APPENDIX-1

TITLE PAGE FOR PRACTICUM NOTEBOOK

IGNOU
MA (PSYCHOLOGY)

Programme Code: MAPC

Course Code: MPCL-007
Name & Enrolment of the Learner:

Address:

Phone No.:
Email:
Study Centre Name/Code/Address:

Regional Centre:

Date: Signature of the Learner

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 APPENDIX-2

CERTIFICATE

This is to certify that Ms/ Mr. of MA Psychology First Year has

conducted and successfully completed the practical work in MPCL-007 Practicum:
Experimental Psychology and Psychological Testing.

Signature of Academic Counsellor

Name: Name:
Enrolment No.: Designation:

Name of the Study Centre: Place:

Regional Centre: Date:

Place:

Date:

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 APPENDIX-3

ACKNOWLEDGEMENT

This is to acknowledge that Ms./Mr. Enrollment No. of MAPC (1st Year) has
submitted the Practicum Notebook at the study centre, Regional Centre

Date:

Signature (with stamp)

(Coordinator, Study Centre)

3
Sr. Page
Date Particulars
No Number
APPENDIX 1-3
5
1 18.02.2023 Bobo doll experiment
11
2 20.02.2023 Article on true intelligence

18
3 22.02.2023 Thematical interview of an old age client.
Test report on locus of control 29
4 24.02.2023
experiment
Test report on 16 PF Inventory 35
5 26.02.2023
Administration
Halo effect 42
6 28.02.2023

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 PRACTICAL – 1
BOBO DOLL EXPERIMENT BY BANDURA
Aim:

Bandura (1961) conducted a controlled experiment study to investigate if social behaviours (i.e.
aggression) can be acquired by observation and imitation.

Introduction:

The Bobo doll experiment (or experiments) is the collective name for a series of experiments
performed by psychologist Albert Bandura to test his social learning theory. Between 1961 and
1963, he studied the behaviour of children after they watched an adult model act aggressively
towards a Bobo doll. The most notable variation of the experiment measured the children's
behaviour after seeing the adult model rewarded, punished, or experience no consequence for
physically abusing the Bobo doll.
The social learning theory proposes that people learn largely through observation, imitation, and
modeling. It demonstrates that people learn not only by being rewarded or punished, but they can
also learn from watching someone else being rewarded or punished. These studies have practical
implications, such as providing evidence of how children can be influenced by watching violent
media.
Description of the Test:
Method

The participants in these experiments consisted of 72 children from the Stanford

University nursery school between the ages of 37 months and 69 months. For the experiments, a
third of the children were exposed to an aggressive model and another third were exposed to a
non-aggressive model. The rest of the participants formed the control group.

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For the experiment, each child was exposed to the scenario individually, so as not to be influenced
or distracted by classmates. The first part of the experiment involved bringing a child and the adult
model into a playroom. In the playroom, the child was seated in one corner filled with appealing
activities such as stickers and stamps. The adult model was seated in another corner with a toy set,
a mallet, and an inflatable Bobo doll. Before leaving the room, the experimenter explained to the
child that the toys in the adult corner were only for the adult to play with.
During the aggressive model scenario, the adult would begin to play with the Bobo doll, then
would start to show aggressive behaviour towards the doll. Examples of this aggressive behaviour
include hitting or punching the Bobo doll and using the toy mallet to hit the Bobo doll in the face.
The aggressive model would also verbally assault the Bobo doll yelling "Sock him," "Hit him
down," "Kick him," "Throw him in the air," or "Pow". After a period of about 10 minutes, the
experimenter came back into the room, dismissed the adult model, and took the child into another
playroom. The non-aggressive adult model simply played with other toys for the entire 10-minute
period. In this situation, the Bobo doll was completely ignored by the model, then the child was
taken out of the room.
The next stage of the experiment was performed with the child and experimenter in another room
filled with interesting toys such as trucks, dolls, and a spinning top. The child was invited to play
with them. After 2 minutes of play time, the child was then told that they were no longer allowed
to play with the toys because they were reserved for other children. This was done in order to
build frustration. They were told they could instead play with the toys in the experimental room
(the aggressive and non-aggressive toys). In the experimental room the child was allowed to play
for 20 minutes while an experimenter evaluated the child's play.
The first measure recorded was based on physical aggression such as punching, kicking, sitting on
the Bobo doll, hitting it with a mallet, and tossing it around the room. The second measure
recorded was verbal aggression. The judges counted each time the children imitated the aggressive
adult model and recorded their results. The third measure was the number of times the mallet was
used to display other forms of aggression than hitting the doll. The final measure included modes
of aggression shown by the child that were not direct imitation of the role-model's behaviour.

Results
Bandura found that the children exposed to the aggressive model were more likely to pursue
physically aggressive behaviour than those who were not exposed to the aggressive model. The
results concerning gender differences strongly satisfied Bandura's prediction that children are

6
more influenced by same-sex models. Results also showed that boys exhibited more aggression
when exposed to aggressive male models than aggressive female models. While the results for the
girls show similar findings, they were less drastic.
Bandura also found that the children exposed to the aggressive model were more likely to act in
verbally aggressive ways than those who were not exposed to the aggressive model. The number
of imitative verbal aggressions exhibited by the boys was much more than by the
girls. Additionally, the results indicated that the boys and girls who observed the non-aggressive
model exhibited much less non-imitative aggression than those in the control group, which did not
have a model. Lastly, the evidence demonstrates that males tend to be more aggressive than
females. When all instances of aggression are tallied, males exhibited 270 aggressive instances
compared to 128 aggressive instances exhibited by females.
Difference between Social Learning Theory and Social Cognitive Theory.

In Social Learning Theory, human behaviour is explained in terms of a three-way, dynamic,

reciprocal theory in which personal factors, environmental influences, and behaviour
continually interact. A basic premise of Social Learning Theory is that people learn not only
through their own experiences, but also by observing the actions of others and the results of
those actions. In the 1970s, Albert Bandura published a comprehensive framework for
understanding human behaviour, based on a cognitive formulation which he named the Social
Cognitive Theory. That framework is currently the dominant version used in health behaviour
and health promotion; however, it is still often referred to as Social Learning Theory.

Social Cognitive Theory (SCT) started as the Social Learning Theory (SLT) in the 1960s by
Albert Bandura. It developed into the SCT in 1986 and posits that learning occurs in a social
context with a dynamic and reciprocal interaction of the person, environment, and behaviour.
The unique feature of SCT is the emphasis on social influence and its emphasis on external
and internal social reinforcement. SCT considers the unique way in which individuals
acquire and maintain behaviour, while also considering the social environment in which
individuals perform the behaviour. The theory takes into account a person's past experiences,
which factor into whether behavioural action will occur. These past experiences influences
reinforcements, expectations, and expectancies, all of which shape whether a person will
engage in a specific behaviour and the reasons why a person engages The goal of SCT is to
explain how people regulate their behaviour through control and reinforcement to achieve
goal-directed behaviour that can be maintained over time. The first five constructs were

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developed as part of the SLT; the construct of self-efficacy was added when the theory
evolved into SCT.

1. Reciprocal Determinism - This is the central concept of SCT. This refers to the
dynamic and reciprocal interaction of person (individual with a set of learned
experiences), environment (external social context), and behaviour (responses to
stimuli to achieve goals).
2. Behavioural Capability - This refers to a person's actual ability to perform a behaviour
through essential knowledge and skills. In order to successfully perform a behaviour, a
person must know what to do and how to do it. People learn from the consequences of
their behaviour, which also affects the environment in which they live.
3. Observational Learning - This asserts that people can witness and observe a behaviour
conducted by others, and then reproduce those actions. This is often exhibited through
"modeling" of behaviours. If individuals see successful demonstration of a
behaviour, they can also complete the behaviour successfully.
4. Reinforcements - This refers to the internal or external responses to a person's
behaviour that affect the likelihood of continuing or discontinuing the behaviour.
Reinforcements can be self-initiated or in the environment, and reinforcements can be
positive or negative. This is the construct of SCT that most closely ties to the
reciprocal relationship between behaviour and environment.
5. Expectations - This refers to the anticipated consequences of a person's behaviour.
Outcome expectations can be health-related or not health-related. People anticipate the
consequences of their actions before engaging in the behaviour, and these anticipated
consequences can influence successful completion of the behaviour. Expectations
derive largely from previous experience. While expectancies also derive from
previous experience, expectancies focus on the value that is placed on the outcome
and are subjective to the individual.

Summary

• Social cognitive theory and social learning theory are very similar as learning
theories. Their similarity is due in large part to the great contribution of Albert
Bandura to these theories.

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 • Social cognitive theory is the expanded form of Albert Bandura’s social
learning theory where he emphasized the role of cognitive factors in the process of
social learning. He also added self-efficacy and conceptualized humans as active
agents, capable of shaping their environment and of self-regulation.

• Social learning theory is a collection of works that explains the learning

process in the social context. Much of social learning theory comes from the work of
Albert Bandura that the current iteration of the theory is sometimes credited entirely to
him.

Application of social learning theory

Social learning theory can have a number of real-world applications. For example, it can be
used to help researchers understand how aggression and violence might be transmitted through
observational learning. By studying media violence, researchers can gain a better
understanding of the factors that might lead children to act out the aggressive actions they see
portrayed on television and in the movies.
But social learning can also be utilized to teach people positive behaviours. Researchers can
use social learning theory to investigate and understand ways that positive role models can be
used to encourage desirable behaviours and to facilitate social change
We can apply social learning theory in different fields such as:

1. Criminology:
Social learning has been used to explain the emergence and maintenance of deviant behaviour,
especially aggression.

2. Developmental Psychology:
Moral development and gender role development as important area of research with in social
learning theory.

3. Management:
Social learning theory proposes that rewards aren’t the sole force behind creating motivation.
Thought’s, belief, moral and feedback all help in motivating us.

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4. Media Violence:
Principle of social learning theory have been extensively used in study of social media
violence. The role of observational learning has been cited as an important factor in the rise of
rating system of TV, movies and video games.

5. Creating social change with media:

Entertainment education is symbolic modelling and has a formula with three set of characters
with cultural value that is to be examined and determined ahead of time.

DO YOU THINK VIOLENCE IS CONTAGIOUS?

These social cognitions are acquired primarily through observational learning; so youth who are
repeatedly exposed to violence will acquire social cognitions promoting aggression that last into
adulthood.
Violence is a contagious disease. It meets the definitions of a disease and of being contagious
that is, violence is spread from one person to another.
Thus, violence can be viewed as a contagious disease which can be caught simply through
its observation.

Discussion: After learning social learning theory and social cognitive theory and by watching the
video on bobo doll experiment we are able to apply social learning theory in different fields such
as in school, health care, investigation etc. Social learning theory also tells us effect of aggression
on children.
Conclusion:
Bobo doll experiment demonstrated that children are able to learn social behaviour such as
aggression through the process of observation learning, through watching the behaviour of
another person. The findings support Bandura's (1977) Social Learning Theory.

References:

• Bandura, Albert. “Social cognitive theory for personal and social change by enabling
media.” Entertainment-education and social change: History, research, and practice,

10
 edited by Arvind Singhal, Michael J. Cody, Everett M. Rogers, and Miguel Sabido,
Lawrence Erlbaum Associates, 2004, pp. 75-96.
• Bandura, Albert. “Social Cognitive Theory of Mass Communication. Media Psychology,
vol. 3, no. 3, 2001, pp. 265-299, [Link]
• Bandura, Albert. Social Foundations of Thought and Action: A Social Cognitive Theory.
Prentice Hall, 1986.

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 PRACTICAL – 2
True Intelligence
Aim/Objective:

• To understand what true intelligence with the help of intelligence theories and
Sternberg’s recent article on COVID-19.
• To understand interpretation of how standardized test are different from the real
world problem.

Introduction:

Psychologist Robert Sternberg defined intelligence as "mental activity directed toward purposive
adaptation to, selection, and shaping of real-world environments relevant to one's life."

Although he agreed with Gardner that intelligence is much broader than a single, general ability,
he suggested that some of Gardner's types of intelligence are better viewed as individual talents.
Sternberg proposed the concept of "successful intelligence," which involves three factors:5

• Analytical intelligence: The ability to evaluate information and solve problems

• Creative intelligence: The ability to come up with new ideas

• Practical intelligence: The ability to adapt to a changing environment

Description of the Test/ Experiment:

American psychologist Robert J. Sternberg proposed what he termed a triarchic theory of

intelligence that split intelligence into three main categories. Sternberg's triarchic theory was first
proposed in 1985 and was intended to create a more inclusive intelligence test than traditional
academic models.

The Contextual Sub theory

In order to fully understand Sternberg's theory, it is important to look at the three sub theories that
underpin his ideas. The first of these sub theories has to do with context. It states that a person's
intelligence is heavily influenced by their day-to-day environment and is based on their need to

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adapt to their environment, adapt their environment to them, and to make the most of their
surroundings.

Experiential Sub theory

The experiential sub theory has to do with two important concepts: novelty and automation.
When a person is presented with a novel or unfamiliar problem, they need to use their intelligence
to find new ways of solving that problem. As an experience becomes more and more familiar, it
shifts from novelty to automation. Tasks that people have completed many times become
automated, requiring less conscious thought.

Componential Sub theory

The componential sub theory explains that there are three primary mechanisms that people use to
solve problems:

• Meta components, or executive components, allow people to choose the best plan of
action for solving a given problem based on one's skillset.
• Performance components let people actually effectuate their plans using their existing
skills and knowledge.
• Knowledge-acquisition components are the strategies that people use to gain new skills
that let them solve similar problems in the future.

Although these components are important in all kinds of intelligence, they are most commonly
associated with analytical intelligence.

The Three Theories and Intelligence

These three sub theories interact to create a single cohesive picture of intelligence. People's
intelligence is informed by their environment and context. It relies on the ability to solve novel
problems and eventually automate new skills. Finally, problem-solving occurs when people use all
three elements of the componential sub theory to draw on past knowledge and learn new skills

History and Development

Sternberg developed his theory as an alternative to the general intelligence factor, or G factor. The
G factor is measured by things like IQ tests and other tests of cognitive ability. Sternberg believed

13
that this way of measuring intelligence was too limiting and that it omitted important kinds of
intelligence that many people possess and use in their daily lives.

Many psychologists besides Sternberg have also created models for diverse kinds of intelligence,
with some theories listing as many as eight distinct forms of intelligence.

Differences from Gardner's Theory

Howard Gardner is an American psychologist who proposed the theory of multiple intelligence.
He believed that people could excel in any of eight main areas:

• Musical intelligence denotes natural talent for music

• Linguistic intelligence indicates strong verbal and written communication skills
• Visual intelligence has to do with visualization and often artistic skills
• Kinesthetic intelligence is about movement and body awareness
• Naturalistic intelligence involves facility with and understanding of the natural world
• Intrapersonal intelligence is a way of understanding the self
• Interpersonal intelligence is facility in understanding other people
• Logico-mathematical intelligence involves strong ability to solve logical problems

Unlike Gardner's theory, Sternberg only discussed three types of intelligence that together
encompassed many of the types of intelligence that Gardner proposed.

Intelligence :

The way that researchers have defined the concept of intelligence has been modified many
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times since the birth of psychology. British psychologist Charles Spearman believed
intelligence consisted of one general factor, called g, which could be measured and compared
among individuals. Spearman focused on the commonalities among various intellectual
abilities and de-emphasized what made each unique. Long before modern psychology
developed, however, ancient philosophers, such as Aristotle, held a similar view (Cianciolo &
Sternberg, 2004).
Others psychologists believe that instead of a single factor, intelligence is a collection of
distinct abilities. In the 1940s, Raymond Cattell proposed a theory of intelligence that divided
general intelligence into two components: crystallized intelligence and fluid intelligence
(Cattell, 1963). Crystallized intelligence is characterized as acquired knowledge and the ability
to retrieve it. When you learn, remember, and recall information, you are using crystallized
intelligence. You use crystallized intelligence all the time in your coursework by demonstrating
that you have mastered the information covered in the course. Fluid intelligence encompasses
the ability to see complex relationships and solve problems. Navigating your way home after
being detoured onto an unfamiliar route because of road construction would draw upon your
fluid intelligence. Fluid intelligence helps you tackle complex, abstract challenges in your daily
life, whereas crystallized intelligence helps you overcome concrete, straightforward problems
(Cattell, 1963).

Mental testing movement begins with the development of first intelligence test by Alfred
Binet, French Psychologist. In 1916 Lewis Terman published the Stanford version of
Binet test that is known as Stanford Binet, Intelligence scale

IQ=(MA/CA) *100

IQ = Intelligence
Quotient MA = Mental
Age
CA = Chronological Age

Table 1: Terman’s Stanford –Binet Fourth Revision Classification

IQ Range(Deviation IQ) Intelligence Classification

164 and over Genius or near genius
148- 164 Very superior intelligence
132- 148 Superior intelligence
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 113- 132 Above average intelligence
84- 113 Normal or average intelligence
68- 84 Dullness
52- 68 Borderline deficiency
Below 52 Definite feeble-mindedness

It was felt that Stanford- Binet test depend heavily on linguistic ability.

1. In 1939 David Wechsler developed a new test Wechsler adult Intelligence Scale
(WAIS)

Table 2: Wechsler’s Classification

IQ Range(Deviation IQ) Intelligence Classification

145 and over Very superior
130- 145 Superior
115- 130 Above average
85- 115 Average
80- 85 Below average
60- 75 Borderline
Below 60 Defective

Interpretation on True Intelligence:

According to Sternberg intelligence theory, practical intelligence with reality focus is

needed to get success for an individual.

“True intelligence means the ability to solve once own or others problems by using
one’s own past experiences, observational learning, weighing the pros and cons and
coming to a conclusion for the solution to be solved”

The issue of COVID-19 virus, made us to think about various ways. It helped us to think
about being precautious with the droplet infection from the air. The virus which we
couldn’t see through our eyes made us to help each other, taught us to work from home.
Helped us to be hygienic. Moreover, it is teaching us to use of gadgets with internet as a
means of communication.

A person getting very good grades in the colleges and school is not a very good measure
of the intelligence as it just shows how well a person is able to solve the problems and
come to a definite answer from the four corners in a building based on the textual
information as it readily available. It shows entries of quick thinking, but it does not
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necessarily mean the capability applying the knowledge in dynamic environment.

As a matter of fact, adaptive intelligence is much required than high scores in the test.
Students needs to be aware of the problems existing in the world, thus they should be the
angels of heaven who could fill the requirements of the world by helping hands in the
necessity areas. According to the talents what they had received, as everyone would be
helping one or the other. Thus instead of money minded, or self-oriented, people should
try to come out of new ideas for the benefit. This can create positive vibrations amidst of
COVID - 19 virus issues. A true intelligent person would be using his knowledge what he
gained over his life time to make correct decisions in the midst of challenges and
circumstances. e.g. COVID taught students to develop Roberts.

COVID-19 showed us that people of intelligent with that of unintelligent people. People
who were going for protesting, who were going to malls, engaging in social functions with
crowd were the culprit of the spreading of infection with or without the knowledge or
seriousness about the diseases.

Even though there were intelligent people, who were far different from the unintelligent-
intelligent people had to sacrifice their life due to the foolishness of others behavior.
Examples - health care workers, police officers, community health line members etc.

‘It can be seen that particular way of problem solving can’t be applied to all solutions,
rather regardless of the situations, problem solving should emerge with an idea...’ GEO

The COVID-19 has also shown that the true measure of Intelligence is the ability of the
person to adapt to the environment. As the pandemic has changed ways of doing the
things, people that were truly intelligent understood the situation and the y made the
changes in the way they were doing things.

Intelligence is an adaptability to live the life with what we have instead of spending and
wasting time with what we don’t have. Even though COVID has brought us lockdown, the
lockdown had given the courage to fight or adapt to what we don’t have. As many of them
couldn’t have gone to job, they created this opportunity to develop an online business start
up by various methods.

e.g. - In education, COVID 19 brought us, virtual reality of using gadgets as their own
classroom, many students have made studies an easy mode of communication by sitting at
home. e.g. many rank holders were telling that, they could use this as a time for
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developing their knowledge in a smooth way. Further, acquiring degrees through online
become a habit. I think these all point out waste way of using our intelligence in an
adaptable way for the fruitfulness. So adaptability is a term which can be used to define
intelligence in matters of cost, life, health, economy, peace etc. People of unintelligent,
may not adapt themselves with the situations. As a matter of fact which lead to chaos into
one’s life.

True intelligence is a phenomenon which would help us to realize the cost benefit ratio in
terms of everything. One who understands this phenomenon could differentiate the real
value of cost. Thus they would try to reduce the cost in matters to everything. People, who
understand this philosophy, won’t engage in roaming around by spreading virus and get
ourselves sicker, thus it may end up in loosing what he or she has gained over a period of
time.

An intelligent person would be looking at the things from a macro perspective and also in
terms of benefit. So, when we realize that something is not going to work out in a long
run, he or she should try to change that long term benefits to short term... COVID taught
us that saving a lot of money is not well appreciated. Rather, one should make use of
money to get a healthy food, good drinking water etc. by cultivating vegetables at home. A
true intelligent person would keep a nominee for himself in-case if anything happens to
him. Thus it won’t make the relatives life a miserable one when one leaves from this
world.

A True intelligence is the ability to imagine about the consequences of the problem,
consequences of the behaviors, consequences of our action, in a meaningful way. In the
midst of COVID -19, one should try to be a learner through observation or imaginative
way.

Truly intelligent person would know that there is no definite answer to real life problems,
every situation would have to be dealt by considering the various aspects.

This pandemic also taught to think like an eagle,

“The problem is a problem, when the people don’t have the ability to probe the
problem.”- GEO

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 True intelligence helps us to probe the problem and find a solution. Thus, the pandemic
developed new vaccines, new theories, and new experiments. In other ways “nothing
worth achieved is achieved without effort”.

True intelligence is the ability to have a faith, a belief even in the midst of a crisis or a
problem, as nothing is the end in itself.

Intelligence is the ability to start to miles from the end

• Moreover, true intelligence is the emotional balance, one need to attain or achieve when
the emotions are balanced, one can reach miles before it sleep become reality.

I agree to the fact that COVID-19 virus has taught us to have an emotional balance to live
in a world of reality than in a world of fantasy or imaginations. That is what a true
intelligence is:

• A true intelligent person would know that each second is a reality to be accomplished
or to live,

• A true intelligence teaches us the fact that the person to whom we communicate or
live has got his own boundaries or limits, so nothing should be taken into granted.

• A true intelligence teach us that life is precious irrespective of the situations,

• True intelligence teaches us that the outward appearance of man is totally different
from what he is.

All the above saying should need to be kept in mind, as we are living with the world of
uncertainty, crime, and enemy. Thus, true intelligence teaches us to have a balance in
various areas of life.

COVID virus, made us to think about being precautious with the droplet infection from
the air. In the same way if we take precautions by using true intelligence in each and every
ways and actions with each and every one, we could prevent so many suicides, accidents,
mental illness, family issues, health issues, bitterness, diseases, etc... Thus the world
would be a better place to live with.

It can be concluded that the knowledge that is learnt by the people in the schools and
universities, cannot measure actual intelligence. “Things that i learnt in the school
universities are the kind of tools that can be used by the person to creatively come up with

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 the solution for a problem.” And in truly intelligent person would know that there is no
definite answer to real life problems, every situation would have to be dealt by considering
the various aspects.

Conclusion: From the article on COVID-19 by Stenberg, to solve the real world problems
adaptive intelligence is more important/whereas needed. It is also understood from the
article that the current IQ test only solved small part of intelligence. Human Intelligence is
an ability, that makes us a survivor out of any odds and makes us outshine or excel in
anything that we do. our uniqueness, creativity and ability to find novel solutions to
challenging life problems is what being cherished as Intelligent

References:

Book chapter: MPC007 – practicum, MPC 001.

Website: [Link]
[Link]

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 PRACTICAL – 3
INTERVIEW OF AN OLDER ADULT

Aim
1. To assess the old age client with regard to client’s problem.
2. To identify the activities of daily living
3. To establish a rapport and rule out the needs of client in matters of health coping to
understand the process of aging.

IDENTIFICATION DATA:
Name : Client-A
Age : 74 years
Gender : Male
Marital Status: Married
Occupation : N/A
Education : Not Educated
Religion : Hindu
Residence : Rural
Language : Hindi/ Malyalam
Informant : Son of Client-A
• 46 year old
• Working as ward boy
• Literate up to 10th class
• Living with the patient.
• Well-wisher of the patient
• Appears to be of sound mind and no h/o mental illness in
past.

Reliability & Adequacy: Fair

Chief Complaints: According to the Patient:

Sensations of crawling insects all over body– 3 years

Excessive bathing - 1 Year

Disturbed sleep- 10 Months

Disturbed Appetite- 9 Months

Precipitating &Perpetuating Factor:

1. Disturbed relationship with a boy

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2. Disturbed relationship with parents
3. Family pressure for performance in career

Mode of onset: Acute

Course: Progressive and continuous

Negative History:

• No H/o abnormal posturing, remaining mute and rigidity

• No H/o suspiciousness, muttering, talking to self, hearing abnormal voices
• No H/o big talks, increase physical activities and decrease need for sleep
• No H/o repetitive activities, fear, Phobias, palpitation, sweating.
• No H/o neck rigidity, head injury, seizures

H/o Substance abuse:

• H/o occasional alcohol intake 1-2 pegs/ week (stopped just after illness started)
• H/o smoking since 40 years (due to peer pressure): usually 1-2 bidi at a time.
• Would become regular and vary maximum up to 5-6 bidi/day.
• Currently not smoking since about a week.

Functioning:

• Self-care: Intact
• Occupational: Impaired. Doesn’t perform routine household works.
Just lying on bed and takes rest.

Interpersonal: Impaired. Doesn’t talk or interact much to anybody.

Treatment History:

• Illness was started 3 yrs back. Pt. consulted to Neuro-physician and NCCT done which
was suggestive of some pathology in brain and MRI brain was advised.
• MRI suggestive of inflammatory granulomas likely degenerating neurocysticercus
cysts and treatment started.
• Rx-tab phenytoin 100mg 1-0-2

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• Tab clonazepam 0.5mg 1 HS
• Tab omeprazole 1 OD
• Tab ramipril 5mg BD
• This is continued for about 2 months. Initial symptoms get cured but sensations of
crawling insects appear 10 days after starting treatment.

On 26/11/2017, diagnosed as neurocysticercosis is with psychosis

• Rx Tab phenytoin 100mg 1-0-2
• Tab Quetiapine 100mg /- /-1
• Tab clonazepam 0.5 mg 1 HS
• Tab ramipril 5mg BD
• But symptoms of sensations of crawling insects persists

On 18/05/2017
• Rx Tab phenytoin 100mg 1-0-2
• Tab Quetiapine 100mg 1- 1-1
• Tab clonazepam 0.5 mg 1 HS
• Tab ramipril 5mg BD
• This treatment is continued till now. But symptoms of crawling insects persist.

On 9/11/17 he consulted a psychiatrist at PCJ, diagnosed as neurocysticercosis is with

psychosis and took treatment.
• Tab olanzapine 10mg BD
• Tab Lorazepam 2mg 1HS
Duration of this treatment not known. But no benefit occurs in complaint of sensations
of crawling insects.

Family History:

• Joint family
• Family size :06 members
• Birth order : 7th
• Interpersonal relationship: Cordial

23
 • Home atmosphere: Seems to be supportive.

Personal History:

Prenatal and Natal:

No reliable informant available.

Early Childhood:

No reliable informant available.

Middle Childhood:

No reliable informant available.

Late Childhood and Adolescence:

No reliable informant available. Not educated (Illiterate).

Psychosexual History:

• Attained sexual knowledge from friends & peer group

• Had healthy sexual relationship with his wife

Religious Background:

• Religious minded.
• He used to involve himself in usual religious activities

Occupational and Marital History:

• Patient is farmer by occupation. good social relationship with his family members,
peer group
• Married 50 yrs ago
• Wife died in March 2010

Socio-Economic Status:

• At present he is residing with his two sons, their wives and children.
• Monthly income (total) is Rs 15000/ month
24
• Patient currently lives in a pakka house with 3 rooms, kitchen and toilet facility
• Lower Middle socioeconomic status
• Average social network.

Premorbid Personality:

• Extroverted in nature
• He was a cheerful person, liked to interact with friends and enjoy pleasurable activities
with them
• Avg. energy levels in work
• Stubborn and short tempered
• He had cordial interpersonal relationships with family members and relatives
• Mixing/interacting socially.
• Pt has non- vegetarian (goat meat) eating habit.
• Bowel/bladder /sleep habits- regular
•
Mental Status Examination
Movement and Behaviour:

• Patient slowly entered the examination room with normal gait and was accompanied
by his son.
• He took a seat and greets the interviewer in a normal way.
• He is of asthenic built, averagely nourished and appears to be of stated age
• Pt. was conscious and appeared to be in touch with his surroundings
• He was clad in a dhoti and kurta with turban on head and was averagely kempt.
• Patient was cooperative and oriented to time, place and person.

• Psychomotor activity- normal except for few picking movements on eyebrows, eye
lids, chest hairs and shows that there are insects hold between his thumb and first
finger.

• Eye contact- established and sustained

Mood/ Affect:

• Subjectively: started crying while interview.

25
• Objectively: Depressed,
Restricted range,
Reactive,
Appropriate to thought content.

Speech/ Language:

Volume: Within normal limit

a. The speed and tone: Non spontaneous. The tone was within normal limit.
b. Appropriateness of the answers: Coherent and relevant
c. Reaction time : Normal
d. Productivity : Normal

Thought and perception:

• Delusions of Parasitosis
• Ideas of helplessness, hopelessness, suicidal thoughts occasionally
• Tactile hallucinations

Cognition:

a. Orientation: Intact with respect to time, date, place and person.

b. Attention/ Concentration: Intact

c. Memory: Immediate : Intact
Recent/Recent past: Intact
Remote: Intact
d. Intelligence: appropriate to socio-cultural background and education

Judgment:

Social: Intact
On test: Intact
Impression: good and intact

Insight:
Grade 3/6 (Awareness of being sick but blaming it on organic factors).

26
Procedure and Administration:
Preparation: As I conducted the interview in person, I have pre-prepared the question that need to
be asked for practical analysis.
Rapport: Rapport was established with the subject, we had couple of conversation back then to make
the subject comfortable and friendly.
Instructions: I have given clear instruction that this interview is for my study purpose and asked him
to visit me in person on the requested day.
Precautions: I informed the subject about the interview. I conformed with him that this is solely
used for study and will not be shared for any other purpose. Also confirmed that all the information
provided will be confidential. I did not ask any inappropriate questions.
Introspective Report: Participant was very happy during the interview; He was enjoying the
interview as he remembering his happy old days of life.

Q1. Introduce yourself sir.

The subject started with his name and he said he is in his 70s .

Q2- What is your very first memory?

I remember my mother asking me to go to the store and get an egg, or maybe it was a few eggs. I
walked the few blocks over to the store. There was a little paper bag, and I was sort of juggling it
up and down, and I broke the eggs. I felt really bad about that.

Q3- How old were you that time?

Oh, I must’ve been 4 or 5, something like that.

Q4 What’s been your favorite age so far?

I think each age is great. In a lot of ways the retirement age is great. We have 14 wonderful
grandchildren. If I’d known grandchildren were so wonderful, I think I’d have skipped the
children.

27
Q5-Is that the best part of this age, having grandchildren?

Grandchildren, and being able to do projects with my wife. We’ve gone on three missions
[through the Church of Jesus Christ of Latter-day Saints] together.

Q6- How long have you been married to your wife?

Last year was 50 years.

Q7- How many times would you say you’ve been in love?

Probably many times, but I’ve only been married once and she’s the love of my life. The greatest
thing I ever did was to marry her.

Q- What else do you do every day?

Well, I do a lot of walking. Sometimes I get way laid into other responsibilities, but we take an
adult senior exercise class, which we went to this morning. It’s taught by some college students,
and they have some nice stretching and balance exercises.

I got into speed walking. I came in first place three years in the walking competition, but then I
decided that, being in70s, I didn’t really want to compete with the 65-year-olds. In wintertime,
we do it in the mall.
Q09- How would you say you are unlike other people your age?
Probably my diet. Six years ago, I found out that I had some mental health problem and my
doctor told me it was “moderately aggressive”.

Q10- Do you have any health issues; does something troubles you due to old age

He said he is healthy and have no life style diseases so far. The one troubling him currently is
the teeth. He has cavity problem and weak roots that he hasn’t treated yet. He also told that he
will go get it checked if that troubles him on daily basis.

28
Q11. Do you have any stereotype against aging process?
Ans: He said that he doesn’t seem to believing stereotype on ageing processes. he also said
staying healthy, active and do what he likes to do makes him run without thinking much.

Participant wellness in matters to promote health

He try to eat food to care for himself. He wear mask and take precautions in relation to
COVID. He won’t go out much, he also told that he go and visit hospital for checkup once
in two months but due to COVID-19, he is unable to go.
Client is trying to take meals on regular timing in order to promote his own health. He
also keeps doctors’ prescriptions for safety purpose. He is keeping a distance from others
as he is advised due to his age as it is high risk. He always spends time in thinking as
though nothing is hurting.

Client’s view on healthcare and coping with physical and psychological challenges

He is a person who is religious. So he used to pray for his needs. He thinks that LORD
will give a profit. Client’s attitude in terms of healthcare is good, but as per him COVID
situation makes it much difficult to get any psychological challenges. He said he is unable
to go out and talk with friends. It is hard to follow the COVID protocols at times. So
reassured the client in importance of keeping health at safe.
Discussion: My subject has also had very minor physical challenges due to a ageing but he
still tries to fight out and trying to become mentally strong. the way he answers some of the
family related question: as an interviewer I can understand what he is undergoing. This is
how the life goes and everyone try to do something happy to get those thoughts out of their
mind.

Conclusion: An interview technique is one of the most popular technique to understand

person’s view. After studying the theories on ageing and experiencing the interview of an
older adult, Older adults viewed successful aging as a balance between self-acceptance and
self- contentedness on one hand and engagement with life and self-growth in later life on the
other. This perspective supports the concept of wisdom as a major contributor to successful
aging. Interventions to enhance successful aging may include those that promote productive
and social engagement along with effective coping strategies.

References:

Website: [Link]
29
30
 PRACTICAL – 4
LOCUS OF CONTROL

Aim/Objective:

To measure locus of control either it is internal or external

Introduction:
Rotter (1966) defined locus of control as a ‘personality trait referring to a person’s stable beliefs
about personal efficacy’. Internal locus of control refers to the tendency to perceive the life
outcomes as a result of one’s action and to be under one’s control. External locus of control
refers to the tendency to perceive life outcomes because of chance factors or powerful others.

Description of the Test/ Experiment:

Julian Rotter (1966) devised a locus of control personality test to assess the extent to which an
individual possesses internal or external reinforcement beliefs. Terry Petti john, the author of
Psychology: A Connection, has developed the following test based on Rotter's original idea. Indicate
for each statement whether it is T (true) or F (false) for the subject. It has total 29 questions. And
There are no right or wrong answers. This survey will give you a general idea of where you stand on
the locus of control personality dimension.

LOCUS OF CONTROL AND SELF-EFFICACY

It seems that an internal locus of control goes together with a sense of self efficacy, with the
perception that one has a measure of control over one’s own life. Possibly even, one could have
an internal locus of control in certain areas and not in others. Although an internal locus of
control has generally been found to be more beneficial, extremes at either end can be a problem,
and flexibility (basing our beliefs on the realistic nature of the situation) is probably the most
adaptive style.

MATERIALS REQUIRED
Materials required for this test are online questionnaire for locus of control given by the IGNOU
exam center, an internet facility connected to phone or computer, minimum time period as per
client capability.

31
 Participant’s Profile:

Name: K. XAVIER
Age: 28 years’ old
Gender: Female
Education: BE, MSc Math.
Occupation: Owning a clothing company

Procedure and Administration:

Preparation: I have prepared with paper pencil, stop watch and answer sheet that
need to be given to the subject.

Rapport: Rapport was established with the subject and she was informed about test as
per her own interest. She is good friend of mine so she felt more comfortable during
the process.

Instructions: I have given clear instruction to the subject such as:

o Read the questions carefully and then answer as per perception.

o True or False doesn’t mean anything direct and the final outcome matters, so
please be true to your answers whatever you will in.

Precautions: Some precautions have been made pre-planned:

o Like making a comfortable seating environment.

o Happy conversation was made to make the subject free of stress.
o Water and tissue were arranged near the chair, to make her more easy and
comfortable.

Introspective Report: After completing the test subject was very happy and so much
egger to know about the result.

SCORING
The scoring for the locus of control test done by online media as it is being scored by
the test developer.

• 0-15 Very strong external locus of control

32
 • 20-35 External locus of control

• 40-60 Both external and internal locus of control

• 65-80 Internal locus of control

• 85-100 Very strong internal locus of control

RESULT
Result of client ‘X’ showed that he got a total score of 55 out of 100. This result shows
that he is being guided by Both external and internal locus of control.
Discussion:
After reading the locus of control experiment and performing the test successfully, the
result came was internal locus of control. Subject personality and result of the test was
matching. As she was much confident, positive and she believes more on hard work than
waiting to be lucky.

33
After discussing the result with the subject, she supported the result. With the help of this
test we can analyse a person come under which category and know more detail on their
personality.
SUGGESTIONS
As per the test done, client “X” actions in the test showed that a desired outcome of
internal locus of control. Subject has got favorable characteristics which are desired for a
common personality.
CONCLUSION
The results of the Rotter’s Locus of control test on client “X” has shown a score of 55.
which interprets that she has Both external and internal locus of control as per the test
done.

It is always better to have Both external and internal locus of control. It is important to
have individuals with unique combination of potential behaviors and value.
REFERENCES
Cohen, A.; Vigoda, E.; Samorly, A. (2001). "Analysis of the mediating effect of personal psychological
variables on the relationship between socioeconomic status and political participation: A structural
equations framework". Political Psychology. 22 (4): 727–757.

34
 PRACTICAL – 5
16 PERSONALITY FACTOR TEST

Aim/Objective:
To Assess the personality of subject using 16 Personality (PF) test.

Introduction:
Raymond Cattell analyzed Allport's list and whittled it down to 171 characteristics, mostly by
eliminating terms that were redundant or uncommon. He then used a statistical technique
known as factor analysis to identify traits that are related to one another. With this method, he
was able to whittle his list to 16 key personality factors.

The following personality trait list describes some of the descriptive terms used for each of
the 16 personality dimensions described by Cattell.

1. Abstractedness: Imaginative versus practical

2. Apprehension: Worried versus confident
3. Dominance: Forceful versus submissive
4. Emotional stability: Calm versus high-strung
5. Liveliness: Spontaneous versus restrained
6. Openness to change: Flexible versus attached to the familiar
7. Perfectionism: Controlled versus undisciplined
8. Privateness: Discreet versus open
9. Reasoning: Abstract versus concrete
10. Rule-consciousness: Conforming versus non-conforming
11. Self-reliance: Self-sufficient versus dependent
12. Sensitivity: Tender-hearted versus tough-minded
13. Social boldness: Uninhibited versus shy
14. Tension: Inpatient versus relaxed
15. Vigilance: Suspicious versus trusting
16. Warmth: Outgoing versus reserved

DESCRIPTION OF THE TEST

35
Cattell developed an assessment based on these 16 personality factors. The test is known as
the 16PF Personality Questionnaire and is still frequently used today, especially in
career counseling, marital counseling, and in business for employee testing and selection.

The test is composed of forced-choice questions in which the respondent must choose one of
three different alternatives. Personality traits are then represented by a range and the
individual's score falls somewhere on the continuum between highest and lowest extremes.

The scores can be interpreted using a number of different systems, depending upon why the
test is being used. Some interpretive reports take a clinical approach looking at personality,
while others are more focused on topics such as career selection, teamwork development, and
leadership potential. The 16 PF Test is an online test consisting of 187 multiple choice items.
The subject has to select one option for each item.

MATERIALS REQUIRED
Materials required for this test are 16 PF test online questionnaire given by the IGNOU,
an internet facility connected to either phone or computer, minimum time period as per
client capability.
PARTICIPANT’S PROFILE
Name : Ms. X
Age : 40 years
Gender : Male
Education : [Link]
Occupation : Teacher

PROCEDURE AND ADMINISTRATION

Preparation
The subject ‘X’ was made to feel comfortable and good rapport was created over phone.
Questionnaire was send to the participant through WhatsApp by the link provided by the
exam centre. Subject was familiarized with the details of the test as follows.

Confidentiality
Reassured the client that the report and responses would be kept confidential and safe.

Instructions
36
The following instructions were given to the subject
• To relax and feel comfortable
• To read and understand each questions and give honest answers to each
• To choose immediate responses and not to ponder the questions too much
• There is no right or wrong answers to the questions as everyone has the right to
his own views
• Some questions may be personal. But the answers are kept confidential, so there is
no reason to be worried.
• So be genuine.
• This includes 187 questions
• Options have to be selected based on best description on how you feel.
• There is no time limit, even then you are requested to complete as fast as you are
comfortable
• At the end, when the subject completed the test, she was asked to enter the score
buttons to get the evaluation of the score.
• Later client was given the report through screen shot and took a print out of it.

SCORING
The scoring for the 16 PF is done by online media as it is being scored by the test
developer. The scores range from 0 to 4. Aggregate scores of 187 items are being
calculated with 16 sub- divisions as per the 16 personality traits.

RESULT
The aggregate final scores are provided in each category by the computer.

37
DISCUSSION
The above table shows that the scores obtained by the subject and the corresponding
interpretation based on the prescribed scoring norms of 16 P.F.

✓ In factor 1: subject got a score of 1.3, (in a scale of 0 to 4) which shows subject
has good warmth which is outgoing.
✓ In factor 2: subject got a score of 1.9, which is below average that shows that
subject has got an above average common reasoning in her personality.
✓ In factor 3: subject got a score of 1.5, which indicates that subject is adaptive and
emotionally stable.
✓ In factor 4: subject got a score of 2.1, which shows that subject is above average

38
 in dominance. i.e she is assertive.
✓ In factor 5: subject got a score of 1.6, that shows that subject is average in
liveliness.
✓ In factor 6: subject got a score of 1.4, which shows that subject is below average,
i.e, she is indulgent.
✓ In factor 7: subject got a score of 2.5, which shows that subject is above average,
i.e, she is venturesome.
✓ In factor 8: subject got a score of 1.9, which shows that subject is above average,
i.e she is average minded.
✓ In factor 9: subject got a score of 1.8, which shows that subject is below average,
i.e she is trusting.
✓ In factor 10: subject got a score of 1.6, which shows that subject is below
average, so it can be inferred that she is practical.
✓ In factor 11: subject got a score of 1.1, which shows that she is below average, so
it can be inferred that she is forthright.
✓ In factor 12: subject got a score of 1.8, which shows that she is below average in
apprehension, i.e, she is self-assured.
✓ In factor 13: subject got a score of 2.2 in openness to change, i.e Above average-
she is liberal.
✓ In factor 14: subject got a score of 2 in Self- reliance, i.e, Above average- she is
group independent.
✓ In factor 15: subject got a score of 2 in Perfectionism. ie, average in
perfectionism. She is average in undisciplined and controlled.
✓ In factor 16: subject got a score of 1.6 in Tension, i.e Below average- so it can be
inferred that she is relaxed.

SUGGESTIONS
The subject has shown favorable characteristics common for a personality. Client got a
scores of above average in warmth (reasoning), above average in emotional stability
(stable), above average in rule- consciousness (conscientious), above average in social –
boldness (venturesome), above average in openness to change (liberal).

Subjects score on vigilance, abstractness, Privateness, apprehension, self- reliance and

tension is found to be below average in the personality inventory Thus it would be
39
advisable to work on these aspects.

CONCLUSION
Based on the results of the 16 PF test, we can describe the personality profile of the
subject as outgoing, above average in reasoning, adaptive and emotionally stable,
assertive, average in liveliness, conscientious, venturesome, average minded, trusting,
practical, forthright, self-assured, liberal, group dependent, average in perfectionism and
relaxed.

Discussion:

• A number of studies have supported the test's validity, including its use in
career development and personality assessment.
• The results are based on the respondent's description of their own personality
and behaviour, which may not necessarily reflect the way other people see
them. The accuracy of the results is therefore dependent on the respondent's
openness in answering the questionnaire and upon their level of self-
awareness.
• The report describes the respondent's likely style, but has not measured skills
or knowledge, and therefore it does not present firm conclusions about their
ability.
• There are no absolute rights or wrongs in personality each style has its
advantages and disadvantages, although some temperaments may suit some
activities, jobs or interests better than others.

The subject personality matched the 16PF test results and the results are very
satisfying. After discussing the result with the subject, she supported the result.

References:

o Book Chapter: MPC003

MPC007(Practicum)

o Website:

40
[Link]

[Link]

PRACTICAL – 6
HALO EFFECT EXPERIMENT
Aim
To find an answer to the question regarding people’s awareness of the halo effect.

Introduction

Halo effect, error in reasoning in which an impression formed from a single trait
or characteristic is allowed to influence multiple judgments or ratings of unrelated factors.

Research on the phenomenon of the halo effect was pioneered by American

psychologist Edward L. Thorndike, who in 1920 reported the existence of the effect in
servicemen following experiments in which commanding officers were asked to rate their
subordinates on intelligence, physique, leadership, and character, without having spoken to
the subordinates. Thorndike noted a correlation between unrelated positive and negative
traits. The service members who were found to be taller and more attractive were also rated
as more intelligent and as better soldiers. Thorndike determined from this experiment that
people generalize from one outstanding trait to form a favourable view of a person’s whole
personality.
What is Halo effect?
The halo effect is a cognitive attribution bias as it involves the unfounded application of
general judgment to a specific trait (Bethel, 2010; Ries, 2006). For example, if you
perceived a person to be warm and friendly, we will attribute a number of other associated
traits to that person without any knowledge that they are true, such as they are generous.
The word ‘halo’ stems from a religious concept. It refers to a circle of light which is placed
above or around the head of a holy person or saint in order to honour his or her sanctity.
Countless paintings from the Middle Ages as well as the Renaissance period depict notable
men and women with the heavenly light of the halo.
Examples of the Halo Effect
In the Classroom

41
In the classroom, teachers are prone to the halo effect error when evaluating their students.
For example, a teacher might assume that a well-behaved student is also bright and
motivated before they have objectively evaluated the student's capacity in these areas.
A research study conducted in 1968 by Rosenthal and Jacobson discovered that teachers
generally develop expectations for their students based not merely on the school record but
also on their physical appearance.
In the experiment, the teachers were provided with objective information such as a child’s
academic potential along with a photo of an attractive or unattractive girl or boy. The results
indicated that the teachers’ expectations concerning the child’s academic future were
significantly associated with the child’s attractiveness.
In the Workplace
A study by Parrett (2015) examined the impact of beauty on earnings based on the tipping
data of restaurants in Virginia. He discovered that more attractive servers earned in tips
nearly $1261 more annually than their unattractive counterparts.
The primary explanation stemmed from female customers’ tipping the better-looking
females more than they did the unattractive females. The customer taste-based
discrimination herein mattered more for females than for males.
Moreover, an investigation into educational attainment and self-evaluations as mediating
mechanisms for the impact of attractiveness and intelligence on financial strain and income
seemed to indicate that physical attractiveness could impact income both directly and
indirectly (Judge, Hurst & Simon, 2009).
Academics and Intelligence
A study conducted by Landy and Sigall (1974) demonstrated the impact of the halo effect
upon male judgments of female academic competence. In their experiment, 60 male
undergraduate students were asked to evaluate an essay supposedly written by a first-year
female college student.
The male undergraduates had to assess the quality of the prose and the competence of the
writer on a number of dimensions. The essays included both poorly written samples and
well-written versions. Of the 60 male participants, 20 were given a photo of an unattractive
female as an author, another 20 were given a photo of an attractive female as author, and the
final 20 were provided no photos.
Moreover, while 30 of the participants read the well-written version, the other 30 read the

42
poorly written sample. The results showed that the participants had evaluated the writer least
favourably when she was unattractive and most favourably when she was attractive.

The reverse halo effects.

The reverse halo effect refers to the phenomenon whereby positive perceptions of a
person can yield negative consequences (Edward, 2004). Errors in rating may engender
issues of validity and reliability.

On the other hand, alterations in ratings may, in fact, reflect actual transformations in
behaviour—thereby signaling a mere appearance of compromised reliability. This
possibility has been demonstrated by research on both men and women.

An experiment conducted by Joseph Forgas on 246 individuals bears this out. Following
the recalling of happy or sad past events, the participants were required to read a
philosophical essay with an image of either a young female or an old male attached as the
writer.

The results showed that those who had recalled sad events, and were therefore, in a
negative mood rated lower for the young female. Herein, a negative affect seemed to have
eliminated or reversed the halo effect.

Furthermore, research also shows that both females and males who are more attractive are
likely to be more vane and egotistical (Eagly, Ashmore, Makhijani & Longo, 1991).

The reverse halo effect occurs when positive evaluations of an individual cause negative
consequences. Rater errors pose special problems for the issues of “reliability and
validity”. Furthermore, ratings that differ in time may accurately reflect a change in
behaviour even though this difference would demonstrate an artificial lack of reliability.
A follow up study with both men and women participants supported this, as well as
showing that attractive women were expected to be conceited and have a higher

43
socioeconomic status. Eagly et al. (1991) also commented on this phenomenon, showing
that more attractive individuals of both sexes were expected to be higher in vanity and
possibly egotistic. Applied instances of the reverse halo effect include negative
evaluations of criminals who use their attractiveness to their advantage and rating a
philosophical essay lower when written by a young female than an old male

HOW IS HALO EFFECT BEING USED TO ONE'S ADVANTAGE?

The term halo effect is used in marketing to explain customer bias toward certain products
because of favorable experience with other products made by the same company. It is
used in the part of brand marketing called "line extensions." One common halo effect is
when the perceived positive features of a particular item extend to a broader brand. A
notable example is a manner in which the popularity of Apple's iPod generated
enthusiasm for the corporation's other products.[18][19] Advertising often makes use of
television shows, movies and those who star in them, to promote products via the halo
effect.
In the automotive industry, exotic, limited production luxury models or low-volume
sports cars made by a manufacturer's racing, motorsports, or in-house modification teams,
are sometimes referred to as "halo cars" for the effect they are intended to produce on
selling other vehicles within the make. To contrast this with the automotive terminology
"flagship model", see here.
Advertising in one channel has been shown to have a halo effect on advertising in another
channel.
A halo effect with regard to health, dubbed a "health halo", is used in food marketing to
increase sales of a product; it can result in increased consumption of the product in the
halo which may be unhealthy.

The halo effect in daily life

While the halo effect may be a new term to you, it’s present in just about every aspect of
your daily life. These include situations involving:
• people you find attractive
• your workplace
• school
44
 • how you respond to marketing campaigns
• medicine and healthcare
Read below for more information about how the halo effect can come to play in each of
these examples.

Attractiveness
Since the halo effect is primarily based on first-impressions and physical appearance, it
makes sense that the theory can influence our attractiveness to other people.
The exaggerated phrase, “love at first sight,” for example, often has to do with a positive
physical appearance that can also make you believe other positive things about that
person.
Imagine you’re at a coffee shop. Here, you see someone who’s dressed up and you find
them physically attractive. You might assume they are smart, funny, and have a good
work ethic.
You may see another person at the same coffee shop in workout gear. While they aren’t
necessarily as put together as the first person you see, you might still assume positive
traits about this stranger. You may think they are hardworking, fit, and happy.
The third person you come across in the coffee shop may have just woken up; their
clothing is disheveled and their hair is pulled back. This could be a harder working
person than the first individual, and maybe more fit and happier than the second.
However, you might perceive them as lazy, unorganized, and apathetic.
Work situations
The halo effect is regularly in effect at places of work, too. You might assume a formally
dressed co-worker has a good work ethic. On the flipside, another co-worker in casual
clothing might be judged as not having the same work ethic, though this could be
completely untrue.
The same effects may be noted based on educational level. One classic study on a
university level tested student perceptions on both a high-ranking professor and a guest
lecturer. Based on these titles, the students made positive associations with the higher
ranking academic that simply were not true, including a taller height.
School
The concepts of first impressions, identity, and familiarity can also fuel the halo effect in
schools. For example, there’s some evidence that perceived attractiveness can lead to
45
higher grades in school. However, other studies that show no such correlation.
Another example of has to do with higher academic achievement possibly being linked to
name familiarity. In one classic study, teachers graded essays written by fifth graders.
The teachers assigned higher grades to the essays by students with common, popular, and
attractive first names versus essays by students with rare, unpopular, and unattractive
names.

Marketing
It’s no secret that marketers use extensive methods to manipulate us as consumers so that
we buy their products or services. They can even use the halo effect.
For example, have you found that you’re more drawn to a product or service because
your favorite celebrity “endorses” it? Your positive feelings about that celebrity can make
you perceive everything that celebrity associates with as positive, too.
The way a brand labels and markets their products can also determine whether you like
the end result. For example, a food study published in Food Research
International labeled the same food products (yogurt, potato chips, juice) “organic” or
“conventional.” The “organic” products received higher ratings overall, and consumers
were willing to pay more them.
Medicine
Unfortunately, the halo effect can also play out in the field of medicine. A physician, for
example, might judge a patient based on appearances without conducting tests first.
It’s also possible to judge someone’s health based on first impression. For instance, you
might associate a person who has a “healthy glow” as someone who is happy. This may
or may not be the case.
You might incorrectly associate someone who is skinny as someone who has perfect
health, or vice-versa. One review of studies goes as far as to say that “attractiveness
suppresses the accurate recognition of health.

Relationship Between Learned Behavior And Halo Effect.

The halo effect is described as a cognitive tendency to place particular traits or
expectations on some one based on perceptions of a former trait.

We often interpret that beautiful people are smarter. It is apparent that first impressions of
another affect their success interactions and that one’s expectations influence another’s
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behaviour.

Through the research, the different studies done with infants, school aged student, adults
showed that the way we treat attractive people is a learned behaviour and many of our
choices are made without our knowledge. Even though the halo effect idea is small, it can
affect our major decisions as well as the way we interact with people in our lives leaves
room for lot of issues.

Based on the evidence put forth through the different experiments it can be said that the
halo effect is less wrong and that people are treated differently because of their level of
attractiveness.

As a matter of fact, this is an error in judgement reflects ones individual preferences,

prejudices, ideology and social perception. It is a cognitive bias that occurs when an
initial positive judgement about a person unconsciously colours the perceptions of the
individual as a whole.

When forming the first impression, observing an initial attractive feature- perhaps beauty
or strength- can make the person appealing, making it difficult to revise that impression
based on new or opposing formation.
Example- an attractive individual may also be perceived as interesting, ambitious or
funny whether or not that assessment is correct.

So, it can be inferred that halo effect is a learned behavior which reveal the relationship
between learned behavior and the halo effect.

So, our self using this tool of attractiveness as a widely held idea could be used as a
double-edged sword. Thus, halo effect principles could be learned as a matter of fact and
that could be used as a tool to practice learned behavior
Find the application and common uses of halo effect.

We can apply halo effect in our daily basic life.

o In medical field, being a doctor and having to combat your first impression of

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someone when making a medical diagnosis or prescribing.
o Personal relationship
o In politics
o Hiring employees
o Public speakers
o Marketing

It is used in the part of brand marketing called "line extensions." One common halo effect is
when the perceived positive features of a particular item extend to a broader brand. A notable
example is the manner in which the popularity of Apple's iPod generated enthusiasm for the
corporation's other products..

Discussion: From the articles related to halo effect it is clear that all the results support the
strong interpretation of halo effect. The halo effect occurs because human social perception
is a constructive process. When we form impressions of others, we do not rely solely on
objective information; instead, we actively construct an image that fits in with what we
already know. Indeed, the fact that we sometimes judge another person’s personality based
on that person’s physical attractiveness is quite surprising.

Conclusion:

we cannot escape or aware of its influence and we do our best to mitigate the effect. Having
an awareness of the halo effect can help us understand how it affects our lives. Whether you
are trying to evaluate another person, deciding which political candidate to vote for, or
choosing which movie to watch, you should consider how your impressions of them might
change your evaluations of their other characteristics. Though being aware of the halo effect
does not eliminate the bias from our lives, it can certainly help to improve our objective
decision-making abilities

References:

• Margaret Clifford, Elaine Walster. "The Effect of Physical Attractiveness on Teacher

Expectations." Sociology of Education46 (Spring):248-258.
• Elaine Walster, Vera Aronson, Darcy Abrahams. "Importance of Physical
Attractiveness in Dating Behavior." Journal of Personality and Social Psychology 4
(1966): 508-516.
• [Link]
[Link]
• Kate Lorenz. "Do Pretty People Earn More?" [Link] (2005)

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