Alvi Lab Exp

Lab Experiment
Fazaia Bilquis College of Education for Women, PAF Nur Khan, Rwp
Submitted by: Alvina Irfan
Roll No: 158
Submitted to: Ms. Anum Zahid
Subject: Lab Experiments
Semester: BS Psychology 7th
Date: 2nd February, 2022
Table of content
1
Lab Experiment
Experiment 1
Muller lyer illusion
1.1 Theoretical background………………………………………………………………………..11
1.1.1 Perception……………………..…………………………………………………………...11
1.1.2 Perceptual illusion………………………………………………….………………...........11
1.2 Purpose…………………………………………………………………………………...........12
1.3 Experiment…………………………………………………………………………………….12
1.3.1 Problem…………………………..………………………………………………………..12
1.3.2 Hypothesis…………………………………………….…………………………………...12
1.3.3 IV and DV…………………………………………………………………………...........13
1.3.4 Apparatus…………………….…………………………………………………………….13
1.3.5 Procedure……….………………………………………………………………………….13
1.4 Experimenter particular………………………………………………………………………..13
1.5 Subject particular………………………………………………………………………............13
1.6 Experimenter report……………………………………………………………………............13
1.7 Subject report…………………………………………………………………………………..14
1.8 Results…………………………………………………………………………………………14
1.9 Conclusion……………………………………………………………………………………..14
Experiment 2
Meaningful vs. non-meaningful learning
2.1 Theoretical background……………………………………………………………………………15
2.2 Classical conditioning……………………………………………………………………………...15
2.3 Purpose…………………………………………………………………………………………….15
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2.4 Experiment…………………………………………………………………………………............15
2.3.1 Problem………………………………………………………………………………………...15
2.3.2 Hypothesis……………………………………………………………………………………..15
2.3.3 IV and DV……………………………………………………………………………………..16
2.3.4 Apparatus………………………………………………………………………………............16
2.3.5 Procedure………………………………………………………………………………............16
2.4 Subject particular………………………………………………………………………................16
2.5 Experimenter particular………………………………………………………………………......16
2.6 Subject report…………………………………………………………………………….……….17
2.7 Experimenter particular…………………………………………………………………………..17
2.8 Results…………………………………………………………………………………................18
2.9 Conclusion………………………………………………………………………………………..19
Experiment 3
Massed vs. distributed practice
3.1 Theoretical background…………………………………………………………..….…………….20
3.1.1 Massed practice………………………………………………………………….…………….20
3.1.2 Memory………………………………………………………………………….…………….20
3.2 Purpose……..……………………………………………………………………….……………..20
3.3 Experiment……..……………………………………………………………..................................21
3.3.1 Problem ………………………………………………………………………………………..21
3.3.2 Hypothesis……………………………………………………………………………………..21
3.3.3 IV and DV……………………………………………………………………………………..21
3.3.4 Apparatus………………………………………………………………………………............21
3.3.5 Procedure………………………………………………………………………………............21
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3.4 Subject particular…………………………………..………………………………………............22
3.5 Experimenter particular………………………………..…………………………………………..22
3.6 Subject report…………………………………………….………………………………………..23
3.7 Experimenter report……….………………………………………………………………............23
3.8 Results and discussions….…….…………………………………………………………………..23
3.9 Conclusion…….…………………………………………………………………………………..23
Experiment 4
Weber’s Law
4.1 Problem statement……………………………………………………………………..…………..24
4.2 Introduction………………………………………………………………………………..………24
4.3 Explanation………………………………………………………………………………………...24
4.4 Hypothesis…………………………………………………………………………………………25
4.5 Subject particular…….…………………………………………………………………………….25
4.6 Experimenter particular……………………………………………………………………............25
4.7 Apparatus………….……………………………………………………………………….............25
4.8 Instructions……………….………………………………………………………………………..25
4.9 Procedure.....……………………………………………………………………………….............26
4.10 Subject report…………………………………………………………………………………..26
4.12 Experimenter
report………………………………………………………………………............26
4.13
Discussions……………………………………………………………………………………….26
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Experiment 5
After Image
5.1 Problem statement……………………………………………………..…………………………..27
5.2 Introduction…………………………………………………………………..……………………27
5.3 Apparatus………………………………………………………………………..…………............28
5.4 Procedure……………………………………………………………………………..……............28
5.5 Subject particular…………………………………………………………………………..............29
5.6 Experimenter particular……………………………………………………………………............29
5.7 Subject report………………………………………………………………………….…………...29
5.8 Experimenter report………………………………………………………………………..............29
5.9 Results……………………………………………………………………………………………..30
5.10 Discussions……………………………………………………………………………….............30
Experiment 6
Color blindness
6.1 Introduction…………………………………………………………………..…….……………...31
6.2 Procedure………………………………………………………………………………….............32
6.3 Explanation of plates………………………………………………………………………………33
6.4 Subject’s report……………………………………………………………………………............35
6.5 Experimenter report…………………………………………………………………….................35
6.6 Care of the plate……………………………………………………………………………...........35
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Experiment 7
Retroactive Inhibition
7.1 Theoretical background……………………………………………………………………............36
7.1.1 Retroactive inhibition……………………………………………………………………............36
7.1.2 Memory…………….……………………………………………………………………............36
7.1.3 Retroactive interference…………………………………………………………………............36
7.2 Purpose………………..……………………………………………………………………...........37
7.3 Experiment…………………………………………………………………………………...........37
7.3.1 Problem………………………………………………………………………………………….37
7.3.2 Hypothesis……………………………………………………………………………………….37
7.3.3 IV and DV……………………………………………………………………………………….37
7.3.4 Apparatus………………………………………………………………………………………...37
7.3.5 Procedure………………………………………………………………………………………...37
7.4 Results……………………………………………………………………………………………..39
7.5 Discussions………………………………………………………………………………………...39
Experiment 8
Proactive Inhibition
8.1.1 Memory………………………………………………………………………………….............40
8.1.2 Interference.……….…………………………………………………………………….............40
8.1.3 Proactive interference………………………………………………………………...….............40
8.2 Purpose………………..……………………………………………………………………...........41
8.3 Experiment…………………………………………………………………………………...........41
8.3.1 Problem…………………………………………………………………………………………..41
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8.3.2 Hypothesis……………………………………………………………………………………….41
8.3.3 IV and DV……………………………………………………………………………………….41
8.3.4 Apparatus………………………………………………………………………………………..41
8.3.5 Procedure………………………………………………………………………………………...41
8.4 Results……………………………………………………………………………………………..42
8.5 Discussions………………………………………………………………………………………...42
Experiment 9
Maze Learning
9.1.1 Correction method……………………………………………………………………….............43
9.1.2 Non-correction method…………………………………………………………………..............43
9.2 Purpose………………..……………………………………………………………………...........43
9.3 Experiment…………………………………………………………………………………............44
9.3.1 Problem…………………………………………………………………………………………..44
9.3.2 Hypothesis……………………………………………………………………………………….44
9.3.3 IV and DV……………………………………………………………………………………….44
9.3.4 Apparatus………………………………………………………………………………………...44
9.3.5 Procedure………………………………………………………………………………………...44
9.4 Results……………………………………………………………………………………………..44
9.5 Discussions………………………………………………………………………………………...44
Experiment 10
Sensory Spot
10.1 Problem statement………………………………………………………………………………..45
10.2 Material required…………………………………………………………………………………45
10.3 Procedure…………………………………………………………………………………............45
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10.3.1 Cold spot………………………………………………………………………………………..45
10.3.2 Heat spot……………………………………………………………………………………….46
10.3.3 Touch spot……………………………………………………………………………………...46
10.3.4 Pain spot………………………………………………………………………………………..46
10.4 Experimenter report………………………………………………………………………............46
10.5 Subject report……………………………………………………………………………………..46
10.6 Results……………………………………………………………………………………………46
10.7 Discussion………………………………………………………………………………………...47
Experiment 11
Auditory Sensation
11.2 Material required…………………………………………………………………………………48
11.3 Procedure…………………………………………………………………………………............48
11.3.1 Demonstration of pitch differences…………………………………………………………….48
11.3.2 Intensity of volume……………………………………………………………………………..48
11.3.3 Timber or saturation………..…………………………………………………………………..49
11.3.4 Beats…..………………………………………………………………………………………..49
11.4 Experimenter report………………………………………………………………………............49
11.5 Subject report……………………………………………………………………………………..49
11.6 Results……………………………………………………………………………………………49
11.7 Discussion………………………………………………………………………………………...50
Experiment 12
Classical Conditioning
12.2 Introduction……………………………………………………………………………………....52
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12.2.1 Definition……………………………………………………………………………………….52
12.2.2 Types of learning…………………………………………………………………………….....52
12.2.3 Classical conditioning…………………………………………………………………………..53
12.2.4 Operant conditioning…………………………………………………………………………...54
12.3 Principles of classical conditioning…………………………………………………………........54
12.3.1 Neutral stimulus………………………………………………………………………………...54
12.3.2 Unconditioned stimulus………………………………………………………………………...54
12.3.3 Unconditioned response………………………………………………………………………..54
12.3.4 Conditioned stimulus…………………………………………………………………………...55
12.3.5 Unconditioned response………………………………………………………………………..55
12.3.6 Acquisition……………………………………………………………………………………...55
12.3.7 Extinction……………………………………………………………………………………….55
12.3.8 Spontaneous recovery…………………………………………………………………………..55
12.3.9 Generalization…………………………………………………………………………………..55
12.3.10 Discrimination………………………………………………………………………………...56
12.4 Application of classical conditioning…………………………………………………………….56
12.4.1 Emotional response……………………………………………………………………………..56
12.4.2 Advertising……………………………………………………………………………………..56
12.4.3 Addiction……………………………………………………………………………………….57
12.4.4 Psychotherapy…………………………………………………………………………………..57
12.4.5 Hunger………………………………………………………………………………………….57
12.4.6 Post-traumatic disorder…………………………………………………………………………57
12.4.7 Association of something with past………………………………………………………….....57
12.4.8 Classical conditioning at school………………………………………………………………..57
12.5 Hypothesis………………………………………………………………………………………..58
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12.6 Apparatus…………………………………………………………………………………………58
12.7 Procedure…………………………………………………………………………………………58
12.8 Instructions……………………………………………………………………………………….58
12.9 Results……………………………………………………………………………………………59
12.10 Discussions……………………………………………………………………………………...59
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Lab Experiment
Experiment 1
Muller Lyer Illusion
1.1 Theoretical background
With reference to the theoretical background perception and perception illusion are discuss as
following:
1.1.1 Perception
It refers to the way sensory information is organized, interpreted and deliberately experienced (Myer,
2010).
1.1.2Perceptual Illusion
The perception of something objectively existing in such a way as to cause misinterpretation of it is
called perceptual illusion.
Depth perception plays an important role in our ability to judge distance. The Muller lyer illusion is a
natural consequence of the construction of the vertebrate eye the retina and visual processing. Due to
imperfections in the vertebrate eye and retina and due to the subsequent processing in the system by
ever increasing receptive fields, the visual information becomes less and less precise with respect to
exact location and size.
The consequences of this is that eventually the brain has to calculate awaited mean value of the info
which is spread out over a population of neurons in case of Muller lyer illusion this invariability leads
to extension of one and reduction of the other line (Kalat,2014).
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1.2 Purpose
To understand the concept of perceptual illusion and comprehend how our brains perceive the depth of
two shafts based upon depth cues.
1.3 Experiment
a- Problem: How brain perceives the depth of two shafts based upon depth cues.
b- Hypothesis: The magnitude of perceptual illusion is positively correlated with perceptual
distribution of Muller lyer lines.
c- IV and DV
IV: Magnitude of illusion
DV: Perceptual distribution
d- Apparatus
Two Muller lyer named frame ‘A’ and frame ‘B’ frame ‘A’ consisted of steeply angered fins whereas
frame ‘B’ consisted of gently angled fin. Each frame had a ruler on one side in cm to gauge the
amount of error.
e- Procedure
Following is the procedure of experiment:
1. The Muller lyer illusion is an optical illusion consisted of three stylized arrows.
2. When viewers are asked to placed a mark on figure at midpoint. They invariably place it more
toward the tail and causing an illusion.
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Lab Experiment
3. The Muller lyer illusion is one among no of illusion where a central aspect of a simple line
image e.g. other background or other intersecting shapes.
4. The students will perform experiment in groups under the supervision of instructor.
1.4 Experimenter particulars
Name: AB
Age: 21
Gender: Female
Qualification: BS
1.5 Subject particulars
Name: XY
Age: 21
Gender: Female
Qualification: BS
1.6 Subject report
The subject enjoyed the experiment. The experimenter provided the apparatus and instructions
properly. It was interesting for the subject to perform this experiment.
1.7 Experimenter report
Experimenter enjoyed the experiment as it was interesting to see that how the subject was performing
the experiment.
1.8 Results
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Lab Experiment
Sr. no Trials Position of Left Right Left Right
Cards outward outward inward inward

1 A Outward 5 57
2 B Inward 47 36
3 A Outward 20 60
4 B Inward 25 35
5 A Outward 19 46
6 B Inward 20 46
7 A Outward 18 61
8 B Inward 35 60
9 A Outward 47 40
10 B Inward 15 35
11 A Outward 60 13
12 B Inward 24 24
13 A Outward 16 44
14 B Inward 31 42
15 A Outward 30 46
16 B Inward 44 45
Total 215 367 241 323
Standard estimated error = 60
Average = Sum of values/No. of trials = 215+367+241+323/32
= 1146/32 = 35.8
Error= 35.8-60 = -24.2
1.9 Conclusion
Result shows that the error is -24.2 which means the magnitude of perceptual illusion is negatively
correlated with perceptual distribution of Muller lyer lines.
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Experiment 2
Meaningful vs. Non-meaningful learning
Learning is defined as a relatively permanent change in behavior as a result of experience (Myer,
2010). The psychology of learning focuses on a wide range of topics related to how people learn and
interact with their environment. Watson suggested that all behaviors are a result of learning process
(Myer, 2010). Meaningless syllables (non-sense syllables) have frequently being used to study process
of learning.
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Lab Experiment
2.1.2 Classical conditioning
A learning process that occur when two stimuli are repeatedly paired; a response which is at first
elected by the second stimuli is eventually elected by the first stimulus alone.
2.2 Purpose
To find out the ability to notice, think about and work with the individual sounds in spoken words
(reading rockets, 2012)
2.3 Experiment
a- Problem: How to evaluate non-sense syllables when paired with positive words shall be perceived
more positively than the syllables paired with negative words.
b- Hypothesis: Non-sense syllables paired with positive words shall be perceived more positively
than the syllables paired with negatively words.
c- IV and DV
IV: Non-sense syllables
DV: Words (positive and negative)
d- Apparatus: Meaningful syllables, non-meaningful syllables, and flashcards.
e- Procedure
Subjects are shown flashcards of meaningful and non-meaningful syllables. They are asked to
memorize the non-sense words and a group of positive words. After sometime they are asked to
memorize the non-sense words with negative words. The experiment will be done in group.
2.4Experimenter particulars
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Lab Experiment
Name: AB
Age: 21
Gender: Female
Qualification: BS
Name: XY
Age: 21
Gender: Female
Qualification: BS
2.6 Subject report
properly. It was interesting for the subject to memorize the non-meaningful words list.
Experimenter enjoyed the experiment as it was interesting to see that how easily subject memorize the
non-meaningful words list.
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Lab Experiment
2.8 Results
Meaningful words:
Sr. No. Meaningful words Trial 1
1 FOG 
2 CAT 
3 EAR 
4 BAR 
5 SUN 
6 RAY 
7 RUM 
8 GUG 
9 SAT 
10 MUG 
11 RAT 
12 FAN18 
Errors 0
Time 10 sec
Lab Experiment
Non meaningful words:
Sr. No. Non meaningful words Trial 1
1 MEZ 
2 XOW 
3 PEQ 
4 RAV 
5 NUZ 
6 GIR 
7 SOF 
8 WEP 
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9 SIB 
10 XAY 
11 VUF 
12 FIV 
Errors 0
Time 18 sec
2.10 Conclusion
Results prove the hypothesis that non-sense syllables paired with positive words shall be perceived
more positively than the syllables paired with negatively words and also show that meaningful
syllables took less time as compared to meaningless.
Experiment 3
Massed vs. Distributed practice
3.1 Theoretical Background
It is generally agreed that practice is an essential part of motor learning, through the medium of
practice that learning occurs. A problem closely associated with practice and learning has been the
type of practice that is most efficient for the learning motor skills. Two types of practice that have
been frequently advocated are massed and distributed with respect to memory retention and recall
(Kalat, 2014).
3.1.1 Massed Practice
It is characterized as practice which is continuous without paused for a rest or without interval of
alternate activity between each practice trial. On the other hand distributed practice is characterized by
the intervals of rest or alternate activity inter-suppressed between each practice trial.
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Lab Experiment
3.1.2 Memory
The ability to import, store, retain and subsequently recall in past experiences in human brain (Myer,
2010).
3.2 Purpose
The purpose of present experiment is to examine the effects of massed and distributed practice with
respect to memory retention and recall.
3.3 Experiment
a- Problem: What are the effects of massed and distributed practice during learning process.
b- Hypothesis: Distributed practice will prove more effectiveness than massed practice in learning
material over trials.
c- IV and DV
IV: Learning trials.
DV: Massed vs. Distributed practice.
d- Apparatus:
Following paragraph is given to the subject to memorize:
Corona virus is a family of viruses that can cause respiratory illness in humans. They are called corona
because of ‘crown-like spikes’ on the surface of virus. Severe acute respiratory syndrome (SARS) and
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Lab Experiment
Middle East respiratory syndrome (MERS) are the common examples of corona. Corona was first
reported in Wuhan, China in December 2019 and virus has since spread to all continents.
e- Procedure
Following is the procedure of this experiment:
1. The subject A is given a material to memorize.
2. The subject A is given multiple trials to memorize the same material and recall it.
3. Another subject B is given multiple materials to memorize in the same time as the subject A.
4. After given time, both subjects A and B are asked to recall the memorized material.
5. Correct responses and errors are noted.
3.4 Experimenter particulars
Name: AB
Age: 21
Gender: Female
Qualification: BS
Name: XY
Age: 21
Gender: Female
Qualification: BS
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Lab Experiment
3.6 Subject report
properly. It was interesting for the subject to memorize the paragraph.
Experimenter enjoyed the experiment as it was interesting to see that how the subject memorize the
given paragraph.
3.8 Results and discussions
Subject A
Sr. No. Trials
1
2 
3
4
5
Subject B
Sr. No. Trials
1
2
3
4 
5
3.9 Conclusion
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Lab Experiment
Subject A and B were presented with a same paragraph. They were provided at least 2 minutes to
memorize the given paragraph. Subject A correctly memorize the given paragraph in the 2nd trial
whereas subject B faces difficulty in memorizing the paragraph and after 3 errors he memorizes
correctly the given paragraph.
Experiment 4
Weber’s Law
4.1 Problem statement
Investigating the authenticity of Weber’s law by auditory method.
4.2 Introduction
The differential threshold means the minimum amount by which stimulus intensity must be changed in
order to produce a noticeable variation in sensory experiences. Weber’s in 19th century, one of the
experimental psychologists, threshold science of differential threshold appears to be lawfully related
to initial stimulus magnitude. This relationship is known as Weber’s law.
4.3 Explanation
Weber’s law more simply stated that the size of just noticeable differences is a constant proportion of
the original stimulus value. For example, suppose that you presented the two spots of light, each with
an intensity of 100 units to an observer. Then you asked the observer to increase the intensity of one of
the spots until it was just noticeable brighter than the other. If the brightness needed to or required to
yields the just noticeable differences was 1/10 then the observer’s differential threshold would be 10
units (that is delta1=1/10-100=10). The Weber’s fraction equivalent for this differential threshold
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Lab Experiment
would be 0.1 (that is delta I/I=110/1100=0.1). Using Weber’s one could now predict the size of the
observer’s differential threshold for the light spot of any other intensity value of the other (so long as it
was not extremely dim or extremely bright) that is if the Weber’s fraction for discriminating changes
ins in a constant proportion equal to 0.1 then the size of just noticeable differences for a spot having an
intensity of 100 would be 100 (that is
Weber’s law can be applied to variety of sensory modalities (brightness, loudness, mass line length
etc). The size of Weber’s fraction varies across modalities but in most cases tends to be a constant
with specific task modalities.
4.4 Hypothesis
Change in a stimulus that would be just noticeable is a constant ratio of the original stimulus.
4.5 Subject particular:
Name: XYZ
Age: 21
Gender: Female
Qualification: BS
4.6 Experimental particular:
Name: XYZ
Age: 21
Gender: Female
Qualification: BS
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Lab Experiment
4.7 Apparatus
Subject will be given a following link:
https://www.zapsplat.com/sound-effect-category/impacts/
4.8 Instructions
Following instruction will give before performing the experiment:
1. The subject will be instructed to open the link given by the exp to perform the experiment.
2. The subject will told to listen the sounds in that particular experiment and differentiate
between these two sounds.
4.9 Procedure
The experimenter will open the link on laptop and then asked to listen the sounds. There will be two
sounds given in the experiment, one is loud and the other one is low. The subject will then told to
differentiate between those sounds either the intensity of both sounds are equal or not.
4.10 Subject report
properly. It was interesting for the subject to differentiate between two sound intensities.
the experiment.
4.12 Discussion
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Lab Experiment
Subject was presented with two different sounds. One is of high intensity and the other one is low. The
subject was easily differentiated between these two sounds.
Experiment 5
After Image
To demonstrate the phenomenon of positive and negative after images.
5.2 Introduction
One of the properties of sensation in general is that the sensory experiences continue for some time
even after the actual stimulus is removed. This is the case with all sensations though most
characteristics of visual and auditory sensations. Sensory experiences occurring after the removal of
stimuli is sometimes called after images. The term after images is considered to be more appropriate
because the experiences occurred in the absence of actual stimulus. Several psychologists have
worked on phenomenon of after images and their findings have revealed interesting facts about the
nature of such experiences.
After images are of two types; positive and negative. If for example, you stare at a red patch of light
for some time and then shift to a white wall, you will continue to see the red patch. This is called
positive after image. Positive after images occur in the continuation with the actual sensations and
have the same properties. For example, color.
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Lab Experiment
If however you continue to look at a white wall, the positive red image disappears and in its place, a
bluish green pattern of patch will appear. This is called negative after image. Negative after image
occurs after the positive image and take on complementary hue of original sensation. Another
phenomenon of visual experience is that of visual contrast as a phenomenon is closely related to the
phenomenon of after images.
Contrast is of two types; simultaneous contrast and successive contrast. In simultaneous contrast also
one can demonstrate the phenomenon of complementary colors. For example, if you concentrate on a
red patch, on a grey background, for a long time then you will find the surrounding key background
taking on the green color. Here because of the phenomenon of simultaneous contrast the background
has taken on the hue complementary to the red color. The phenomenon of successive contrast is
identical with the phenomenon of negative after image. Contrast phenomenon is the compensatory
function of the brain.
5.3 Apparatus
Small 1 inch square of red, green, blue and yellow paper. A large square of grey, red, green, blue and
yellow papers.
5.4 Procedure
Following is the procedure of experiment:
1. Place the small squares of red, green, blue and yellow paper and instruct the subject to
concentrate on the red square. After about 2 minutes, ask the subject to shift the gauze on
white paper. Note down the experience.
2. Now cover the red square kept on the grey background with white tissue paper and ask the
subject to concentrate on it again and then shift gauze as before, also note the experience this
time as well.
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Lab Experiment
3. This time keeping tissue papers again, drawn outlines of red and repeat the experiment. Note
down the subject experience. Repeat experiment with other squares.
4. Place red square against green, blue, yellow and red background one after the other. Ask the
subject to concentrate on each of these and shift gauze as before to a grey background in a
white sheet of paper. Note down experience as well.
5.5 Subject particular
Name: AB
Age: 21
Gender: Female
Qualification: BS
5.6 Experimenter particular
Name: AB
Age: 21
Gender: Female
Qualification: BS
5.7 Subject report
The subject enjoyed the experiment. The apparatus was given properly. The experimenter co-operates
with the subject.
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Lab Experiment
the experiment.
5.9 Results
Background Color Colored Placed After Image Reaction time (sec)

Red Red Bluish-green 0.09
Yellow Bluish 0.06
Green Magenta 0.12
Blue Yellow 0.10
Blue Red Bluish-green 0.05
Yellow Blue 1.05
Green Light pink 0.15
Blue Dark grey 0.03
Green Red No color 1.06
Yellow Orange 0.11
Green Grey 0.08
Blue Grayish-black 0.15
Yellow Red Yellow 0.19
Yellow Red 0.12
Green Yellow 0.17
Blue Yellowish-green 1.01
5.10 Discussions
Subject was able to interpret after-images of red, blue, green and yellow cards. After shifting the
gauze with the duration of 0.15, 2, 1.05 and 0.19 seconds respectively but the time of the after-images
are of short duration. Results showed that the image was of different characteristics which showed that
subject had seen the negative after-image.
Experiment 6
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Lab Experiment
Color blindness
6.1 Introduction
This series of plate is designed to provide a test which gives a quick and accurate assessment of color
vision deficiency of congenital origin. This is the most common form of color vision disturbances.
Most cases of congenital color vision deficiency are characterizes by a red-green deficiency which
may be of two types; first, a proton type which may be complete (protanopia) or partial (protanomalia)
and secondly, detain type which may be complete (deuteranopia) or partial (deutranomalia). In
protanopia the visible range of the spectrum is shorter at the end compared with that of the normal,
and that part of the spectrum which appears to the normal as blue-green, appears to those with
protanopia as grey. The whole visible range of the spectrum in protanopia consists of two areas which
are separated from each other by this grey part. Each area appears to those with protanopia as one
system of color with different brightness and saturation with in each area, the color in one area being
different from that of other. The red with a slight tinge of purple which is the complementary color of
blue-green appears also as grey. In deuteranopia, that part of the spectrum which appears to the normal
as green appears as grey, and the visibility range of the spectrum is divided by this zone into two
areas, each of which appears to be one system of color. The visible range of spectrum is not
contracted, in contrast to protanopia. Purple- red which is the complementary color of green appears
also as grey. In protanomalia and deutranomalia, there is not part of the spectrum which appears grey.
But the part of spectrum which appears to those with protanopia as grey, appears to those with
protanomalia as grayish indistinct color, and likewise, the grey part of spectrum seen by the person
with deuteranopia appears to those with deutranomalia as a indistinct color close to grey.
Consequently, one of the peculiarities of red-green deficiencies is that blue and yellow color appears
to be remarkably clear compared with red and green color. The application of this peculiarity to the
test for color deficiencies is the distinguishing features of this series. In the congenital color vision
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deficiencies, although very rare, there is total color weakness. The color sensitivity of total color
weakness is red and green, as well as to yellow and blue is very low and only the clear color can be
perceived, but expect for color sensitivity, there is no abnormality is the visual functions. The plates in
the book form an easy method of establishing the diagnosis on such cases and in distinguishing them
from cases of red-green deficiencies. There is also a very rare group of persons who suffers from total
color blindness and show a complete failure to discriminate and color variations usually with an
associated impairment of central vision with photophobia and nystagmus, Furthermore a failure in the
appreciation of blue and yellow may be termed tyrianomalia if partial, and protanopia if complete, but
even if such cases do exist, they are extremely rare. The plates in this book are not designed for the
diagnosis of each case.
6.2 Procedure
The plates are designed to be appreciated correctly in a room which is lit adequately by daylight. The
introduction of direct sunlight or the use of electricity may produce some discrepancy in the results
because of an alternation in the appearance of shades of color. When it is convenient only to use
electric light, it should be adjusted as far as possible to resemble the effect of natural day light. The
plates are held 75cm from the subjected and titled so that he plane of paper is at right angles to line of
vision. The correct position of each plate is indicated by the number which is printed on the back of
the plate. The numerals which are seen on plates 1-17 are stated and each answer should be given
without more than three seconds delay. If the subject is unable to read numerals, plates 18-24 are used
and the winding lines between the X’s are traced with the brush. Each tracing should be completed
within ten seconds. It is not necessary in all cases to use the whole series of plates. Plates 16 and 17
may be omitted if the test is designed merely to separate the color defectives from those with normal
color appreciation. In a large scale examination the test may be simplified to an examination of six
plates only; No 1, one of No’s 2, 3 one of No’s 4,5,6,7 one of No’s 8, 9 one of No’s 10,11,12,13 and
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one of No’s 14, 15. It may be necessary to vary the color of the plates if it is suspended that there is a
deliberate deception on the part of subject.
6.3 Explanation of plates
No 1. Both the normal and those with all sort of color vision deficiencies read it as 12.
No 2, 3. The normal read them as 8 (No 2) and 29 (No 3). Those with red-green deficiencies read
them as 3 (No 2) and 70 (No 3). Those with total color blindness cannot read any numeral.
No 4, 5, 6, 7. The normal read them as 5 (No 4), 3 (No 5), 15 (No 6) and 74 (N0 7). Those will red-
green deficiencies read them as 2 (No 4) 5 (No 5), 17 (No 6) and 21 (No 7). Those with total color
blindness cannot read any numeral.
No 8, 9, 10, 11, 12, 13. The normal read them as 6 (N0 8) and 45 (No 9). The majority of those with
color vision deficiencies cannot read them or read them incorrectly. No 10-13. The normal read them
as 5 (No 10) 7 (No 11), 16 (No 12) and 73 (No 13). The majority of those color vision deficiencies
cannot read them or read them incorrectly.
No 14, 15. The majority of those with red-green deficiencies read them as 5 (No 14) and 45 (No 15).
The majority of normal and those with total color blindness cannot blindness cannot read any numeral.
No 16, 17. The normal read them as 26 (No 16) and 42 (No 17). In protanopia and strong
protanomalia only 69 (No 16) and 2 (No 17) are read and in case of mild protanomalia both numerals
on the other each plate are read but the 6 (No 16) and 2 (No 17) are read and in case of mild
deutranomalia both numerals on each plate are read but the 2 (No 16) and 4 (No 17) are clearer than
the other numerals.
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No 18. In tracing the winding lines between the two X’s the normal trace along the purple and red
lines. In protanopia and strong protanomalia only the purple line is traced, and in case of mild
protanomalia both lines are traced but purple line is easier to follow.
No 19. In tracing the winding lines between the X’s the majority of those with red-green deficiencies
traces along the lines, but the majority of normal and those with total color blindness are unable to
follow the lines.
No 20. In tracing the winding line between the two X’s the normal trace the bluish-green line, but the
majority of those with color vision deficiencies are unable to follow the lines different from normal
one.
No 21. In tracing the winding line between the two X’s the normal trace the orange line, but the
majority of those with color vision deficiencies are unable to follow the lines or follow line different
from normal one.
No 22. In tracing the winding lines between the two X’s the normal trace the line connecting the
bluish-green and yellowish-green those with red-green deficiencies trace the line connecting the
bluish-green and purple and those with total color blindness cannot trace any line.
No 23. In tracing the winding lines between the two X’s, the normal trace the line connecting the
purple and orange, those with red-green deficiencies trace the line connecting the purple and bluish-
green, and those with total color blindness and weakness trace any line.
No 24. Both the normal and those with all sorts of color vision deficiencies can trace the winding line
between the two X’s.
The typical readings of normal person and the person with color vision deficiencies on plates 1 to 25
are listed on the last page. Analysis of the results; as assessment of the readings plates 1 to 15
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determines the normality of defectiveness of color vision. If 13 or more plates are read normally, the
color vision is regarded as deficient. However, in reference to plates 14 to 15, only those who read the
numerals 5 and 45 and read them easier than those on plates 10 and 9 are recorded as abnormal
readings. It is rare to find a person whose recording of normal answers is 14-16 plates. An assessment
of such a case requires the use of other color vision tests, including the anemoscope. In the assessment
of color appreciation by the short method involving 6 plates only as described on page 4, a normal
recording of all plates is proof or normal color vision. If there is a discrepancy is any of the
recordings, the full series of plates should be used before diagnosing a red-green deficiency.
6.4 Subject report
Experimenter was very co-operative. Experimenter gives me all the necessary instructions and
apparatus regarding the experiment. I found this practical interesting.
Experimenter enjoyed the experiment as it was interesting to see that how easily subject as the
difference color numeric digits.
6.6 Care of the plate
It is important that the book of test plates should be kept closed, expect during use because undue
exposure to sunlight causes a fading of the color of the plates.
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Experiment 7
Retroactive Inhibition
7.1.1 Retroactive Inhibition
Retroactive inhibition is the inability to recall the paired connections that occur under a variety of
condition of transfer (Myer, 2010).
7.1.2 Memory
It is a complex process that involves acquiring, storing and recalling the information. Human memory
involves the ability to both preserve and recover the information we have learned and experienced.
Sometimes information is simply lost from memory and in other cases it was never stored correctly in
the first place. Sometimes memories compete with one another making it difficult to remember certain
information.
7.1.3 Interference
Interference theory states that forgetting occurs when memories interfere with one another in other
words forgetting occurs because of interference from other memories (Baddeley, 1999).
7.1.4 Retroactive Interference
Retroactive Interference is when more recent information gets in the way of trying to recall older
information. An example would be recalling your ex- car name by your new car’s name. The new
name retroactively interferes with the old one which is clearly problematic for recall.
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7.2 Purpose
The purpose of this experiment is to demonstrate the effect of retroactive inhibition on subject’s
ability of recollection
7.3 Experiment
a- Problem: How retroactive inhibition effect on subject’s ability of recollection of memory
b- Hypothesis: In the learning of identical material the effect of retroactive inhibition is significantly
visible.
c- IV and DV
IV: Retroactive Inhibition
DV: Memory of identical material
d- Apparatus: Any pair associates or list of serial syllables for memorizing.
e- Procedure: Following is the procedure of the experiment:
Pair associates and serial syllables lists are presented to the participants. The control subject is given a
list of syllables to learn for 5 minutes of duration in first part of trial. The experimental subject is
given the same list of syllables to learn as that given to the control group for 5 minutes duration in the
first part of trial. After the second part, the control and experimental subject will be asked to recall the
learned material. The number of errors and time taken to recall will be recorded against each trial. The
same instructions will be followed for 10 trials in control and experimental group each. It is a group
activity of 5 to 6 no of participants in two groups that is control group and experimental group.
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7.4 Results
Stimulus words Trials
1 2 3 4 5
Table    
Dark    
Music     
Sickness     
Man     
Deep     
Soft     
Eating     
Mountain    
House    
Black     
Mutton     
Comfort     
Hand     
Short    
Fruit    
Butterfly     
Smooth     
Command     
Chair     
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Correct response 18 18 18 20 20
Incorrect response 2 2 2 0 0
Time taken 40sec 35sec 26sec 20sec 14sec
7.5 Discussion
The list of 20 meaningful words was given to the subject. The subject was told to memorize the list of
words in 15 minutes. In the first 3 trials there were two errors but in the next trials the subject easily
recalled all the words correctly.
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Experiment 8
Proactive Inhibition
8.1 Theoretical framework
Proactive inhibition is an aspect of interference in learning and is a concept that describes the
increased disability of learning and remembering a set of words after that set has been learned in a
previous different context.
8.1.1 Memory
It is a complex process that involves acquiring, storing, and recalling the information. Human memory
involves the ability to both preserve and recover information we have learned or experienced;
sometimes information is simply lost from memory and in other cases in was never stored correctly in
the first place. Sometimes memory compete with one another making it difficult to remember certain
information.
8.1.2 Interference
Interference theory states that forgetting occurs when memory interfere with one another, in other
words forgetting occurs because of interference of other memories (Baddeley, 1999).
8.1.3 Proactive Interference
Proactive learning is the tendency for earlier memories to interfere with the retrieval of material
learned later. It is the reverse direction of interference to retroactive interference this is when old
information prevents the recall of newer information.
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Lab Experiment
8.2 Purpose
The purpose of this experiment is to demonstrate the effects of proactive inhibition on subject’s ability
of recollection.
8.3 Experiment
a- Problem statement: How proactive inhabitation effects on subject’s ability of recollection of
memory?
b- Hypothesis: In the learning of identical material the effect of proactive inhibition is significantly
visible.
c- IV AND DV
IV: Proactive inhibition
DV: Memory of identical material
d- Apparatus: Any comprehensive similar sets of paragraph.
Patient suffering from chronic pain may be given the suggestions while hypnotized that their pain is
eliminated or reduced. They can be told to feel that a painful area is hot, cold or numb. They may also
teach to hypnotize themselves to relieve pain or to gain a sense of control over their symptoms.
Hypnosis has proved to be particularly useful during child birth and dental procedures.
e- Procedure
As an experimental design and for the comparative study of results, grouping of subjects was arranged
as controlled subject and experimental subject for each procedure. After the classification of subjects
in a group and assigning the duties, following instructions were implemented:
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Lab Experiment
1. The controlled subject was given a paragraph to learn for 10 minutes duration in the first part
of trial.
2. The experimenter subject was given the same paragraph to learn as that given to the controlled
group for 10 minutes duration in the first part.
3. In the second part of experimental trial, the experimental group was asked to learn another
paragraph (notice that material to be learned should have similar context) for 10 minutes
duration. While the control group was asked to take rest for the same duration in the second
part of control trial. After the second part, the control and experimental subjects will be asked
to recall the learned material.
4. The no of errors and time taken to recall in minutes and seconds will be recorded against each
trial.
5. The same instructions will be followed for 10 trials in control and experimental group each.
8.4 Results and discussions
A paragraph was given to the control and experimenter subjects. They memorized the paragraph
within 10 minutes. In first trial there was miner fewer mistakes. But after that they correctly
memorized the given paragraph.
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Lab Experiment
Experiment 9
Maze learning
A maze learning is basically a series of alloys some leading to the goal and others leading into dead
ends. From the starting place to the goal, the subject meets a number of points where he must choose
one or two alternatives to learn the correct path through a maze a subject must first discover the path
and then fixate it in a memory. The distinction between the process of discovery and fixation is well
known in psychological literature but has not been much used for analyzing the learning experiments
quantitatively. The learning may occur under either the correction or non-correction method.
9.1.2 Correction method
Under the correction method a subject made a sequence of responses at each choice point until he
makes the correct response. He is then informed that it was correct and proceeds to the next choice
point.
9.1.3 Non-correction method
Under the non-correction method, if the subject first response is incorrect he is told the correct
response and then proceeds to the next choice point under both the methods, one correct response is
reinforced on each trial at each choice point.
9.2 Purpose
Maze learning is used to study spatial navigation and learning.
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Lab Experiment
9.3 Experiment
a- Problem: Maze learning is used to demonstrate that rats could make navigational decisions based
on knowledge of the environment rather than the directional choices simply being dictated by the
effects of reward.
b- Hypothesis: Spatial navigation is significantly correlated with the cognitive map of maze route.
c- IV and DV
IV: Spatial navigation
DV: Cognitive map
d- Apparatus: Maze learning
e- Procedure
1. Maze solving is conducted by finding a route through the maze from the start to finish. It is an
individual activity to run a maze successfully. The subject must make a correct sequence of
responses. For example: Left, left-up, right, right-up.
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Lab Experiment
2. At each choice point, the response must be selected from a specific list of alternatives.
3. There are specific no of choice points; hence a particular maze maybe characterized by 2
parameters, n- the no of alternative paths. l-no of choice points or the length of the maze.
9.4 Results and discussion
A maze was given to the subject to find the best route. The subject run the maze perfectly in the first
trail and the subject enjoyed while performing this activity.
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Experiment 10
Sensory spots
To study the distribution of heat spot, cold spot, touch spot and pain spot on limited areas of the skin.
10.2 Material required
A rubber stand, a raser belt, a no of potential metallic needles, jar of ice, a jar of hot water about 50°C
of temperature.
10.3 Procedure
10.3.1 Cold spot
Ask the subject to place forearm on the table and chose a small portion of the forearm where there is a
little hair and mark this area. 2-3 metallic rods are kept in the jar of ice for few minutes. The subject is
then blindfolded the experiment with the help of 1 rod taken from the ice jar. Touch one after the
other. The small points indicated in the rubber stand impression on the subject’s forearm whenever the
study report experiences cold sensation. The point touched is noted down on the impression on the
record sheet. The experimenter explored the marked out areas. Fully the rods are changed frequently
to retain the cold stimulus.
10.3.2 Heat spot
The procedure here is identical but instead of rods dipped in the ice jar, rods will be dipped in hot
water and the points where subject reports having experienced heat are noted down in the record sheet.
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10.3.3 Touch spot
The procedure is identical but instead of metallic rod the bristle mounted on the rods is used the points
where subject will report a sense of touch are noted down.
10.3.4 Pain spot
In pain spot a needle is employed on the rod by mildly touch the various points without tearing a skin,
make note of the points which give rise to pain sensation.
Experimenter enjoyed the experiment as it was interesting to see that how the subject perceives
different sensory sensations.
10.5 Subject report
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10.6 Results
Type of sensory Extreme, Normal or Sensation perceived Reaction time (sec)
sensation Low
Cold Extreme In the second trial 0.05
Hot Normal Immediately in the first 0.08
trial
Pain Low Immediately in the first 0.4
trial
Touch Normal Immediately in the first 1
trial
10.7 Discussion
Results showed that the subject perceived all the sensations i.e. cold, hot, pain, and touch immediately
in the first trial. Cold sensation was extreme and the sensation was perceived in the second trial and
the reaction was reported at 0.05 seconds. Hot sensation was normal and the sensation was perceived
immediately in the first trial and the reaction was reported at 0.08 seconds. Pain sensation was low and
the sensation was perceived immediately in the first trial and the reaction was reported at 0.4 seconds.
Similarly, touch sensation was normal and the sensation was perceived immediately in the first trial
and the reaction was reported at 1 second.
Experiment 11
Auditory Sensation
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Lab Experiment
To demonstrate the properties of auditory sensations, pitch, intensity or volume, timber or saturation,
and beats.
11.2 Material required
Tunning fork, a rubber hammer, and a stop watch.
11.3 Procedure
The experiment is purely qualitative and the analysis of results depends upon the subjective
experience of the subject.
11.3.1 Demonstration of pitch differences
Strike the tunning fork with frequency of 256 and ask a subject to make a mental note about the song
or beat. Strike another fork which has a frequency of 384. Ask the subject to write down the
differences in the experience if any, similarly compare the experiences by pairing tunning forks of
different frequencies.
11.3.2 Intensity of volume
Take a particular fork and strike it 2-3 times with the hammer with the varying forces and ask the
subject to note differences in auditory experiences.
11.3.3 Timber or saturation
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Strike 2 different tunning forks of varying frequencies. Individually ask the subject to make a note of
two experiences. Now strike both of them at the same time. Ask the subject to differentiate the
experience with two early experiences.
11.3.4 Beats
The 4 tunning forks of varying frequencies will be used. These are 216Hz, 250Hz, 165Hz, and 285Hz.
The subject will be instructed to count the no of beats using stop watch and the duration of beats will
be noted.
Experimenter enjoyed the experiment as it was interesting to see that how the subject responds to
different frequencies.
11.5 Subject report
11.6 Results
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Lab Experiment
Types of auditory sensation Frequency level Auditory response
Pitch 256Hz Low frequency/low pitch
384Hz High frequency/high pitch

Intensity 256Hz The more the hammer strikes
the fork, the more the intensity
is heard.
Timber 216Hz, 250Hz When tunning forks of varying
frequencies were heard, the
subject perceived it similar.

Beats 216Hz 0.10 sec (no. of beats = 5)
250Hz 0.17 sec (no. of beats = 9)

11.7 Discussion
Results indicate that the higher the frequency of tunning fork, the more easily the pitch will be heard.
The more the force is used in hitting the fork, the more the intensity or volume of sound is heard. At
last, 4 beats of varying frequencies were heard. First one is of 216Hz for which 0.10 seconds were
taken by the subject to hear this beat and subject heard 5 beats. The second one is of 250Hz for which
0.17 seconds were taken by the subject to hear this beat and the subject heard 9 beats. The third one is
of 165Hz for which 0.4 seconds were taken by the subject to hear this beat and the subject heard 3
beats. The fourth one is of 285Hz for which 0.26 seconds were taken by the subject to hear this beat
and the subject heard 13 beats. At last, it is concluded that the more the frequency of the sound, the
more the tunning fork is heard.
Experiment 12
Classical Conditioning
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Lab Experiment
12.1 Problem Statement
To demonstrate the phenomena that the neutral stimulus becomes associated with
meaningful stimulus and acquires the capacity to elicit a similar response.
12.2 Introduction
Classical conditioning (also known as Pavlovian or respondent conditioning) is learning through
association and was discovered by Pavlov, a Russian physiologist. In simple terms, two stimuli are
linked together to produce a new learned response in a person or animal. John Watson proposed
that the process of classical conditioning (based on Pavlov’s observations) was able to explain all
aspects of human psychology. There are three stages of classical conditioning. At each stage the
stimuli and responses are given special scientific terms:
Stage 1: Before Conditioning
In this stage, the unconditioned stimulus (UCS) produces an unconditioned response (UCR) in an
organism. In basic terms, this means that a stimulus in the environment has produced a response
which is unlearned (i.e., unconditioned) and therefore is a natural response which has not been
taught. In this respect, no new behavior has been learned yet. This stage also involves another
stimulus which has no effect on a person and is called the neutral stimulus (NS). The NS could be a
person, object, place, etc. The neutral stimulus in classical conditioning does not produce a
response until it is paired with the unconditioned stimulus. For example: A stomach virus UCS
would produce the response of nausea UCR.
Stage 2: During Conditioning
During this stage, a stimulus which produces no response (i.e., neutral) is associated with the
unconditioned stimulus at which point it now becomes known as the conditioned stimulus (CS). For
classical conditioning to be effective, the conditioned stimulus should occur before the
unconditioned stimulus, rather than after it, or during the same time. Thus, the conditioned stimulus
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Lab Experiment
acts as a type of signal or cue for the unconditioned stimulus. For example: a stomach virus UCS
might be associated with eating a certain food such as chocolate CS.
Stage 3: After Conditioning
Now the conditioned stimulus (CS) has been associated with the unconditioned stimulus (UCS) to
create a new conditioned response (CR).
For example: A chocolate CS which was eaten before a person was sick with a virus UCS now
produces a response of nausea CR.
12.2.1 Definition
A learning process that occurs when two stimuli are repeatedly paired: a response which is at first
elicited by the second stimulus is eventually elicited by the first stimulus alone.
12.2.2 Types of Learning
The three major types of learning described by behavioral psychology are classical conditioning,
operant conditioning, and observational learning.
12.2.3 Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously
neutral stimulus and a stimulus that naturally evokes a response. For example, in Pavlov's classic
experiment, the smell of food was the naturally occurring stimulus that was paired with the
previously neutral ringing of the bell. Once an association had been made between the two, the
sound of the bell alone could lead to a response.
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12.2.4 Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is
increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike
and later by B.F. Skinner, the underlying idea behind operant conditioning is that the
consequences of our actions shape voluntary behavior. Skinner described how reinforcement
could lead to increases in behaviors where punishment would result in decreases. He also found
that the timing of when reinforcements were delivered influenced how quickly a behavior was
learned and how strong the response would be. The timing and rate of reinforcement are known as
schedules of reinforcement.
12.3 Principle of Classical Conditioning
The principles of classical conditioning are as follows:
12.3.1 Neutral Stimulus
In classical conditioning, a neutral stimulus (NS) is a stimulus that initially does not evoke a
response until it is paired with the unconditioned stimulus. For example, in Pavlov’s experiment the
bell was the neutral stimulus, and only produced a response when it was paired with food.
12.3.2 Unconditioned Stimulus
In classical conditioning, the unconditioned stimulus is a feature of the environment that causes a
natural and automatic unconditioned response. In Pavlov’s study the unconditioned stimulus was
food.
12.3.3 Unconditioned Response
In classical conditioning, an unconditioned response is an unlearned response that occurs
automatically when the unconditioned stimulus is presented. Pavlov showed the existence of the
unconditioned response by presenting a dog with a bowl of food and the measuring its salivary
secretions.
12.3.4 Conditioned Stimulus
In classical conditioning, the conditioned stimulus (CS) is a substitute stimulus that triggers the same
response in an organism as an unconditioned stimulus. Simply put, a conditioned stimulus makes an
organism react to something because it is associated with something else. For example, Pavlov’s dog
learned to salivate at the sound of a bell.
12.3.5 Conditioned Response
In classical conditioning, the conditioned response (CR) is the learned response to the previously
neutral stimulus. In Ivan Pavlov's experiments in classical conditioning, the dog's salivation was the
conditioned response to the sound of a bell.
12.3.6 Acquisition
In the initial period of learning, acquisition describes when an organism learns to connect a neutral
stimulus and an unconditioned stimulus.
12.3.7 Extinction
Extinction refers to gradual weakening of a conditioned response by breaking the association between
the conditioned and the unconditioned stimuli. For example, when the bell was repeatedly rang and no
food presented Pavlov’s dog gradually stopped salivating at the sound of the bell
12.3.8 Spontaneous Recovery
Spontaneous Recovery is a phenomenon of Pavlovian conditioning that refers to the return of a
conditioned response (in a weaker form) after a period of time following extinction. For example,
when Pavlov waited a few days after extinguishing the conditioned response, and then rang the
bell once more, the dog salivated again.
12.3.9 Generalization
Generalization is the tendency to respond in the same way to stimuli that are similar but not
identical to the conditioned stimulus. For example, in Pavlov's experiment, if a dog is conditioned
to salivate to the sound of a bell, it may later salivate to a higher pitched bell.
12.3.10Discrimination
In classical conditioning, discrimination is a process through which individuals learn to
differentiate among similar stimuli and respond appropriately to each one. For example,
eventually Pavlov’s dog learns the difference between the sounds of the 2 bells and no longer
salivates at the sound of the non-food bell.
12.4 Application of Classical Conditioning
12.4.1 Emotional Responses
Classical Conditioning plays an important role in generating negative and positive emotional
responses.
1. Negative Responses
Emotions such as fear, phobias are strengthened by associating these emotions with animals,
weather, or some other place or things. People often fear reptiles, dark places and insect phobias.
Some people often associate fear with stormy weather.
2. Positive Responses
Classical conditioning is also responsible for generating feelings of happiness, feelings of relaxation
e.g. thinking of going on a trip makes one feels happy, for relaxation one might choose his friend’s
house, reaching home after a long time makes one happy and relax as well.
12.4.2 Advertising
Advertising is a field where classical conditioning is used the most. Companies’ use various
models for this purpose e.g. cartoon characters are used in commercials of those products which
are associated with kids.
12.4.3 Addiction
People addicted with caffeine and nicotine found in tea, coffee or in the form of smoking material
feels relaxation even before its intake.
12.4.4 Psychotherapy
Classical conditioning also finds its application in psychotherapy. It is often used in systematic
desensitization to treat phobias or fears. Aversive therapy is also one of the applications of classical
conditioning.
12.4.5 Hunger
Some people feel extremely hungry only on the sight of restaurant or some other place where food
is provided. This is due to the association of restaurant or hotel with food.
12.4.5 Post-Traumatic Disorders
Sometimes people, who have experienced a war or some other battle, often feel a rush of fear and
anxiety when they see a small fight or are stuck in a situation similar to the one experienced during
days of war.
12.4.6 Association of something with the past
Sometimes people associate an object or place with a past. E.g. one might associate a song with the
great times he or she spent with his/her friends or some other pleasant event can be associated with a
place visited in the past.
12.4.7 Classical conditioning at school
If the environment at school is very strict, children might associate fear with school or might give birth
to school phobia. In the same way, if the environment of school is very friendly and pleasant, a feeling
of attraction or comfort can be developed with the school by the children.

12.3 Hypothesis
There will be significant induction of conditioned stimulus (emotions) paired with
unconditional stimulus (Sounds) in neutral stimulus (participant).
12.4 Apparatus
Links of following sounds will be given:
1. Soothing Sound: https://youtu.be/aUeCnyQi3bQ
2. Exciting Sound: https://youtu.be/MU0Yp0qmYEs
3. Sad Sound: https://youtu.be/h1-Y-x-DUC
12.5 Procedure
Following is the procedure of this experiment:
1. The experiment is conducted on the sample of ten participants.
2. Current mood of the participants are noted by the experimenter.
3. Subjects are presented with soothing, sad and horror sounds for 15 seconds.
4. After this they are asked to concentrate on the sounds.
5. The experimenter asked the participant about their experience.
6. In the last, induced emotion is being recorded.
12.6 Instruction
Following instructions will be provided to the participants:
1. Subjects are instructed to concentrate on the music which will be played.
2. Music is played for 15 seconds.
3. Background interruptions are being avoided.

12.7 Results
Participants Current Mood Sounds Inducing

Emotions
Participant 01 Sad Soothing Calm
Participant 02 Tired Soothing Unaffected
Participant 03 Fresh Sad Boring
Participant 04 Happy Sad Little bit sad
Participant 05 Energetic Sad Boring
Participant 06 Dull Excited Calm
Participant 07 Excited Soothing Sad
Participant 08 Sad Soothing Unaffected
Participant 09 Chill Sad Boring
Participant 10 Happy Sad Boring
In the experimental setting, after conditioning the neutral stimulus with unconditioned stimulus,
the conditioned response was evaluated differently.
12.8 Discussion
In this experiment, after induction of different type of sounds (soothing, excited and sad) the
current mood was affected which shows that the neutral stimulus is being conditioned by
unconditioned stimulus.

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Alvi Lab Exp

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Lab Experiment

Submitted by: Alvina Irfan

Roll No: 158

Submitted to: Ms. Anum Zahid

Subject: Lab Experiments

Semester: BS Psychology 7th

Date: 2nd February, 2022

Muller lyer illusion

1.1 Theoretical background………………………………………………………………………..11

1.1.2 Perceptual illusion………………………………………………….………………...........11

1.3.3 IV and DV…………………………………………………………………………...........13

1.4 Experimenter particular………………………………………………………………………..13

1.5 Subject particular………………………………………………………………………............13

1.6 Experimenter report……………………………………………………………………............13

1.7 Subject report…………………………………………………………………………………..14

Meaningful vs. non-meaningful learning

2.1 Theoretical background……………………………………………………………………………15

2.2 Classical conditioning……………………………………………………………………………...15

2.3.3 IV and DV……………………………………………………………………………………..16

2.4 Subject particular………………………………………………………………………................16

2.5 Experimenter particular………………………………………………………………………......16

2.6 Subject report…………………………………………………………………………….……….17

2.7 Experimenter particular…………………………………………………………………………..17

Massed vs. distributed practice

3.1 Theoretical background…………………………………………………………..….…………….20

3.1.1 Massed practice………………………………………………………………….…………….20

3.3.1 Problem ………………………………………………………………………………………..21

3.3.3 IV and DV……………………………………………………………………………………..21

3.5 Experimenter particular………………………………..…………………………………………..22

3.6 Subject report…………………………………………….………………………………………..23

3.7 Experimenter report……….………………………………………………………………............23

3.8 Results and discussions….…….…………………………………………………………………..23

4.1 Problem statement……………………………………………………………………..…………..24

4.5 Subject particular…….…………………………………………………………………………….25

4.6 Experimenter particular……………………………………………………………………............25

4.10 Subject report…………………………………………………………………………………..26

5.1 Problem statement……………………………………………………..…………………………..27

5.5 Subject particular…………………………………………………………………………..............29

5.6 Experimenter particular……………………………………………………………………............29

5.7 Subject report………………………………………………………………………….…………...29

5.8 Experimenter report………………………………………………………………………..............29

6.3 Explanation of plates………………………………………………………………………………33

6.4 Subject’s report……………………………………………………………………………............35

6.5 Experimenter report…………………………………………………………………….................35

6.6 Care of the plate……………………………………………………………………………...........35

7.1 Theoretical background……………………………………………………………………............36

7.1.1 Retroactive inhibition……………………………………………………………………............36

7.1.3 Retroactive interference…………………………………………………………………............36

7.3.3 IV and DV……………………………………………………………………………………….37

8.1 Theoretical background……………………………………………………………………............40

8.1.3 Proactive interference………………………………………………………………...….............40

8.3.3 IV and DV……………………………………………………………………………………….41

9.1 Theoretical background……………………………………………………………………............43

9.1.1 Correction method……………………………………………………………………….............43

9.1.2 Non-correction method…………………………………………………………………..............43

9.3.3 IV and DV……………………………………………………………………………………….44

10.1 Problem statement………………………………………………………………………………..45

10.2 Material required…………………………………………………………………………………45

10.3.2 Heat spot……………………………………………………………………………………….46

10.3.3 Touch spot……………………………………………………………………………………...46

10.3.4 Pain spot………………………………………………………………………………………..46

10.4 Experimenter report………………………………………………………………………............46

10.5 Subject report……………………………………………………………………………………..46