This document discusses the concept of aptitude. It begins by defining aptitude as a component of competence to do a certain kind of work at a certain level. It notes that aptitude can be physical or mental, and represents innate potential that may or may not be developed. The document distinguishes aptitude from ability, which is developed through learning. It then discusses different types of aptitudes like sensory, mechanical, artistic, professional and scholastic aptitudes. The final sections cover measuring aptitudes through various tests and the uses of aptitude tests in guidance and self-assessment.

1. APTITUDE
Presented By:
Deepak Suwalka
HOD Psychiatric Nursing
Venkteshwar College of Nursing
Udaipur

2. APTITUDE
• An aptitude is a component of a competence to do a certain kind of work at a certain level.
 • Outstanding aptitude can be considered "talent/passion".
 • An aptitudes may be physical or mental.
 • Aptitude is inborn potential to do certain kinds of work whether developed or undeveloped.
 • Ability is developed knowledge, understanding, learned or acquired abilities (skills) or
attitude.
 • The innate nature of aptitude is in contrast to skills and achievement, which represent
knowledge or ability that is gained through learning.
 • People are different from one another within themselves or other fields of human activity
such as leadership, music, art, mechanical work, teaching etc.

3. WHAT IS APTITUDE/DEFINE
 Aptitude refers to those qualities characterizing a person’s way of behavior
which serve to indicate how well he can learn to meet and solve certain
specified kinds of problems. (Bingham).
 It is a specific capacity or special ability indicative of one’s probable success in
a relevant field after getting proper opportunity for learning or training.
APTITUDE INHERITED OR ACQUIRED ?
 It is difficult to answer as like any other products of cognition.
 Certain aspects are inborn. Musical aptitude: musical throat, working man:
long and strong hands.
 It is also influenced by the environment,. Both environment and heredity has
equal role in it.

4. Aptitude: ability: achievement:
 Ability: it is present oriented. It tells about one’s present position with regard to
the possession of a particular ability or capacity.
 Achievement: It is past oriented. It merely indicates what one has learnt or
acquired. Aptitude: it is future oriented. It predicts his future success in the
relevant field.
Aptitude: Intelligence
 Intelligence is associated with knowledge, cognition and other aspects.
 For a successful life, job, training or courses of study we require aptitude
(special abilities) rather than his intelligence or general ability.
 Aptitude: Interest
 Interest may be vide due to the ambition, parents pressure and other
attraction. Aptitude is the innate passion for something.

5. TYPES OF APTITUDE
 Sensory Aptitude:
 Mechanical Aptitude:
 Artistic Aptitude:
 Professional Aptitude:
 Scholastic Aptitude:

6. SENSORY APTITUDE:
 These are related to sensory capacities and abilities of children.
 It includes sense of hearing, sight, smell, taste, and touch.
 In this category children can direct themselves and become in those areas of
life where these can applied perfectly.

7. MECHANICAL APTITUDE:
 Some persons have a specific mind for the tasks related to use of mechanical
abilities and it demonstrates the ability of their mechanical aptitude.
 In other case a person may be good at repairing vehicles, engines, machines
etc.
 Ability to use sophisticated machines and innovations in instrumentation.

8. ARTISTIC APTITUDE:
 It is related to the expression of all artistic abilities.
 It has an aesthetic sense: It is the sense of what is beautiful. It is primarily a
personal sense, but may be enhanced by another's input or awareness.
 There are many categories of artistic aptitude: Musical, Dance, Graphic art,
photography, poetry, acting, debate, writing, designing etc.

9. PROFESSIONAL APTITUDE:
 It is related to profession and occupation.
 It predicts future success of the person.
 It includes: Clerical, Legal, Teaching, Pilot, Navigation, Banking, Military etc.

10. SCHOLASTIC APTITUDE:
 This is academic in nature.
 It drives learning process.
 It includes: scientific, engineering, medical, commercial, sports, linguistic etc.

11. MEASUREMENT OF APTITUDE:
 Mechanical aptitude tests.
 Clerical Aptitude Tests
 Musical aptitude tests.
 Graphic Art judgment tests.
 Professional and Scholastic aptitude tests.

12. MECHANICAL APTITUDE TESTS.
 The capacity designed by the term mechanical aptitude is not single.
 It comprise of sensory, motor, perception, spatial capacities.
 Hence the tests are designed such for.
 Some common test are Minnesota Mechanical Assembly test, SRA Mechanical Aptitude test.
 These tests contain question of following nature;
 1. Asking subject to put together the parts of a mechanical device.
 2. Geometric solution of problems.
 3. Basic information and knowledge of mechanical tools.
 4. Questions about mechanical principles.

13. CLERICAL APTITUDE TESTS.
 Like mechanical it is also a composite function. It involves several specific
abilities like; Some of them are Minnesota vocational test for clerical workers
and Clerical Aptitude Test.
 1. Perceptual Ability: Ability and speed of perception of words and numbers.
 2. Motor Ability: speed and perfection of use of computer, duplicating machine
and typewriter.
 3. Intellectual Ability: ability to grasp the meaning of words and symbols.

14. CLERICAL APTITUDE TESTS.
 1. Mark which one of the following pair is correct
 a. 79542:79524 or 5794367:5794367
 b. 66273894:66273284 or 527384578:527384578
 1. Mark which wrong word in the following sentences.
 This is a test for speed and accuracy. Work as fast as you can without making
mistakes. Human beings make many mistakes as part of their life and learning
situations. This is a necessary part of the life that we make corrections for
these mistakes as and when we understand our own mistakes.

15. MUSICAL APTITUDE TESTS.
 1. These tests have been devised for discovering musical talent. It includes
the following aspects and tests.
 a. Discrimination of pitch,
 b. Intensity of loudness.
 c. Judgment of rhythm.
 These tests are presented in the form of phonographic records. The subject
sets, listens, and attempts to discriminate. The detailed instructions are given
and observed for responses.

16. GRAPHIC ART APTITUDE TESTS.
 1. These tests have been devised for the talent for graphic art.
 The major two tests are;
 a. The Meier Art Judgment Test. In this there are 100 pairs of representational pictures in
black and white. The one such pair is given below. One piece is the master piece and the
other one is distortion of the master piece. The testees are asked to identify the more
pleasing, artistic and more satisfying piece.
 b. Horne Art Aptitude Inventory: It requires the subject to produce sketches from the given
patterns of lines and figures. The created figures are then evaluated to the reference standard.
GRAPHIC ART APTITUDE TESTS.
 a. The Meier Art Judgment Test.
 b. Horne Art Aptitude Inventory:

17. SCHOLASTIC AND PROFESSIONAL
APTITUDE TESTS.
 1. This is to help the students for the studies of specific courses or profession
like engineering, medicine, law, business management, teaching, etc. some of
them are,
 a. Stanford Scientific Aptitude test: The Stanford Achievement Test Series is
used to measure academic knowledge students. The reports include narrative
summaries, process and cluster summaries, and graphic displays to clarify the
student's performance and guide planning and analysis.
 b. Science Aptitude Test
 c. Teaching Aptitude Test (M.P)

18. USE OF APTITUDE TESTS.
 1. They are the back bone of the guidance services.
 2. They can be safely used for the purpose of educational and vocational
guidance.
 3. It anticipate future potentialities or capacities of an individual.
 4. An element of counselling.
 5. Self assessment important for every individual.

19. INDIVIDUAL DIFFERENCES & VARIABILITY
INDIVIDUAL DIFFERENCE INTRODUCTION
 • We, in spite of belonging to a common species known as human beings, have our own
individuality which contributes towards the variation and differences found in us.
 • It is these differences that are entitled as ‘individual differences” in the languages of
sociology and psychology.
 • The psychology of individual differences is concerned with the systematic study of
intelligence and abilities associated with personality of learner, learning styles and needs and
interests of learner.
 • Learning is most effective when differences in learner’s language, cultural, and social
behaviour are taken into account.
 • A teacher should be sensitive to individual differences.
 • A teacher’s challenge is to acknowledge and celebrate the differences among children and
work to maximize the growth in each child.

20. Definition of individual difference
 • Individual differences stand for the variations or deviations among individuals
in regard to a single characteristic or a number of characteristics -Carter B.
Good
 • Individual differences stand for “those differences which in their totality,
distinguish one individual from another.

21. Types or varieties of individual differences
 • Physical differences:
individual differ in height, weight, colour of skin, colour of eyes and hair, size of
hands and heads, arms, feet, mouth and nose, length of waistline, structure and
functioning of internal organs, facial expression, mannerisms of speech and walk,
and other such native or acquired physical characteristics.
 Mental differences
• People differ in intellectual abilities and capacities like reasoning and thinking,
power of imagination, creative expression, concentration etc.
• On the basis of these differences they are usually classified as idiot, imbecile,
moron, border line, normal, very superior and genius

22. Difference in motor / Psychomotor ability
 • There exist wide differences in motor abilities such as reacting time, speed of
action, steadiness, rate of muscular moment, manual dexterity and resistance
to fatigue etc.
 • It also include general abilities such as jumping, running, dancing etc.

23. Difference in achievement
 Differences exist in achievement and in knowledge even among individuals
who have almost the same amount of intelligence and have been subjected to
equal amount of schooling and experience.
 Some seem to excel in all aspects but few are not.
 Some are good in academics but poor in other activities.
 It depends on the learning situations and other factors.

24. Emotional differences
 • In some individuals, positive emotions like love, affection and amusement
and the like are prominent whereas, in some negative emotions are more
powerful.
 • Individuals also differ in the manner they express their emotions. Some are
emotionally stable and mature, while others are emotionally unstable and
immature.

25. Differences in interests
 • It is the central force that drives everything.
 • Learning depend in interest.
 • Variations occur among the individuals in relation to the specific tastes and
interests. Eg. TV channels, sports, others,
 • Some are interested in socialization, picnics, but some feel happy in solitude.
 • Some are interested in social gathering but some like meditation.

26. Differences in attitudes
 • It is our important attribute.
 • Behaviour depends on attitude such as ideas, persons, object and
environment. • Feeling about something makes our attitude towards it.
 • We may have positive(strong like) or negative attitude(dislike, hatred, enmity
etc.).
 • It is linked to our studies and friend too.
 • People are found to have different aptitudes. Some have mechanical
aptitude, while the others have scholastic, musical or artistic aptitudes.
 • It decides their growth and success.

27. Differences in Values
 It includes our values such as materialistic, social, moral or spiritual in nature.
 It depend on philosophy of life, environment and circumstances.
 It includes economic values, employment values, political values,
psychological values, social and moral.

28. Differences in self-concept
 • Self concept reflects the images, considerations or judgement about one’s
abilities and limitations usually held by an individual not only projecting himself
before others but also for estimating his self in his own eyes.
 • Students must be made to form proper and real concept about their self so
that they may be helped in their progress and development by maximizing
their potentials after getting rid of evils and negative things detrimental to
progress.

29. Learning differences
 • Some learn more easily and are able to make use of their learning more
comfortably than others.
 • For some, one method of learning or memorization is more suitable, while for
others, a different method suits.

30. Factors Effecting Individual Differences
 1. Heredity (What occurs naturally as a function of the genes) the physical
parameters are best examples for it.
 2. Environment (What is learned and communicated in different cultures or
other social groups) includes Family, Socio-economic status, Culture, Previous
knowledge, experience and gender differences.

31. THANK YOU !