GRADE V INTELLECTUALLY IMPAIRED, AT OR BELOW 5 TH
Experiment 5: Transfer of learning
Problem: To demonstrate the phenomenon of bilateral transfer.
Material Required: Mirror-drawing apparatus, stylus, stop watch, paper and pencil.
Procedure: The following instructions are to be given to the subject, “Look at this mirror, you
will see a star image. The star image is a reflection of a pattern grooved on the wooden board and hidden by the screen. Take the stylus in your left hand(the experimenter will give the stylus to the subject and helps him to position it at the end of the nearest projection). Now you will have to look into the mirror image and trace the star pattern with the stylus. Be careful about the stylus not touching the edges of the groove. If you touch, it will be counted as an error. Try to do as speedily as possible.” After the subject traces the path once with the left hand, he is asked to trace the path again. Time taken and the number of errors committed are noted down.
In the same way, now the subject is asked to trace the star pattern with his right hand for 10 trials. In each of these trials, the number of errors committed and the amount of time taken in seconds to complete the pattern are noted down. Again the subject is asked to perform the same task in the same manner with his left hand jow, and the errors committed and time taken in seconds are noted down.
Result:
l Tabulation of data: performance index (time taken and no. of errors) for first trial with left hand, followed by trials with right hand (10 trials), and lastly, the second trial with left hand.
l Calculate the percentage gain in time (if any), for second trial with left hand.
Discussion: Compare the time taken in seconds and errors committed in the first trial with left
hand with that of the second trial with left hand (after training with right hand for ten trials). Find out whether there is any transfer of trining in the second trial with left hand and also if it is positive, negative or zero transfer.
Ø Figure Ground Experiments
The most fundamental process in form perception is the recognition of a figure on a background. We see the objects and forms of everyday experience as standing out from a background. Pictures hang on a wall, words are seen on a page, and the melody stands out from the repetitive chords in the musical background. The picture, words, and melody are perceived as figure, while the wall, page and chords are the ground. The ability to distinguish an object from its general background is basic to all form perception. Figure-ground discrimination is so basic that it is usually considered the starting point in organized perceptual experience (Haber & Hershenson, 1980).
The Danish psychologist Edgar Rubin (1915,1921) was first to systematically investigate this phenomenon. He found that it was possible to see any well-marked area of a visual-field as the figure, leaving the rest as the ground. In some instances the figure and the ground may fluctuate. The importance of figure-ground relationship lies in the fact that this early work by Rubin was the starting point from which the Gestalt psychologists began investigating what they called 'the organization principles of perception’.
Figure-ground: A term used to describe the perceptual relationship between an object of focus
(figure) and the rest of the perceptual field (ground). The figure generally has form or structure and appears to be in front of the ground. The ground is seen as generally homogenous and as extending behind the figure. The relationship in many instances can be reversed by focusing on or attending to the ground rather than the figure.
The best way to conceptualize the notion of figure-ground relationship is to appreciate that the CONTOUR or boundary that ‘separates’ the figure from the background physically belongs to both of them but perceptually belongs to the figure. Thus, the figure is given form and shape and background is left unshaped and lacking in form.
Reversible Figure Most important in understanding perceptual processes are instances with the
reversible figure-ground relationship. Our perception can be influenced by set (refer to figures below). The viewer may be led into readiness to perceive the stimulus pattern in a certain way. The figure below can be influenced by your expectation to perceive a young woman or an elderly grandmother.
There are a few instances in which we can intentionally reverse figure-ground relationship. The stimulus pattern can be viewed in two ways, and after a few moments it even alternates automatically from one to another. The figure becomes the background, and the ground becomes the figure (figure given below)
These unintentional shifts increase as the viewing time is lengthened, an outcome that has been interpreted as stimulus satiation in the central nervous system. With prolonged observation, the neural mechanisms become progressively more fatigued, and shifts take place more frequently. Human beings confined to an unchanging environment seek sensory variation which is perhaps imposed upon us in these automatic shifts.
Note: Any experiment based on figure-ground principle, may be conducted.
Ø Muller Lyer Illusion Experiment
In the Muller-Lyer illusion there are two horizontal lines, one is SS, with ‘arrow heads’ and the other is SV with ‘feather heads’. Both lines are equal in length. But the line with feather heads will be perceived by the subject to be longer than the arrow heads line. The subject adjusts SV till he perceives the two lines to be equal. The experimenter may find out how close the subject comes to match the two lines from the scale fixed behind the illusion board. The direction to the subject for adjustment should be varied. In half of the trials the SV should be set with a value considerably longer than the standard and in half of the trials it should be set considerably shorter than the SS. There are two conditions followed in all trials. They are: (1) space condition (right and left; R and L) and (2) movement condition (outward and inward; O and I). Consequently, there are four combinations as RO, RI, LO, and LI. When these four conditions are counterbalanced, we have the sequences as RO, LI, LO, RI, LI, RO, RI and LO. For each sequence there are 10 trials and a total of 80 trials. There are four ascending and four descending series.
Experiment: Determination of equal stimuli by the Method of Average Error
Problem: The purpose of this experiment is to determine the extent of visual illusion in the
Muller-Lyer illusion apparatus by using the method of average error.
Material Required: Muller-Lyer illusion apparatus, paper and pencil.
Procedure: The experimenter in advance should prepare observation table in record book for
noting down the judgements.The table should have two space and two movement conditions with the sequence of RO, LI, LO, RI, LI, RO, RI, and LO. The experimenter should give the following instructions: “Look at this board, there are two lines. These two lines as you see are unequal in size. I will keep the length of this line as constant and go on varying the length of variable line in small units, either increasing or decreasing. At every step you should tell me whether SV is equal to SS or not. When you feel they are equal, I will stop”.
Result: In all, there are 4 ascending series (RO, LO, RO, LO) and 4 descending series (RI, LI,
RI, LI). Thus, we have eight conditions. The means for R and L spaces and means for O and I movements have to be worked out. The main aim of this experiment is to determine the discrepancy between the SS (arrow heads) line and the average of the subject’s judgements (Mj). This is the extent of illusion. This is the main constant error (Ec) of the experiment.
The formula to find out space error is : Mr-Ml/2;
Mr = Mean of the right space Ml = Mean of the left space The formula to find out the movement error: Mo-Mi/2;
Mo = Mean of outward movement Mi = Mean of inward movement The formula to find out constant error is : Mj-SS= Ec
Mj = Mean of all judgements SS = Standard stimulus Ec = Constant error
Discussion: Discuss the results obtained in Muller-Lyer illusion experiment. State the extent of
illusion whether it is due to overestimation or underestimation. State whether the result is in accordance to the assumption of the experiment. The SS line should be underestimated in comparison with the SV. Compare the space and movement error and state which is greater and why. Is the constant greater than the space and movement error, if so, why? Any variation in the subject’s judgement in the ascending series from the descending series has also to be explained.
9.0
CONDUCTION OF TERM END EXAMINATION IN
BPCL 007 AND BPCL 008
TEE will be held separately for BPCL 007 and BPCL 008. The duration will be three hours for each examination. The examination has to be conducted in the respective study centers by the
Regional Centres. During the examination, the learner will conduct the practical and submit the answer sheet. The practical may be allotted to the learner by the way of lot system. Chits with names of various practicals may be prepared beforehand and the learner may be asked to pick one at the time of the examination. S/he may then collect the test/experiment material and start conducting the practical. S/he will have to bring one subject along with her/him. Once the learner finishes conducting the practical, s/he will have to report the findings in the answer sheet. The answer sheet is then to be submitted to the internal examiner. This will be followed by the viva voce. The learner has to bring her/his practicum notebook at the time of examination.
Viva-voce will be conducted by both the internal examiner and the external examiner. The answer
sheets will be corrected by the external examiner.
10.0
SUGGESTED READINGS
Banister, P., Burman, E., Parker, I., Taylor, M. & Tindall, C. (1994) Qualitative Methods in
Psychology: A Research Guide. Buckingham-Philadelphia: Open University Press.
Bedford, T. (1982) Vocational Guidance Interviews: A Survey by Careers Service Inspectorate, London: Careers Service Branch, Department of Employment.
D’Amato, M.R. Experimental Psychology: Methodology Psychophysics and Learning. New Delhi: Tata Mcgraw Hill (1985).
Freeman, Frank S. (1965) Theory and Practice of Psychological Testing. 3rd Edition. New Delhi:
Oxford & IBH Publishing Co. Pvt. Ltd.
Fernald, L.D. & Fernald, P.S. Munn’s Introduction to Psychology. Delhi: AITBS Publishers and Distributors (2007).
Gregory, RJ (2004). Psychological Testing: History, Principals and Applications. Pearson Hilgard & Atkinson (2003) Introduction to Psychology. 14th Edition. Thomson Wadsworth
Kapaln, RM & Saccuzzo, DP (2009). Psychological Testing and Assessment. Cengage Learning: Indian Edition 2011.
Parameshwaran, E.G. & Ravichandra, K. Experimental Psychology. A Laboratory Manual. Seema Publications, Delhi (1983).
Postman, L. & Egan, J.P. Experimental Psychology: An Introduction. Indian Edn., Ludhiana, Kalyani Publishers (1982).
Rajamanickam, M. (2005) Experimental Psychology, Vol. I & II. New Delhi: Concept Publishing Company.
Rao, S. Narayan (1999) Educational Psychology. New Delhi: New Age International (P) Ltd. Reber, A S & Reber, E. (2001). The Penguin Dictionary of Psychology, 3rd Edition. London:
Penguin Books.
Venkatraman, D. (1994). Style of Learning & Thinking: Administrator’s Manual. New Delhi: PSY-COM Services.