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INTELLIGENCE

Aim

To assess spearmen’s G factor of general intelligence (eductive ability) of the participant

using Raven’s Standard progressive matrices.

Basic concept

Brief history of intelligence

 The study of human intelligence dates back to the late 1800s when Sir Francis Galton
(the cousin of Charles Darwin) became one of the first people to study intelligence.
Galton was interested in the concept of a gifted individual, so he created a lab to
measure reaction times and other physical characteristics to test his hypothesis that
intelligence is a general mental ability that is a produce of biological evolution (hello,
Darwin!). Galton theorized that because quickness and other physical attributes were
evolutionarily advantageous, they would also provide a good indication of general
mental ability (Jensen, 1982). Thus, Galton operationalized intelligence as reaction
time. Operationalization is an important process in research that involves defining an
unmeasurable phenomenon (such as intelligence) in measurable terms (such as
reaction time), allowing the concept to be studied empirically (Crowthre-Heyck,
2005). Galton’s study of intelligence in the laboratory setting and his theorization of
the heritability of intelligence paved the way for decades of future research and debate
in this field.
 It wasn’t until the turn of the 20th century that Frenchman Alfred Binet (1857-1911)
developed the first test resembling a modern intelligence test. Binet designed a series
of questions aimed at distinguishing children who may have learning disabilities or
need special help, which he thought children of different ages could answer correctly.
His test was based on the assumption that intelligence developed with age but one’s
relative standing among peers remained largely stable.

 The German psychologist William Stern (1871-1938) introduced the idea of

intelligence quotient, or IQ. This entailed a formula for mental age that could be
assessed by a test, such as the one devised by Binet, divided by chronological age,
multiplied by 100.

 Lewis Madison Terman (1877-1956), a cognitive psychology professor at Standford

University, redeveloped the Binet test for use in the United States. Terman updated
the test in many ways, most significantly by making a version that could be used for
adults. And in the 1930s, another American psychologist, David Wechsler (1896-
1981), further expanded the idea of assessing adult intelligence using written tests.

 Modern-day Wechsler and Stanford-Binet tests have undergone considerable

scientific developments over the last century. They represent a significant
achievement in psychological testing and measure a wide range of cognitive processes
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– vocabulary, knowledge, arithmetic, immediate and long-term memory, spatial

processing and reasoning – with considerable precision.

Theoretical perspective

Intelligence can be understood as the ability to acquire knowledge, think and reason
effectively and to deal adaptively to the environment.
According to Stenberg and Kaufman (1998) and Weschler (1975), Intelligence is the ability
to learn from one’s experiences, acquired knowledge and use resources effectively in
adapting to new situation or in solving problems.

Theories of intelligence have evolved through a succession of various models. Four of the
most important paradigms have been: -
1.Psychometric
2.Cognitivism
3.Contextualism
4.Biological sciences
Psychologists have used two major approaches in the study of intelligence according to
Sternberg (2008). The first approach is psychometric approach which attempts to map
structure of intelligence and to discover the kind of mental competencies that underlie task
performance.
The cognitive processes approach studies the specific thought processes that underlie those
mental competencies.

psychologists have developed several contrasting theories of intelligence as well as individual

tests that attempt to measure this very concept.

 Spearman’s General Intelligence(g)

General intelligence, also known as g factor, refers to a general mental ability that,
according to Spearman, underlies multiple specific skills, including verbal, spatial,
numerical and mechanical.
Charles Spearman, an English psychologist, established the two-factor theory of
intelligence back in 1904 (Spearman, 1904). To arrive at this theory, Spearman used a
technique known as factor analysis.
Factor analysis is a procedure through which the correlation of related variables are
evaluated to find an underlying factor that explains this correlation.
In the case of intelligence, Spearman noticed that those who did well in one area of
intelligence tests (for example, mathematics), also did well in other areas (such as
distinguishing pitch; Kalat, 2014).
In other words, there was a strong correlation between performing well in math and
music, and Spearman then attributed this relationship to a central factor, that of
general intelligence (g).
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Spearman concluded that there is a single g-factor which represents an individual’s

general intelligence across multiple abilities, and that a second factor, s, refers to an
individual’s specific ability in one particular area (Spearman, as cited in Thomson,
1947).

These two main factors compose spearman’s two factor theory

 Thurstone’s Primary Mental Ability

Thurstone (1938) challenged the concept of a g-factor. After analysing data from 56
different tests of mental abilities, he identified a number of primary mental abilities
that comprise intelligence, as opposed to one general factor.
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The seven primary mental abilities in Thurstone's model are verbal comprehension,
verbal fluency, number facility, spatial visualization, perceptual speed, memory, and
inductive reasoning (Thurstone, as cited in Sternberg, 2003).

Mental Ability Description

Word Fluency Ability to use words quickly and fluency in performing such tasks as
rhyming, solving anagrams, and doing crossword puzzles.

Verbal Ability to understand the meaning of words, concepts, and ideas.

Comprehension

Numerical Ability Ability to use numbers to quickly computer answers to problems.

Spatial Ability to visualize and manipulate patters and forms in space.

Visualization

Perceptual Speed Ability to grasp perceptual details quickly and accurately and to
determine similarities and differences between stimuli.

Memory Ability to recall information such as lists or words, mathematical

formulas, and definitions.

Inductive Ability to derive general rules and principles from presented

Reasoning information.
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Although Thurstone did not reject Spearman’s idea of general intelligence

altogether, he instead theorized that intelligence consists of both general
ability and a number of specific abilities, paving the way for future research
that examined the different forms of intelligence.

 Gardner’s Multiple Intelligences

Following the work of Thurstone, American psychologist Howard Gardner built off
the idea that there are multiple forms of intelligence.
He proposed that there is no single intelligence, but rather distinct, independent
multiple intelligences exist, each representing unique skills and talents relevant to a
certain category.
Gardner (1983, 1987) initially proposed seven multiple intelligences: linguistic,
logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and
intrapersonal, and he has since added naturalist intelligence.

LOGICAL-
LINGUISTIC SPATIAL
MATHEMATICAL

BODILY-
MUSICAL INTERPERSONAL
KINESTHETIC

INTRAPERSONAL NATURALIST

Gardener’s Multiple Intelligences

Gardner holds that most activities (such as dancing) will involve a

combination of these multiple intelligences (such as spatial and bodily-
kinesthetic intelligences). He also suggests that these multiple intelligences
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can help us understand concepts beyond intelligence, such as creativity and

leadership.
And although this theory has widely captured the attention of the psychology
community and greater public, it does have its faults.
There have been few empirical studies that actually test this theory, and this
theory does not account for other types of intelligence beyond the ones
Gardner lists (Sternberg, 2003).

 Triarchic Theory of Intelligence

Just two years later, in 1985, Robert Sternberg proposed a three-category theory of
intelligence, integrating components that were lacking in Gardner’s theory. This
theory is based on the definition of intelligence as the ability to achieve success based
on your personal standards and your sociocultural context.
According to the triarchic theory, intelligence has three aspects: analytical, creative,
and practical (Sternberg, 1985).
Analytical intelligence, also referred to as componential intelligence, refers to
intelligence that is applied to analyze or evaluate problems and arrive at solutions.
This is what a traditional IQ test measure.
Creative intelligence is the ability to go beyond what is given to create novel and
interesting ideas. This type of intelligence involves imagination, innovation and
problem-solving.
Practical intelligence is the ability that individuals use to solve problems faced in
daily life, when a person finds the best fit between themselves and the demands of the
environment. Adapting to the demands environment involves either utilizing
knowledge gained from experience to purposefully change oneself to suit the
environment (adaptation), changing the environment to suit oneself (shaping), or
finding a new environment in which to work (selection).

Analytical

Creative

Practical
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Three aspects of intelligence according to triarchic theory

Guildford’s theory of Intelligence

J. P. Guilford was a psychologist connected to the development of tests to choose individuals
for flight testing during World War II.
Guilford's Structure of Intellect (SOI) theory states that a person's success in general
intelligence may be traced all the way back to fundamental mental talents or intellectual
elements. He used up to 150 different mental capacities and arranged them into three
categories in his SOI model: operations, content, and products. With the expectation that a
person could be exceptionally gifted in some of these talents while lacking in others, he set
out to create tests for every possible scenario of ability on these three dimensions.
Guilford studied and produced a wide range of neuropsychological tests to assess the talents
anticipated by the SI principle. The numerous qualities of Guilford’s theory of intelligence
are operationalised through these tests. Factor analysis was utilised to see which assessments
reflected similar or slightly dissimilar competencies.
Guilford’s "Structure of Intellect" approach categorises and organises the varied talents into
three categories: content, product, and process, respectively.

 Operations dimension
It includes six operations or general intellectual processes:
 Cognition—The ability to understand, comprehend, discover, and become aware of
information.
 Memory recording—The ability to encode information.
 Memory retention—The ability to recall information.
 Divergent production—The ability to generate multiple solutions to a problem;
creativity.
 Convergent production—The ability to deduce a single solution to a problem; rule-
following or problem-solving.
 Evaluation—The ability to judge whether or not information is accurate, consistent, or
valid.

 Content dimension
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SI includes five broad areas of information to which the human intellect applies the
six operations:

 Visual—Information perceived through seeing.

 Auditory—Information perceived through hearing.
 Kinesthetic—Information perceived through one’s own physical actions.
 Symbolic—Information perceived as symbols or signs that have no meaning by
themselves; e.g., Arabic numerals or the letters of an alphabet.
 Semantic – Which is concerned with verbal meaning and ideas.
 Behavioural—Information perceived as acts of people.

 Product dimension
As the name suggests, this dimension contains results of applying particular
operations to specific contents. The SI model includes six products, in increasing
complexity:
 Units—Single items of knowledge.
 Classes—Sets of units sharing common attributes.
 Relations—Units linked as opposites or in associations, sequences, or analogies.
 Systems—Multiple relations interrelated to comprise structures or networks.
 Transformations—Changes, perspectives, conversions, or mutations to knowledge.
 Implications—Predictions, inferences, consequences, or anticipations of knowledge.

Types of Intelligences
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INTELLIGENCE

on the basis of administration

procedure

individual tests Group tests

On the basis of administration procedur

verbal

on the basis of
nature of
items used

non-verbal performance

On the basis of nature of items used

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Culture-fair

.
Culture-biased

On the basis of culture

 Individual or Group Tests

An individual intelligence test is one which can be administered to one person at a
time. A group intelligence test can be administered to several persons simultaneously.
Individual tests require the test administrator to establish a rapport with the subject
and be sensitive to her/his feelings, moods and expressions during the testing session.
Group tests, however, do not allow an opportunity to be familiar with the subjects’
feelings. Individual tests allow people to answer orally or in a written form or
manipulate objects as per the tester’s instructions. Group tests generally seek written
answers usually in a multiple-choice format.

 Verbal, Non-Verbal, or Performance Tests

An intelligence test may be fully verbal, fully non-verbal or fully performance based,
or it may consist of a mixture of items from each category. Verbal tests require
subjects to give verbal responses either orally or in a written form. Therefore, verbal
tests can be administered only to literate people. The non-verbal tests use 2022-23
Psychology 14 pictures or illustrations as test items. Raven’s Progressive Matrices
(RPM) Test is an example of a non-verbal test. In this test, the subject examines an
incomplete pattern and chooses a figure from the alternatives that will complete the
pattern.
Performance tests require subjects to manipulate objects and other materials to
perform a task. Written language is not necessary for answering the items. For
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example, Kohs’ Block Design Test contains a number of wooden blocks. The subject
is asked to arrange the blocks within a time period to produce a given design. A major
advantage of performance tests is that they can be easily administered to persons from
different cultures.

 Culture-Fair or Culture-Biased Tests

Intelligence tests can be culture-fair or culture-biased. Many intelligence tests show a
bias to the culture in which they are developed. Tests developed in America and
Europe represent an urban and middle-class cultural ethos. Hence, educated middle
class white subjects generally perform well on those tests. The items do not respect
the cultural perspectives of Asia and Africa. The norms for these tests are also drawn
from western cultural groups. It is nearly impossible to design a test that can be
applied equally meaningfully in all cultures. Psychologists have tried to develop tests
that are culture-fair or culturally appropriate, i.e. one that does not discriminate
against individuals belonging to different cultures. In such tests, items are constructed
in a manner that they

Culture and intelligence

Vygotsky, a Russian psychologist, has argued that culture provides a social context in which
people live, grow, and understand the world around them. For example, in less
technologically developed societies, social and emotional skills in relating to people are
valued, while in technologically advanced societies, personal achievement founded on
abilities of reasoning and judgment is considered to represent intelligence.
Culture is a collective system of customs, beliefs, attitudes, and achievements in art and
literature. Vygotsky also believed that cultures, like individuals, have a life of their own; they
grow and change, and in the process specify what will be the end-product of successful
intellectual development. According to him, while elementary mental functions (e.g., crying,
attending to mother’s voice, sensitivity to smells, walking, and running) are universal, the
manner in which higher mental functions such as problem solving and thinking operate are
largely culture-produced.
Technologically advanced societies adopt child rearing practices that foster skills of
generalisation and abstraction, speed, minimal moves, and mental manipulation among
children. These societies promote a type of behaviour, which can be called technological
intelligence. In these societies, persons are well-versed in skills of attention, observation,
analysis, performance, speed, and achievement orientation. Intelligence tests developed in
western cultures look precisely for these skills in an individual. Technological intelligence is
not so valued in many Asian and African societies.
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Uses of Intelligence Tests

1.These tests can be helpful engaging individual potential, academics and otherwise.
2.These tests can also help in checking vocational fitness.
3.Used in educational settings in identification of the proficiency level of a student and can
also serve as a basis for classification and grading.
4.Intelligence tests are also used to compare individual’s performance with others.
5.Various tests are being used for recruitment and selection purposes.
6.Intelligence tests may also help in identification of individuals with same form of learning
difficulties.
7.Another important application is detection of intellectual deficiencies for clinical purposes.

Limitations of Intelligence Tests

 Cultural bias
 The Flynn effect
 Intelligence tests do not work on creativity, emotional instincts, social-cognitive
skills.

History and Description of RSPM

Rspm is a non verbal test typically used to measure general human Intelligence and abstract
reasoning and is regarded as a nonverbal estimate of fluid intelligence. It is one of the most
common test administered to both group and individual ranking from 5 years to the elderly. It
comprises of 60 multiple choice questions listed in order of increasing difficulty. This format
is
Rspm is a non verbal test typically used to measure general human Intelligence and abstract
reasoning and is regarded as a nonverbal estimate of fluid intelligence. It is one of the most
common test administered to both group and individual ranking from 5 years to the elderly. It
comprises of 60 multiple choice questions listed in order of increasing difficulty. This format
 13
INTELLIGENCE

is designed to measure the test takers reasoning ability the adaptive component of
Spearman’s g. Test word developed by John. C. Raven in 1936.

Theoretical Rationale
RELIABILITY- Over forty studies dealing with the reliability of the SPM have been reported
in the literature. They cover very wide range, many cultural groups and clinical as well as
normal populations.
VALIDITY- The concurrent and predictive validities of the SPM vary with the age, sex, the
homogeneity of the sample and the conceptual relevance of the criterion to which the SPM
will be related and the quality of its assessment
he aim of this rspm test is to measure the Intellectual capacity of individual. RSPM is one of
the accurate test to measure Intellectual capacity. It is a 60 item test for measuring abstract
reasoning, considered a non verbal estimate of fluid intelligence and often included in clinical
assessment batteries and research on patients with cognitive defect. As it assess intelligence
The aim of this RSPM test is to measure the Intellectual capacity of individual. RSPM is one
of the accurate tests to measure Intellectual capacity. It is a 60-item test for measuring
abstract reasoning, considered a non-verbal estimate of fluid intelligence and often included
in clinical assessment batteries and research on patients with cognitive defect. As it assesses
intelligence nonverbally even in children dress is one of the most practical method to test
Intellectual capacity. It accurately measures intelligence up to an IQ of 120. By conducting
this the capacity to force new inside and the capacity to decide meaning in confusion and the
ability to perceive and identify relationship and ability to generate new largely nonverbal
concept and capacity of individual to think will become clear.

Uses of RPM

 RPM is a non-verbal test typically used to measure general human intelligence and
abstract reasoning and is regarded as a non-verbal.
 The RSPM can be applied in school contexts, workplaces, and even at home, as well
as in the laboratory (Raven et al., 2000). Due to its non-verbal format, the RSPM is
used with a broad range of populations for whom language processing is minimized,
for example, foreign language groups, the deaf, and also with economically
disadvantaged groups (Jensen, 1980; Karnes et al., 1982; Raven et al., 2000).
 The RSPM has also been used in several cross-cultural studies. Raven’s Progressive
Matrices test is one of the most commonly used instruments to measure analogical
reasoning, capacity for abstraction, and perception. It’s usually given on a regular
basis in schools and in hiring. In fact, it’s now a common part of psycho-technical
tests in the selection processes for certain professions. It measures the abstract
reasoning and fluid intelligence
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Procedure
Material
RSPM Test Booklet, RSPM Answer Sheet, RSPM Manual, RSPM Scoring key, Pencil

Arrangement of Material
Required materials were gathered and organised before the participant came. There was
placed on the non-preferred side of the subject. The subject was called to the lab and was
seated. Consent sheet and RSPM answer and question sheet were prepared beforehand. After
a short conversation was held with the subject the question-and-answer sheet were handed to
the participants after building proper rapport and instructions.

Rapport Formation
The subject was called and made to sit comfortably. A friendly conversation was held by
asking her about her schooling, her parents, friends and her interests in general. When the
subject felt at ease, she was asked if she was ready for the test to begin. After an affirmative
answer from her, she was given the following instructions.

Preliminaries
1.Name of the Participant- Gargi Gaur

2.Age of the Participant- 19

3.Gender of the subject- female

4.Educational qualification-pursuing graduation

5.Place of administration of test-college

6.Time of administration of test-10:45 a.m. to 11:10 a.m.

7.Date of administration of test- 15 July, 2022

Administration
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The test was conducted and about 30 minutes were taken by the first participant to complete
the test and 24 minutes were taken by the second participant. The behavioural network taken
down during the test and after the test introspective report of both participants noted down.
Thanked the participants for taking part in the test.

Precautions
1.The room should be well lit and well ventilated.
2.There should not be any noise in the room.
3.The seating arrangement should be comfortable.
4.There is no time limit.
5. Instructions should be made clear to the subject.
6.No item should be left unanswered.
7. Proper rapport should be established before starting the practical.

Instructions:
The tester opens the book at the first illustration and says “At the top it says Set A and
you have a column A here, on your scoring form. This is A1. You see what it is. The upper
part is a pattern with a bit missing. Each of the bits below is the right shape to fit the space
but they do not all complete the pattern. Number 1 is quite the wrong pattern, number 2 and 3
are wrong – they fit the space but they are not the right pattern. what about number 6? It is
the right pattern but it does not go all over. Put your finger on the one that is quite right.”
“Yes number 4 is the right one .so the answer to A.1 is 4- write 4 here, against number 1 in
column A on your scoring form. Do not turn over yet. “On every page in your book there is a
pattern with a bit missing. You have to decide each time which of the bits below is the right
one to complete the pattern above. When you have found the right bit you write the number
of it down on your scoring form against the number of the pattern. They are simple at the
beginning and get harder as you go on. There is no catch. If you pay attention to the way, the
easy ones go you will find the later ones less difficult. Try each in turn, from the beginning
right to the end of the book. Work at your own pace. Do not miss any out. Do not turn back.
See how many you can get right. You can have as much time as you like. Turnover and do
the next one. The right one if course is number 5. See that you have written the figure 5
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against number 2 in column A on your form. Go on like that by yourself until you get to the
end of the book.

Introspective Report

Behavioural Observation
Before starting the test, she seemed busting about taking part in a psychological test. After
answering the first two question stated that the test is very easy. She started looking for
nervous as the test proceeded. She told that Set B is easier than c and last few questions of A.
Between the test she said that SET E is very tricky. Is it right to keep the speed in answering
questions after completing the test she seemed curious to know the results.

Scoring
Scoring is done by hand, with the help of a scoring key. Right answers are given 1 mark and
wrong answers are given zero. Then all the marks for each column are added. Thereafter, a
single score is obtained by adding the total scores of the five columns. The percentile score
and grade corresponding to this are noted down from the manual for analysis. Discrepancy
score - The difference between the score a person obtains on each set and that normally
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expected for his total score is called the discrepancy score shown numerically as 0, -1, +2, -2,
+1 . If a person’s score on one of the sets deviates by more than 2, his total score on the scale
cannot be expected at its face value as a consistent estimate of his general capacity for
intellectual activity. However, for general purposes the total score appears to be relatively
valid even when discrepancies of more than 2 points occur in the break up.

Results
Table 1
SETS A B C D E

OBTAINED 12 12 8 6 6

EXPECTED 12 10 9 9 4

DISCREPANCIES 0 2 -1 -3 2

TABLE 1 depicting the discrepancy scores of participant on the five sets of RSPM

Table 2
OVERALL RAW SCORE 44

NATURE OF DISCREPANCY SCORE GUESS WORK

PERCENTILE SCORE 50
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GRADE III-

TABLE 2 depicting overall raw score, nature of discrepancy score , percentile score and
grade.

Interpretation
The purpose of the study was to assess spearmen’s G factor of general intelligence (eductive
ability) of the participant using Raven’s Standard progressive matrices.
Rspm is a non verbal test typically used to measure general human Intelligence and abstract
reasoning and is regarded as a nonverbal estimate of fluid intelligence. It is one of the most
common test administered to both group and individual ranking from 5 years to the elderly. It
comprises of 60 multiple choice questions listed in order of increasing difficulty. This format
is designed to measure the test takers reasoning ability the adaptive component of
Spearman’s g. Test word developed by John. C. Raven in 1936
RELIABILITY- Over forty studies dealing with the reliability of the SPM have been reported
in the literature. They cover very wide range, many cultural groups and clinical as well as
normal populations.
VALIDITY- The concurrent and predictive validities of the SPM vary with the age, sex, the
homogeneity of the sample and the conceptual relevance of the criterion to which the SPM
will be related and the quality of its assessment
he aim of this rspm test is to measure the Intellectual capacity of individual. RSPM is one of
the accurate test to measure Intellectual capacity. It is a 60 item test for measuring abstract
reasoning, considered a non verbal estimate of fluid intelligence and often included in clinical
assessment batteries and research on patients with cognitive defect. As it assess intelligence
The aim of this RSPM test is to measure the Intellectual capacity of individual. RSPM is one
of the accurate tests to measure Intellectual capacity. It is a 60-item test for measuring
abstract reasoning, considered a non-verbal estimate of fluid intelligence and often included
in clinical assessment batteries and research on patients with cognitive defect. As it assesses
intelligence nonverbally even in children dress is one of the most practical method to test
Intellectual capacity. It accurately measures intelligence up to an IQ of 120. By conducting
this the capacity to force new inside and the capacity to decide meaning in confusion and the
 19
INTELLIGENCE

ability to perceive and identify relationship and ability to generate new largely nonverbal
concept and capacity of individual to think will become clear.
The participant obtained a raw score of 12,12,8,6,6 and overall raw score of 44 and
corresponding overall T score of 50. The normal composition score of the grand total
obtained by the participant the scores are 12,10,9,9,4.
The discrepancy scores are more than +/-2 for a set . Hence, we can say that the participant
has engaged in guess work.
The grand score corresponds to the percentile of 50. This indicates that 75% of the people fall
below him/ her as per the normed group. This percentile is also converted into grade points.
The participant’s grade points mean that he/she is “intellectually average”.
As RSPM is a measure of, information to be taken from basic concepts and manual. The
above score is indicative of (clear thinking, observational skills, eductive ability and
reasoning.)

Conclusion
The purpose of the study was to assess spearmen’s G factor of general intelligence (eductive
ability) of the participant using Raven’s Standard progressive matrices.
The participant obtained a overall raw score of 44 corresponding T score of 50 which falls
under the category of ‘intellectually average’ as her score lies between the 25th and 75th
percentile.

References

Feldman, R. (2013). Essentials of understanding psychology (11th ed.). New York, NY:

McGraw-Hill.

Lynn, R. (2007). Book review: What is intelligence? Intelligence, 35: 51516.CrossRefGoogle

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Scholar

Gardner, H. (1993). Multiple Intelligences. Theory in practice. Barcelona: Paidós.

Holt, N., Bremner, A., Sutherland, E., Vliek, M., Passer, M., & Smith, R. (2019). EBOOK:

Psychology: The Science of Mind and Behaviour, 4e. McGraw Hill.

Raven, J., Raven, J.C., & Court, J.H. (2003). Manual for Raven's Progressive Matrices and

CONSENT FORM

PURPOSE OF STUDY: The purpose of the study is to gain an understanding about

individual’s traits and characteristics.
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VOLUNTARY PARTICIPATION: Participation in this study is voluntary, you may choose
not to participate. If you decide to participate, you are free to withdraw your consent and
discontinue your participation at any point of time during the course of the study.
 
CONFIDENTIALITY: All identifying information obtained during the course of the study
will be kept strictly confidential. No information about you, or provided by you during the
research will be disclosed. Your name will not appear on any report or publication of the
research work.
 
CONSENT:
I confirm that I have read and understood the above information completely and I
willingly consent to participate in this study. 
 
 
 
NAME………………………………………………...
 
 
SIGNATURE……………………………………….
 
 
DATE…………………………………………………