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List of top seven psychological experiments on imagination and thinking!
Experiment # 1. Imagination an Unstructured Stimuli:
The formation of imagery is made possible because of the process of imagination. Imagination is an active psychological process by which we are able to have different sensory experiences in the absence of relevant stimuli. Our dreams, day dreams and also some of the strange ideas of abnormal individuals are all products of imagination.
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When a vague unstructured stimulus is presented, individuals tend to imagine various things depending on their interests and attitudes. Individuals also differ in the fertility of their imagination.
To study individual differences in speed and type of imagination.
A stopwatch and a set of ink blots patterned after Whipple’s cards. The set may consists of five to ten blots.
Give the following instructions to the subject- “You see before you a vague dark outline (presenting one blot). People see different objects in these outlines. As soon as I present one of these cards, write down on a sheet of paper all the objects suggested by it. Stop when I ask you to stop.” The experimenter presents the first blot and at the same time starts the stop watch. As soon as two minutes are up he asks the subject to stop and presents the next blot. The procedure is repeated with all the blots.
1. Calculate the total number of responses given for all the blots and also the average number of responses per-minute.
2. Tabulate the results for the group as follows:
3. Study the individual differences.
4. Analyse the various responses of the subject and classify them into the following categories of objects:
(1) Scientific
(2) Artistic
(3) Legendary
(4) Landscape and Scenery
(5) Common place objects, and
(6) Others.
5. Tabulate the number of responses in each category for the entire group as follows:
6. Compare how the individuals differ in their responses.
Experiment # 2. Verbal Imagination:
Introduction:
The process of imagination has also been studied by certain other methods. The common game of word-building has often been employed to study a subject’s capacity for imagination with verbal material. However, when this method is employed, the experimenter should be careful to take into account the language ability of the individual.
Verbal imagination has been studied by two methods- (1) Word- building; (2) Sentence construction. Here, only the first procedure is explained.
To study individual differences in verbal imagination by the method of word-building.
Materials Required:
Six letters of the English alphabet, three of them vowels and three being consonants and a stopwatch.
Procedure:
Place the six letters before the subject and give the following instructions- “Using these six letters, construct as many words as you can. However, each word must be made up of at least three letters and the same letter should not be used twice in the same word. Continue until I say stop.”
The subject is allowed five minutes time.
1. Check the words and find out the total number of correct words.
2. Find out the number of words at each level- three lettered, four lettered, etc.
3. Tabulate the results as follows for the group:
4. Compare the individual differences with reference to the total number of words and words at each level.
Experiment # 3. Measurement of Imagery:
Introduction:
Whenever we think of some past experience or for that matter which an object or a person who is not in our immediate perceptual field, we make use of images. The human organism depends very much on images in learning, memory, painting, and in fact, in a wide variety of activities. It is possible for us to form images of experiences or objects relating to all the different sense modalities.
In his very early study, Galston found that individuals differ in the capacity to form images pertaining to different sense modalities. The comparative ability to form images for the different sense modalities depends upon past experience, training, etc.
To study and compare the strength of the imagery of the subjects in the different sense modalities.
Galton’s Questionnaire- This questionnaire aims to study the individual’s strength of imagery in the following sense modalities, visual, auditory, olfactory, gustatory, tactual, kinaesthetic, organic. The questionnaire is simple and self-explanatory.
Under each sensory category, there are a number of objects or situations which the subject is asked to imagine. On the basis of the clarity and the intensity of the image, a particular score is awarded ranging from four for a very clear image, to zero where no image is experienced by the subject.
Hand over the questionnaire to the subject and ask him to follow the instructions given on the questionnaire and try to imagine the various situations or objects. Clearly explain to him the procedure for rating the images.
After the subject responds to all the situations and objects mentioned in the questionnaire, calculate the average imagery score for each sense modality.
Tabulate the results for the class as follows:
1. Calculate the average for the group for each sensory modality and rank them according to the scores.
2. Rank the scores of the individual subject also. Compare the ranking for the group with the individual ranking.
3. Determine the rank difference correlation coefficient among the different sense modalities.
Note:
Gallon has found that normally the auditory and visual sensory imageries are stronger than the rest. This is mostly explained by the fact that these two sense organs are used more than the rest.
Experiment # 4. Speed of Imagery:
With Galton’s questionnaire, the possibility of measuring the vividness or clarity of images was demonstrated. However, the individuals vary not only in the capacity for vivid imagery but also in the speed with which they form images. Some people have a quicker capacity than others. Also, the speed of imagery varies from one sense modality to another.
To demonstrate individual differences in the speed with which images are formed and also to study the variations in the speed of imagery for different sense modalities.
A stopwatch and a list of 40 stimulus words, with 5 stimulus words pertaining to each of the 8 sense modalities. The stimulus words should be in the form of names of objects characterised by the quality of the particular sense modality for which they are chosen, e.g. vision- your mother’s face; the full moon etc. It should be so for all the sensory modalities.
Give the following instructions to the subject- “I will call out the names of several objects one after another. When you hear a name try to form a clear image of the object. As soon you have formed a clear image indicate that you have done so. The experimenter calls out the first word and at the same time starts the stopwatch. As soon as the subject indicates a clear image the time is noted. The procedure is repeated with all the words for all the sensory modalities”.
1. Calculate the average reaction time for the different sensory modalities for the individual.
2. Tabulate the group results as follows:
3. Compare the variability of the group for the different modalities.
4. For each individual, rank the different modalities according to the speed of image formation.
5. Compute the ranking for the group.
6. Compute the coefficient of correlation between the ranking for the individual and the ranking for the group.
Experiment # 5. Free Association:
Introduction:
One of the earliest areas of psychological experimentation was that of association. In fact, associationism may be said to be the earliest School of Psychology. The early associationistic psychologists like Locke, Berkeley, Harteley and Brown tried to explain the complex mental life of the human being as being made up of numerous associations. Several laws of association were also formulated. The various associations, were also classified into different types. The idea of association later on gathered a different type of importance in the work of Sigmund Freud and Carl jung.
Associations are of two types-free and controlled. In free association our conscious processes are not directed in any particular direction while in controlled association the conscious processes are channeled in a specific direction. For example, if we look at the cloud in the sky on a dark night it could remind us of so many disconnected things. This is an example of free association.
On the other hand, if we look at a marriage hall our associative processes run in a specific direction. This stimulus will recall experiences which are closely connected with the stimulus. This is an example of controlled association.
Free association has been studied by two methods:
(A) The Chain method, and
(B) The Word list method.
To study some aspects of free association by:
(A) The chain method,
(B) The word list method.
To study the individual variations in speed and varieties of association formation by the chain method.
A list of five stimulus words and a stopwatch.
Procedure:
Give the subject the following instructions- “I will say ‘ready’ and call out a word. As soon you hear it, talk of the various ideas or objects which come to your mind. Do not think about your responses. Speak out spontaneously. Do this until I say ‘stop.”
The experimenter gives a trial word and at the same time starts the stopwatch. He notes down the responses of the subject. As soon as two minutes are over, he says ‘stop’.
Now the experimenter proceeds with all the five stimulus words, allowing two minutes for each word, noting down the responses as the subject speaks them out.
1. Calculate the average time taken per association for each stimulus word. This is done by dividing the two minutes (120 seconds) by the total number of associations reported for a particular word.
2. Calculate the average time taken per association for all the five stimulus words, i.e., for the entire test.
Tabulate the results for the class as follows:
3. Study the individual differences in the speed of the associative process with the help of the mean and the standard deviation and determine which stimulus word has evoked the maximum number of associations.
4. Qualitative Analysis:
Analyse all the associations of the individual subjects and classify them according to the following categories:
Tabulate the frequencies of the different types of association for the subjects and for the group. Compare the frequencies of the different types of associations.
To diagnose the presence of emotional complexes in the individual.
Materials Required:
A word-association list, e.g. Kent-Rosanoff or Jung’s list, stopwatch.
Procedure:
Give the following instructions to the subject- “I will be reading out a number of words one after the other. As soon as you hear a word, speak out the word that comes to your mind. Do not think about it. Speak out the word which comes to you spontaneously.”
The experimenter gives one or two trial words and notes down the time taken by the subject to respond and the actual response word. After the trial, he starts with the first word in the list and calls out one by one all the words. Each time he notes down the response time, the response word and also makes a note of other peculiarities in the subject’s behaviour like change of facial expression, verbal remarks, repetition of the stimulus word, etc.
After the complete list is over, the list is gone through again as before, taking note of the response time, the reproduced response and other behavioural peculiarities.
Tabulate the results as shown below:
1. Calculate the average response time and also the standard deviation. Identify five words for which the average reaction time of the subjects is highest and those for which the average reaction time is the lowest.
2. Identify those stimulus words for which the response words are of an unusual nature.
3. Identify the words for which there are no responses or incorrect reproductions in the second administration.
4. Identify those stimuli which produce behavioural peculiarities.
Note:
An unusual reaction time, behavioural peculiarities, a strange response or failure to respond- these are the indications of a complex. A complex is an unconscious emotional component which influences the response words associated with these emotional experiences.
Experiment # 6. Controlled Association:
Most of our associative processes do not belong to this category. They follow some specific directions and are directed in a particular way. These are called controlled associations.
To study the phenomenon of controlled association and compare it with free association.
A stopwatch and three lists of words each having ten words. These three lists include one list of collective nouns and two lists of stimulus words, one for responding with synonyms and the other with antonyms.
Each list is presented to the subject. The first list is given with the instruction.
1. “As soon as you hear a word, respond with a synonym of this word”.
The second list is given with the following instructions-
2. ‘In this list respond as soon as I call out a particular word (collective noun) respond with a word or name of an object which belongs to this class e.g., furniture-table’.
The third list is given with the following instructions:
3. ‘As soon as I call out a word, give the exact opposite of it.
The experimenter administers each list with its respective instructions. The reaction time for each word is also noted along with the responses.
Calculate the average reaction time for each list.
Tabulate the results for the entire class as follows:
1. Compare the average reaction time for the three series.
2. Compare the average R.T. for controlled association with the average R.T. for free association obtained. Test the significance of difference between the mean R.T. for free association and controlled association.
Experiment # 7. Problem Solving:
Complex thinking is one of the characteristics of man that separates him from other animals. It involves function across time to operate in the past, present and future, symbolically. Thinking can vary from vague and fleeting thoughts, like daydreams, to the highly directed thinking that we engage in when we are trying to study or solve a problem.
Whenever an individual finds himself in a situation in which he is motivated to achieve certain goal but his progress towards the goal is hindered by some obstacle for which he has no ready-made response he is confronted with a problem. Finding a solution to the problem involves development of some mode of response which will eliminate the obstacle. To arrive at a solution, an individual may engage in variety of behaviours like trial and error, imitation, insight, utilising prior experience etc.
Innumerable experiments have been conducted to study the processes involved in problem solving. To study the process of thinking underlying problem solving, a variety of problems such as mathematical problems, mechanical problems, puzzles etc. are commonly used David Nerves, in his adaptive prediction system, has given a detailed step-by-step example of the process of solving a linear algebra equation.
Auzai and Simon analyzed in detail the strategy used in solving the ‘Tower of Hanoi Puzzle’. They proposed a theoretical model involved in the process of solving a problem. Vinacke, Cofer analysed and described the process in terms of steps or stages.
Some of the important steps or stages involved in the process are as follows:
1. Interested in the Problem:
A person should have sufficient interest and motivation to solve the particular problem. It also requires a certain amount of recognition and understanding of the problem and its goals.
2. Assembling the Material with Which to Work:
The problem solver closely examines the situation with which he is concerned. He/she tries to pool up not only the materials required but also information, like principles and rules operating, past experience, etc., which would help him to solve the present problem.
3. Describing Possible Solution:
When a person is thinking about the problem and starts assembling the material, various possible ways of solving the problem may occur to him. A number of strategies are employed in solving like going round the barrier, discovering new pathways, retreating (i.e., if the problem is insoluble, retreating takes place in order to build up new skills and new attitudes.) seeking expert opinion etc. Sometimes solutions occur suddenly and dramatically, and sometimes it takes enormous time and effort.
4. Evaluating the Suggested Solutions:
This is the stage where ideas pertinent to the problem are put into action and various suggestions are tried out.
5. Revising the Suggested Solutions:
If known facts did not lead to solutions, then new facts are sought. Suggested ways are revised in order to find the solution.
Experiment –A:
Problem:
To study the process of problem solving.
Materials:
Chess coins and a chess board.
Procedure:
A group of 10 students who have some knowledge and understanding of chess are to be selected as subjects. This experiment is conducted as a group experiment. The subjects are to be divided into two groups. A and B, five in each. Two subjects, one from each group will serve as representatives who will conduct and coordinate the activities of their respective groups. Two other subjects, one from each group should be asked to record number and types of moves made by their respective groups.
The following instructions are given by the experimenter- “Now we shall play game of chess, group A vs. group B. Each group has to function as a whole. I request each subject to participate in the game by contributing ideas and suggestions”.
The moves of each group are recorded in detail. The game should continue until one group emerges as the winner.
Results:
Stages 1 and 2 of the process are assumed to be present before starting the experiment. All the moves of groups A and B. pertaining to stages 3, 4 & 5 are noted down.
The moves are analysed in detail and tabulated as shown below:
Description of some of the moves are as follows:
i. Retreating more- Going backwards instead of moving forward or advancing;
ii. Chunking moves- A sequence of moves made without pausing and without reference to sub-goals;
iii. Changing goals- abandoning the present goal and seeking a different one, example (in chess, the player instead of aiming at killing the king, is trying to kill the soldiers);
iv. Going round and found the barrier- example (in chess neither killing nor getting killed);
v. Hesitating moves-holding the coin but not placing it, rather placing reluctantly;
vi. Sudden moves which are an outcome of insight.
Note:
1. This experiment may be conducted with two subjects as players, the experimenter recording the responses.
2. The process of problem solving may be demonstrated by making use of any other intellectual game, which depends more on the cognitive or thinking process rather than on chance factors like cards or dice.
To demonstrate the manner in which the solution to a problem is arrived at.
Some wire puzzles, heart and bow puzzle, link puzzle, a T- puzzle (cut- out parts of letter T). Code learning materials; Numbers and alphabets (digit substitution).
Procedure:
Wire Puzzles:
Show the subject the heart and bow puzzle and tell him that he has to separate the heart from the bow.
Observe the various movements the subject makes and also the time taken with the maximum time limit of 5 minutes. Give the subject 10 trials.
Note the time taken in the successive trials and also note whether each trial is successful or not.
(a) Tabulate the success or failure and also the time taken for the ten trials. You will find that you arrive at the solution all of a sudden. This can be verified from the introspective report). You will also find that the time taken by the subject to solve the problem suddenly decreases unlike in the case of trial and error learning. Repeat the experiment with the other wire puzzle.
(b) T-Puzzle:
Place the cut-out bits of the letter and ask the subject to combine them to form the letter T. Give ten trials as before and analyse the results.
(c) Code Puzzle:
Select the first five alphabets of the English language, and assign to each, a number ranging from zero to nine in some fixed order, e.g., may be every second number for the successive letter or letters in the reverse order of the numbers. Let us assume that, letter ‘E’ is assigned the number zero, then D gets the number ‘2’, C gets the number ‘4’, B gets the number’6′ and A gets number ‘8’, Now, place before the subject a figure like 60 and also the combination of corresponding letters ‘BE’.
Now give the following instructions- “I have here a number ’60’ and these are symbolised by the letter combination ‘BE’. These symbols are given- on the basis of some principle. Try to discover this principle and when I call out a few more numbers try to give me the corresponding word combination.” The experimenter gives a long list of figures until the subject is able to give the correct combination of letters for three successive combination of numbers.
1. Record the number of trials necessary and the number of errors made and the time taken.
2. Find out if the subject learns the symbol for some number earlier than for the others, or whether he grasps the principle and therefore learns all the symbols.