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Govt. Post Graduate College For Women Samanabad Lahore

Practicals of Experimental Psychology
Submitted To
Ma’am Mahnoor
Submitted By
Areeb Ghaffar
2123101005
BS (Psychology) 5th Semester
Session (2020-2024)
Department of Applied Psychology
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Contents
Auditory Memory Span Card Page no
Problem …………………………………………………………………………………… 5
Introduction ………………………………………………………………………………. 5-6
Hypothesis ………………………………………………………………………………… 6
Variabe…….……………………….………………………………………………… 6-7
Experimenter …………………………………………………………………. 8
Subject …………………………………………………………………………….. 8
Instruction ………………………………………………………………………………… 8
Procedure ………………………………………………………………………………… 8
Experimenter’s Report …………………………………………………………………… 8
Subject’s Report …………………………………………………………………………….9
Result ………………………………………………………………………………………. 9
Discussion ………………………………………………………………………………….. 9
Conclusion …………………………………………………………………………………. 9
Reference …………………………………………………………………………………... 31
Zeigarnik: part 1
Problem …………………………………………………………………………………. 10
Introduction ………………………………………………………………………….. 10-11
Hypothesis ……………………………………………………………………………… 11
Variable ………………………………………………………………………………… 11
Experimenter …………………………………………………………………………… 11
Subject ………………………………………………………………………………….. 11
Instruction ………………………………………………………………………………. 12
Procedure ………………………………………………………………………………... 12
Experimenter’s Report …………………………………………………………………... 12
Subject’s Report …………………………………………………………………………. 13
Result …………………………………………………………………………………….. 13
Discussion ………………………………………………………………………………… 13
Conclusion ………………………………………………………………………………… 13
Reference ………………………………………………………………………………….. 31
Zeigarnik: part 2
Problem ……………………………………………………………………………………. 14
Introduction …………………………………………………………………………….. 14-15
Hypothesis ………………………………………………………………………………… 15
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Variable ……………………………………………………………………………………. 15
Experimenter ………………………………………………………………………………. 15
Subject ……………………………………………………………………………………… 15
Instruction………………………………………………………………………………... 15-16
Procedure …………………………………………………………………………………… 16
Experimenter’s Report ……………………………………………………………………… 16
Subject’s Report ...………………………………………………………………………. 16-17
Result ………………………………………………………………………………………… 17
Discussion ...…………………………………………………………………………………. 17
Conclusion …...………………………………………………………………………………. 17
Reference …...………………………………………………………………………………... 31
Reaction time
Problem ……………………………………………………………………………………. 18
Hypothesis …………………………………………………………………………………. 18
Variable ...………………………………………………………………………………. 18-19
Experimenter ………………………………………………………………………………. 19
Subject .…………………………………………………………………………………….. 19
Instructions ………………………………………………………………………………… 19
Procedure …………………………………………………………………………………. 19
Experimenter’s Report ……………………………………………………………………. 20
Subject’s Report …………………………………………………………………………… 20
Result ……………………………………………………………………………………… 20
Discussion …………………………………………………………………………………. 20
Conclusion …………………………………………………………………………………. 20
Reference …………………………………………………………………………………… 31
Learning: List
Problem ……………………………………………………………………………………. 21
Introduction ……………………………………………………………………………….. 21
Hypothesis …………………………………………………………………………………. 22
Variable ……………………………………………………………………………………. 22
Experimenter ………………………………………………………………………………. 22
Subject …………………………………………………………………………………….. 22
Instruction …………………………………………………………………………………. 22
Procedure ………………………………………………………………………………….. 23
Experimenter’s Report …………………………………………………………………….. 23
Subject’s Report …………………………………………………………………………… 23
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Result ……………………………………………………………………………………… 24
Discussion …………………………………………………………………………………. 24
Conclusion ………………………………………………………………………………… 24
Reference ………………………………………………………………………………….. 31
Learning: Part 2
Problem …………………………………………………………………………………… 24
Variable …………………………………………………………………………………… 25
Experimenter ……………………………………………………………………………… 25
Subject …………………………………………………………………………………….. 25
Instruction ………………………………………………………………………………….. 25
Procedure …………………………………………………………………………………… 26
Experimenter’s Report ……………………………………………………………………… 26
Subject’s Report …………………………………………………………………………….. 26
Result ………………………………………………………………………………………… 27
Discussion …………………………………………………………………………………… 27
Conclusion …………………………………………………………………………………… 27
Reference ……………………………………………………………………………………. 31
Achievement v/s Inspiration
Problem ……………………………………………………………………………………. 28
Introduction ……………………………………………………………………………….. 28
Hypothesis ………………………………………………………………………………… 29
Variable ……………………………………………………………………………………. 29
Experimenter ………………………………………………………………………………. 29
Subject …………………………………………………………………………………….. 29
Instruction …………………………………………………………………………………. 29
Procedure ………………………………………………………………………………….. 30
Experimenter’s Report …………………………………………………………………….. 30
Subject’s Report ……………………………………………………………………………. 30
Result ………………………………………………………………………………………. 31
Discussion …………………………………………………………………………………. 31
Conclusion …………………………………………………………………………………. 31
Reference …………………………………………………………………………………… 31
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1.Auditory Memory Span Of Digits

Problem

To discover the subject’s auditory memory span of digits.

Introduction

Memory

Memory refers to the psychological processes of acquiring, storing, retaining, and later

retrieving information. There are three major processes involved in memory encoding, storage, and retrieval.

Types of memory

 Structural aspects of memory

 Functional aspects of memory

Structural aspect of memory

In structural aspect of memory, we describe the structure of memory as follows;

Sensory memory. Our senses take in information from the environment and store it in our sensory

memory. This information decays or fades away rapidly. When you see a bright objects and close your eyes

immediately, you’ll see the object’s trace in your mind’s eye for about two seconds or so. That’s sensory

memory in action.

Short-term memory. Not everything retention to what we do attend to gets stored temporarily in our

short-term memory. Information stored in short-term memory lasts for about 20-30 seconds. When you’re

asked to write down a phone number, you hold it in your short-term memory till you jot it down. Then the

number quickly disappears from your short-term memory.

Long-term memory. Long-term memory refers to the transfer of information from short-term memory

into long-term storage in order to create enduring memories. This type of memory is unlimited in capacity

and stable lasting for years or even a lifetime. Short-term memories can become long-term memories through

a process known as consolidation.

Functional aspect of memory:

Memory span. The greatest amount (as the longest series of letters or digits) that can be
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perfectly reproduced by a subject after a single presentation by the experimenter. Functionally, memory span

is used to measure the number of discrete units over which the individual can successively distribute his

attention and still organize them into a working unit. German experimental psychologist Hermann

Ebbinghaus's monograph in 1885.

Using himself as his only subject, Ebbinghaus determined the number of presentations necessary for an error-

free reproduction of a sequence of items.

Digit Span. An attention test to see how many numbers a person is able to remember. Their working

memory is a forward and backward assessment. Forward measures immediate memory and backward

measures as well. In the nineteenth century, Herman Ebbinghaus was the first cognitive scientist to show how

span could be used as an experimental paradigm to investigate memory and learning.

Hypothesis

Normal people approximately have a digit span of 5 to 9 digits.

Apparatus

The apparatus includes Paper, Pencil, 10-digit list, Stop watch.

Variables

Any characteristic which is subject to change and can have more than one value.
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Independent variable:

Table No 1.1

Table is showing no of trials and no of digits.

No. of Trials No. Of Digits

1 3

2 8 2

3 2 1 9

4 6 8 2 5

5 5 7 2 1 4

6 3 5 9 7 2 1

7 9 2 5 4 6 3 8

8 2 8 3 7 1 5 6 9

9 7 3 2 4 9 6 8 5 1

10 6 5 4 7 8 3 9 1 7 2

Dependent variable:

Table No 1.2

Table is showing no of trials and no of responses.

1 3 True

2 8 2 True

3 2 1 9 True

4 6 8 2 5 True

5 5 7 2 1 4 True

6 3 5 9 7 2 1 True

7 9 2 5 4 6 3 8 True

8 2 8 3 7 1 5 6 9 Error

9 7 3 2 4 9 6 8 5 Error

10 6 5 4 7 8 3 9 1 Error
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Extraneous variable

Extraneous variable should be subjective like physical health, attention and

interest and should be objective like noise, light or any distraction. But in this practical, there is no extraneous

variable.

Experimenter

Name: S.S

Age: 21

Education: BS. Applied Psychology Semester (5)

Subject

Name: H.I

Age: 21

Education : B.S applied psychology semester (5)

Instructions

⦁ Place the subject in a peaceful environment.

⦁ Experimenter was ask the subject to listen the digits carefully.

⦁ Experimenter was ask the subject to recall the digits in a serial order.

⦁ Experimenter was note down the subject’s responses.

⦁ Any change in the serial order of digits would be one-sided as an error.

⦁ If a single error is made by subject no trial would be +given further.

Procedure

The subject was placed in a peaceful lab with no extraneous variables. The subject was

calm and comfortable. Instructions were given about this experiment that to listen the digits carefully and

recall them in a serial order. At the end of 10 trials the number of correct recalls were recorded before moving

onto the next set of levels. Lastly, the percentage of correct recalls were analysed.

Experimenter’s Report

I placed the subject in a peaceful lab with no extraneous variable. I kept the subject calm
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and comfortable. The experimenter gave the instructions to the subject to listen the digits carefully and recall

them in a serial order. At the end of 10 trials, I recorded the numbers of correct recalls before moving onto the

next set of levels. Lastly, I analysed the percentage of correct recalls.

Subject’s Report

The experimenter placed me in a peaceful lab with no extraneous variable. The

experimenter kept me calm and comfortable. The experimenter gave me the instructions to listen the digits

carefully and recall them in a serial order. At the end of 10 trials the experimenter recorded the number of

correct recalls before going onto the next level. Lastly, the experimenter analysed the percentage of correct

recalls.

Result

In this experiment the subject gave true responses of 7 digits.

Conclusion

Hence it is proved that normal people approximately have a digit span of 5 to 9 digits.
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2.Zeigarnik Effect

Part 1

Problem

To study the zeigarnik effect.

Introduction

The zeigarnik effect is the tendency for tasks which have been interrupted and uncompleted to be

better remembered than the tasks which have been completed.

The zeigarnik effect is based on the idea that it is human nature to finish what we start and , if we

don't finish something we experienced dissonance , resulting in an uncomfortable feeling. Not finishing

something puts us in a state of tension that makes us pay more attention to the thing we want to finish. The

consequence is that we remember uncompleted tasks than the tasks already completed and are often driven

by this effect to complete something. In other words, we have little motivation to recall things we have

finished whereas, we have a strong investment of interest in unfinished things and this keeps them in the

forefront of our minds.

Russian psychologist Bluma zeigarnik ( after whom this effect is named) made not of this cognitive

bias in a restaurant, she observed that waiters could remember complex food orders but ones the table had

received their food and payed their bill, all details would be forgotten. Orders of those tables that were still

incomplete could be readily and easily called to mind, whereas those of the completed tables were no longer

in their memories.

Once a table was completely taken care of them the details pertaining to that table would be classed

as complete in the waiters mind and effectively erased from their memory in order to make way for new

information.

The zeigarnik effect has many possibilities for applications in the commercial world. It is for

example often used by TV shows or video games that engage the cliff hanger effect to keep watchers and
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users engaged with their product. It can also be utilize on-line to ensure customers don't feel the sense of

dissonance associated with this effects. Providing a clear and positive sense of progression and ultimate

closure through displaying things such as progress bars can help to make your customer aware of how far

along in the payment or sign-up process they have gotten and encourage them to continue on the completion.

The zeigarnik effect can also be useful for students who are studying for an exam. The effect tells us

that breaking up study sessions can actually improve recall. So instead of cramming for an exam all in one

sitting, breaks should be scheduled in which the student focuses on something else. This will caused

intrusive thoughts about the information that must be remembered that will enable the student to rehearse

and consolidate it, leading to better recall when they take exam.

The zeigarnik effect also points to reasons people make experience mental health problems. for

example, if an individual leaves important tasks incomplete, the intrusive thoughts that result can lead to

stress, anxiety , difficulty sleeping, and mental and emotional depletion.

Hypothesis

Interrupted tasks are more remember able than the complete one.

Variables

Independent Variable: Level of interruption

Dependent Variables: Zeigarnik Effect

Experimenter

S.S, 21 years, b.s hons psychology.

Subject

H.I, 22 years, b.s hons psychology.

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Instructions

1. The subject was fully instructed by the terms and conditions of the experiment.

2. The subject was instructed that experimenter shown you the two lists one by one and you have to

read the non sense syllable words written on the list.

3. The subject was instructed that each word is shown to you for 20 seconds.

4. The subject was instructed that you will be interrupted whn the experimenter show you the second

list.

5. The subject was instructed to recall the words one by one of both lists.

Procedure

Two lists were made and 12 non sense syllable words were written on both lists.show the first list to

the subject, one word in one time and show each word for 20 seconds.when the list completed, ask the

subject to recall the words and experimenter noted the words that subject recall. Then show the seond list

and each word for 20 seconds but for that time subject was interrupted for two to three times like ask the

subject would you like to ea chocolate or to drink water. After that note the words that subject recalls and

conclude the result.

Experimenter's Report

Subject was happy to perform the experiment and help in understanding the instructions and gave a

good feedback.The subject was attain full attention during the experiment.

Subject's Report

The experimenter behave politely and gave all instructions of experiment. The atmosphere was little

bit noisy but experimenter help me and ask to focus on experiment. The experiment was easy and

performing experiment made me excited.

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Result

Table No 2.1

Table is showing responses of subject.

List A Response List B interrupted Response

ZUY  RIV ×

VID  MUP 

WEQ × DAJ 

FQJ × ZOL 

XAF  VOF ×

ZIQ  CAH 

NUY × YEB 

CAH × WEJ 

KAJ  FIH 

YOV  BUJ ×

XOJ × CUX ×

VEF  KAX 

Conclusion

The result proves the hypothesis that interrupted tasks are more remember able than non interrupted.
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Part 2

Problem

To study the zeigarnik effect

Introduction

The zeigarnik effect is the tendency for tasks which have been interrupted and uncompleted to be

better remembered than the tasks which have been completed.

The zeigarnik effect is based on the idea that it is human nature to finish what we start and , if we

don't finish something we experienced dissonance , resulting in an uncomfortable feeling. Not finishing

something puts us in a state of tension that makes us pay more attention to the thing we want to finish. The

consequence is that we remember uncompleted tasks than the tasks already completed and are often driven

by this effect to complete something. In other words, we have little motivation to recall things we have

finished whereas, we have a strong investment of interest in unfinished things and this keeps them in the

forefront of our minds.

Russian psychologist Bluma zeigarnik ( after whom this effect is named) made not of this cognitive

bias in a restaurant, she observed that waiters could remember complex food orders but ones the table had

received their food and payed their bill, all details would be forgotten. Orders of those tables that were still

incomplete could be readily and easily called to mind, whereas those of the completed tables were no longer

in their memories.

Once a table was completely taken care of them the details pertaining to that table would be classed

as complete in the waiters mind and effectively erased from their memory in order to make way for new

information.

The zeigarnik effect has many possibilities for applications in the commercial world. It is for

example often used by TV shows or video games that engage the cliff hanger effect to keep watchers and

users engaged with their product. It can also be utilize on-line to ensure customers don't feel the sense of

dissonance associated with this effects. Providing a clear and positive sense of progression and ultimate
 15
closure through displaying things such as progress bars can help to make your customer aware of how far

along in the payment or sign-up process they have gotten and encourage them to continue on the completion.

The zeigarnik effect can also be useful for students who are studying for an exam. The effect tells us

that breaking up study sessions can actually improve recall. So instead of cramming for an exam all in one

sitting, breaks should be scheduled in which the student focuses on something else. This will caused

intrusive thoughts about the information that must be remembered that will enable the student to rehearse

and consolidate it, leading to better recall when they take exam.

The zeigarnik effect also points to reasons people make experience mental health problems. for

example, if an individual leaves important tasks incomplete, the intrusive thoughts that result can lead to

stress, anxiety , difficulty sleeping, and mental and emotional depletion.

Hypothesis

Interrupted tasks are more remember able than the complete one.

Variables

Independent Variable: Level of interruption

Dependent Variables: Zeigarnik Effect

Experimenter

S.S, 21 years, b.s psychology.

Subject

H.I, 22 years, b.s psychology

Instructions

1. The subject was fully instructed by the terms and conditions of the experiment.

2. The subject was instructed that

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3. The subject was instructed to read the full paragraph in two minutes and then recall each paragraph

one by one.

4. The subject was instructed that there was a little interruption by the experimenter while the subject

is reading the second paragraph.

Paragraph A

“Education is the most important factor for the development of human civilization. Education

provides the notion with man power, promotes national unity and uplifts public awareness. A country needs

different kind of man powers such as doctors, engineers, teachers, administrative officials, economists,

judges and other technical hands. Education provides the nation with those educated hands.”

Paragraph B

“ Peace is a time without any fights as wars. In a larger sense peace (as peacefulness) can mean a state of

harmony, quite or calm that is not distributed by anything at all, like a still pond with no ripples. Peace

within and among states is a goal of many people and organizations. One organization that was set up to

bring peace among the nations and try to make war a thing of the past was the league of nations after world.”

Procedure

Two paragraphs were chosen from the book. Ask the subject to read first paragraph with two

minutes and recall it then experimenter noted the result and then the mistakes done by the subject while

recalling paragraph. After this, ask the subject to read second paragraph within two minutes and interrupted

the subject then asked to recall it and experimenter noted the result and mistakes that the subject did while

recalling the paragraph. At the end concluded the result.

Experimenter's Report

Subject was happy to perform the experiment and help in understanding the instructions and gave a

good feedback.The subject was attain full attention during the experiment.
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Subject's Report

The experimenter behave politely and gave all instructions of experiment. The atmosphere was little

bit noisy but experimenter help me and ask to focus on experiment. The experiment was easy and

performing experiment made me excited.

Result

The subject recall the first paragraph with some mistakes but subject recalls the second paragraph

that the subject interruption,the subject did less mistakes and recall the time better then the first time.

Conclusion

The result proves the hypothesis that interrupted tasks are more remember able than non interrupted.
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3. Reaction Time

Problem

To measure the reaction time of an individual.

Introduction

Reaction Time

“Reaction time is defined as the amount of time between presentation of a stimulus and the motor

response.”

Discovery

Francis Galton in the late 19th century discovered the reaction time.

Factors of Reaction Time

Many factors have been shown to affect reaction times, including age, gender, physical fitness,

fatigue, distraction, alcohol, personality type, and whether the stimulus is auditory or visual.

Types of Reaction Time

There are 3 different types of reaction time experiments.

Simple Reaction Time. In simple reaction time experiments, there is only one stimulus and one

response.

Recognition Reaction Time. In recognition reaction time experiments, there are some stimuli that

should be responded to and others that should not be responded to.

Choice Reaction time. In choice reaction time experiments, there are multiple stimuli and multiple

responses and subject must give a response that corresponds to the stimulus.

Hypothesis

Exercise can improved reaction time of individual.

Apparatus

Computer, mobile, google, internet, paper and pencil.

Variables

A variable is something that can be changed or alter”.

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Types of Variables

Dependent Variable: Visual Stimulus.

Independent Variable: Subject Responses.

Extraneous Variable: Inner(subject’s interest and mental activity) and outer environment (noise,

weather).

Experimenter

Name: S.S

Age: 20

Gender: female

Education: BS Psychology

Subject

Name: Computer

Instructions

1. Open link in google.

2. Click the large button on the right side of the web page to start the experiment.

3. Wait for the stop light to turn green.

4. When light was turn green click the large button quickly.

5. Click the large button again to continue the next trial.

6. Experiment would be done for at least 5 trials.

7. You were gain your average score.

Procedure

Subject was asked to click on large button to begin and wait for the spotlight to turn green. Subject was

asked to click the large button quickly, during the experiment and without wasting a millisecond when the

spotlight green, and then again click the large button to continue the next, repeat the experiment 5 times and

get the average.

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Experimenter’s Report

The subject was confident before the test started . she performed well in the starting but started to get

nervous when she had to response quick. During the experiment some sort of tension is exposed on her face.

Subject performed very well according to her abilities and gave quick responses.

Subject’s Report

The experimenter was very polite and instructed very well. I was mentally prepared but when the test

started i became quite nervous. Experimenter was cooperative. Experiment was performed in a silent room

but there were mild noises outside for that reason i could not concentrate on experiment properly.

Result

Table no 3.1

Table showing trial and reaction time of subject

Trial Reaction

Time

1 0.945

2 0.765

3 0.761

4 0.973

5 0.755

AVG 0.839

Conclusion

The hypothesis has proved correct that practice improve the reaction time in the repeated 5 trails
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4.Intentional VS Incidental Learning

Problem

To study the subjects intentional learning VS incidental learning.

Introduction

Intentional Learning

Intentional learning is the practice of treating every experience as an opportunity to learn something.

Rather than being something that occurs separately, the desire to learn should be an always-on, instinctive

approach to everyday situations.

Example

When someone who wants to learn a new language reads a book in that language and looks up new

words that they encounter, in order to improve their vocabulary.

Incidental Learning

Incidental learning is unintentional or unplanned learning that results from other activities. It occurs

often in the workplace, during the use of computers, and in the process of completing tasks.

Example

Someone who learns social skills while playing with others, and someone who learns historical facts

while watching a TV show for entertainment.

Part 1

Problem

To study the subjects incidental learning VS incidental learning with non sense syllables.

Hypothesis

When we learned something intentionally we learn something incidentally as well, however intentional

learning is better than incidental learning.

Apparatus

List of non sense syllables, paper, pencil and stopwatch.

Variables
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A variable is something that can be changed or alter”.

Types of Variables:

Dependent Variable. Extra words besides underlined words.

Independent Variable. Underlined words in the list of non sense syllables.

Extraneous Variable. Inner(subject’s interest and mental activity) and outer

environment (noise, weather).

Experimenter

Name: S.S

Age: 20

Gender: female

Education: BS Psychology

Subject

Name: H.I

Age: 20

Gender: female

Education: BS Psychology

Instructions

1. Experimenter was select a literate subject.

2. Experimenter was place the subject in peaceful environment.

3. A list of 15 non sense syllables would be presented to the subject.

4. Some words was underlined and highlighted.

5. Subject was ask to learn highlighted words.

6. List was shown for 5 minutes.

7. After showing words, subject was asked to recall the highlighted words.

8. After recall the highlighted words subject was ask to recall other words beside highlighted words.

9. At the end of experiment, experimenter made analysis of the scores of both.

Procedure
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Subject was seated in a quite room. After given instructions, list of non sense syllables were shown to

subject through a projector with each word passing after two seconds. Subject was asked to see the

highlighted words and remember them after completion of list, subject was asked to recall the n

unhighlighted words. Then after words subject was asked to recall the highlighted words in the list. Subject

response to both highlighted and non highlighted syllables was recorded and analyse to make results.

Experimenters Report

Subject was rooting for experiment. She was given all the instructions and was assured to go along with

the experiment. Subject was shown the list and was asked to remember the highlighted words. Later on, she

was asked to recall the non highlighted syllables, she remembered. Then subject was asked to recall the

highlighted words. Subject response was analyse and results were made.

Subject Report

I was asked to participate in the experiment and show up my reviews. Experimenter asked to see and

remember highlighted non sense syllables of a list, the experimenter showed me first. Then experimenter

asked to recall the non highlighted syllables of list. In the beginning, i was little bit confused but it is easy to

answer.

Results

Table no 4.1

Table showing the responses of subjects of highlighted and non- highlighted words.
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Highlighted Response Non- Highlighted Responses

Syllables Syllables

Koq  Zaj ×

Xim  Xeg ×

Wuh  Faj 

Tov × Meq 

Buw  Huk ×

Coj 

Quz ×

Coy 

Yuk 

Piy ×

Conclusions

As shown in the results, the subject’s performance in remembering the highlighted syllables was

better than non highlighted syllables.Thus hypothesis has been proved correct that intenetional learning is

better than incidental learning.

Part B

Problem

To study the subjects incidental learning VS incidental learning with paragraphs.

Apparatus

Paragraph containing number of nouns, paper, pencil and stopwatch.

Variables

A variable is something that can be changed or alter”.

Types of Variables

Dependent Variable. Verbs in paragraph.

Independent Variable. Noun words of paragraph.

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Extraneous Variable. Inner(subject’s interest and mental activity) and outer environment (noise,

weather).

Experimenter

Name: S.S

Age: 20

Gender: female

Education: BS Psychology

Subject

Name: H.I

Age: 20

Gender: female

Education: BS Psychology

Instructions:

1. Experimenter was select a literate subject.

2. Experimenter was place the subject in peaceful environment.

3. Paragraph A and B presented to the subject.

4. Some words in paragraph was underlined and highlighted.

5. Subject was ask to learn highlighted paragraphs.

6. Paragraph was shown for 5 minutes.

7. After showing paragraph, subject was asked to recall the highlighted paragraphs.

8. After recall the highlighted paragraphs subject was asked to recall other paragraph beside highlighted

paragraph.

9. At the end of experiment, experimenter made analysis of the scores of both.

Paragraph

“ May be when you were a child, you read the book the little prince, and you did not understand it. May

be you thought that some French guy named Antaine de Saint-Exupery decided to write a story about a

child from another planet that travelled around the universe, and may be you still think that it is a nice book
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to entertain children, but is that really what the book is about? Is that the real purpose of the author? The

truth is that this book encloses a philosophy about three different aspects of life.”

Procedure

Subject was seated in a quite room. After given instructions, one paragraph were shown to subject.

Subject was asked to see the highlighted words and remember them, after completion of paragraph, subject

was asked to recall the un-highlighted words. Then afterwards subject was asked to reacall the highlighted

words in the paragraph. Subject’s response to both highlighted and non highlighted word of paragraph was

recorded and analysed to make results.

Experimenters Report

Subject was rooting for experiment. She was given all the instructions and was assured to go along with

the experiment. Subject was shown the paragraph and was asked to remember the highlighted words. Later

on, she was asked to recall the non highlighted words of paragraph, she remembered. Then subject was

asked to recall the highlighted words. Subject response was analyse and results were made.

Subject Report

I was asked to participate in the experiment and show up my reviews. Experimenter asked to see and

remember the highlighted words of paragraph experimenter showed me first. Then experimenter asked to

recall the non highlighted words of paragraph. In the beginning i was bit nervous but it was easy to answer.

Results

The subject’s performance in remembering the highlighted words of paragraph better than non

highlighted words of paragraph. Thus hypothesis has been proved that intentional learning is better than

incidental learning.

Conclusions
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As shown in th results, the subject performance in remembering the highlighted worf of paragraph

was better than non highlighted words of paragraph. Thus hypothesis has been proved that intentional

learning is better than incidental learning.

Level of Aspiration And Level of Achievement

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Problem

To Study The Changes Of As Function Of Level Of Aspiration And Level Of Achievement.

Introduction

Motivation

It is the process that initiates, guides and maintains goal- oriented behaviors. It is what causes you to

act ,whether it is getting the glass of water to reduce thirst or reading a book to gain knowledge.

Motivation involves biological, social and cognitive forces that activate behaviour. In every day

usage the word ‘motivation’ is frequently used to describe why a person is doing something. It is the

deriving force behind every human actions.

Types of Motivation. Different types of motivations are frequently described as being either

extrinsic or intrinsic.

Extrinsic Motivation. Extrinsic motivations are those that arises from outside of the individual and

often involves reward such as trophies, monies, social recognition and praise.

Intrinsic Motivation. Intrinsic motivations are those that arises within the individual such as doing a

complicated crosswind puzzle purely for personal gratification of solving problems.It serves as a guiding

force for level of aspiration and level of achievement.

Level of Achievement. The level of achievement based on collective judgement about what should

students know and be able to do relative to the body content reflected in each subject area assessment. For

each subject area three-level-Basic, proficient and advanced are derived from each grade, within scale score

cut points.

Level of Aspiration. The level at which a person sets his significant goals; the level of performance

to which he aspires and individual’s aspiration level has an important bearing on his personality and

adjustment. It is a basic component of his self image the way he appears in his own eyes. Generally

speaking, most normal individuals have been found to set their significant goals just a little higher than they

are sure of attaining.

Hypothesis
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Level of aspiration changes with the function of achievements.

Apparatus

Pegboard and 64 Nails are include in apparatus.

Variables

Types of Variable

Independent Variable: Level of achievement

Dependent Variable: Level of aspiration

Experimenter

Name T.N

Age 21

Gender female

Education B.S Applied Psychology

Subject

Name H.I

Age 22

Gender female

Education B.S Applied Psychology

Instructions

1. Place the subject in a peaceful environment.

2. Introduce the subject with apparatus.

3. Subject was shown a pegboard with 64 nails.

4. Subject was instructed to put as many nails as she can in the holes of pegboard within one minute.

5. Subject was asked to perform 10 trials. Each of one minute.

6. The level of achievement will be asked to the subject before each trial underestimated the level of

aspirations will be given -1 over estimated will be given +1. In case of similarity 0 will be given.

Procedure
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Subject was provided with the pegboard and nails. Subject was asked about her assumptions of how

many nails she aspire to put in the hole of pegboard. Level of aspiration was noted and 1 st trial started. After

one minute the trial ended and number of nails peg-downed were counted to check how much the subject

achieved compared to her aspiration level. Difference in level of aspiration and level of achievement was

noted. 10 trials were performed without any break or repetition. Aspiration and achievement level are

counted for all trials making the results.

Experimenter’s Report

I placed the subject in the peaceful environment. Subject was certain and well

assured as she perceived the number of nails she could peg-down when the experiment started. The subject

was composed in the first half of time but become speedy and hasty as she ran out of time. Subject’s level of

aspiration started to become low with every next trial until the 7 th trial. In the 7th 8th and 10th trial, subject

crossed the number of nails she aspired to peg-down. Subject was allied and collaborative throughout the

experiment.

Subject’s Report

The experimenter placed me in a peaceful environment and asked to peg-down the nails she gave

me, as many as I could in the limited time. It looked like easy to begin with but it was difficult to put those

nails in the holes as the board felt too slippery. I was assured of myself that I could get the target I aimed but

it was not that smooth. There was great noise in the room where we performed the experiment that also in

the way made me nervous. But overall it was amazing to perform the task.

Result
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Table 3

This table is showing trials, level of aspiration, level of achievement, difference and scale.

Trials Level of Aspiration Level of Achievement Difference Scale

1 30 31 -1 -1

2 35 32 3 +1

3 33 29 4 +1

4 25 33 -4 -1

5 38 34 8 +1

6 39 33 6 +1

7 30 20 0 0

8 35 29 6 +1

9 40 32 8 +1

10 30 33 -3 -1

Conclusion

Hypothesis have been proved correct that level of aspiration changes with the function of

achievement.

References

Chow, Michael: MC Namara, Brooke; Andrew R.A. (April 2016) Phonological similarity in working

memory span tasks” Memory & Cognitive.

Carlton, L.G., Carlton, M.J, & Newell, K.M (1987). Reaction time and response dynamics, Quarterly

Journal of experimental Psychology.

Friendman, W.J (2010). The Zeigarnik effect and completing everyone. Retrieved from

http:/www.mentalhelp.nrt/articles/the-Zeigarnik-effected-completing-everything

Friendman, W.J. (2010). The Zeigarnik effect and completing everyone. Retrieved from

http:/www.mentalhelp.nrt/articles/the-Zeigarnik-effected-completing-everything

Hulstijin, j.h. 1992: retention of inferred and given word meanings: experiment in incidents vocabulary

learning. In P.J. Arnaud and H.Be joint (ads), Vocabulary and applied Linguistics London: Macmillon.
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Hulstijin, j.h. 1992: retention of inferred and given word meanings: experiment in incidents vocabulary

learning. In P.J. Arnaud and H.Be joint (ads), Vocabulary and applied Linguistics London: Macmillon.