Psychology Experiments

II.2 Psychology Experiments

Mrs Megha Gokhe TSCER 1 of 15

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.



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.



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



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.



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, don’t tell a lie, don’t

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.



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 self-

discipline 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

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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



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’.



CONCEPT FORMATION

THE LIST OF CORRECT CONCEPTS

Sr. No. Key words The Concept

1. C E V End pt. of an arc meeting on a straight line

2. N A L All closed figures with lines.

3. Z A B Two straight lines and an arc.

4. B I K Closed figure divided into two equal part.

5. D E G Closed figures.

6. H O R Two separate straight line joined to the end of an arc.

7. M U R Three straight lines meeting at one point.



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.


Mrs Megha Gokhe TSCER 10 of

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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 Bruner’s 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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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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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. Pupil’s

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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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.

Psychology Experiments

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