NORTH SOUTH UNIVERSITY

PSY 101 Lab Experiment

Prepared by:
Laminum Mashura Khan
I’d:2012044630

Submitted to: Fariea Bakul

Date of Conduction: December 15,2022

Measurement of Abstract Reasoning

The capacity of the brain and memory to the vision, there are differences in point of view for

different peoples. This experiment explores the differences in abstract reasoning ability from

person to person. There was one participant, a 23-year-old male undergraduate student. The

participant took part in an abstract reasoning test where they had 25 minutes to answer 50

multiple-choice questions where they had to answer based on identifying patterns of various

shapes and figuring out the next shape in the sequence. The participant scored 34 out of 50 which

falls under the 35 percentile and this value can be considered to be typical for a normal adult

according to some previous studies. While this result implied that the abstract reasoning capacity

of the participant was typical, it did agree with the formulated hypothesis. Hence, it was

concluded that having 35 percentile is the value (or score) below which 35 of the observations

have been found and this value indicated that the abstract reasoning capacity of the participant

was typical.
Introduction

Psychological testing is done in order to know an individual and provide a valuable

understanding of an individual’s behavior, skills, thoughts, and personality. Psychological testing

is never based on a single experimental score or number. It includes nine different types of tests:

1. Intelligence tests

2. Personality tests

3. Attitude tests

4. Achievement tests

5. Aptitude tests

6. Neuropsychological tests

7. Vocational tests

8. Direct observational tests

9. Sexological tests.
Literature Review

ADAT research was conducted in Europe in 2013 which has the largest data base. It was found

that an average age-related decline in DAT availability of 3.5 % per decade was found where

people had a significant effect on SBR in the caudate and putamen for the NOACSC and AC

data, and only in the left caudate for the ACSC data (BRASS method).

The results of this test are immediately available due to its affordability which helps testing for

first screening. Multiple-choice questions make up aptitude tests, which are given under exam

settings. A normal test could give 30 to 40 minutes to answer 50 questions because they are

strictly timed. Typically, there will be more questions than the participant has time to answer,

therefore the goal is to provide as many accurate responses as the participant can.
Characteristics of Aptitude Tests

An aptitude test is an exam used to determine an individual’s skill or propensity to succeed

in a given activity. Aptitude tests assume that individuals have inherent strengths and weaknesses

and have a natural inclination toward success or failure in specific areas based on their innate

characteristics.

Aptitude tests are generally used for job placement, college program entry, and to help people to

Purpose

The purpose of this experiment is to find out if the result of Abstract Reasoning ability is affected

by the gender of the participants.

Variables

Independent variables: A participant.

Dependent variables: Scores on the Abstract Reasoning

Design

A single subject repeated measure design was used in this experiment.

Participant

The participant was a young man who is currently an undergraduate student at North

South University studying in the CSE department.

Apparatus/Materials

A booklet with instructions and 50 questions was one of the materials utilized in this

psychological test. The booklet had two columns on each page. Each row in the left-hand column

had five figures in the right-hand column known as “Answer Figures,” and four figures in the

left- hand column known as “Problem Figures.” The participants had to mark their answers on an

answer sheet that had options ranging from A to E. The experimenter graded the tests using the

right answer key. The experimenter used a stopwatch application on a smartphone to keep track

of time. The participants marked their responses on the answer sheet with pen.
Description of DAT

Pearson’s Differential Aptitude tests for Personnel and Career Assessment, more commonly

known as the DAT for PCA, are usually a series of tests designed to measure one’s abilities in

different fields, used by employers to assess their future employees’ abilities. This is done in

consequence in decide who is adequate and suitable for their offered positions Under the DAT

are subjects: Verbal Reasoning, Numerical Reasoning Abstract Reasoning perceptual special and

accuracy,

Mechanical Reasoning Space Relations, Spelling and language usage. Recently in Bangladesh

Brac has included this kind of test in their job interview

In the current experiment, 50 questions of the Abstract Reasoning subtest were used. The

Abstract Reamming” subtest is predetermined to be am-verbal more of a person’s reaming

potential. It evaluates how a person can reason with geometric figures or designs. Each test item

is in a geometric sequence in which the composition changes according to the given rule. This

type of abstract reasoning is useful in progression or occupations that require the potential to see

the connection among the objects in terms of their size, shape, position, and quantity

The original forms (A and B) of DAT were angered in 1971 to provide a merged scientific and

well-in-order regulated procedure for measuring the potentials of boys and girls from grude
through 9, for the trots of education counting. The DAT test was reviewed and standardized in

1962 (L and N) and again in 1972 (S and T). The 1962 emendation of the test www managed

predominantly at making the text caner to direct and scom, through numerous changes in forms,

test length and culmination of formula scoring. The original objects, together with the new

component after revisions, were tried out experimentally on groups of high school Students in

the and 10th grades. Disparity and his values were calculated for each grade and sex following the

tests.

Validity of DAT

All the students of DAT were found to be highly valid and in particular abstract reasoning was

found to be the most consistent product of machinery course grades.

Amburst (1969) undertook an interesting investigation of the role of non-verbal ability in

predicting achievement for a sample of 118 first-year students for drafting Abstract reasoning

and space relation are also found to be well correlated with grades.

Stoughton (1955) reported that reasoning and space relation were useful for predicting

performance at the shop than performance in the general education courses. The predictive

validity of DAT is frequently demonstrated by its successful prediction of scores on standardized

achievement tests.

Reliability of DAT

The internal consistency coefficients for all the students range from 82 to 95, except for in

perception speed and accuracy. For most of the subjects, the reliability coefficients are in the

80s provided that the subjects have good temporal stability.

DAT tests are used in many other places other than Junior or High School. It is used in

vocational counseling of Young adults and in also a selection of employees.

Scoring

Each correct answer was given and one point and one point was deducted for one wrong answer.

The total test was marked out of 50. The score depicts the total number of the correct answer

given by the participants.

Norms

The norms for the 8 Subtests of DAT were developed in terms of percentile. Norms were

separately derived for boys and girls from over 64,000 students in 76 public schools and

parochial schools in 33 states of the USA. The sampling was selected by two stages of the

sampling procedure to represent the entire USA population, starting from grade 7 to grade 12

with a diverse socio-economic level, scholastic aptitude, and ethnicity.

The experiment was conducted in a proper manner. On Saturday morning the experimenter

invites or welcomes the participant to her psychology classroom. The participant is briefed about

the test procedure and instructions before the test begins. The participant was read an agreement

with his permission to participate in the experiment and was asked to read all the instructions. He

was then asked to sign the consent form. All information obtained from him will be kept

confidential and he has full right to withdraw from the examination at any time. If he has

anything to know about the examination, he can ask any question at any time. Participant names,

ages, gender, address, and educational qualification were collected.

The participant as well as the experimenter signed the consent form before the start of the

experiment. The examiner gave the participant the booklet, and the sample examples were

discussed by the examiner. The participant was then given the answer sheet, and the examiner

instructed him on how to mark the proper response with a pen. The participant had 25 minutes to

respond to 50 questions, and even if they were unable to finish in that time, they had to stop.

When everyone was prepared, the test started, and the examiner used a stopwatch app on a

smartphone to keep track of the passing time. Following the completion of the test, the

participant’s feedback was collected, and he was gratefully acknowledged for his willingness to

take part in and contribute to the test.

The score for the abstract reasoning capacity of a normal adult was determined by counting the

total number of correct answers using the correct answer key. One participant received a score,

which was graded out of fifty.

Results

Below are the results

Abstract reasoning of the Raw Score Percentile

participant

Male 34 35

From the above Table, it can be seen that the raw score of the participant was 34. By referring to

the norms for Abstract Reasoning, the corresponding percentile value of the participant was 35.
Discussion

The purpose of the test was to assess a non-verbal measure of the adults reasoning ability and to

assess a measure of ability to deal with concrete materials through visualization for vocational

guidance and counseling.

It could be observed from this test that the participant scored 34 out of 50 and the corresponding

percentile value of the participant was 35. This 35 percentile is indicating the value (or score)

below which 35% of the observations may be found. It can be commented that the participant

scored better than 35% of all the test takers. It also indicates that 65% of participants scored the

same or better than him. The participant, being a student from a CSC background might not

experience these types of problems involving the identification of shapes and patterns before. It

might be one reason for not having the best cognitive thinking abilities and hence was not able to

think and process information faster than 65% of the participants who scored better than him. As

his abstract reasoning score is poor and he is a CSC student so he shouldn’t go for engineering

anymore. Because Computer programming is a logical profession if he goes for engineering he

will suffer. My recommendation for him is he should choose a business profession. Like, he can

be a good businessman or account officer/cash receiver.

A limitation of this psychological test was the presence of extraneous variables that might have

had an impact on the experiment's outcomes. The participants may have had anxiety about being

an unknown person in the lab. Since the laboratory space was not sufficiently soundproofed,

other outside factors like noise and disturbance may have had an impact on the test.
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Appendix

The original pages are attached on the next page.