BHATIA’S BATTERY OF PERFORMANCE TEST OF INTELLIGENCE

Janhavi Bajoria
Kriti Baid
Ramya G

Intelligence
Intelligence is general mental adaptability to new problems and situations or in other words, it is
the capacity to reorganize one's behaviour patterns to act more effectively and more
appropriately in novel situations. Thus, the more intelligent person can more easily and more
extensively vary his behaviour as changing conditions demand; he has numerous possible
responses and is capable of greater creative reorganization of behaviour.

The second type of definition states that intelligence is the ability to learn. According to this
definition, a person's intelligence is a matter of the extent to which he is educable, in the broadest
sense. The more intelligent the individual is, the more readily and extensively is he able to learn,
hence, also, the greater is his possible range of experience and activity. Still, others have defined
intelligence as the ability to carry on abstract thinking. This means the effective use of concepts
and symbols in dealing with situations, especially those presenting a problem to be solved
through the use of verbal and numerical symbols. These definitions are not mutually exclusive.

Contemporary views, influenced by the work of researchers like Carol Dweck, highlight the role
of mindset in intelligence. Psychometric approaches, including the Wechsler Intelligence Scales,
quantify intelligence through standardized tests. While debates persist on the nature versus
nurture aspect, intelligence is recognized as a multifaceted construct shaped by genetic and
environmental factors. This dynamic understanding reflects the interdisciplinary nature of
intelligence research within psychology.

Difference between Intelligence and Aptitude

1. Definition:
● Intelligence: Intelligence refers to the overall cognitive abilities of an individual,
encompassing reasoning, problem-solving, learning, and adapting to new situations. It
reflects a person's general mental capacity.
● Aptitude: Aptitude, on the other hand, refers to a specific, inherent capacity or potential
for acquiring skills or proficiency in a particular area. It is a more focused measure of a
person's suitability for a specific task or domain.

2. Scope:
 ● Intelligence: General and broad, applicable across various domains and situations. It
represents an individual's overall cognitive competence.
● Aptitude: Domain-specific, indicating a person's potential to excel in a particular skill or
area.

3. Measurement:
● Intelligence: Often assessed through general intelligence tests, such as the Wechsler
Intelligence Scales, which provide a comprehensive evaluation of various cognitive
abilities (Wechsler, 1955).
● Aptitude: Measured through aptitude tests tailored to specific skills or fields, like the SAT
Subject Tests assessing aptitude in specific academic subjects.

4. Flexibility and Adaptability:

● Intelligence: Reflects a person's ability to adapt to a wide range of situations and acquire
new knowledge across diverse domains.
● Aptitude: Focuses on specialized capabilities, indicating a person's readiness for success
in a predefined area.

5. Lifespan Stability:
● Intelligence: Generally considered relatively stable throughout a person's life, reflecting
enduring cognitive capacities.
● Aptitude: Can evolve and change over time, particularly with training and exposure to
relevant experiences.

6. Educational and Occupational Implications:

● Intelligence: Often associated with academic success and overall cognitive functioning in
various professions.
● Aptitude: Directly linked to specific job-related or educational skills, guiding career
choices and vocational training.

History of Intelligence
The history of intelligence in psychology is marked by significant developments in theories,
assessments, and conceptualizations.

Early Roots:
The roots of intelligence testing can be traced to Francis Galton, who in the late 19th century,
explored the hereditary nature of intelligence. However, it was Alfred Binet and Theodore Simon
who made groundbreaking contributions in the early 20th century. Binet developed the
Binet-Simon Intelligence Scale in 1905, aiming to measure a child's mental age relative to their
chronological age, laying the foundation for intelligence testing (Binet & Simon, 1905).
IQ Testing:
The adaptation of Binet's work by Lewis Terman in the United States led to the Stanford-Binet
Intelligence Scales in 1916, introducing the concept of the Intelligence Quotient (IQ). This
marked the beginning of standardized intelligence testing in the U.S. (Terman, 1916).

Wechsler's Contribution:
David Wechsler's innovations in the 1930s resulted in the Wechsler-Bellevue Intelligence Scales,
challenging the single-score concept of IQ and introducing separate scores for verbal and
performance intelligence (Wechsler, 1939). Wechsler's influence persists through modern
variations like the Wechsler Adult Intelligence Scale.

Broadening Perspectives:
The mid-20th century saw the rise of broader perspectives on intelligence. Howard Gardner's
theory of multiple intelligences (1983) challenged the idea of a unitary intelligence, proposing
diverse cognitive abilities. Robert Sternberg's triarchic theory (1985) expanded the definition to
include analytical, creative, and practical intelligences.

Emotional Intelligence:
In the 1990s, Daniel Goleman popularized the concept of emotional intelligence (1995),
emphasizing the role of emotional awareness and regulation in cognitive functioning.

Contemporary Views:
Current research acknowledges the complexity of intelligence, influenced by genetic and
environmental factors. It explores neuroscientific aspects, emphasizing the dynamic interplay of
various cognitive processes.

The history of intelligence reflects a dynamic evolution from early attempts to quantify mental
abilities to contemporary, multifaceted perspectives that recognize the diverse nature of cognitive
capacities.

Types of Intelligence
Intelligence is a multifaceted construct, and various theories propose different types of
intelligence, each highlighting distinct cognitive abilities. Here, I'll explore several prominent
theories and their respective types of intelligence.

1. General Intelligence (g):

Spearheaded by Charles Spearman, general intelligence (g) posits a single underlying factor that
influences performance across diverse cognitive tasks.
2. Multiple Intelligences:
Howard Gardner proposed that intelligence comprises multiple distinct abilities.

Types:
● Linguistic: Strong language skills.
● Logical-Mathematical: Aptitude in logic, reasoning, and mathematical problem-solving.
● Spatial: Ability to perceive and manipulate spatial relationships.
● Musical: Sensitivity to rhythm, melody, and pitch.
● Bodily-Kinesthetic: Skill in using one's body effectively.
● Interpersonal: Capacity to understand and interact effectively with others.
● Intrapersonal: Self-awareness and understanding of one's emotions.
● Naturalistic: Sensitivity to and understanding of the natural world.

3. Triarchic Theory of Intelligence:

Robert Sternberg proposed three types of intelligence.

Types:
● Analytical Intelligence: Problem-solving, analytical abilities.
● Creative Intelligence: Novelty and creativity in thinking.
● Practical Intelligence: Adaptation to real-life situations.

4. Emotional Intelligence (EI or EQ):

Daniel Goleman popularized the concept, emphasizing the importance of understanding and
managing emotions.

Components:
● Self-awareness: Recognizing and understanding one's own emotions.
● Self-regulation: Managing and controlling one's emotions.
● Motivation: Channeling emotions towards goal-oriented activities.
● Empathy: Understanding and resonating with others' emotions.
● Social Skills: Effectively navigating social situations.

5. Cultural Intelligence (CQ):

Developed by Earley and Ang, CQ involves the ability to function effectively in culturally
diverse settings.

Components:
● CQ Drive: Motivation and interest in engaging with different cultures.
● CQ Knowledge: Understanding cultural similarities and differences.
 ● CQ Strategy: Flexibility and adaptability in cross-cultural interactions.
● CQ Action: Ability to adapt behavior appropriately in diverse cultural contexts.

6. Existential Intelligence:
Proposed by Howard Gardner, existential intelligence relates to the contemplation of deep
questions about existence and the meaning of life.

7. Creativity Intelligence:
Creativity is often considered a distinct form of intelligence involving the generation of novel
and valuable ideas.

8. Tactical Intelligence:
Sternberg introduced this concept, emphasizing the ability to adapt to environmental challenges.

9. Practical Intelligence:
Coined by Sternberg, practical intelligence involves applying knowledge to real-world situations.

10. Analytical Intelligence:

Sternberg's triarchic theory includes analytical intelligence, focusing on problem-solving and
critical thinking.

These theories collectively demonstrate the diverse perspectives on intelligence, acknowledging

that individuals possess a range of cognitive strengths and abilities. While debates continue
regarding the nature and measurement of intelligence, these frameworks contribute to a more
nuanced understanding of human cognitive capacities.

Theories related to Intelligence

Intelligence is a complex and multifaceted construct, and numerous theories have been proposed
to understand and measure it. This overview will explore several key theories, each offering a
unique perspective on the nature of intelligence.

1. Spearman's Two-Factor Theory (1904):

Charles Spearman introduced the concept of general intelligence (g) and specific abilities (s).
General intelligence is a broad cognitive factor influencing performance across various tasks,
while specific abilities are task-specific skills.

2. Thurstone's Primary Mental Abilities (1938):

Louis Thurstone challenged the idea of a single general intelligence factor. He proposed seven
primary mental abilities, including verbal comprehension, spatial ability, and numerical
reasoning, suggesting that these abilities could operate independently.
3. Wechsler's Intelligence Scales (1939):
David Wechsler developed intelligence tests that departed from the single-score concept. His
scales include separate scores for verbal and performance intelligence, providing a more
comprehensive assessment.

4. Gardner's Multiple Intelligences (1983):

Howard Gardner proposed that intelligence is not a single entity but an array of distinct
intelligences. His theory includes linguistic, logical-mathematical, spatial, musical,
bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligence.

5. Sternberg's Triarchic Theory (1985):

Robert Sternberg introduced three intelligences: analytical, creative, and practical. Analytical
intelligence involves problem-solving and critical thinking, creative intelligence relates to
generating novel ideas, and practical intelligence deals with adapting to real-world situations.

6. Goleman's Emotional Intelligence (1995):

Daniel Goleman popularized the concept of emotional intelligence (EI), emphasizing the
importance of understanding and managing emotions. EI includes self-awareness,
self-regulation, motivation, empathy, and social skills.

7. Cattell's Fluid and Crystallized Intelligence (1987):

Raymond Cattell proposed two types of intelligence. Fluid intelligence involves adaptability and
problem-solving in novel situations, while crystallized intelligence relates to acquired knowledge
and skills.

8. Dweck's Mindset Theory (2006):

Carol Dweck's mindset theory explores the role of beliefs in intelligence. Individuals with a fixed
mindset believe intelligence is static, while those with a growth mindset see it as malleable,
impacting learning and achievement.

9. Guilford's Structure of Intellect Model (1950):

J.P. Guilford proposed a three-dimensional model with operations (cognitive processes), contents
(information), and products (responses), contributing to a comprehensive understanding of
intellectual abilities.

10. Simultaneous and Successive Processing (Das-Naglieri Cognitive Assessment System):

Developed by J.P. Das and Jack Naglieri, this theory distinguishes between simultaneous
processing (tackling multiple stimuli at once) and successive processing (sequentially handling
stimuli). It provides insights into cognitive functioning.
These theories collectively contribute to a rich tapestry of understanding intelligence,
acknowledging its diverse nature and the various ways it can be conceptualized and assessed. It's
important to note that debates persist, and intelligence remains a dynamic and evolving field of
study.

Performance Test
A performance test is an assessment method designed to evaluate an individual's ability to
perform specific tasks or demonstrate particular skills in a real-world or simulated context.
Unlike traditional paper-and-pencil tests, performance tests require individuals to actively engage
in activities representative of the targeted skills. These tests provide a practical and authentic
measure of an individual's competence, allowing for a more accurate assessment of their abilities
in a specific domain. Examples of performance tests include hands-on tasks, simulations, or
exercises that mimic job-related activities, physical tasks, or cognitive challenges.

Types of Performance Tests

Performance tests come in various forms, each tailored to assess specific skills and abilities.
These tests provide practical insights into an individual's competence and potential for success in
real-world scenarios. Here are different types of performance tests with examples:

1. Hands-On or Skill-Based Performance Tests:

Evaluates an individual's ability to perform specific tasks or skills related to a particular job or
activity.
Example: A welding test requiring precise execution of welding techniques to assess manual
dexterity and technical proficiency.

2. Cognitive Performance Tests:

Measures cognitive abilities such as memory, attention, problem-solving, and decision-making.
Example: A financial analyst completing a complex financial modeling task to assess analytical
and quantitative reasoning skills.

3. Physical Fitness Performance Tests:

Assesses an individual's physical abilities, including strength, endurance, flexibility, and
cardiovascular fitness.
Example: A law enforcement candidate undergoing a physical agility test, including running,
obstacle courses, and strength exercises.

4. Job Knowledge Tests:

Evaluates an individual's understanding of specific information related to a particular job or
industry.
Example: A software developer completing a coding challenge to demonstrate programming
expertise.

5. Situational Judgment Tests (SJTs):

Presents hypothetical scenarios or situations for individuals to choose the most appropriate
course of action, assessing judgment and decision-making skills.
Example: A manager deciding how to handle a conflict scenario with team members.

6. Driving Simulation Tests:

Simulates driving scenarios to assess skills and reactions in a controlled environment.
Example: A truck driver navigating a virtual road to evaluate driving proficiency.

7. Flight Simulators:
Mimics real-flight experiences to assess pilot performance and training effectiveness.
Example: A pilot navigating through a simulated storm to demonstrate decision-making and
flying skills.

8. Creativity and Innovation Tests:

Measures the ability to think creatively and generate innovative solutions.
Example: An advertising professional developing a novel campaign concept.

9. Language Proficiency Tests:

Evaluates proficiency in a specific language, crucial in language-related professions.
Example: A translator completing a translation task to demonstrate language skills.

10. Sales Simulation Tests:

Simulates sales scenarios to assess interaction, negotiation, and deal-closing skills.
Example: A sales representative engaging with a simulated client to showcase communication
and sales abilities.

These performance tests cover a spectrum of abilities, from cognitive and physical skills to
job-specific knowledge and interpersonal competencies. The selection of a specific type of
performance test depends on the nature of the skills or competencies being evaluated and the
context in which they will be applied.

Bhatia’s battery is performance test of intelligence

Bhatia’s battery test is a performance test of intelligence developed by Chandra Mohan Bhatia, in
1955. Performance test, also known as a non-verbal intelligence test, is a test that:
 - Assesses the learner’s ability to understand and interpret visual information like pictures
and diagrams;
- Emphasizes activating the learner’s logical, spatial, and abstract reasoning to solve a
particular task.

About C.M.Bhatia:
Born in 1914 in Uttar Pradesh, Chandra Mohan Bhatia embarked on a remarkable journey in the
field of psychology. After completing his PhD in Psychology from the University of Edinburgh,
he returned to India following its independence and was appointed as the founder-director of the
Bureau of Psychology. Amidst the tumultuous backdrop of post-independence India, Bhatia
envisioned the potential of intelligence testing as a tool for national development. However, his
ambitious plan to identify individuals with superior IQ for societal advancement faced numerous
challenges and ultimately remained unrealized. Despite releasing his study on performance tests
in 1955, conducted on 1154 boys from UP, it was marred by drawbacks such as biased norms and
an incomplete dataset. Bhatia's endeavors reflect the intersection of academic pursuit and the
pressing needs of a newly independent nation striving for progress.

This performance test contains five sub-tests:

Koh’s block design test:

- Developed in the 1920s by psychologist Samuel C. Kohs
- The original version of the test has a series of 17 cards
- 10 designs out of 17 Koh’s block designs have been included in the battery
- Time: 5 designs- 1 minute; 5 designs- 3 minutes
- There is one card on every subject upon which is depicted a colour design
- The subject sees the design and makes a similar one out of the block
Alexander pass along test:
- Pass along test was invented by W.P.Alexander in 1937
- It is a performance test of intelligence for persons 7 to 20 years old
- Time: 4 cards- 2 minutes; 4 cards- 3 minutes
- Cards are shown to the subject
- The subject shifts coloured pieces in an open box and slides two from a similar design
Pattern drawing test
- This test is constructed by C.M.Bhatia
- In this, there are eight cards on each of which there is a particular form
- Time: 4 cards- 2 minutes; 4 cards- 3 minutes
- The subjects draw particular figures or pattern after seeing this form
Immediate memory test
- It starts with two digits and increases accordingly
- Digits are recited, which are immediately repeated by the subject
 - This test has two parts- digit span forward and digit span backward
- This activity throws some light on the immediate memory of the subject
Picture construction test
- This test requires the subject to construct a picture that is given in parts
- In this, there are five subjects- 2,4,6,8 and 12 pieces respectively
- Time: 2 cards- 2 minutes; 3 cards-3 minutes
- Pieces of a picture are placed before the subject, they are to put them in order and
construct the picture one at a time.

Merits of the test:

● Practical Assessment Method: Bhatia's performance test relies on practical tasks rather
than written or verbal responses. This approach allows individuals with specific learning
disabilities (SLD) to demonstrate their abilities more effectively. For example, a student
with dyslexia may struggle with traditional written tests but might excel in tasks
involving hands-on activities or visual stimuli.
● Fair Evaluation Across Educational Backgrounds: By incorporating separate rules and
norms for literate and illiterate groups, Bhatia's test ensures fairness in assessment
regardless of an individual's educational background. This approach acknowledges that
individuals may have acquired different skills and knowledge levels due to varying
access to education, thus preventing bias in evaluation.
● Ease of Administration and Scor ing: The simplicity of administering and scoring the
test makes it practical for educators, psychologists, and other professionals. This
efficiency saves time and resources, enabling broader implementation and accessibility,
particularly in resource-constrained settings or when assessing large populations.
● Broad Applicability: Bhatia's test accommodates individuals who may face language
barriers or lack formal education. This inclusivity extends assessment opportunities to
diverse populations, including those from marginalized or non-English-speaking
communities, thereby promoting equity in testing practices.
● Inclusivity for Individuals with Disabilities: By considering individuals with auditory
or hearing impairments, Bhatia's test ensures that assessment opportunities are accessible
to all. This aspect aligns with principles of universal design, where assessments are
designed to accommodate diverse needs and abilities, fostering an inclusive testing
environment.
●
Demerits of the test

● Formation in 1955: The fact that the test was formulated in 1955 raises concerns about
its relevance to contemporary educational and psychological practices. Over time, our
understanding of intelligence and learning has evolved, and newer assessment methods
 and theories have emerged. Therefore, a test developed more than half a century ago may
not fully capture the complexities and nuances of modern cognitive assessment.
● Limited Norms: One significant drawback of Bhatia's test is its narrow range of norms,
covering only IQ scores between 69 and 131. This limited range may not adequately
accommodate individuals with intellectual disabilities or exceptionally high intelligence,
potentially leading to inaccurate or incomplete assessments for these populations.
● Restriction to Narrow Age Range: Another limitation is that the test is restricted to a
narrow range of ages. Cognitive abilities can vary significantly across different stages of
development, from childhood to adulthood. By focusing on a specific age range, Bhatia's
test may not provide a comprehensive assessment of cognitive functioning across the
lifespan, limiting its utility for developmental or longitudinal studies.
● Time-Consuming: Bhatia's performance test has been criticized for being
time-consuming to administer. The need for thorough administration and scoring
procedures may make it impractical for use in large-scale assessments or settings where
time is limited, such as schools or clinical settings. This time-consuming nature may also
contribute to fatigue or disengagement among test takers, potentially affecting the
reliability and validity of the results.

Application

● Measuring Cognitive Abilities: Bhatia's performance test is designed to measure various

cognitive abilities, including spatial visualization, mental coordination, motor skills, and
synthesis and analysis abilities. These cognitive abilities are essential for various tasks
and activities in both academic and real-world settings.
● Educational Assessment: One of the primary applications of Bhatia's test is in
educational settings, where it can be used to gauge a child's intelligence and cognitive
abilities. By assessing these cognitive skills, educators can gain valuable insights into a
student's strengths and weaknesses, which can inform instructional strategies and
curriculum development tailored to individual learning needs.
● Informing Interventions and Treatments: Bhatia's performance test can also provide
valuable insights for psychologists and clinicians seeking to develop interventions and
treatments for individuals with cognitive or learning difficulties. By identifying specific
areas of strength and weakness through cognitive assessment, psychologists can tailor
interventions to target areas needing improvement and support individualized treatment
planning.
● Predicting Future Performance: Assessing cognitive abilities using Bhatia's test can
help predict future performance and success in various domains. Cognitive abilities such
as spatial visualization, mental coordination, and synthesis and analysis are often
predictors of academic achievement, career success, and adaptive functioning in daily
life. By understanding an individual's cognitive profile, educators, employers, and
 policymakers can make more informed decisions regarding placement, training, and
support services.
● Career Planning and Decision Making: Pairing cognitive assessments with
psychological tools can assist individuals, particularly students, in planning their careers
and making informed decisions about their future paths. By identifying their cognitive
strengths and weaknesses, individuals can align their career choices with their abilities
and interests, increasing the likelihood of success and satisfaction in their chosen field.

Psychometric properties (reliability & validity)

The reliability coefficient value by the method of split half is 0.84. The validity coefficient has
been determined with teachers’ opinion for literates is 0.70 and for illiterates with general
opinion the validity coefficient is 0.72

Research evidence
1. Comparison of two Short Forms of the Bhatia's test of Intelligence - Department of
Clinical Psychology, National Institute of Mental Health & Neuro Sciences,
Bangalore 560 029, India Shivaji Rao, - Department of Biostatistics, National
Institute of Mental Health & Neuro Sciences, Bangalore 560 029, India
The study aims to compare the relative efficacy of two short-form approaches of Bhatia's
Performance Test of Intelligence in predicting the Full Scale Intelligence Quotient (FSIQ) in
psychiatric patients.
The study included 251 psychiatric patients (192 males, 59 females), a mean age of 27.84 years,
referred for psychological evaluation. Their intelligence was assessed using Bhatia's Full Scale,
retrospectively rescored based on Murthy's and Verma et al.'s methods. Modified scoring
procedures were applied, including summing scores on specific tests and adjusting time intervals,
to obtain IQ scores categorized by Wechsler's criteria.
The study found that Murthy's Short Scale (MSS) was the best predictor of intelligence, with the
highest correlation with the Full Scale Intelligence Quotient (FSIQ) and the most accurate
classification of patients, correctly identifying 89% of subjects. In comparison, Verma's Short
Scale (VSS) showed a lower correlation with FSIQ and less accuracy in classifying patients,
correctly identifying only 76% of subjects.

2. Cognitive functioning of alcoholics and its relationship with prognosis:

Aim: To explore the influence of regular alcohol intake on cognitive functioning and its
relationship with prognosis.
30 alcoholics were subjected to psychological tests. Tests used were the Binet Kamat test of
intelligence and the Bhatia short scale.

Objectives:
To assess arousal and maintenance of attention, verbal intelligence, and performance intelligence
among alcoholics.
To examine the correlation between level of education and cognitive functioning in alcoholics.
To determine the utility of inter-test discrepancy on performance intelligence for evaluating
cognitive impairment.

Results:
Level of education was positively correlated with attention span and verbal intelligence, but not
with performance intelligence.
Inter-test discrepancy on the performance intelligence test could serve as an indicator of
cognitive impairment.
Alcoholics with poorer performance intelligence scores sought medical consultation before their
mid-thirties and had earlier onset of alcoholism.
Elderly alcoholics (above 35 years) exhibited more deficiencies in abstraction.
A positive correlation was found between higher performance intelligence scores and better
adjustment to work, though not to family.

Methodology

Aim
To assess the participant’s intelligence by administering the Bhatia’s Battery of Performance Test
of Intelligence.

Plan
To administer and assess Bhatia's Battery of Performance Test of Intelligence of each sub-test
according to the instruction, to score the performance, and to convert the raw score into IQ.

Materials Required

● Bhatia’s Battery of Performance Test of Intelligence

● Answer sheet/datasheet
● Stopwatch
● Scoring key and norms
● Writing materials

Procedure

Koh’s Block Design Test:

The participant is seated comfortably and rapport is established. This test consists of 10 cards
with 10 different designs. the first card and four cubes are placed before the participant. They are
allowed to examine the cubes, to understand that all cubes are alike with four sides having single
colours- blue, yellow, red, and white. the fifth side is painted half blue and half yellow; the sixth
side is painted with half red and half white. Demonstrate how the first design is made with the
four blocks provided. The blocks are jumbled and the test begins with the instructions. they are
given the start signal and simultaneously the experimenter will start the stop clock. The time
taken by the subject to complete the design (within the allotted 2 minutes) is noted down. the
proceeds in this manner with successive designs. the number of cubes required for each design
and the time allowed are given in the table. The test conduction should be stopped after two
consecutive failures.

Passalong Test:

The participant is seated comfortably and rapport is established. This test consists of 8 cards with
different arrangements of red and blue blocks. They are given the first design and the smallest
box. They get it clear that the red blocks are at the red end and the blue blocks are at the blue
end. The blue blocks are kept at the red end and the red ones at the blue end of the box. The
demonstration is given to show them how to bring the blocks to the correct ends. After giving the
instructions ‘start’ signal is given and the stopclock is started immediately. The time taken is
noted down. test conduction should be stopped after two consecutive failures.

Pattern Drawing Test:

The participant is seated comfortably and rapport is established. This test consists of geometrical
patterns with increasing difficulty. The first card is placed before them. they are required to
reproduce the design on the paper without lifting up the pencil or over-drawing. The ‘start’ signal
is given after instructions. The time taken is noted down and it has no limits to the number of
trials but the test conduction should be stopped after two consecutive failures.

Immediate Memory (digits):

Direct Order: The participant is seated comfortably and rapport is established and is instructed
that the experimenter reads units of 3 digits and they are required to reproduce the digits orally in
the same way. The span of digits ranges from 3-9. Each span consists of 3 units. If they fail in
any one unit, proceed to the next step. The test stops when failure is noted for two consecutive
units.

Reverse Order: The same procedure as in direct memory is followed. The difference is that the
subject will recall the read-out digits in reverse order.

Picture Construction Test:

The participant is seated comfortably and rapport is established. The test consists of 5 graded
subtests, each subtest is a picture with a varying number of cards which the participant has to
arrange to complete a picture. After the instructions a start signal is given, and the time taken is
noted down with the help of a stop clock.
Instructions

Koh’s Block Design Test:

“All blocks are identical. Form the same design as given in the card with blocks provided. Work
as quickly as you can. Start when I give you the signal.”

Passalong test:

“Note that the blue blocks are near the red end and the red blocks are near the blue end. At the
’start’ signal bring the red blocks to the red end and blue blocks to the blue end, to form the
pattern as in the demonstrated card. You can only slide the blocks. do not lift them. work fast.
start when I ask you to start.”

Pattern Drawing Test:

“Here is a pattern. at the start signal start drawing this without lifting the pencil from the paper or
retracing. work faster. You can try any number of times.”

Immediate memory (digits):

Direct- “I will read out a unit of 3 digits. you have to orally reproduce it in the same order,
immediately. If I say 4-3-9, you will repeat 4-3-9.”

Reverse- “I will read out a unit of 3 digits. reproduce the digits orally in reverse order. If I say
7-9-2, you will repeat it as 2-9-7.”

Picture Construction Test:

“At the signal of ‘start’, begin arranging these parts to arrive at a meaningful picture.”

Precautions

● The participant must be clear with the instructions.

● The time limit has to be accurately maintained.
● The time taken should be accurately recorded.

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