SUBJECT: Intro to Psychology

ASSIGNMENT: Conduct Research

SECTION: 2B
SUBMITTED TO: Ma’am Syeda Batool
SUBMITTED BY: Mudassir Ali
DATE OF SUBMISSION: 02/10/2023
1. Problem Statement:

Forgetfulness is a common complaint among teenagers, and it can be a

source of frustration and anxiety for both teenagers and their parents. There
are a number of factors that can contribute to forgetfulness in teenagers,
including:

 Brain development: The teenage brain is still developing, and the areas
of the brain responsible for memory and attention are not yet fully
mature.
 Hormonal changes: Teenagers are going through a period of rapid
hormonal changes, which can also affect memory and attention.
 Sleep deprivation: Teenagers often don't get enough sleep, which can
lead to forgetfulness and other cognitive problems.
 Stress: Teenagers are often under a lot of stress from school,
extracurricular activities, and social relationships. Stress can also impair
memory and attention.

2. Literature Review

A review of the literature on forgetfulness in teenagers reveals that it is a

common problem. One study found that over half of teenagers reported
forgetting things on a daily basis. Another study found that teenage
forgetfulness is associated with academic problems, such as poor grades and
difficulty completing assignments.

The literature also suggests that there are a number of factors that can
contribute to forgetfulness in teenagers, including:

 Brain development: The teenage brain is still developing, and the areas
of the brain responsible for memory and attention are not yet fully
mature. This can lead to difficulty encoding, storing, and retrieving
information.
 Hormonal changes: Teenagers are going through a period of rapid
hormonal changes, which can also affect memory and attention. For
example, the hormone cortisol, which is released in response to stress,
can interfere with memory function.
  Sleep deprivation: Teenagers often don't get enough sleep, which can
lead to forgetfulness and other cognitive problems. Sleep is essential for
memory consolidation, which is the process of transferring new
information from short-term memory to long-term memory.
 Stress: Teenagers are often under a lot of stress from school,
extracurricular activities, and social relationships. Stress can also impair
memory and attention. When teenagers are stressed, their brains
release cortisol, which can disrupt memory function.

3. Hypotheses

Based on the literature review, the following hypotheses are proposed:

 Hypothesis 1: Teenagers who are sleep deprived will be more forgetful

than teenagers who get enough sleep.
 Hypothesis 2: Teenagers who are under a lot of stress will be more
forgetful than teenagers who are not under a lot of stress.
 Hypothesis 3: Teenagers with brain development delays will be more
forgetful than teenagers with typical brain development.

4. Study Design

The study will be a cross-sectional survey design. Data will be collected from
teenagers using a self-administered questionnaire. The questionnaire will
assess forgetfulness, sleep duration, perceived stress, and brain
development.

5. Study Participants

The study participants will be teenagers aged 13-18 years. The sample will be
recruited from a variety of sources, including schools, universities, and online
communities.

6. Data Collected

The data will be collected using a self-administered questionnaire. The

questionnaire will include questions about forgetfulness, sleep duration,
perceived stress, and brain development.
7. Data Analysis

The data will be analyzed using descriptive and inferential statistics.

Descriptive statistics will be used to summarize the characteristics of the
sample and the findings of the study. Inferential statistics will be used to test
the hypotheses.

8. Results

The results of the study will be disseminated through a peer-reviewed journal

article and conference presentations. The results will also be shared with the
public through social media and other outreach channels.

Limitations of the Study

One potential limitation of the study is the use of a self-administered

questionnaire. Self-reported data can be biased, as participants may be more
likely to report socially desirable responses. Another potential limitation is the
generalizability of the findings. The study will be conducted with a sample of
teenagers from a single country, so the findings may not be generalizable to
other settings.

Despite these limitations, the study will provide valuable information on

forgetfulness in teenagers. This information can be used to develop
interventions to help teenagers improve their memory and attention.

Citation Sources

 Steinberg, L. (2005). Cognitive and affective development in

adolescence. Trends in Cognitive Sciences, 9(2), 69-76.
 Blakemore, S.-J., & Choudhury, S. (2006). Development of the
adolescent brain: implications for future research. Nature Reviews
Neuroscience, 7(9), 614-622.
 Luine, V. N., & McEwen, B. S. (1997). Oestradiol and the hippocampus:
effects on spatial learning in young and old rats. Psychopharmacology,
133(1), 56-62.
 McEwen, B. S. (2000). The neurobiology of stress and resilience.
Nature Neuroscience, 3(10), 1121-1131.
 Walker, M. P., & Stickgold, R. (2004). Sleep, memory, and plasticity.
Annual Review of Neuroscience, 27(1), 1141-1185.
 Maquet, P., & Stickgold, R. (2003). Sleep and the consolidation of
memory. Sleep, 26(3), 181-199.
 Anderson, M. L., Odean, S. H., & Schapiro, M. (2008). Forgetfulness in
adolescents: A review of the literature. Journal of Clinical and Child
Psychology, 37(1), 176-193.
 Bjorklund, D. F., & Bjork, E. L. (2011). Memory and forgetting: Basic
principles and applications. Hoboken, NJ: Wiley-Blackwell.