explain briefly the practicals in cognitive process and psychological testing?

Cognition is a general term covering all the various modes of knowing-perceiving, intelligence, learning, remembering, etc.

Cognitive processes include those processes which help us to have the knowledge and understanding of self and the environment.

Psychologists have developed different tests to assess these cognitive processes.

1.ATTENTION

It Can be evaluated by performing various experiments. Fluctuations in attention can be studied using the double perspective figure, Masson disk, etc.

Distraction – using a distraction device such as a gramophone and adding leaves, an experiment can be conducted to see the effect of distraction.

Allocation - can be tested using the "Attention Allocation Board".

Span can be tested using a tool called a "Tachistoscope" and various cards with meaningful words and nonsense syllables.

2. Perception:

It can be tested to demonstrate how the illusion occurs, using instruments called the "Muller-Lyer illusion plate", the horizontal-vertical illusion plate, and the Phi-phenomenon apparatus can be used to study the illusion of motion.

3. Learning:

There are various theories to explain learning styles. These regimes can be studied experimentally.

Learning by trial and error - using a tool called a "Mirror Tracing Board" with a star pattern on a metal plate.

Learning insight - using a board called "Miles step maze" with random and systematic paths. It can also be used to study the effect of punishment on learning.

Repetition and recall experiments to learn their meaning can be done using two lists of words.

Transfer of Learning: Two-way transfer of learning can be studied using a “Mirror Tracing Board”.

4. Memory:

Experiments can be conducted to study memory and forgetting through retroactive and proactive inhibition, Effect of meaning on memory, Recall and Recognition experiments. Proactive and retroactive inhibition can be demonstrated by performing experiments as follows:

5. Proactive inhibition:

Experimental group:

Learn Task 'A', Learn Task 'B' (Retention Interval) Measure recall of Task 'B'.

Control group:

Rest—– Task 'B' Learned (Retention Interval) Recall Task B.

In this case, the distracting activity of the learning task "A" comes before the learning of the memorized items of the task "B". If there is proactive interference, the experimental group will recall the “B” task more poorly than the control group.

6. Retroactive inhibition:

Experimental group:

Learn Task 'A' Learn Task 'B' (Retention Interval) Measure recall of Task 'A'.

Control group:

Learn Task 'A', Rest (Retention Interval) Measure recall of Task 'A'. The difference between the two groups is in the learning of the "B" task.

This occurs after learning task "A" and if retroactive inhibition occurs, the experimental group will perform less well in recalling the items of task "A" than the control group (Note: This experiment can be performed using two lists of words prepared just for this purpose).

7. Thinking:

How thinking works in concept formation can be assessed using the "Kasanin and Haufmann Test of Concept Formation". Reasoning can be tested using the "Yerkes Multiple Choice Apparatus".

8. Intelligence:

There are various tests that are specially prepared for literate, illiterate, children, adults, for individuals, groups, etc., e.g., Alexander's Intelligence Performance Test Battery, Bhati's Intelligence Performance Test Battery, Raven's Progressive Matrices, Wechsler's Adult and Children's Intelligence Tests, Otis test, Stanford-Binet scales, etc.

9. Eligibility:

There are experiments called Mechanical-aptitude, Art aptitude, Differential aptitude tests, Manual, Finger and tweezer dexterity tests etc.

I hope this answer solves your query.

THANK YOU!!!!