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TRANSCRIPT
Chapter - iii
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METHODOLOGY
- Research Design
- Instrumentation
- Selection of Samples
- Pilot Study
- Method of Establishing Reliability of the Computer-Assisted Exercise
- Confidence for Communication and Evolving Time Schedule
- Data Collection for the Main Study
- Statistical Analysis
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METHODOLOGY
The present chapter deals with the planning of the research. It contains details about the research
design, tools used, sample selection, pilot study, reliability, data collection and statistical
analysis.
The procedures used in the study are described under the following headings:
1. Research Design
2. Instrumentation
3. Selection of Sample
4. Pilot study
5. Reliability of the Computer-Assisted Exercise
6. Confidence for communication and evolving Time schedule
7. Data collection of main sample.
8. Statistical analysis
RESEARCH DESIGN
Randomized Two-Group Design
A Research Design is an integral part of the research process. A research design directs the
research action and helps to rationalize the use of time and resources. It helps to introduce a
systematic approach to the research operation which enables the researcher to foresee and
prevent errors, bias and distortions. Social inquiry follows a well constructed design
(Sarantakos, S. 2005). The research design used in the present investigation is the pre-test-post-
test control-group design. The subjects are drawn randomly from the Population. The two
groups are of equal in number. One group is designated as experimental group and the other as
control group. Both groups are given the letter cancellation test for attention and Binet-Kamat
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test for memory, reasoning and language and the results are obtained. Later on, the experimental
group is given the computer-assisted exercise training but the control group is kept away. After
the training, both groups are given the same test again and the results are obtained and compared
(Raja Manickam, M, 2004).
INSTRUMENTATION
1. Social – demographic proforma
2. Binet-Kamat Intelligence Test for memory, reasoning and language (Kamat V. V, 1967)
3. Letter Cancellation Test for Attention (Talland, G., 1965)
4. Computer- Assisted Exercises for attention, memory, reasoning and language (Indumathi,
K. & Syed Fathima, M. A., 2012)
SOCIO-DEMOGRAPHIC PROFORMA
The socio-demographic proforma consists of the name, domicile, date of birth, age, sex,
order of birth, number of children in the family, name and occupation of the parents, monthly
income of the family, family type and the name of the school.
BINET-KAMAT INTELLIGENCE TEST
The Binet-Kamat Scale of Intelligence is the Indian adaptation of the 1934 version of Stanford-
Binet Scale of Intelligence. This is a standardized test that assesses intelligence and cognitive
abilities in children and adults aged three to twenty two. This intelligence scale assessed the
child's skills in nine domains: language, meaningful memory, non-meaningful memory,
conceptual thinking, verbal reasoning, non-verbal reasoning, numerical reasoning, visuomotor
coordination and social intelligence. The Binet-Kamat also scores fifteen sub tests including
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vocabulary, comprehension, verbal absurdities, pattern analysis, matrices, paper folding and
cutting, copying, quantitative, number series, equation building, memory for sentences, memory
for digits, memory for objects, and bead memory. All test subjects take an initial vocabulary test,
which along with the subject's age, determines the number and level of subtests to be
administered. Total testing time is forty five to ninety minutes, depending on the subject's age
and the number of subtests given. Raw scores are based on the number of items answered, and
are converted into a standard age score corresponding to age group, similar to an IQ measure.
Procedure
The responses of the subject will be recorded on a separate Recording Sheet of Binet-Kamat
Intelligence Test after entering the particulars of the subject. The various age levels, ranging
from three to twenty two years, are placed horizontally. The test item and alternate item are
placed vertically. It is an individual test. The tests are specific to each age level. Administration
of the test is started at three age level and terminated at the age level, where he/she fails in all the
item of the particular age levels. The alternate item will be administered once the subject fails in
main test items. The passing of a specific test items recorded with a notation of “+” or “V”;
failing of a specific test items recorded with the notation of “-“ or “X”. The Binet-Kamat
Intelligence test consists of seventy eight main test items and 21 alternate test items. There are
six test items at each level. The number of alternate test items at each level ranges from one to
three. The test items are administered from three years until one gets a basal age. Basal age is the
age level where the subject has passed the all the items and processing till he/she reaches
terminal age. Terminal age is the age level where he/she fails in all the items. It usually takes
forty minutes to complete the test. The Binet-Kamat Scale of Intelligence is depicted in the
Appendix.
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Scoring
Basal age, terminal age and mental age will be calculated separately. Mental age, after
calculating the subject’s basal age, additional two months credit will be given to each test items
passed subsequently till he/she reaches terminal age.
Scores will be converted into Intellectual Quotient, using the following conventional formula,
IQ = (Mental Age / Actual Age) x 100
All calculations unit will keep in terms of months.
TALLAND LETTER CANCELLATION
Talland Letter Cancellation (TLC; Talland, G 1965), a paper and pencil test of perceptual –motor
speed/accuracy with tasks of varying levels of complexity. It is used to measure the ability to
“focus” attention and screen out distractions. In each trial, the participant scans rows of upper-
and lower case letters to find and cross out as many of an assigned target as possible in sixty
seconds. Either single or double separate the letters. On trails one and two, capitals participants
draw a line through all capital letters. During trails three and four, spaces (participants draw a
line through the letters immediately before and after each double space, ignoring the letter’s
case). On trails five and six (both), participants cross out both types of targets previously
assigned (i.e. capitals and spaces). Scores include mean number of hits, false alarms and errors
of omission. The letter cancellation test retest reliability was found (r = 0.781, p = 0.002).
Talland Letter Cancellation Test is depicted in the Appendix.
Procedure
CAPS: First sheet (start with ur) “In this test, children are asked to look for the capital letters and
mark each one with a slash. Go across the lines, from left to right, one after the other, making
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the capital letters as quickly as possible. They are asked not to miss any”. They have to stop
after sixty seconds.
Second Sheet (start with wb) children are asked to do same thing on the sheet as they did
on the last one; mark all capital letters”. Stop after sixty seconds.
SPACES: Third sheet (starts with Oa) “This time, children have to look for the double spaces,
and mark the letter that precedes and the one that follows the double space”. Stop after sixty
seconds.
Fourth sheet (starts with t o) “This is another sheet to which to look for the double spaces.
Children have to mark before and after the double space, just the way they did on the last page.
Have to stop after 60 seconds;
BOTH: Fifth sheet (starts with u S) “Now they have to do both tasks at once; have to mark the
capital letters as well as the letters before and after double spaces. Stop after sixty seconds.
Sixth sheet (start with U d) “This is the last sheet, just like the one before. Children have
to mark the capital letters and the letters before and after the double spaces. Stop after sixty
seconds.
Scoring
There are thirty six letters per line, ten of which are capital letters; there are four double spaces
per line. The number correct is the number of letters correctly marked. (Scoring templates are
helpful especially for the third task. One can use transparency sheets and a special marking pen
to indicate correct answers).
COMPUTER-ASSISTED EXERCISE
The Computer-Assisted Exercise based on the Human – Environment/Technology Interaction
Application is developed by the researcher. The technical support for the Computer-Assisted
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Exercise is obtained from trained software development professionals. The application is
developed in windows environment. The application size is 135 MB. There are twenty games
incorporated in the program, each program has its individual program loop. Programs are
developed by using DOT NET, ADOBE PHOTOSHOP.CS3, MICROSOFT VISUAL STUDIO
and ADOBE FLASH WITH JAVA SCRIPT.
PSGCAS COMPUTER-ASSISTED EXERCISE is a suite of computerized
cognitive and reading program that develops the essential cognitive skills viz., attention,
memory, reasoning and language. The exercise is presented in the form of game to make the
children who participated in the study more enjoyable. Each part of the exercise is designed to
address on certain areas of brain functioning. Four cognitive skills are included in the present
Computer-Assisted Exercise. They are attention, memory, reasoning and language. Attention
includes auditory attention (four minutes), hierarchical attention (four minutes), perception of
sound (four minutes), perceptual attention and discrimination (four minutes) and visual attention
and discrimination (four minutes); memory includes compensatory memory (four minutes),
remembering the names (four minutes), visual pair memory (twelve minutes), visual pattern
memory (four minutes and memory for direction (four minutes); reasoning includes logical
thinking (four minutes), category naming and completion (four minutes), deductive reasoning
(four minutes), conditional statement (four minutes) and picture arrangement (twelve minutes);
and language includes spelling and word finding (four minutes), sentence completion (four
minutes), reading comprehension (four minutes), word association (four minutes) and fill in the
blanks (four minutes). It is designed with an increasing order of difficulty. Fi2. Diagrammatic
representation of the Computer Assisted Exercise.
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It is a time-bound exercise. It takes one hour and thirty six minutes. Once the time
exceeds, will skip to the next and treated as wrong
Cognition refers to the sustained and focused attention, divided attention,
perception and discrimination, working memory, short-term memory, following direction, visual
recall and associate learning, long-term memory, logical thinking, deductive reasoning and
problem solving. Language: Decoding, phonics, vocabulary, reading comprehension,
organization, autonomic word recognition phonological memory and letter correspondence.
Attention
Attention focuses mainly on focused and divided attention. Learning capabilities of a person
starts with visual attention, perceiving the reason behind and discrimination. The overall program
contains visual scanning, processing speed and concentration. Attention includes auditory
attention, hierarchical attention, perception of sound, perceptual attention and discrimination and
visual attention and discrimination.
1. Program 1
Auditory attention: The computer displays four different geometric shapes with four
different colors and instructs the participant to select the appropriate color and then
assign it to a specified geometric form.
2. Program 2
Hierarchical attention: The hierarchical attention involves four levels with three
statements each. In the first level, four shapes are presented. The computer flashes the
color randomly in the first shape and when the color appears for the second time,
theparticipant has to select the shape the matches the color. In the second level, the
computer flashes the single color and participant have to identify the number of times the
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Fig 2. Diagrammatic representation of the Computer-Assisted Exercise
Pre-test
Control Group Experimental Group
No Intervention Computer Assisted
Exercises (1hour 36mins)
Attention
(20 mins)
Memory
(28 mins)
Post-test
Language
(20 mins)
Auditory Attention (4mins)
Hierarchical Attention (4mins)
Perception of Sound (4mins)
Perceptual Attention &
Discrimination (4mins)
Visual Attention &
Discrimination (4mins)
Compensatory Memory (4mins)
Remembering Names (4mins)
Memory for Direction (4mins)
Reasoning
(28 mins)
Logical Thinking (4mins)
Category Naming &
Completion (4mins)
Conditional Statement (4mins)
Picture Arrangement (12 mins)
Deductive Reasoning (4mins)
Sentence Completion (4mins)
Reading Comprehension (4mins)
Words for Association (4mins)
Spelling & Word Finding
(4mins)
Fill in the Blanks (4mins)
Improvement in
Attention, Memory,
Reasoning & Language
No Improvement
Post-test
Pre-test
Visual Pattern Memory (4mins)
Visual pair Memory (12mins)
Sample
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color flashed. In the third level, the participant has to focus on two shapes and in the
fourth level, has to focus on three shapes.
3. Program 3
Perception of sound: There are four different tones presented along with the picture and
the participants have to identify the specific tone that fits the picture.
4. Program 4
Perceptual attention and discrimination: The computer presents the target picture
along with four other pictures and the participants have to select the similar picture that
matches the target picture. In the oddity paradigm, the computer displays the four
pictures and the participants have to select the odd one which does not belong to that
category. There are twelve statements: first six statements are in the similarity form and
the remaining six are in the odd form.
5. Program 5
Visual attention and discrimination: The computer presents different colors in the form
of letter and box. The computer instructs verbally and orally to the participant to select
the specific colored letter and the box. In each, a simple concept is presented with
competing stimuli as distraction.
Memory
Memory focuses on associate learning, spatial memory, short-term memory and long-term
memory, following directions and visual recall. Memory includes compensatory memory,
remembering the names, visual pair memory and visual pattern memory and memory for
direction.
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1. Program 6
Compensatory memory: There are four levels with three statements each. In the first
level, the computer presents the picture and the participants have to identify the
appropriate answer with the help of multiple options. In the second level, names are
displayed below to identify the picture. In the third level, objects are flashed randomly
on the monitor and the participant must recall and indicate the object from the screen. In
the fourth level, objects must be indicated in a sequential manner.
2. Program 7
Remembering the names: The computer flash the number of images with their names in
a random manner for 15 seconds. Again the images will be displayed without the names.
The participants must recall and reproduce the names of the images.
3. Program 8
Visual pair memory: The participant quickly scans for the set of images to determine
which pair of images match before the blocks hide, then the participant must indicate the
right pair. The block starts with four contains two set of images and increases when the
difficulty increase.
4. Program 9
Visual pattern memory: Patterns are placed at random locations in a grid on the monitor
and the participant must recall the location in which the pattern was displayed. Difficulty
can be set in pattern from three to five.
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5. Program 10
Memory for direction: There are twenty four blocks and the words are displayed in
some of the blocks while the remaining are not filled in. The participants must follow the
direction as to how the words are instructed verbally by the computer.
Reasoning
Reasoning involves logical thinking, conceptual and deductive reasoning. The reasoning
program includes logical thinking, category naming and completion, deductive reasoning,
conditional statement and picture arrangement.
1. Program 11
Logical thinking: There is a 3 by 5 grid with colors and numbers assigned into the
blocks. The computer instructs verbally and orally. The participant must think and place
the word in the correct location.
2. Program 12
Category naming and completion: The computer first displays a list of words belonging
to the category of the statement. Once the participants identifies the category title, the
second list of words will display. The participant must identify and complete the naming
to proceed for the next level.
3. Program 13
Deductive reasoning: There are twelve problems and each problem has a set of rules that
describes a category of words. Once the participant identifies the words through
inferences, the computer displays another set of words with the question “which item
belong to the category”.
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4. Program 14
Conditional statement: A hierarchy of conditional statements is presented both visually
and auditorily. The computer presents the sentence with five different aspects viz..,
simple conditional, negative conditional, conditional conjunctive and negative / positive
conditional conjunctive. The participant must respond to the instruction “if sun is in box
12 click rain otherwise click clouds”.
5. Program 15
Picture arrangement: The computer presents the image in a shuffled manner.
Participants must rearrange the image to form a perfect picture.
Language
Language includes spelling and word finding, sentence completion, reading comprehension,
word association and fill-in-the-blanks.
1. Program 16
Spelling and word finding: The computer displays the picture with the blanks and the
keyboard letters in the right side of the monitor. The participant must identify the picture
and complete the blank.
2. Program 17
Sentence completion: An open phrase is displayed on the top of the screen and the
participant must select the word that finishes the phrase from the choices listed.
3. Program 18
Reading comprehension: The computer displays the gap between the words with the
hint. The participant must identify the correct letter with the hint to make a noun.
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4. Program 19
Word association: The computer presents a word and the participant must recognize an
associated word in the list of words.
5. Program 20
Fill-in-the-blanks: The computer displays an incomplete sentence with the three options
below. The participant must select the correct option that completes the sentence.
Scoring
The response format for the computer-assisted exercise is valid by number of correct
responses. “Correct” (1) and “incorrect” (0). Higher the score shows improvement in specific
program.
SELECTION OF THE SPECIAL SCHOOLS
Psychological experiments make use of subjects. In general, it is not the subjects themselves that
interest us, but rather what we learn concerning the population of individuals that they represent.
A large number of statistical manuals insist on the necessity in order to accomplish the idea of
working with representative sample of subjects drawn from the population of interest (Abdi, H et
al., 2009). The sampling frame for the present study consists of all the special schools situated
in Chennai district. Data on Special schools available with Commisionerate for the welfare of
the differently abled, a State Resource cum Training Center (SRTC) maintains data pertaining to
the special schools. Thirty eight special schools that include learning disability are situated in
Chennai district. (The list of the Special Schools obtained from SRTC is depicted in Appendix).
After getting the details, the researcher contacted the Heads of the Institutions to obtain the
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information regarding the number of learning disability children studying in these special
schools. In order to classify the children under various categories of learning disability, the
Development Screening Test, Vineland Social Maturity Scale and Wechsler’s Intelligence scale
for children (Indian adaptation) are administered to the children with the help of the facilitators
of the concerned schools. The children are classified as mild and moderate mental retardation,
Learning disability with mild mental retardation, learning disability with moderate mental
retardation, learning disability with attention deficit hyper activity disorder and Specific learning
disabilities. From the above classification, nine hundred learning disability students are
identified as the population for the present sample.
SELECTION OF SAMPLE OF DYSLEXIC CHILDREN IN THE SPECIAL SCHOOL
In order to have a fair representation, it is decided to include only the schools which have more
than thirty children with the age group of nine to sixteen years. As the present study is intending
to use PSGCAS COMPUTER-ASSISTED EXERCISE, the schools with computer facilities are
chosen (maximum of seven computers). The sample constitutes eight special schools which
include two hundred and seventy five children. Even though one of the special school (S.No.3
given in the Appendix) fulfill the criterion included in the sampling, the investigator was not
permitted to carry out the intervention. In the present study with the help of Dyslexic Screening
Test, two hundred and thirty are screened as dyslexic children. From the two hundred and thirty,
thirty are not able to understand the content of the Computer-Assisted Exercise when
explanations are given about the exercise. The dyslexic children of each school are taken, which
comprised of a total of two hundred. Among them, one hundred children constitute the
experimental group and one hundred children constitute the control group.
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PILOT STUDY
A pilot study is undertaken before proceeding with the main study. The pilot study
ensured control of non-sampling error and enhancement of ‘Local Control’ in experimental
design (Fisher, 1947)
The objectives of the pilot study includes the following:
- Ascertaining the reliability of the Computer-Assisted Exercise for the variables a) Attention
Skills, b) Memory Skills, c) Cognitive Reasoning Skills and d) Language skills.
- Reinforcing the confidence in the present investigation for establishing rapport with the
samples and communicating the instructions and directions effectively to the samples and
obtaining true responses of the samples evolving a time and cost schedule to complete the
final study by estimating the basis of time and cost to be spent in collecting data in the
pilot study.
Pilot Study Sample
Social proforma are given to a group of fifty dyslexic children. After receiving the information,
Binet-Kamat Test for Intelligence and Talland Letter Cancellation test are administered. They
are divided into twenty five each as experimental group and control group. The control group is
asked to continue only with the usual training whereas the experimental group is given the
special training. Since the dyslexic children are having problem with reading, they are
segregated into batches. The instructions are given and they are assisted in working Computer-
Assisted Exercise and the scores are recorded carefully. Their doubts are cleared then and there.
Only after a batch completed answering, the next batch is called. Likewise the datas are
collected personally from all the dyslexic children. The Computer-Assisted Exercise is
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developed on the basis of Human – Environment/Technology Interaction Application. It consists
of twenty exercises which are used in the study as an intervention tool. The number of training
session is one hour and thirty six minutes for three months. Once the three months intervention
is completed, again Binet-Kamat Test for Intelligence and Talland Letter Cancellation test are
administered as post-test for the experimental group and the control group after three months of
intervention.
METHOD OF ESTABLISHING RELIABILITY OF THE COMPUTER-ASSISTED
EXERCISE
After the items have been validated and the necessary modifications are carried out, the
subjects are selected based on simple random sampling technique. The present researcher
approached the special schools in Chennai and after explaining the purpose of the research,
permission is obtained to meet the subjects in person. The subjects are met in person and assured
of the confidentiality of the responses. They are requested to respond to the Computer-Assisted
Exercise as the purpose is to validate the present Computer-Assisted Exercise. The Computer-
Assisted Exercise is distributed to sixty subjects in the age group of nine to sixteen years.
RELIABILITY OF THE COMPUTER-ASSISTED EXERCISE
Cronbach’s Alpha
The Cronbach’s alpha is the most widely used index for determining internal consistency
(Kerlinger, 1986). It has been generally accepted that in the early stages of the research on
hypothesized measure of construct, reliabilities of 0.50 or higher are needed, while for widely
used scales, the reliabilities should not be 0.6 (Nunnally, 1978).
The Cronboch’s alpha reliability coefficients are given in Table 1
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The Reliability coefficients of attention, memory, reasoning and language skills
S.No Name of the instruments Reliability coefficient
Variable Dimension Dimension
Score
Overall
Score
1.
Attention
Auditory Attention 0.866
0.816
Hierarchical Attention 0.699
Perception of Sound 0.765
Perceptual Attention & Discrimination 0.764
Visual Attention &Discrimination 0.722
2.
Memory
Compensatory Memory 0.712
0.816
Remembering Names 0.805
Visual Pair Memory 0.731
Visual Pattern Memory 0.776
Memory for Direction 0.805
3.
Reasoning
Logical Thinking 0.826
0.883
Category Naming and Completion 0.807
Deductive Reasoning 0.807
Conditional Statement 0.639
Picture Arrangement 0.887
4.
Language
Spelling and Word Finding 0.896
0.851
Sentence Completion 0.549
Reading Comprehension 0.862
Words for Association 0.690
Fill in the Blanks 0.828
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As seen in the Table 1, all subscale of alpha coefficients exceeds 0.5 and all the reliability are
nearly high. The reasoning skill has the highest reliability coefficient of 0.883. The language
skill has the reliability coefficient of 0.851 and the reliability coefficient of attention and memory
is found to be 0.816. The high alpha value in all four subscales confirms the homogeneity of the
items comprising them, and indicates acceptable level of reliability.
CONFIDENCE FOR COMMUNICATION AND EVOLVING TIME SCHEDULE
The qualitative data collected during the pilot study included verbal and non-verbal cues
of communication and expressions by the Subjects. The comments, the involvement and
cooperation of the Subjects convinced the investigator that the Subjects are adequately involved
with the investigator to freely and frankly respond to the computer-Assisted Exercise as
intervention. The experience gained in the field work stood in assurance to the investigator and
reinforced the confidence in furthering the investigation.
Data on the time taken by the Subjects to respond to the instruments in the pilot study are
presented in table 2. It takes around one hour and thirty six minutes to respond the intervention
with the help of Computer-Assisted Exercise.
Table 2: The time taken (in minutes) by the Subjects to respond to the instruments in the
pilot study
S.No Name of the Instrument Mean (in mts) SD (in mts)
1. Attention 10.10 0.921
2. Memory 12.68 3.117
3. Reasoning 17.86 3.176
4. Language 8.53 2.774
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DATA COLLECTION FOR THE MAIN STUDY
As already been stated in the previous section in this chapter eight special schools are identified
and included in the sample employed in the main investigations. The eight special schools are
formally approached for obtaining the necessary permissions to conduct the investigation in their
schools to collect data from their children.
The main sample of eight special schools having two hundred and seventy five children is taken
for investigation. After finding the Computer-Assisted Exercise’s reliability in the present
population, the process of conducting the main study is started. In the course of data collection,
as per the procedure of pilot study, two hundred children with specific learning disability
(dyslexic) constituted the final sample. The administration of the instruments is conducted at the
special schools included in the investigation ( Sample Photographs of the investigator collecting
data is depicted in Appendix). The procedures followed in administering the instruments and the
process of intervention are the same as those followed in the pilot study. The data collection has
taken six months. After the data collection, the scores are recorded carefully and results are
obtained and the analysis is done using SPSS.
STATISTICAL ANALYSIS
The data obtained from the Subjects included in the main study using the instruments
are scored and tabulated into a master table. The analyses of the data undertaken in the study
include computation of descriptive statistics, inter-correlation between the variables, mean,
standard deviation, t-test, analysis of variance. The details of these analyses and their results are
presented in the next chapter.
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END NOTES
Fisher, R. A. (1947). A theory of Leadership effectiveness. New York, McGraw Hill.
Herve, Abdi. , Betty, Edelman. , Dominque, Valentin. , & Jay W. Dowling (2009), Experimental
Design and Analysis for Psychology. Oxford University Press Inc., New York.
Kamat, V. V. (1967). Measuring intelligence of Indian children. 4th edition. Oxford
University press.
Kerlinger, F. (1986). Foundations of Behavioral Research, 3rd edn. New York: Holt, Rinehart,
and Winston.
Nunnally, J. C. (1978). Psychometric theory (2nd
ed.). New York: McGRaw-Hill.
Raja Manickam, M. (2004) Experimental Psychology with Advanced Experiments, Vol 1,
Concept Publishing Company, New Delhi – 110059.
Sarantakos, S. (2005). Social Research (3rd
edn.) Palmgrove Macmillan Ltd. St. Martin’s Press.
Talland, G. (1965). Letter cancellation Test. Academic Press. NewYork.
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