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.
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.
1. Impression formation is the process by which people develop perceptions of others based on limited initial information and cues.
2. Solomon Asch conducted experiments showing that people rely heavily on a few central traits to form initial impressions, and that the order and context of trait information influences the impressions formed.
3. Additional research has identified several factors that influence impression formation, including roles, physical cues, salient features, categorization, and context effects. People tend to quickly make inferences about others' personality traits from limited behavioral and contextual information.
Psychological tests are formal tools used to measure mental functioning and behaviors. They can be administered in various settings like schools, hospitals, and workplaces to assess abilities, personality, and neurological status. Common uses of tests include education placement, career counseling, diagnosing disorders, and selecting job applicants. Tests vary in their administration method, targeted behaviors, and purpose between ability, personality, and clinical domains. Proper tests are standardized, objective, use norms, and are reliable and valid measures of their intended construct.
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.
Projective tests such as the Rorschach inkblot test, Thematic Apperception Test (TAT), and House-Tree-Person (HTP) test use ambiguous stimuli like inkblots or pictures to reveal hidden emotions and unconscious conflicts by analyzing subjects' responses. The Rorschach and HTP involve drawing interpretations while the TAT and other tests involve telling stories about pictures. These tests are used to assess personality traits, intelligence, and psychological disorders but require administration by trained professionals and subjective interpretation carries some risk of bias.
- Intelligence tests attempt to measure a person's basic cognitive abilities such as reasoning, comprehension, and judgment. The goal is to obtain an idea of a person's intellectual potential.
- While intelligence tests provide useful information about academic achievement and mental strengths/weaknesses, they also have limitations such as oversimplifying intelligence into a single score. Two people can have the same score but differ in their specific cognitive profiles.
- Several theories of intelligence have been proposed, including Spearman's theory of general intelligence (g) and specific factors, Thurstone's primary mental abilities, and Gardner's theory of multiple intelligences. The intelligence quotient (IQ) provides a standardized measure but its definition and calculation have evolved.
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.
1. Impression formation is the process by which people develop perceptions of others based on limited initial information and cues.
2. Solomon Asch conducted experiments showing that people rely heavily on a few central traits to form initial impressions, and that the order and context of trait information influences the impressions formed.
3. Additional research has identified several factors that influence impression formation, including roles, physical cues, salient features, categorization, and context effects. People tend to quickly make inferences about others' personality traits from limited behavioral and contextual information.
Psychological tests are formal tools used to measure mental functioning and behaviors. They can be administered in various settings like schools, hospitals, and workplaces to assess abilities, personality, and neurological status. Common uses of tests include education placement, career counseling, diagnosing disorders, and selecting job applicants. Tests vary in their administration method, targeted behaviors, and purpose between ability, personality, and clinical domains. Proper tests are standardized, objective, use norms, and are reliable and valid measures of their intended construct.
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.
Projective tests such as the Rorschach inkblot test, Thematic Apperception Test (TAT), and House-Tree-Person (HTP) test use ambiguous stimuli like inkblots or pictures to reveal hidden emotions and unconscious conflicts by analyzing subjects' responses. The Rorschach and HTP involve drawing interpretations while the TAT and other tests involve telling stories about pictures. These tests are used to assess personality traits, intelligence, and psychological disorders but require administration by trained professionals and subjective interpretation carries some risk of bias.
- Intelligence tests attempt to measure a person's basic cognitive abilities such as reasoning, comprehension, and judgment. The goal is to obtain an idea of a person's intellectual potential.
- While intelligence tests provide useful information about academic achievement and mental strengths/weaknesses, they also have limitations such as oversimplifying intelligence into a single score. Two people can have the same score but differ in their specific cognitive profiles.
- Several theories of intelligence have been proposed, including Spearman's theory of general intelligence (g) and specific factors, Thurstone's primary mental abilities, and Gardner's theory of multiple intelligences. The intelligence quotient (IQ) provides a standardized measure but its definition and calculation have evolved.
Nature of attention (Meaning, Definition and Theories in brief)Dr Rajesh Verma
This document discusses the nature and theories of attention. It defines attention as the process of selecting certain stimuli from a group of others. Attention involves alertness, concentration, and search. The spotlight and zoom-lens models are described as ways attention focuses on specific areas. Filter and attenuation theories explain how the brain processes multiple stimuli. Factors like size, movement, and motivation can influence what receives attention. Theories of attention seek to explain how stimuli are selected from many options for further cognitive processing.
The experimental method is considered the most scientific and objective way to study human behavior. It involves observing behavior under controlled conditions to determine cause-and-effect relationships through experimentation. There are three types of variables: the independent variable that is manipulated, the dependent variable that is measured, and controlled variables. Experimental methods allow for systematic and objective analysis but can be difficult, time-consuming, and may not account for all factors.
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.
This document discusses concepts and concept formation. It defines concepts as general mental representations that capture common properties of objects, events, or people. Concept formation involves 3 steps: perception of examples, abstraction of common features, and generalization into a concept. Concepts are not static and can change as a person learns. They are formed through both direct experience and indirect means like pictures. The document also discusses Piaget's stages of cognitive development and how concepts develop through those stages.
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.
Sensation is the detection of sensory stimuli by the senses, while perception is the interpretation of sensory information. The eyes, ears, skin, nose, and tongue contain receptor cells that receive stimuli and transmit it as neural impulses to the brain. Perceptual processes like selection, organization, and interpretation occur in the brain. Both objective factors like intensity, size, and movement and subjective factors like motives, experiences, and culture influence our perceptions.
The document discusses 12 major theories of intelligence:
1. Faculty theory which views intelligence as consisting of independent mental faculties.
2. One factor theory which reduces all abilities to a single general intelligence factor.
3. Spearman's two-factor theory comprising a general intelligence ("g") factor and specific factors.
4. Thorndike's multifactor theory which identified four attributes of intelligence.
5. Thurstone's primary mental abilities theory identifying six primary factors.
6. Guilford's structure of intellect model classifying intellectual tasks.
7. Vernon's hierarchical theory describing intelligence at varying levels of generality.
8. Cattell's fluid and crystallized theory distinguishing two types
Operant conditioning is a method of learning through reinforcement and punishment. Behavior is strengthened when followed by a reinforcer or weakened when followed by a punisher. B.F. Skinner coined the term and studied operant conditioning using animal experiments. Reinforcers can be positive like praise or negative like escaping an unpleasant stimulus. Punishers are consequences that weaken behavior and can be positive by applying an unpleasant stimulus or negative by removing a desirable one. The timing and schedule of reinforcement impacts how effectively behaviors are learned through operant conditioning.
This document provides an overview of case study methods. It defines a case study as a detailed analysis of a person, group, or system that is studied holistically using one or more methods. Case studies can be explanatory, exploratory, or descriptive. They have advantages like deeper understanding but disadvantages like lack of generalization. Key aspects of case study methods include developing an initial theory, selecting relevant cases, and generalizing analytically rather than statistically. The document also outlines a seven step process for conducting a case study analysis.
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Personality assessments can help counselors understand individual behavior, determine appropriate courses of action, and predict future behavior. Personality includes traits, states, and types. Traits are consistent dimensions of individual differences while states are temporary tendencies. Types describe a person generally, such as introverted or extroverted. Structured personality inventories like the MMPI-2 and MCMI-III use standardized questions while projective tests like the Rorschach and TAT use ambiguous stimuli to project unconscious feelings. Personality assessments provide insight into clients but rely on the interpreter's judgment.
Concept of normality and abnormality is importent to known by every students related to psychology, psychiatry, social work, and other mental health related field.
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 provides an overview of psychological research methods. It defines research as systematic inquiry aimed at understanding human behavior and mental processes. Various research methods are described, including experimental, quasi-experimental, and non-experimental designs. Key aspects of the research process like developing hypotheses, collecting both qualitative and quantitative data, ensuring reliability and validity, and addressing ethical considerations are summarized.
This document provides an overview of the nature and scope of social psychology. It discusses how social psychology examines social situational influences on individual psychology and behavior, as well as the mutual influence between individuals and situations. The scope of social psychology can be expansive, as it considers the influence of real or imagined others, as well as broader ecological and cultural factors. While related to sociology, social psychology focuses primarily on measuring psychological responses at the individual level through experimental methods. It also differentiates itself from personality psychology by emphasizing how situations and subjective perceptions shape outcomes more than stable personality traits.
This document discusses different types of personality tests. It begins by defining personality and personality tests. It describes several specific personality tests including the Big Five Inventory, Emotional Intelligence Test, and Keirsey Temperament Sorter. It then provides more details on the Big Five personality dimensions and discusses the trait and type approaches to personality. The document also discusses Holland's theory of occupational personality types and provides an example of interpreting the Briggs-Myer personality test results. It analyzes objective and projective personality tests, such as the Rorschach inkblot test and Thematic Apperception Test.
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.
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.
Nature of attention (Meaning, Definition and Theories in brief)Dr Rajesh Verma
This document discusses the nature and theories of attention. It defines attention as the process of selecting certain stimuli from a group of others. Attention involves alertness, concentration, and search. The spotlight and zoom-lens models are described as ways attention focuses on specific areas. Filter and attenuation theories explain how the brain processes multiple stimuli. Factors like size, movement, and motivation can influence what receives attention. Theories of attention seek to explain how stimuli are selected from many options for further cognitive processing.
The experimental method is considered the most scientific and objective way to study human behavior. It involves observing behavior under controlled conditions to determine cause-and-effect relationships through experimentation. There are three types of variables: the independent variable that is manipulated, the dependent variable that is measured, and controlled variables. Experimental methods allow for systematic and objective analysis but can be difficult, time-consuming, and may not account for all factors.
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.
This document discusses concepts and concept formation. It defines concepts as general mental representations that capture common properties of objects, events, or people. Concept formation involves 3 steps: perception of examples, abstraction of common features, and generalization into a concept. Concepts are not static and can change as a person learns. They are formed through both direct experience and indirect means like pictures. The document also discusses Piaget's stages of cognitive development and how concepts develop through those stages.
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.
Sensation is the detection of sensory stimuli by the senses, while perception is the interpretation of sensory information. The eyes, ears, skin, nose, and tongue contain receptor cells that receive stimuli and transmit it as neural impulses to the brain. Perceptual processes like selection, organization, and interpretation occur in the brain. Both objective factors like intensity, size, and movement and subjective factors like motives, experiences, and culture influence our perceptions.
The document discusses 12 major theories of intelligence:
1. Faculty theory which views intelligence as consisting of independent mental faculties.
2. One factor theory which reduces all abilities to a single general intelligence factor.
3. Spearman's two-factor theory comprising a general intelligence ("g") factor and specific factors.
4. Thorndike's multifactor theory which identified four attributes of intelligence.
5. Thurstone's primary mental abilities theory identifying six primary factors.
6. Guilford's structure of intellect model classifying intellectual tasks.
7. Vernon's hierarchical theory describing intelligence at varying levels of generality.
8. Cattell's fluid and crystallized theory distinguishing two types
Operant conditioning is a method of learning through reinforcement and punishment. Behavior is strengthened when followed by a reinforcer or weakened when followed by a punisher. B.F. Skinner coined the term and studied operant conditioning using animal experiments. Reinforcers can be positive like praise or negative like escaping an unpleasant stimulus. Punishers are consequences that weaken behavior and can be positive by applying an unpleasant stimulus or negative by removing a desirable one. The timing and schedule of reinforcement impacts how effectively behaviors are learned through operant conditioning.
This document provides an overview of case study methods. It defines a case study as a detailed analysis of a person, group, or system that is studied holistically using one or more methods. Case studies can be explanatory, exploratory, or descriptive. They have advantages like deeper understanding but disadvantages like lack of generalization. Key aspects of case study methods include developing an initial theory, selecting relevant cases, and generalizing analytically rather than statistically. The document also outlines a seven step process for conducting a case study analysis.
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Personality assessments can help counselors understand individual behavior, determine appropriate courses of action, and predict future behavior. Personality includes traits, states, and types. Traits are consistent dimensions of individual differences while states are temporary tendencies. Types describe a person generally, such as introverted or extroverted. Structured personality inventories like the MMPI-2 and MCMI-III use standardized questions while projective tests like the Rorschach and TAT use ambiguous stimuli to project unconscious feelings. Personality assessments provide insight into clients but rely on the interpreter's judgment.
Concept of normality and abnormality is importent to known by every students related to psychology, psychiatry, social work, and other mental health related field.
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 provides an overview of psychological research methods. It defines research as systematic inquiry aimed at understanding human behavior and mental processes. Various research methods are described, including experimental, quasi-experimental, and non-experimental designs. Key aspects of the research process like developing hypotheses, collecting both qualitative and quantitative data, ensuring reliability and validity, and addressing ethical considerations are summarized.
This document provides an overview of the nature and scope of social psychology. It discusses how social psychology examines social situational influences on individual psychology and behavior, as well as the mutual influence between individuals and situations. The scope of social psychology can be expansive, as it considers the influence of real or imagined others, as well as broader ecological and cultural factors. While related to sociology, social psychology focuses primarily on measuring psychological responses at the individual level through experimental methods. It also differentiates itself from personality psychology by emphasizing how situations and subjective perceptions shape outcomes more than stable personality traits.
This document discusses different types of personality tests. It begins by defining personality and personality tests. It describes several specific personality tests including the Big Five Inventory, Emotional Intelligence Test, and Keirsey Temperament Sorter. It then provides more details on the Big Five personality dimensions and discusses the trait and type approaches to personality. The document also discusses Holland's theory of occupational personality types and provides an example of interpreting the Briggs-Myer personality test results. It analyzes objective and projective personality tests, such as the Rorschach inkblot test and Thematic Apperception Test.
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.
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.
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.
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 qualitative research methods, specifically interviews. It explains that qualitative research aims to understand people's experiences in natural settings through open-ended questions. Interviews are a common way to collect qualitative data and can vary from highly structured to unstructured. Structured interviews are easy to replicate but lack detail, while unstructured interviews provide more flexible, in-depth responses but are more difficult to analyze. The document also provides examples of interview strengths and limitations.
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.
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.
The document discusses different types of interviews used in research. It defines structured and unstructured interviews, as well as standardized and unstandardized interviews. It also describes individual versus group interviews, self-administered versus other-administered interviews, and unique versus panel interviews. Additionally, it covers soft versus hard interviews and personal versus non-personal interviews. The document provides examples and characteristics of each type of interview.
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.
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.
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.
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.
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.
Structured interviews use a fixed set of closed-ended questions to quantify answers, while unstructured interviews use open-ended questions in a conversational format to obtain qualitative data. Semi-structured interviews employ a list of topics and questions but allow the interviewer flexibility to probe for more information. The document discusses advantages and disadvantages of each type of interview for obtaining valid and reliable data in sociological research.
This document provides guidelines for effective interviewing techniques. It discusses different types of interviews such as structured, unstructured, formal, informal, individual, group, depth, panel, research, clinical, and diagnostic interviews. It also outlines steps to conduct interviews such as introduction, establishing rapport, asking open-ended questions, active listening, avoiding bias, maintaining focus, and concluding professionally. Key recommendations include using interviews appropriately for the research purpose, establishing trust, respecting participants, and practicing skills to obtain rich qualitative data.
This document discusses interview as a method for research. It defines interviews and describes three main types: structured, unstructured, and semi-structured. It outlines advantages like feedback and probing answers, and disadvantages like costs and lack of anonymity. Characteristics of interviewing covered include preparation, sampling techniques, structuring questions, and controlling the interview process. Qualities of a good interviewer and ensuring reliability and validity are also discussed. The document concludes with considerations for recording interviews like equipment and transcription, as well as record keeping.
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.
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.
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.
8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
This is a great way to be more productive but a few things to
Keep in mind:
- The 8+8+8 rule offers a general guideline. You may need to adjust the schedule depending on your individual needs and commitments.
- Some days may require more work or less sleep, demanding flexibility in your approach.
- The key is to be mindful of your time allocation and strive for a healthy balance across the three categories.
Decolonizing Universal Design for LearningFrederic Fovet
UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).
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4. Angel Sophia S V
Department of Mathematics
INTERVIEW METHOD OF PSYCHOLOGY
5. INTERVIEW METHOD
.
The word "interview" refers to a one-on-
one conversation with one person acting
in the role of the interviewer and the other
in the role of the interviewee
6. 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 from the other to get answer about a social
problem.
7. What is an interview method ?
• 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.
8. Interview method…..
• Oldest and most widely used method
• The conducting way depends on the
objectives or goals in question.
• Investigate issues in an in depth way
• Discover how individuals think and feel about
a topic and why they hold certain opinions.
9. Points should be noted while having an
interview ….
• Researchers can ask different types of questions
which in turn generate different types of data.
• Interviews will be recorded by the researcher and
the data written up as a transcript (a written account
of interview questions and answers) which can be
analyzed at a later date.
• The interviewer must ensure to provide special care
when interviewing vulnerable groups, such as the
children.
• The language the interviewer uses should be
appropriate.
10. • Because an interview is a social interaction the
appearance or behavior of the interviewer may
influence the answers of the respondent.
• The gender, ethnicity, body language, age, and social
status 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.
11. Merits of interview
Useful to obtain detailed information about
personal feelings, perceptions and opinions
Usually achieve a high response rate
Respondents' own words are recorded
Interviewees are not influenced by others
Enable teacher to tackle everyday classroom
problems
Superior data collecting device
Creates friendly atmosphere.
12. Demerits of interview
This method is very time-consuming for
setting up, interviewing, transcribing, analyzing,
feedback, reporting
It can be costly
Different interviewers may understand and
transcribe interviews in different ways.
Preplanning is important .i.e.)to know who
you are going to interview, when and where.
It is subjective and artificial
Interpretation is difficult.
15. Definition of structured interview
A structured interview is a type of interview in
which the interviewer asks a particular set
of predetermined questions.
In structured interviews, questions are planned and
created in advance, which means that all
candidates are asked the same questions in the same
order.
It uses highly systematized techniques of recording.
It is a method of quantitative research used for the
purpose of the survey.
16. Structured Interview ….
Structured Interview is also known
as,
Formal interview
Patterned interview.
Planned interview.
Standardized interviews
17. Steps of structured interview
a) Develop and write down interview questions
b) Develop and write down a scale that will be used to
grade candidates 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.
18. Structured interview questions
Structured interview questions can be open-ended or closed-ended.
Closed-ended questions ask respondents for specific pieces of
information, and often require the respondent to choose from a list of
given alternatives.
E.g. : 'Are you currently taking any drugs ?‘
Here, the respondent can either answer by saying yes or no.
Open-ended questions are those that can be answered in many ways and
allow the respondent to give elaborate, thoughtful answers.
E.g. : ‘Tell about yourself’
Here, the respondent can answer thoughtfully.
19. Advantages of
structured interview
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 ensure questions are fully understood.
There is a pre-developed system or 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
20. Disadvantages of structured interview
Structure interviews are not flexible. This means new questions
cannot be asked during the interview
The answers from structured interviews lack detail
Restrictive questioning leads to restrictive answers
Structured interviews are harder and more complicated to
develop.
Before giving questions we have to write them, test them and
make sure interviewers stick to them.
Interview questions may be leaking out
The method seem a bit cold and impersonalized
It is harder to provide an excellent candidate experience
22. Definition of semi-structured interview
A semi-structured interview is a type of interview in which the
interviewer asks only a few predetermined questions while the rest
of the questions are not planned in advance.
In semi-structured interviews, some questions are 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 short essays
Respondents are free to write as much as or as little as they choose
It has a general set of questions but the interview flows like
conversation and topics are covered as they come up.
24. Steps of Semi-structured interview
a) Write down most important questions that you want to ask all the candidates.
b) Develop a few conversation starters to explore specific interesting points from
your candidate’s resume.
c) Depending on your candidates' answers, ask follow up questions to gain a more
in-depth understanding of their qualifications and motivation.
d) Follow the natural flow of conversation and feel free to explore
25. Advantages of semi-structured interview
It can secure objective comparison of candidates
It provide a more personalized and spontaneous approach that
allows exploration of interesting points in a specific candidate.
Less prone to 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.
Provide much more detailed information.
Provide more relaxed atmosphere to collect data.
26. Disadvantages of semi-structured interview
• Spontaneous questioning makes answers difficult
to evaluate
• The outcome largely depend on the skill of the
interviewer
• The process is highly time consuming
• It is very expensive
• Sees to be un reliable
• Difficult to analyze the relevance of answers
• Some of the information may not be revealed
• Needs preparation
• Semi-structured interviews are less objective
• legally harder to defend.
28. Definition of unstructured interview
• An unstructured interview is a type of interview in which
the interviewer asks questions which are not prepared in
advance.
• In unstructured interviews, questions arise
spontaneously in a free-flowing conversation, which
means that different candidates are asked different
questions.
• As the interview is unplanned, it has an informal
approach where a friendly conversation takes place
between the interviewer and interviewee.
• They will contain open-ended questions that can be
asked in any order.
30. Steps of unstructured interview
Keep in mind interview’s purpose and the general 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
31. Advantages of unstructured interview
The main advantage of an unstructured interview is
their personalized approach.
They seem much more casual and help candidates relax and
feel more comfortable during the interview.
Observing direct behavior
Allows control of extraneous variable
Reliability of results by repetitive study
Try to establish rapport ad trust
Gently guide discussion towards goal
Explorative and qualitative studies
They have increased validity
32. Disadvantages of unstructured
interview
• Time consuming
• Employing and training interviewers is expensive
• Control can effect behavior
• Not possible to know intentions behind the behavior
• Unable to produce data a whole
• Information cannot be compared
• Analysis will be difficult
33. Comparison Chart
Structured interview
• Predetermined questions are
prepared by the interviewer in
advance.
• Quantitative
• Closed-ended questions
• To validate results, when the
number of candidates is quite
large.
• Research type is descriptive
Unstructured interview
• The questions to be asked to
the respondents are not set in
advance.
• Qualitative
• Open-ended questions
• To probe personal details of
the candidate, so as to judge if
he is the right person for the
job.
• Research type is exploratory
34. Comparison Chart
Structured interview
• Same set of questions are
put to all the candidates
• Structured interviews are
used by positivists
• In a structured interview,
the characteristics
evaluated are explicit
Unstructured interview
• Different questions are put
to different candidates
• Unstructured interview is
used by interpretivists
• In an unstructured
interview, the
characteristics evaluated
are implicit.
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