The document discusses different types of interviews used in psychology: structured, semi-structured, and unstructured. A structured interview involves asking all candidates the same predetermined questions in the same order to allow for objective comparison. A semi-structured interview involves both predetermined and spontaneous questions to provide a more personalized approach. An unstructured interview has no predetermined questions and follows a free-flowing conversation format to gather personal details from candidates. The document outlines the key characteristics, steps, advantages, and disadvantages of each interview type.
The document discusses different types of interview methods used in psychology: structured interviews, semi-structured interviews, and unstructured interviews. Structured interviews involve asking all candidates the same predetermined questions. Semi-structured interviews involve asking some predetermined questions but also allowing new questions to arise spontaneously. Unstructured interviews have no predetermined questions and arise organically from a free-flowing conversation. Each method has advantages like objectivity or flexibility and disadvantages like lack of structure or difficulty in analysis.
Originally Eysenck characterized an individual's personality on two scales. Introversion - extraversion and stable - unstable. A person may thus be
Introverted and Stable,
Introverted and Unstable,
Extraverted and Stable or
Extraverted and Unstable.
The scale, stable - unstable, measures an increasing level of neuroticism. Eysenck's term "neuroticism" does not mean that the persons actually have neurosis, only that they are more inclined to get one.
They are continuous scales, so one can of course also score in the middle, for example, only 50% unstable and only 50% introverted. Later in his career he added Psychoticism.
The Rorschach inkblot test consists of 10 inkblots that subjects describe in order to examine their personality and thinking processes. It was developed in the early 1900s by Swiss psychiatrist Hermann Rorschach, who was interested in how people perceive ambiguous images. The test administration involves 4 phases - introduction, response, inquiry, and interpretation of codes assigned to the responses. Responses are analyzed both qualitatively and quantitatively to derive scores related to various personality characteristics.
A clinical interview is a dialogue between a psychologist and patient that is designed to help the psychologist diagnose and plan treatment for the patient. It allows the psychologist to understand the patient's expectations and obtain information about their past and current family events. There are different types of clinical interviews, including intake interviews which occur during the first session to understand what brings the patient in and their history, and mental status exams which examine a patient's behaviors, appearance, and answers to questions to assess their mental health. Clinical interviews provide advantages such as detailed personal information and the ability to clarify responses, but can also be time-consuming and have inconsistencies between interviewers.
The document discusses different types of interviews used in psychology: structured, semi-structured, and unstructured. A structured interview involves asking all candidates the same predetermined questions in the same order to allow for objective comparison. A semi-structured interview involves both predetermined and spontaneous questions to provide a more personalized approach. An unstructured interview has no predetermined questions and follows a free-flowing conversation format to explore topics in depth. The document outlines the key characteristics, steps, advantages, and disadvantages of each interview type.
Observation is a method of collecting research data by watching and recording participants' behaviors. It can be naturalistic, observing in natural environments, or controlled, in laboratory settings. There are different types of observation including participant, where the observer participates, and non-participant, where they do not. Observation provides valuable qualitative data but has limitations such as potential to influence behaviors and inability to observe all behaviors. It is an important method that works best as part of a mixed methods approach.
Bhatia's battery test of intelligence consists of 5 subtests: Koh's block design test, Alexander pass-along test, pattern drawing test, immediate memory test, and picture construction test. It was developed in 1955 by C.M. Bhatia to test the intelligence of the Indian population. Each subtest measures different abilities like abstract reasoning, motor skills, problem solving, spatial ability, and short-term memory. Scoring is based on speed and accuracy of task completion within time limits. The full test takes less than an hour to administer individually.
The document discusses different types of interview methods used in psychology: structured interviews, semi-structured interviews, and unstructured interviews. Structured interviews involve asking all candidates the same predetermined questions. Semi-structured interviews involve asking some predetermined questions but also allowing new questions to arise spontaneously. Unstructured interviews have no predetermined questions and arise organically from a free-flowing conversation. Each method has advantages like objectivity or flexibility and disadvantages like lack of structure or difficulty in analysis.
Originally Eysenck characterized an individual's personality on two scales. Introversion - extraversion and stable - unstable. A person may thus be
Introverted and Stable,
Introverted and Unstable,
Extraverted and Stable or
Extraverted and Unstable.
The scale, stable - unstable, measures an increasing level of neuroticism. Eysenck's term "neuroticism" does not mean that the persons actually have neurosis, only that they are more inclined to get one.
They are continuous scales, so one can of course also score in the middle, for example, only 50% unstable and only 50% introverted. Later in his career he added Psychoticism.
The Rorschach inkblot test consists of 10 inkblots that subjects describe in order to examine their personality and thinking processes. It was developed in the early 1900s by Swiss psychiatrist Hermann Rorschach, who was interested in how people perceive ambiguous images. The test administration involves 4 phases - introduction, response, inquiry, and interpretation of codes assigned to the responses. Responses are analyzed both qualitatively and quantitatively to derive scores related to various personality characteristics.
A clinical interview is a dialogue between a psychologist and patient that is designed to help the psychologist diagnose and plan treatment for the patient. It allows the psychologist to understand the patient's expectations and obtain information about their past and current family events. There are different types of clinical interviews, including intake interviews which occur during the first session to understand what brings the patient in and their history, and mental status exams which examine a patient's behaviors, appearance, and answers to questions to assess their mental health. Clinical interviews provide advantages such as detailed personal information and the ability to clarify responses, but can also be time-consuming and have inconsistencies between interviewers.
The document discusses different types of interviews used in psychology: structured, semi-structured, and unstructured. A structured interview involves asking all candidates the same predetermined questions in the same order to allow for objective comparison. A semi-structured interview involves both predetermined and spontaneous questions to provide a more personalized approach. An unstructured interview has no predetermined questions and follows a free-flowing conversation format to explore topics in depth. The document outlines the key characteristics, steps, advantages, and disadvantages of each interview type.
Observation is a method of collecting research data by watching and recording participants' behaviors. It can be naturalistic, observing in natural environments, or controlled, in laboratory settings. There are different types of observation including participant, where the observer participates, and non-participant, where they do not. Observation provides valuable qualitative data but has limitations such as potential to influence behaviors and inability to observe all behaviors. It is an important method that works best as part of a mixed methods approach.
Bhatia's battery test of intelligence consists of 5 subtests: Koh's block design test, Alexander pass-along test, pattern drawing test, immediate memory test, and picture construction test. It was developed in 1955 by C.M. Bhatia to test the intelligence of the Indian population. Each subtest measures different abilities like abstract reasoning, motor skills, problem solving, spatial ability, and short-term memory. Scoring is based on speed and accuracy of task completion within time limits. The full test takes less than an hour to administer individually.
This document discusses personality assessment and different methods used for assessment. It describes that personality assessment involves administering empirically supported measures of personality traits to refine diagnoses, structure interventions, and increase behavioral prediction accuracy. It discusses various methods like self-report inventories, projective tests, behavioral assessments using observation and situational tests, rating scales, and frequency counts. It provides details on commonly used assessments like MMPI, Rorschach, and classifications of self-report personality tests.
It is one of the techniques used by marketeers or people in general to get the target person to say "YES" . This topic is of more interest under the field of "consumer psychology".
classical methods of psychophysics (Three methods)Dr Rajesh Verma
This document discusses classical methods of psychophysics developed by Fechner to measure the relationship between stimulus intensity and perception. It describes three main classical methods - the method of constant stimuli, method of limits, and method of adjustment. The method of constant stimuli involves presenting a range of stimulus intensities randomly and calculating the percentage of correct responses. The method of limits determines the detection limit by gradually increasing or decreasing the stimulus intensity. The method of adjustment involves subjects adjusting the stimulus intensity until a perception or disappearance is reached. These methods are used to measure absolute and differential thresholds.
Raymond Cattell and John Horn proposed the theory of fluid and crystallized intelligence in the 1960s. They argued that intelligence consists of two types: fluid intelligence (gf), which is innate problem-solving ability independent of knowledge, and crystallized intelligence (gc), which comes from experience and learning. Fluid intelligence involves abstract reasoning and declines with age, while crystallized intelligence involves acquired knowledge and can increase indefinitely through learning.
This document discusses ability testing for employment purposes. It begins by defining employment testing as administering written, oral or other tests to determine a job applicant's suitability. It then discusses different types of ability tests, including cognitive tests that measure learning, reasoning and comprehension; aptitude tests in areas like verbal, numerical and abstract reasoning; and psychomotor tests involving physical skills. The document provides examples of different types of questions used in various ability tests.
This document discusses behavioral assessment approaches. It begins by defining behavioral assessment as focusing on interactions between situations and behaviors to effect change. It then provides a brief history of behaviorism and influential theorists like Pavlov, Skinner. Key aspects of behavioral assessment are that it views test responses as samples of behavior and uses functional analysis models like SORC and ABC to understand behaviors. Common behavioral assessment methods described include behavioral interviews, observational techniques, controlled performance, self-monitoring, role-playing, inventories, and cognitive-behavioral assessments.
Gestalt therapy focuses on increasing a client's awareness of themselves and their interactions in the present moment. Key concepts include phenomenology, experiential learning, and existentialism. Therapists use techniques like role-playing, dream interpretation, dialogue, and attention to body language to help clients address unresolved issues and develop self-support. While research supports its effectiveness for some disorders, it requires a highly skilled therapist and lacks a strong theoretical foundation.
Physiological psychology investigates human behavior, cognition, and emotion through the lens of biological structures and physiological processes. It assumes humans are biological machines and that the mind arises from biological factors. Tools used include MRI, fMRI, CT scans, PET scans, SPECT, and EEG to study brain activity and structure. While providing objective data, physiological psychology risks oversimplifying humans as machines and downplaying social and environmental influences. It also raises debates around determinism versus free will.
Ethics, a very important part of psychological research which play major role in the conduction of psychological research it's about the moral values and social norms which applies to all Researchers and there are a comprehensive guidelines about ethics given by American Psychological Association 2013 listed in this presentation.
Humanistic psychology developed in the 1960s-70s as a response to behaviorism and cognitivism. It emphasizes studying the whole person from their perspective and considers humans as inherently driven towards self-actualization. The founders, Abraham Maslow and Carl Rogers, contributed significantly through Maslow's hierarchy of needs theory and Rogers' person-centered therapy approach. Humanistic psychology views individuals as unique and believes psychology should understand individual cases rather than average group performances. It aims to promote self-direction, responsibility, creativity, curiosity, and interest in arts through education.
The document summarizes Rational Emotive Behavior Therapy (REBT) techniques. It discusses cognitive, emotive, and behavioral techniques used in REBT. The cognitive techniques aim to dispute irrational beliefs through rational analysis, changing language from "musts" and "oughts" to preferences, and reframing negative events. Emotive techniques help clients develop unconditional self-acceptance through rational-emotive imagery, role playing, and exercises to reduce shame. Behavioral techniques encourage clients to modify beliefs through exposure, risk-taking, paradoxical behavior, and postponing gratification.
Spearman's two-factor theory proposes that intelligence consists of two factors: general intelligence (G factor) and specific abilities (S factors). G factor is an innate general mental ability that is used in all cognitive tasks. S factors are specific learned abilities that vary between tasks. According to Spearman's theory, an individual's performance on a task is determined by both their level of G factor and the specific S factors required for that task. The theory provided insights into the nature of intelligence and implications for education, such as the need to develop both general and specific abilities.
Hans Eysenck was a German psychologist who developed a personality theory based on three traits: Psychoticism, Extraversion, and Neuroticism. These traits exist on continua and are influenced by genetics. Eysenck conducted studies using twins and brain imaging to support the biological basis of personality. He proposed a hierarchical model of personality with acts organizing into habits, traits, and factors. While popular, Eysenck's theory has been criticized for its lack of evidence and for questioning the predictive power of traits. Overall, the theory provided a descriptive and causal explanation of personality that has influenced many other theories.
The Rorschach inkblot test was developed in 1921 by Herman Rorschach as a way to analyze personality characteristics and unconscious processes. It involves showing a series of 10 inkblots to a subject and asking them what they see in each one. The responses and details provided are analyzed to draw conclusions about cognitive and emotional processes. Over time, different scoring systems were developed by researchers like Beck and Klopfer. John Exner integrated these approaches into a comprehensive system in 1974. While the test is resistant to faking, interpretation requires extensive training and its validity for diagnosis is limited except for a few disorders. The document outlines the history, administration, scoring, and interpretation of the Rorschach test.
Rational Emotive Behavior Therapy (REBT) is a type cognitive therapy first used by Albert Ellis which focuses on resolving emotional and behavioral problems. The goal of the therapy is to change irrational beliefs to more rational ones.
REBT encourages a person to identify their general and irrational beliefs (e.g. I must be perfect") and subsequently persuades the person to challenge these false beliefs through reality testing.
This document discusses different types of interviews. It begins by defining an interview as a conversation where questions are asked and answers are given. It then describes formal interviews as highly structured with predetermined questions asked in a set order. Informal interviews are described as unstructured without predetermined questions or order. Semi-structured interviews use a flexible framework of topics rather than strict questions. The document provides details on each type of interview.
This document discusses different types of interviews used in research including structured and unstructured interviews. It describes the key characteristics of each type of interview and their advantages and disadvantages. Structured interviews involve standardized questions while unstructured interviews are more like conversations. Preparing for interviews, qualifying interviewers, constructing question types and stages of interviews are also outlined.
This document discusses personality assessment and different methods used for assessment. It describes that personality assessment involves administering empirically supported measures of personality traits to refine diagnoses, structure interventions, and increase behavioral prediction accuracy. It discusses various methods like self-report inventories, projective tests, behavioral assessments using observation and situational tests, rating scales, and frequency counts. It provides details on commonly used assessments like MMPI, Rorschach, and classifications of self-report personality tests.
It is one of the techniques used by marketeers or people in general to get the target person to say "YES" . This topic is of more interest under the field of "consumer psychology".
classical methods of psychophysics (Three methods)Dr Rajesh Verma
This document discusses classical methods of psychophysics developed by Fechner to measure the relationship between stimulus intensity and perception. It describes three main classical methods - the method of constant stimuli, method of limits, and method of adjustment. The method of constant stimuli involves presenting a range of stimulus intensities randomly and calculating the percentage of correct responses. The method of limits determines the detection limit by gradually increasing or decreasing the stimulus intensity. The method of adjustment involves subjects adjusting the stimulus intensity until a perception or disappearance is reached. These methods are used to measure absolute and differential thresholds.
Raymond Cattell and John Horn proposed the theory of fluid and crystallized intelligence in the 1960s. They argued that intelligence consists of two types: fluid intelligence (gf), which is innate problem-solving ability independent of knowledge, and crystallized intelligence (gc), which comes from experience and learning. Fluid intelligence involves abstract reasoning and declines with age, while crystallized intelligence involves acquired knowledge and can increase indefinitely through learning.
This document discusses ability testing for employment purposes. It begins by defining employment testing as administering written, oral or other tests to determine a job applicant's suitability. It then discusses different types of ability tests, including cognitive tests that measure learning, reasoning and comprehension; aptitude tests in areas like verbal, numerical and abstract reasoning; and psychomotor tests involving physical skills. The document provides examples of different types of questions used in various ability tests.
This document discusses behavioral assessment approaches. It begins by defining behavioral assessment as focusing on interactions between situations and behaviors to effect change. It then provides a brief history of behaviorism and influential theorists like Pavlov, Skinner. Key aspects of behavioral assessment are that it views test responses as samples of behavior and uses functional analysis models like SORC and ABC to understand behaviors. Common behavioral assessment methods described include behavioral interviews, observational techniques, controlled performance, self-monitoring, role-playing, inventories, and cognitive-behavioral assessments.
Gestalt therapy focuses on increasing a client's awareness of themselves and their interactions in the present moment. Key concepts include phenomenology, experiential learning, and existentialism. Therapists use techniques like role-playing, dream interpretation, dialogue, and attention to body language to help clients address unresolved issues and develop self-support. While research supports its effectiveness for some disorders, it requires a highly skilled therapist and lacks a strong theoretical foundation.
Physiological psychology investigates human behavior, cognition, and emotion through the lens of biological structures and physiological processes. It assumes humans are biological machines and that the mind arises from biological factors. Tools used include MRI, fMRI, CT scans, PET scans, SPECT, and EEG to study brain activity and structure. While providing objective data, physiological psychology risks oversimplifying humans as machines and downplaying social and environmental influences. It also raises debates around determinism versus free will.
Ethics, a very important part of psychological research which play major role in the conduction of psychological research it's about the moral values and social norms which applies to all Researchers and there are a comprehensive guidelines about ethics given by American Psychological Association 2013 listed in this presentation.
Humanistic psychology developed in the 1960s-70s as a response to behaviorism and cognitivism. It emphasizes studying the whole person from their perspective and considers humans as inherently driven towards self-actualization. The founders, Abraham Maslow and Carl Rogers, contributed significantly through Maslow's hierarchy of needs theory and Rogers' person-centered therapy approach. Humanistic psychology views individuals as unique and believes psychology should understand individual cases rather than average group performances. It aims to promote self-direction, responsibility, creativity, curiosity, and interest in arts through education.
The document summarizes Rational Emotive Behavior Therapy (REBT) techniques. It discusses cognitive, emotive, and behavioral techniques used in REBT. The cognitive techniques aim to dispute irrational beliefs through rational analysis, changing language from "musts" and "oughts" to preferences, and reframing negative events. Emotive techniques help clients develop unconditional self-acceptance through rational-emotive imagery, role playing, and exercises to reduce shame. Behavioral techniques encourage clients to modify beliefs through exposure, risk-taking, paradoxical behavior, and postponing gratification.
Spearman's two-factor theory proposes that intelligence consists of two factors: general intelligence (G factor) and specific abilities (S factors). G factor is an innate general mental ability that is used in all cognitive tasks. S factors are specific learned abilities that vary between tasks. According to Spearman's theory, an individual's performance on a task is determined by both their level of G factor and the specific S factors required for that task. The theory provided insights into the nature of intelligence and implications for education, such as the need to develop both general and specific abilities.
Hans Eysenck was a German psychologist who developed a personality theory based on three traits: Psychoticism, Extraversion, and Neuroticism. These traits exist on continua and are influenced by genetics. Eysenck conducted studies using twins and brain imaging to support the biological basis of personality. He proposed a hierarchical model of personality with acts organizing into habits, traits, and factors. While popular, Eysenck's theory has been criticized for its lack of evidence and for questioning the predictive power of traits. Overall, the theory provided a descriptive and causal explanation of personality that has influenced many other theories.
The Rorschach inkblot test was developed in 1921 by Herman Rorschach as a way to analyze personality characteristics and unconscious processes. It involves showing a series of 10 inkblots to a subject and asking them what they see in each one. The responses and details provided are analyzed to draw conclusions about cognitive and emotional processes. Over time, different scoring systems were developed by researchers like Beck and Klopfer. John Exner integrated these approaches into a comprehensive system in 1974. While the test is resistant to faking, interpretation requires extensive training and its validity for diagnosis is limited except for a few disorders. The document outlines the history, administration, scoring, and interpretation of the Rorschach test.
Rational Emotive Behavior Therapy (REBT) is a type cognitive therapy first used by Albert Ellis which focuses on resolving emotional and behavioral problems. The goal of the therapy is to change irrational beliefs to more rational ones.
REBT encourages a person to identify their general and irrational beliefs (e.g. I must be perfect") and subsequently persuades the person to challenge these false beliefs through reality testing.
This document discusses different types of interviews. It begins by defining an interview as a conversation where questions are asked and answers are given. It then describes formal interviews as highly structured with predetermined questions asked in a set order. Informal interviews are described as unstructured without predetermined questions or order. Semi-structured interviews use a flexible framework of topics rather than strict questions. The document provides details on each type of interview.
This document discusses different types of interviews used in research including structured and unstructured interviews. It describes the key characteristics of each type of interview and their advantages and disadvantages. Structured interviews involve standardized questions while unstructured interviews are more like conversations. Preparing for interviews, qualifying interviewers, constructing question types and stages of interviews are also outlined.
The document discusses interview methods for research. Interviews involve direct face-to-face interaction between the interviewer and interviewee. They allow for collection of in-depth data through open-ended questions and discussion. There are different types of interviews - structured interviews follow a rigid standardized format; semi-structured interviews have some flexibility in question order; single interviews involve one interviewer and interviewee; group interviews have multiple interviewees. Interviews have advantages like depth of information, insights from experts, and flexibility, but are also time consuming to analyze and can be affected by the interviewer.
This document discusses interview techniques and best practices. It covers types of interviews like structured, semi-structured, and unstructured. It also discusses training interviewers to avoid bias, preparing for an interview with topics like confidentiality and format, asking questions with the right sequence and type, analyzing interviews, and considering the strengths and weaknesses of interviews. The overall goal is to help researchers conduct effective qualitative interviews.
Interviewing techniques for research by jayadeva de silvaSelf-employed
Structured interviews have a set list of questions asked in the same order to all respondents. This allows for standardized, quantifiable responses but limits flexibility. Semi-structured interviews follow a general outline but allow elaboration. Unstructured interviews are open conversations that generate rich qualitative data but are difficult to analyze systematically. The type of interview chosen depends on the goal of obtaining standardized or customized responses within the needed time and resources.
interview-1.pptx types of interview bbggDevarajuBn
This document provides an overview of interview methods for educational research. It defines interviews as a verbal exchange between a researcher and subject used to collect qualitative data. The document outlines different types of interviews including structured, unstructured, personal, phone and email interviews. It provides tips for effective interviews such as having clear questions and establishing rapport. Guidelines for successful interviews include planning, choosing an appropriate time and place, and having a friendly approach. The document discusses merits like flexibility and quick responses, and limitations such as possible biases. Overall, the document serves as a reference for understanding interview methodology for research.
The document provides information about interviews as a method for collecting qualitative data in research. It discusses different types of interviews including structured, semi-structured, and unstructured interviews. Structured interviews involve asking all participants the same standardized set of closed-ended questions in a specific order. They allow for comparisons across responses but lack detail. Semi-structured interviews use an interview guide but allow flexibility in the order of questions. The document outlines advantages such as control and standardization with structured interviews but notes they lack flexibility.
The document provides information on different types of interviews that can be used for data collection in research. It discusses structured, semi-structured, and unstructured interviews. Structured interviews involve asking all respondents the same closed-ended questions in a standardized order. Semi-structured interviews use an interview guide but allow flexibility in wording and order of questions. Unstructured interviews are open conversations that gather in-depth details on a limited number of topics. The document outlines advantages and disadvantages of each type of interview.
This document discusses different methods for collecting primary data through interviews. It describes personal interviews, telephone interviews, focus group interviews, depth interviews, and projective techniques. For each method, it provides details on how the method works, its advantages and disadvantages. The key methods covered are personal interviews conducted face-to-face, telephone interviews which can be computer-assisted, focus group interviews involving group discussions, and depth interviews which use open-ended questioning to uncover deeper insights.
This document provides an overview of interviews as a method of data collection for educational research. It defines interviews as a verbal exchange between a researcher and subject where questions are asked and responses recorded. The document outlines different types of interviews, including structured, unstructured, personal, phone and depth interviews. It provides tips for effective research interviews such as having clear questions, using open-ended questions, and avoiding bias. Guidelines are presented for successful interviews, and merits and limitations of the interview method are discussed. In conclusion, interviews allow researchers to gather qualitative data and insights directly from individuals.
The document provides guidance on conducting qualitative interviews for research purposes. It discusses preparing for an interview by developing an interview guide and questions, conducting the interview, and following up after the interview. The key steps outlined are:
1) Preparing for the interview by developing an interview guide and list of open-ended questions to get factual information and meanings.
2) Conducting the interview by asking one question at a time, remaining neutral, encouraging responses, and being flexible.
3) Following up after the interview by thanking the interviewee and getting their feedback on the results.
The document provides guidance on conducting effective interviews for research purposes. It discusses preparing for an interview by developing questions and researching the interviewee. It also covers conducting the interview, including etiquette, note-taking, and flexibility. The document concludes by addressing following up with the interviewee and thanking them for their time.
This slide will guide other researchers that wants to collect data using Interview method. It teaches how to analyse the data as well. This was a presentation that was carried out in our research method class by our group.
ReseQuantitative RESEARCH INSTRUMENT FOR DATA COLLECTIONarch ppIqra Shah
Structured questionnaires and interviews are quantitative research instruments used to collect data. Structured questionnaires contain closed-ended questions with limited response options to standardize responses. They allow researchers to collect large amounts of data efficiently but don't explore complex issues well. Structured interviews follow a standardized set of questions but allow researchers to clarify understanding and obtain more detailed responses than questionnaires. Both methods produce reliable and comparable quantitative data but have limitations regarding response bias and depth of responses.
Interview as a method for qualitative researchdianejanzen
The document discusses interview as a method for qualitative research. It defines qualitative research interviews as seeking to understand the meanings and themes in subjects' lives. There are several types of interviews described, including informal conversations, standardized questions, and closed questions. Proper training of interviewers is important to minimize bias and get quality responses. Questions should cover behaviors, opinions, feelings and be asked in a logical sequence. The interview process involves preparation, recording responses, and analysis.
An interview is essentially a structured conversation where one participant asks questions, and the other provides answers. In common parlance, the word "interview" refers to a one-on-one conversation between an interviewer and an interviewee. The interviewer asks questions to which the interviewee responds, usually providing information. That information may be used or provided to other audiences immediately or later. This feature is common to many types of interviews – a job interview or interview with a witness to an event may have no other audience present at the time, but the answers will be later provided to others in the employment or investigative process. An interview may also transfer information in both directions.
This document provides an overview of interviews as a method for data collection in educational research. It defines interviews, discusses different types of interviews including structured, unstructured, personal, phone, focus group, and online. It also provides tips for effective interviews such as having clear questions and purpose, using open-ended questions, and summarizing responses. The document outlines merits like flexibility and quick responses, as well as limitations such as potential bias and lower anonymity compared to other methods. Overall, the document serves as a guide to planning, conducting, and analyzing interviews for research purposes.
The document discusses different types of interviews used in research. It describes structured, semi-structured, and unstructured interviews, as well as single, group, and focus group interviews. The key aspects of preparing for an interview, properly executing it, and accurately recording and interpreting the responses are also outlined. Interviews are a commonly used research method that allow direct collection of data through verbal communication, but require skill and care to implement effectively.
This document discusses various research interview methods used to collect primary data, including unstructured interviews which use open-ended questions to understand perceptions, structured interviews which use standardized questions, and focus groups which gather group discussions. It provides tips for conducting interviews such as establishing rapport, avoiding bias, and using techniques like funneling. The advantages and disadvantages of face-to-face and telephone interviews as well as focus groups and videoconferencing are also outlined.
Nature ,Scope,Meaning and Definition of Mathematics pdf 4AngelSophia2
Mathematics is an important subject that helps develop logical thinking and problem solving skills. It is the science of numbers, quantity, and space. Mathematics involves discovering relationships and expressing them symbolically through words, numbers, letters, diagrams, and graphs. While mathematics deals with abstract concepts that are precise and logical, it also has practical applications as a useful tool in many fields. Effective mathematics teaching focuses on developing students' intuition and ability to apply concepts to new situations through discovery learning and making connections between simple and complex ideas.
Carl Friedrich Gauss was a German mathematician and scientist born in 1777. He made extraordinary contributions to mathematics from a very young age, inventing a formula for arithmetic progressions at age 7. As an adult, he published influential works that advanced algebra, number theory, geometry, and analysis. Gauss also made significant contributions to astronomy, physics, and engineering. He is widely considered one of the greatest mathematicians of all time.
The document discusses studies on petal graphs. It begins with Angel Sophia submitting her dissertation to Manonmaniam Sundaranar University for her Master's degree in Mathematics. The dissertation is about studies on petal graphs under the guidance of her advisor Dr. G. Easwaraprasad. It includes an introduction to petal graphs, basic definitions, and a discussion of the planarity of p-petal graphs with a main theorem.
The document discusses mathematical skills and higher order thinking skills (HOTS) in mathematics. It defines arithmetic skills such as addition, subtraction, multiplication and division. It also discusses geometric skills and interpreting graphs and charts. The document then defines HOTS as including skills such as problem solving, reasoning, communication and conceptualizing. It provides examples of each skill and discusses the importance of incorporating HOTS into mathematics teaching to better prepare students. The document concludes by providing suggestions for how to improve students' HOTS through revising textbooks and using open-ended testing.
The document discusses studies on petal graphs. It begins with Angel Sophia submitting her dissertation to Manonmaniam Sundaranar University for her Master's degree in Mathematics. The dissertation is about studies on petal graphs under the guidance of her advisor Dr. G. Easwaraprasad. It includes an acknowledgement, contents, and introduction chapters to set up the topic of studying the properties and behaviors of petal graphs.
Nature ,Scope,Meaning and Definition of Mathematics AngelSophia2
This document provides an overview of mathematics as a subject. It discusses how mathematics plays an important role in social and economic development. It also examines definitions of mathematics from different sources, describing it as a systematic, organized science that deals with quantities, measurements, and spatial relationships. The document outlines key characteristics of mathematics, including that it is a science of discovery, an intellectual game, and a tool subject. It also discusses the abstract nature of mathematical concepts and how mathematics requires logical sequencing and applying concepts to new situations.
Carl Friedrich Gauss was a German mathematician and scientist born in 1777. He made extraordinary contributions to mathematics from a very young age, inventing a formula for arithmetic progressions at age 7. As an adult, he published influential works on number theory, geometry, and astronomy. Gauss worked as a professor of mathematics and directed an observatory, making advances in magnetism, electricity, and probability theory. He is considered one of the greatest mathematicians of all time for his diverse contributions across many fields of mathematics.
The document discusses mathematical skills and higher order thinking skills (HOTS) in mathematics. It begins by defining key arithmetic skills like number sense, measurement, and patterns that are important for students to learn. It then discusses different types of graphs and charts used to visualize data. The document outlines the five fundamental HOTS: problem solving, inquiring, reasoning, communicating, and conceptualizing skills. It notes that developing HOTS better prepares students for challenges in work and life. The document provides examples of how to incorporate HOTS into mathematics teaching and assessments in order to improve student performance.
1. Television has become an integral part of education and plays a dominant role in the learning process by facilitating diverse learning objectives and motivating learners.
2. Educational television in India began in the 1960s with projects like the Secondary School Television Project and Delhi Agriculture Television Project. Major national projects include Satellite Instructional Television Experiment, Post-SITE, and INSAT.
3. Television provides valuable reference materials for teachers and students, demonstrates real-world processes and events, and makes education more engaging through audiovisual content from experts. However, it also risks passivity, lack of interactivity, and replacing teachers.
Mathematics is defined in multiple ways throughout the document. It is summarized as the science of quantity, measurement, and spatial relationships. It involves both inductive and deductive reasoning. Inductive reasoning involves making general conclusions from specific observations, while deductive reasoning involves drawing logical conclusions from initial assumptions or axioms. Teaching mathematics effectively uses both inductive and deductive methods, moving from specific examples to broader conclusions or from general principles to specific applications.
Mathematical skills such as arithmetic, geometry, and graphing are important foundations for students. Key skills include number sense, measurement, patterns, problem-solving, and computational fluency. Higher-order thinking skills (HOTS) like problem-solving, reasoning, and conceptualizing are valued as they better prepare students for challenges. HOTS involve skills like critical thinking, creativity, and systems thinking. Teachers should focus on developing students' HOTS through open-ended learning activities.
Carl Friedrich Gauss was a renowned German mathematician, astronomer, and physicist born in 1777. He made extraordinary contributions to mathematics even as a young child, correcting his father's math errors at age 3. As a student, he mastered advanced mathematical concepts like the binomial theorem by age 12. Gauss went on to make seminal contributions across several fields, including number theory, geometry, algebra, statistics, and astronomy. He published highly influential works such as Disquisitiones Arithmeticae and developed pioneering concepts like complex numbers and the Gaussian distribution. Gauss was considered the greatest mathematician of his time and made lasting contributions that formed the foundation of many modern mathematical fields.
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Interview method of psychology
1. INTERVIEW METHOD OF PSYCHOLOGY
Angel Sophia S V
Department of Mathematics
INTERVIEW METHOD
The word "interview"refers to a one-on-oneconversation with one person acting
in the role of the interviewer and theother in the role of the interviewee
In their words….
P.V. Young:
Interview is a scientific method through which a person enters into
the life of a stranger.
Good & Hatt:
Interview is a process of social interaction between interviewer and
interviewee.
Kerlinger:
A face to face interpersonal situation in which one ask questions
fromthe other to get answer abouta social problem.
What is an interviewmethod?
• An interview is a method of conversation with a specified purpose.
• Psychologists uses interview method in order to gain information in an
efficient and streamlined manner.
• Oldest and most widely used method
• The conducting way depends on the objectives or goals in question.
2. • Investigateissues in an in depth way
• Discover how individuals think and feel abouta topic and why they hold
certain opinions.
Points shouldbe notedwhile having an interview….
• Researchers can ask different types of questions which in turn
generate different types of data.
• Interviews willbe recorded by the researcher and the data written up as a
transcript(a written accountof interview questions and answers) which can
be analyzed at a later date.
• The interviewer must ensureto provide special carewhen interviewing
vulnerable groups, such as the children.
• The language the interviewer uses should be appropriate.
The interviewer effect
• Because an interview is a socialinteraction the appearance or behavior of
the interviewer may influence the answers of the respondent.
• The gender, ethnicity, body language, age, and socialstatus of the
interviewer can create an interviewer effect.
For example :
If a female interviewer interviews a male interviewee he will try to
keep his impression good and this may leads to interviewer effect.
Merits of interview
Useful to obtain detailed information about personalfeelings, perceptions
and opinions
Usually achieve a high responserate
Respondents'own words arerecorded
3. Interviewees arenot influenced by others
Enable teacher to tackle everyday classroomproblems
Superior data collecting device
Creates friendly atmosphere
Demerits of interview
This method is very time-consuming for setting up, interviewing,
transcribing, analyzing, feedback, reporting
Itcan be costly
Differentinterviewers may understand and transcribeinterviews in
different ways.
Preplanning is important .i.e.)to know who you are going to interview,
when and where.
Itis subjectiveand artificial
Interpretation is difficult.
Types of interview
structured interview
semi-structured interview
unstructured interview
I) Definitionof structuredinterview
A structuredinterview is a type of interview in which the interviewer asks a
particular set of predeterminedquestions.
In structured interviews, questions are planned and created in advance,
which means that all candidates are asked the same questions in the same
order.
4. Ituses highly systematizedtechniques of recording.
Itis a method of quantitative research used for the purposeof the survey.
StructuredInterview….
Structured Interview is also known as,
Formal interview
Patterned interview.
Planned interview.
Standardized interviews
Steps of structuredinterview
a) Develop and write down interview questions
b) Develop and write down a scale that will be used to gradecandidates
answers.
c) Print out your questions and bring them with you to the interview site.
d) Take detailed notes of each candidate’s answers.
e) Grade your candidate’s answers according to previously determined scale.
Structuredinterviewquestions
Structured interview questions can be open-ended or closed-ended.
Closed-ended questions ask respondents for specific pieces of information, and
often require the respondentto choosefroma list of given alternatives.
E.g. : 'Are you currently taking any drugs ?‘
Here, the respondentcan either answer by saying yes or no.
Open-ended questions arethose that can be answered in many ways and allow
the respondentto give elaborate, thoughtful answers.
5. E.g. : ‘Tell about yourself’
Here, the respondentcan answer thoughtfully.
Advantages of structuredinterview
Since in structured interviews all the candidates are asked the same
questions, it’s easy to compare their answers
We can evaluate candidates in a most objective and fair way
Structured interviews are more legally defensible
Can reach a large sample
Can ensurequestions are fully understood.
There is a pre-developed systemor guide to check the results.
These are easy to replicate, as a fixed set of closed questions are used.
It is easy to test for reliability
Can take place within a short amount of time.
Allows generalization of results
Disadvantages of structuredinterview
Structureinterviews are not flexible. This means new questions cannot be
asked during the interview
The answers fromstructured interviews lack detail
Restrictive questioning leads to restrictive answers
Structured interviews are harder and more complicated to develop.
Before giving questions we haveto write them, test them and make sure
interviewers stick to them.
Interview questions may be leaking out
6. The method seem a bit cold and impersonalized
Itis harder to providean excellent candidate experience
II) Definitionof semi-structuredinterview
A semi-structuredinterview is a type of interview in which the interviewer
asks only a few predeterminedquestions whilethe restof the questions
are not planned in advance.
In semi-structured interviews, some questionsare predetermined and
asked all candidates, while others arise spontaneously in a free-flowing
conversation.
Open –ended questions with answers solicited in writing- typically in the
for of shortessays
Respondents are free towrite as much as or as little as they choose
Ithas a general set of questions but the interviewflows like conversation
and topics are covered as they come up.
Semi-structuredinterview….
Semi-structured interviews arealso known as:
# Moderately structured interviews
# Hybrid interviews
# Combined interviews
Steps of Semi-structuredinterview
a) Write down most important questions thatyou want to ask all the
candidates.
7. b) Develop a few conversationstartersto explore specific interesting points
fromyour candidate’s resume.
c) Depending on your candidates'answers, ask followupquestions to gain a
more in-depth understanding of their qualifications and motivation.
d) Follow the natural flow of conversation and feel free toexplore
Advantages of semi-structuredinterview
Itcan secureobjective comparison of candidates
Itprovidea more personalized and spontaneous approach thatallows
exploration of interesting points in a specific candidate.
Less proneto interviewer’s bias.
More information can be explored.
Needed data is collected.
Interviewer and the interviewee create the interview together.
Flexibility to follow up interviewee’s responses ad interests.
Providemuch more detailed information.
Providemore relaxed atmosphereto collect data.
Disadvantages of semi-structuredinterview
• Spontaneous questioning makes answers difficultto evaluate
• The outcome largely depend on the skill of the interviewer
• The process is highly time consuming
• Itis very expensive
• Sees to be un reliable
8. • Difficult to analyzethe relevance of answers
• Some of the information may not be revealed
• Needs preparation
• Semi-structured interviews areless objective
• legally harder to defend.
III) Definitionof unstructuredinterview
• An unstructuredinterview is a type of interview in which the interviewer
asks questions which arenot preparedinadvance.
• In unstructured interviews, questions arisespontaneously in a free-
flowing conversation, which means that different candidates are
asked different questions.
• As the interview is unplanned, it has an informal approach wherea friendly
conversation takes place between the interviewer and interviewee.
• They will contain open-ended questions that can be asked in any order.
Unstructuredinterview….
Discovery interviews
Guided conservation
Informalinterviews
Casualinterviews
Free-flowing interviews
9. Steps of unstructuredinterview
Keep in mind interview’s purpose and thegeneral experiences and
qualities you are looking to asses in candidates.
The goal is to gather and record important information about candidates.
Make sure you have a focus
Be flexible to proceed based on the candidate’s responses.
Explore specific interesting points
Advantages of unstructuredinterview
The main advantageof an unstructured interview is their personalized
approach.
They seem much more casualand help candidates relax and feel more
comfortable during the interview.
Observing directbehavior
Allows control of extraneous variable
Reliability of results by repetitive study
Try to establish rapportad trust
Gently guide discussion towards goal
Explorative and qualitative studies
They have increased validity
Disadvantages of unstructuredinterview
• Time consuming
• Employing and training interviewers is expensive
• Control can effect behavior
10. • Not possibleto know intentions behind the behavior
• Unable to producedata a whole
• Information cannotbe compared
• Analysis will be difficult
ComparisonChart
Structured interview
Unstructured interview
predetermined questions are prepared
by the interviewer in advance.
the questions to be asked to the
respondents arenot set in advance.
Quantitative Qualitative
Closed-ended questions Open-ended questions
To validate results, when the number of
candidates is quite large.
To probe personaldetails of the
candidate, so as to judge if he is the
right person for the job.
Research type is descriptive Research type is exploratory
same set of questions areput to all the
candidates
different questions are put to different
candidates
Structured interviews are used by
positivists
unstructured interview is used by
interpretivists
In a structured interview, the
characteristics evaluated are explicit
in an unstructured interview, the
characteristics
evaluated are implicit.
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