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    Psychology Experiments

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    1) An experiment was conducted to study concept formation using 7 sets of concept cards with geometric figures and nonsense syllables. The subject observed the cards and recorded the common characteristics of each set. 2) Three stages of concept formation were identified: perception, abstraction, and generalization. Presenting too many concepts at once leads to confusion, so teachers should present one concept at a time with sufficient examples. 3) The inductive method helps with proper concept formation by allowing students to move from specific examples to the general concept. Teachers should use inductive methods, teach one concept at a time, and provide multiple clear examples when introducing new concepts.

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    Psychology Experiments

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    meght
    278 views15 pages
    1) An experiment was conducted to study concept formation using 7 sets of concept cards with geometric figures and nonsense syllables. The subject observed the cards and recorded the common characteristics of each set. 2) Three stages of concept formation were identified: perception, abstraction, and generalization. Presenting too many concepts at once leads to confusion, so teachers should present one concept at a time with sufficient examples. 3) The inductive method helps with proper concept formation by allowing students to move from specific examples to the general concept. Teachers should use inductive methods, teach one concept at a time, and provide multiple clear examples when introducing new concepts.

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    Psychology Experiments

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    1) An experiment was conducted to study concept formation using 7 sets of concept cards with geometric figures and nonsense syllables. The subject observed the cards and recorded the common characteristics of each set. 2) Three stages of concept formation were identified: perception, abstraction, and generalization. Presenting too many concepts at once leads to confusion, so teachers should present one concept at a time with sufficient examples. 3) The inductive method helps with proper concept formation by allowing students to move from specific examples to the general concept. Teachers should use inductive methods, teach one concept at a time, and provide multiple clear examples when introducing new concepts.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    278 views15 pages

    Psychology Experiments

    Uploaded by

    meght
    1) An experiment was conducted to study concept formation using 7 sets of concept cards with geometric figures and nonsense syllables. The subject observed the cards and recorded the common characteristics of each set. 2) Three stages of concept formation were identified: perception, abstraction, and generalization. Presenting too many concepts at once leads to confusion, so teachers should present one concept at a time with sufficient examples. 3) The inductive method helps with proper concept formation by allowing students to move from specific examples to the general concept. Teachers should use inductive methods, teach one concept at a time, and provide multiple clear examples when introducing new concepts.

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    II.

    Psychology Experiments

    Transfer of Training

    Objective

    : To see if Transfer of training is possible

    Material

    : Drawing Boar with a screen, Eight copies of a star pattern with double lines
    and drawing pins.

    Experimenter : E
    Subject

    :S

    Procedure: - The Experiment is done in pairs


    (I) S is instructed to place a star patter in such a way that the stat can be seen only through
    the mirror. S is also told to cover the pattern with a stand in such a way that the direct
    vision of the star pattern is not seen.
    (II) S is told to start tracing the figure from the arrow mark in clockwise direction looking
    through the mirror. S has to take care to see that he or she traces the start between the two
    lines without touching the original star with double lines.
    (III) The first trial is done with the unskilled hand (i.e.) the left hand for most of the persons).
    The S has to use the skilled hand (i.e. the right hand) for tracing the star pattern for six
    consecutive trials.
    (IV) The eight trial is done using the unskilled hand again (i.e the left hand)
    (V) E notes down the tome taken for tracing the start for each of the eight trials
    (VI) E & S then exchange their position and the experiment is repeated.
    (VII) S plots the graph with the no. of trials on X axis and time taken on Y axis. S shows the
    time of transfer on the graph.

    Mrs Megha Gokhe

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    Table of Observation
    Time Interval (each of 2 minutes)

    Work done

    1.
    2.
    3.
    4.
    5.
    6.
    7.
    8.
    9.
    10.

    Transfer of learning / Training

    1) Transfer of learning is possible.


    2) There are individual differences in transfer of learning.

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    Educational Implications

    1. Principal of similarity
    If similarity in content and technique are provided as well as kept in mind while
    teaching there is better transfer of learning.
    a. Similarity in content
    Certain topics in different subjects have similarity of content e.g.
    i)

    The study of Sanskrit helps in the study of Marathi, Hindi, because the
    two languages contain identical components such as vocabulary and
    grammar.

    ii)

    Knowledge of the topic of equations in algebra helps the student to solve


    problems in Physics and Chemistry.

    b. Similarity in technique:
    When the technique in two different situations similar to each others, transfer of
    learning is better. E.g.
    i)

    The skill of reading the thermometer in science experiments helps the


    student to transfer the knowledge to reading the thermometer in
    Geography.

    ii)

    Good habits formed in early life at home and school can be transferred to
    future life e.g. good handwriting, habit of neatness etc.

    iii)

    Way of thinking:
    Reasoning skill used in solving problems of on type hekps in solving
    similar type of problems in other subjects.

    2. Amount of Transfer: The amount of transfer from one situation to another will differ from individual to
    individual because transfer of learning depends on the individuals ability to detect
    the underlying similarities in the two learning.
    3. Use the

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    II.2

    Psychology Experiments

    Suggestion
    Expt. No. ___________
    Date : _____________
    Introduction:
    There are different types of questions and they have different functions.
    Creating learning situations and testing situations are the major functions of a
    question. There are some questions, which do not serve the above purpose. This
    experiment shows the effects of question, which are unsuitable for stimulating
    thinking process. The conclusions of the experiment lead to avoid suggestive
    question.
    Objectives:
    1. To study if individual differences exit in suggestibility
    2. To study how suggestion functions.
    Material:
    A picture, a questionnaires based on the picture.
    Experiment

    :E

    Subject

    :S

    Procedure:
    S Was not supposed to know the real nature and the objectives of this experiment.
    S was instructed to sit quietly & attend to the picture shown by E, just for a few
    seconds.
    S was given questionnaire to answer immediately, after observing the picture.
    This questionnaire had in all Twenty (20) questions of which ten questions (10) were
    suggestive in nature. E then instructed S, on the procedure of scoring their
    responses. S then found out (1) the total number of suggestions accepted by himself
    & (2) the percentage of Suggestibility.

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    Educational Implications Suggestion

    1) Avoid Suggestive Question:


    While teaching, the teacher should avoid asking suggestive questions and making
    suggestive statement because these questions are always answered without
    thinking and obstructs independent thought e.g. is not the lime water milky.
    2) Individual differences in accepting suggestions:
    The teachers should locate students who are highly suggestible. She should train
    them to think independently and not to accept suggestions without thinking.
    Other educational implications for suggestion
    3) Prestige suggestion:
    The tendency of a person in general is to accept suggestions coming from an
    elderly more experienced or a person in authority. Therefore, the teachers being
    in this position should use her authority in a positive manner to inculcate
    discipline, good manners, values etc.
    e.g. our school is known for its discipline.
    4) Avoid suggesting personal views
    The teachers should avoid emphasizing her personal political views. Ideologies
    and beliefs on her students since children are highly suggestible.
    5) Avoid contra suggestions
    Contra suggestions mean the tendency of a person to do the opposite of what is
    suggested. E.g. teachers should avoid saying do not steal, dont tell a lie, dont
    come late. It is better to give positive commands like speak the truth, be honest,
    be punctual etc. in short, the teachers should avoid giving negative suggestion.

    6) Mass suggestion:
    Through mass suggestion, it is easy to maintain discipline child is led by the
    traditions of the school, therefore, if the school, atmosphere is good no child will
    escape its influence.
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    7) Avoid creating fear through suggestion:


    The teacher should not give false suggestion e.g. ghosts, Blackman, black magic
    etc. to suppress children curiosity and inquisitiveness.
    8) Importance of Auto suggestion:
    When the person suggesting and the person receiving the same, the suggestion
    is called autosuggestion. The teachers to maintain overall discipline and selfdiscipline can use this technique. The students can be trained to auto suggest
    themselves to reduce stress and relax during examination time etc.

    Table of Records
    The percentage of Suggestibility = Number of suggestions accepted X 100
    Total No. of suggestions given

    = ____________________ X 100
    10

    SUGGESTION
    Conclusions:
    1) Every person accepts suggestion to some extent.
    2) There are individual differences in suggestibility. The percentage of suggestibility
    may vary from person to person.
    3) A person who accepts suggestion does so without thinking.

    INTRODUCTION:

    Giving enough number of proper exampl


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    es and presenting many graded examples to clarify a concept is very important in teaching.
    This experiment indicates the selection of proper examples and the use of indicative
    method for the formation of a concept.
    OBJECTIVE:
    To study the nature of concepts formation.
    MATERIALS:
    Seven sets of concept formation cards. Each cards having a geometrical figure on one side
    and the respective nonsense syllable on the other side.
    EXPERIMENTER

    :E

    SUBJECT

    :S

    PROCEDURE :
    E showed the geometrical figure (seven sets of 49 cards). E showed S and then the
    respective geometrical figure. S was asked to observe each one carefully. When S had
    observed all 49 cards E asked S to write the common concept i.e. the common
    characteristics regarding each set of nonsense syllables in a given table and record E
    instructs S to check whether the concepts described by him / her are right or wrong when
    compared to the original concepts characteristics shown by E.

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    CONCEPT FORMATION
    THE LIST OF CORRECT CONCEPTS
    Sr. No.

    Key words

    The Concept

    1.

    End pt. of an arc meeting on a straight line

    2.

    All closed figures with lines.

    3.

    Two straight lines and an arc.

    4.

    Closed figure divided into two equal part.

    5.

    Closed figures.

    6.

    Two separate straight line joined to the end of an arc.

    7.

    Three straight lines meeting at one point.

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    CONCEPT FORMATION
    Conclusion:
    1) There are three stages of concept formation.
    a) Perception
    b) Abstraction
    c) Generalization
    2) Too many concepts at one time leads to confusion and students find it difficult to
    understand. Therefore teach only once concept at a time
    3) Presenting less number of ideas at one time helps in better concept formation.
    4) Inductive method helps in proper concept formation.
    5) Sufficient number of examples should be used for teaching concepts.

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    EDUCATIONAL IMPLICATIONS (CONCEPT FORMATION)


    1) Use Inductive method to teach concepts:
    When the teachers uses this method while teaching concepts, she caters to the
    stages of concept formation i.e. perception abstraction and generalization.
    2) Teach one concept at a time:
    Teaching more than one concept at time leads to confusion.
    3) Provide a number of examples:
    Provide as many examples as possible while teaching a concept.
    4) Selection of examples:
    Select examples keeping in mind the following maxims.
    a) Simple to complex
    b) Know to unknown
    c) Concrete to abstract.
    5) Use of novel methods in teaching concepts:
    For example, the teachers can use the new and novel concept attainment strategies
    like Bruners Model. Therefore, the teacher should update herself with the latest
    techniques of teaching concepts.

    N.B. Provide examples from various subjects for each implication.

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    II.2

    Psychology Experiments

    ASSOCIATION

    Experiment No

    Date

    INTRODUCATION

    One of the types of learning is through association. It consists of the


    association between the stimulus and response. Through this association we are able
    to remember previous experiences, which are closely connected with the stimulus.
    AIM

    : To study the factors of association.

    MATERIAL

    : A list of stimulus words, a stop watch.

    PROCEDURE

    E asks S to sit comfortably. E gives a stimulus word from his list, and S
    immediately writes down the first idea in the form of a word, a phrase or a sentence
    that comes to his mind. After the reporting of the response by S, E gives the next
    stimulus word, and the procedure is repeated for the list of words.
    Then S Tries to make the necessary connections between; the stimulus and
    response according to the laws (factors) of association, and the result are recorded.
    1) Primary laws:
    a) Law of contiguity
    i)

    Contiguity in space

    ii)

    Contiguity in space

    b) Law of Comparison
    i)

    Similarity in meaning & sound

    ii)

    Contrast difference in meaning

    c) Law of interest

    2) Secondary laws:
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    a) Laws of primacy.
    b) Laws of Frequency .
    c) Law of Recency.
    d) Laws of Vividness.
    e) Laws of part and whole.
    f) Law of quality.
    g) Laws of utility.

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    ASSOCIATION
    STIMULUS WORDS

    1) Good
    2) Fame
    3) 1974
    4) Grass
    5) Station
    6) God
    7) Morning
    8) Childhood
    9) Water
    10) Map
    11) Sky
    12) Tree
    13) Headache
    14) Guidance
    15) Bell

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    Psychology Experiments

    ASSOCIATION (EDUCATIONAL IMPLICATIONS)


    Different ideas and experiences are linked together by certain bond. Revival depends
    on the strength of the bonds of association.
    There are various laws by which we can explain the association between two or
    more ideas. These laws are: 1. Primary Laws. & 2. Secondary laws of association
    1) Primary Laws:
    A) Laws of Contiguity:
    Experiences, which occur together or in close succession tend to revive on
    another.
    a) Contiguity in space: the world platform revives picture of station.
    b) Contiguity in time: Lighting is followed by thunder.
    The teacher should use this law of association while teaching.
    B) Law of Contrast:
    a) Similarity: similar experiences tend to revive one another e.g. Similarity in
    sound such as health may revive the word wealth. The teacher can
    point out the similarity between two situations. In history, the First World
    War and Second World War.
    b) Difference: The world black reminds us the word white Teacher must
    point out the difference between two things while teaching.
    2) Secondary Laws:
    I)

    Law of Primary: A first impression tends to persist long and are easily
    revived. Beginning of the lesson should always be effective. Pupils
    attitude toward the subject depends on the first impression of the
    teacher.

    II)

    Law of Recency: Recent experiences and associations recur most


    readily in the mind. Students remember better the concept they
    revise just before the examination. So teacher must revise important
    information & concepts just before the examination.

    III)

    Law of Frequency: The more frequently an impression is made or an


    association is formed, the more permanent is its retention or

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    II.2

    Psychology Experiments

    reproduction. The teacher should give drill work to the class. H/e /
    She should take repetitive drill of important facts and concepts.
    IV)

    Law of Vividness: The more vivid an impression or experience is more


    easily it will be recalled. The strength of association depends on
    vividness of the experience.

    V)

    Law of part and whole.

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