklet only.
4. Subject should not be allowed to take any help from anyone while performing the test.

Required results:-

Scoring will be analyzed with the help of scoring key and manual.

Learning Outcomes:

The students will be able to

• To understand the concept of anxiety.

• To know the assessment of anxiety.
• To learn the scoring procedure of the test.
• To able to interpret the test.
• To discuss the tests.
 PSYCHOLOGY LAB WORKSHEET

Date of Performance:……………. Registration Number: ………

Title of the Test/Experiment:

Objectives:

Tool/Apparatus used:

Tool/Apparatus/ Test description:

Instructions for the subject:

Administration of the test:

Scoring and norms:

Results and discussion:

Learning Outcomes (what I have learnt):

To be filled in by Faculty

S.No. Parameter Marks Obtained Max.

Marks
Understanding of variables and procedure of the
1. Study 10

2. Conducting and completion of the experiment 15

3. Results and discussion 20

4. Learning outcomes 05

TOTAL MARKS 50

Signature of the Faculty