INTRODUCTION OF PRACTICALS FOR CLASS XI – 2017

CLASS XII - 2018 With the strong backing of the Chairman of GBHSSE, Mr. J. R. Rebello and the unanimous

acceptance of proposal by the Academic Council – Goa Board, at the meeting held in August

2016, the Board of Studies in Psychology has worked out the modalities for the implementation

of the Practical Component for class XI in June 2017 and subsequently for Class XII in June

2018.

PSYCHOLOGY TO REMAIN A “NON -PRACTICAL SUBJECT” WITH

PRACTICALS

Essentially Psychology will retain its present status. Hence it does not have to be introduced

compulsorily in Class XI. Marking scheme remains as a NON PRACTICAL ..SUBJECT.

� SIMPLE WORKING STRATEGY

• Teachers to take 6 lectures per week. No extra lecture.

• On any one day of the week, the last two periods to be given for psychology practicals.

• Class to be divided into two groups – one group to serve as the Experimenters, one group

as the Subjects. The group serving as Subject’s should not be present when the

Experimenter group is being given instructions. The entire aim of the experiment to be

explained post conduction to entire class. The Chapter pertaining to the practical to be

taught post conduction of experiment.

• Written reports will be done by every student. Analysis & Results of two students –

Experimenter & Subject – will be similar. Envelopes with materials used should be in the

file of the Experimenter only.

• 2 Files with A4 size project paper & blank sheets for tables to be used for report writing.

2 such files will be prepared by each student – one for first term & one for second term.

• Adequate training of teachers will be provided in conduction of Experiments in

collaboration with SCERT and St. Xavier’s College, Mapusa.

FORMAT FOR FILE CERTIFICATE

NAME OF HIGHER SECONDARY SCHOOL

SCHOOL INSIGNIA

CERTIFICATE

This is to certify that Mast./Miss _____________ of ____________ , Roll No. _______ has

satisfactorily completed the Psychology Practicum prescribed by the Goa Board of

Secondary & Higher Secondary Education for the academic year ____________.

Teacher’s Signature __________

Date:________ Principal’s Signature ___________

� EXPERIMENTS TO BE INCORPORATED FOR CLASS XI IN 2017

FIRST TERM: I. FORMAT FOR WRITING A PSYCHOLOGICAL REPORT

II. SPAN OF ATTENTION

III. RECOGNITION OF FACIAL EXPRESSIONS OF EMOTIONS

SECOND TERM: I. INTERFERENCE IN FORGETTING

II. ORGANISATION IN RECALL

� ALLOCATION OF MARKS IN PRACTICALS FOR CLASS XI:

First Term File – Assignment 10 mks

Second Term File– Project 10 mks

Practical component in

Final Exam Paper 20 mks

Total : 40 mks

� CHANGES IN PAPER PATTERN

WHAT REMAINS UNCHANGED FROM 2017 ONWARDS:

MID TERM:

1/ What is Psychology? 10

2/ Methods of Enquiry in Psychology 10

NO QUESTIONS ON PRACTICALS

***************************************************************************

WHAT CHANGES:

FIRST TERM:

1/ What is Psychology? 10

2/ Methods of Enquiry 10

3/ Bases of Human Behaviour 20

5/* Sensory, Attentional……….. 20

9/ Motivation & Emotions 20

NO QUESTIONS ON PRACTICALS

***************************************************************************

MARK MANAGEMENT FOR FINAL EXAM CLASS XI INCLUDING QUESTIONS

ON PRACTICALS

W.E.F. MARCH 2018:

1/ What is Psychology? 05

2/ Methods of Enquiry 05*

3/ Bases of Human Beh…. 10

4/ Human Development 10

5/ Sensory, Attentional….. 05 + 05*

6/ Learning 10

7/ Human Memory 05 + 05*

8/ Thinking 10

9/ Motivation & Emotions 05 + 05*

NOTE : Chapters marked * indicate weightage of marks to be assigned for questions on

Practicals.

FORMAT FOR WRITING PSYCHOLOGY PRACTICAL EXPERIMENT.

DATE: TITLE OF THE EXPERIMENT EXPERIMENT NO.:

INTRODUCTION: a background of the issue to be written in around two pages or 1000 words.

PROBLEM: statement of the problem.

VARIABLES: Independent variable

Dependent variable

SUBJECT:

MATERIALS/APPARATUS:

EXPERIMENTAL DESIGN/PLAN:

PRECAUTION:

PROCEDURE AND INSTRUCTIONS:

INSTROSPECTIVE REPORT:

RESULTS AND DISCUSSION:

CONCLUSION:

REFERENCES:

Span of attention

INTRODUCTION: We are biologically bound to attend a few stimuli of the environment at any point of

time because of limited processing capacity of our nervous system. As a result, we focus on a few stimuli

of particular significance and ignore others at any particular time. Thus, the amount of stimuli that could

be brought to the awareness of a person at any given time can be termed as his or her range or span of

attention. In other words, the amount of stimulus which can be grasped correctly on a brief exposure,

may be called span of attention. The first experiment on span of attention was conducted by Sir William

Hamilton in 1859. In the experiment he used marble chips as stimulus and that one could attend only 6–

7 scattered chips of marble on a brief exposure. Jevons also conducted a similar experiment in 1871. He

used beans as stimulus and reported that on a brief exposure 7– 8 beans can be attended.

A study indicated that span of attention is determined by many factors. Some of them are subject

related, like age, sex, motivation, interest, etc., Similarly, organisation, meaningfulness, and

homogeneity, and intensity of stimulus are considered as stimulus-related factors which have serious

impact on our span of attention. Postman (1954) found that the span of attention for meaningful word

is larger than nonsense syllables. Span of attention becomes span of apprehension if some kind of

stimulus is repeatedly exposed to the subject for a very brief time period. Each time the subject is given

a single glance only and the average of the correct reports of the subject about the exposed stimulus

constitutes his span of apprehension. In other words, when a subject is asked to describe what he or she

observed it is called span of apprehension. Thus, the span of apprehension means not only to catch the

stimulus, but also to know what one catches. Therefore, most of the experiments on span of attention

become span of apprehension. Individuals differ in their span of apprehension. Some people can catch

more distinct and clear details in one glance than others. Individual difference in span of apprehension

depends on many personal and stimulus-related factors which have already been described earlier.

Homogeneity of stimulus makes difference in our span apprehension because the subject needs to

report only the numbers, whereas in case of heterogeneous stimulus the subject needs to discriminate

the stimulus material into different groups. Consequently, the span of apprehension for heterogeneous

materials is found to be smaller than homogeneous materials. Since dots are identical in nature the

subject is required to report about the number of dots exposed in a glance. In this experiment the

subject is supposed to report about the number of dots on each card shown to him.

VARIABLES: Independent variable:

Dependent variable:

SUBJECT:

MATERIAL: A set of nine cards containing dots from 3– 11 in number, screen, paper, pencil etc.

(Computer if using one)

EXPERIMENTAL DESIGN: The subject is shown various paper cards one by one. One can use a

powerpoint presentation with each slide containing dots that are randomly used and use a timer for the

change for slides. If using manual cards then show the card for not more than 1 second. Each card

contains dots in different numbers, ranging from 3– 11. Subject has to report the number of dots seen.

The cards are to be shown in random order.

PRECAUTION:

PROCEDURE AND INSTRUCTION:

The subject was instructions before the start of the experiment:

‘You will be shown a piece of white card containing dots through the window of this apparatus. Try to

concentrate because the cards will be shown for a very brief period and you have to report the number

of dots printed on the card. Each time the card will contain dots in different numbers and you have to

report the number of dots the card contained’.

After making necessary arrangements for the experiment, the subject was shown the cards. The

experimenter placed one of the cards at the back of the window and the subject was asked to be ready.

The card was shown for a second. The subject was asked to report how many dots he could see. Subject

response was recorded as right (√) or wrong (X) for the correct or wrong response against the respective

number. The exposure of cards containing dots were not in order. It did not follow any order or

sequence, for example, cards containing ten dots could have followed the presentation of cards

containing five dots, or any other number except nine or 11 number cards. In this way, each of the cards

containing the number of dots ranging from 3– 11 was exposed to the subject and the responses of the

subject for right and wrong were marked in front of the respective number written down. When the

response of the subject about the number of dots on the card was correct, it was marked (√), and if it

was incorrect it was marked (X). Thus, responses of the subject were obtained for each card.

INTROSPECTIVE REPORT: was the task was really very difficult? Was the exposure time of the card was

very short? Did you actually count the dots if they were very few? Was it was difficult to count the

number of dots as the dots increased?

RESULTS AND DISCUSSION:

• Aim

• Note now the table ____

• Upto how many dots were successfully counted?

• What is the subjects span of attention?

CONCLUSION: the subject’s span of attention was ______ dots.

HUSSAIN, AKBAR. EXPERIMENTS IN PSYCHOLOGY (Kindle Locations 13316-13322). PHI Learning. Kindle

Edition.

TABLE ______

Card no. Number of dots Response of subject Right/wrong

1 3

2 4

3 5

4 6

5 7

6 8

7 9

8 10

9 11

INTERFERENCE IN FORGETTING

INTRODUCTION: (a background of the issue to be written in around two pages or 1000 words. Can refer

to prescribed text).

PROBLEM: to observe how later learned words interfere and result in forgetting earlier learned words.

VARIABLES: Independent variable: retroactive interference causing earlier words to be forgotten due to

presentation of second list of words.

Dependent variable: recall of words from 1st

list.

SUBJECT:

MATERIALS/APPARATUS: two lists of words containing 10 words each belonging to a certain category, in

this case, names of animals. Refer to table ____ for list 1 and list 2.

EXPERIMENTAL DESIGN/PLAN: subject will be required to learn list 1 first. He will be shown each word

on a card and asked to repeat it. He will be shown the cards this way until he is able to learn all the 10

words successfully. Once he learns all the words, he will be asked to write down in any order the words

learned. Then he is given a 5 minute break and is given list 2. Again he is told to read aloud the words

shown on the card one by one. After each presentation he will be told to recall the words until he is able

to recall all the words in any order without any error. For both lists, a maximum of 10 trials is given. He is

again given a 5 minute break. Then he is asked to recall all the words from list 1 only. His responses are

noted down.

PRECAUTION:

PROCEDURE AND INSTRUCTIONS: the experimenter prepares 20 cards and on each card a name of an

animal is written. These 20 cards are then divided into two lists. The experimenter gives the following

instructions to the subject:

‘ I will show you a card on which a name of an animal is written. You have to read aloud the name of the

animal as I show you the cards. This way I will show you 10 cards. At the end you have to recall the

names of the animal. We will do this till you learn all the names of the animals. You can recall in any

order’.

As the subject recalls the names after each trial, the experimenter ticks on the table the names of

animals recalled. The subject takes ______ trials to recall correctly the names. Then the subject is given

a 5 minute break. Again the experimenter proceeds to give the subject the second list in the same way

as the first list till a correct recall by the subject. After 5 minutes, the subject is instructed to recall the

words from list 1. The experimenter notes down the words.

INSTROSPECTIVE REPORT: did you find it difficult to learn the two lists? Did you get confused when I

asked you to recall again the words from the first list? Did you think you mixed up the words from both

lists in the recall?

RESULTS AND DISCUSSION:

• Aim

• Note down the trials of list 1. How many trials?

• Note down the trials of list 2. How many trials?

• Compare how many words subject was able to recall from list 1 when asked for the second time.

• Did the subject recall also from the second list.

• If subject was unable to recall all the 10 names of animals, did retroactive interference occur?

CONCLUSION: was there retroactive interference?

REFERENCES:

List 1 List 2

Goat Jackal Pig Bears

Mule Horse Buffalo Elephant

Snake Sheep Cobra Fox

Monkey Deer Mouse Parrot

Cheetah Rabbit Tiger Calf

Table _____

Words of list 1 First recall of

list 1

Second recall

of list 1

Goat

Mule

Snake

Monkey

Cheetah

Jackal

Horse

Sheep

Deer

Rabbit

Total names

recalled

RECOGNITION OF FACIAL EXPRESSIONS OF EMOTION

INTRODUCTION: (a background of the issue to be written in around two pages or 1000 words. Can refer

to the prescribed text).

PROBLEM: to observe if the subject is able to identify correctly the six universal emotions from the facial

expressions.

VARIABLES: Independent variable: different facial expressions shown to subject on the photo.

Dependent variable: correct identification of the emotion.

SUBJECT:

MATERIALS/APPARATUS: series of six photos of a person that displays the six universal emotions. A list

of emotions for the subject to match to the photos.

EXPERIMENTAL DESIGN/PLAN: this is a simple experiment. Subject will be shown 6 photos of a single

person displaying different emotions. The emotions of the subject are to be identified by the subject

correctly from a list of suggested emotions.

PRECAUTION: do not give subject too much time to ponder and no allowing any change of response.

PROCEDURE AND INSTRUCTIONS: Keep the photos ready along with a list of emotions. Tell the subject

the following instructions:

‘I will show you six photos and I want you to tell me what emotion you think the subject is displaying. If

you are unable to tell me, I have a list of emotions you can choose the emotion from.’

The subject was shown each photo and the emotion the subject identified with the photo was noted

down by the experimenter. When the subject could not identify a list of emotion was shown to the

subject to choose from.

INSTROSPECTIVE REPORT: was the identification of the emotion easy to you? Did you note any part of

the face in particular to identify the emotion?

RESULTS AND DISCUSSION:

• Aim

• How many emotions did the subject identify correctly?

• For many emotions did the subject refer to the list?

CONCLUSION: how many emotions were identified correctly.

REFERENCES:

Please see attached file for the series of photos.

List of emotions:

Joy/happiness

Fear/scared

Anger/irritation

Disgust

Sadness

Frustration

Surprise

Envy

http://www.dialogues-cns.org/publication/compound-facial-expressions-of-emotion-from-basic-

research-to-clinical-applications/

Organisation in recall

INTRODUCTION: a background of the issue to be written in around two pages or 1000 words.

PROBLEM: To examine how organization occurs while learning and reflects in recall of the same.

VARIABLES: Independent variable: stimulus words belonging to a certain category

Dependent variable: organization in recall of stimulus words

SUBJECT:

MATERIALS/APPARATUS: chits of five words belonging to a certain category. Each chit will contain one

word. There will be 25 words belonging to 5 categories. Fruit: apple, banana, grapes, mango, papaya;

Stationery: book, paper, pencil, pen, eraser; Places: London, Delhi, Moscow, Tokyo, Washington;

Furniture: sofa, bed, table, chair, cupboard; Astronomy: stars, comet, sun, moon, planets.

EXPERIMENTAL DESIGN/PLAN: The stimulus words to be given to the subject will be randomly

presented. Hence, the words will be mixed up and given from all categories. Each chit will be presented

to the subject and the subject has to read the word aloud. Two presentations will be given to the

subject. After that the subject is told to write down words in any order of recall. Then the subject is told

to observe the words recalled and written down and is given five minutes to observe the same and is

given another paper wherein he is told to write down the words again in any order.

PRECAUTION: allow uniform time for presentation of the words, around 1 second each word. Do not

show the words when the subject has to recall the words.

PROCEDURE AND INSTRUCTIONS: the subject is invited into the room, after having kept all the cards

ready and is given the following instructions:

‘I will show you some cards with a word written on it. You have to say the word aloud as I place it before

you.’

The experimenter placed the words one by one before the subject as the subject says the word aloud.

This way, the subject is given two presentations of the stimulus words. Then the subject is given a paper

and asked to write down whatever words can be recalled in any order. The experimenter then allows

the subject to observe the words written for five minutes. Then the subject is given another paper and

asked to again write down the words in any order. The subject is then thanked for the cooperation.

INSTROSPECTIVE REPORT: How did you recall the words? When you were allowed to observe the words

for five minutes, did you notice that they belonged to certain categories? Did you try to recall the words

category wise for the second recall?

RESULTS AND DISCUSSION:

• The aim of the experiment.

• How many words subject recalled the first time?

• How many words were recalled the second time? Less/more/same?

• Did the recall show any organization of words in terms of category words were clustered and

recalled together?

CONCLUSION: is organization evident in recall and does it help in better recall…

REFERENCES: