Caba, Gracelene P. Prof.

Agnes Montalbo

PCAS-06-502A Wednesday:7:30AM-4:30PM

" Insight in Solving a Problem of Jigsaw puzzle"

Abstract:

In this experiments it aims to find out if the insight will required in solving the jigsaw puzzle

problems. So the subjects will going to fixed the puzzle that the experimenter given.

Introduction​:

Insight is the understanding of a specific cause and effect in a specific context. The term insight

can have several related meanings: a piece of information the act or result of understanding the

inner nature of things or of seeing intuitively (called noesis in Greek) an introspection the

power of acute observation and deduction, discernment, perception called intellection or

noesis an understanding of cause and effect based on identification of relationships and

behaviors within a model, context, or scenario (see artificial intelligence) An insight that

manifests itself suddenly, such as understanding how to solve a difficult problem, is sometimes

called by the German word Aha-Erlebnis. The term was coined by the German psychologist and

theoretical linguist Karl Bühler. It is also known as an epiphany.

Materials:
 Jigsaw puzzle ( Appendix P ).

Subjects:

The subject is a Girl, 21 years old, Third year Psychology Student.

Procedure:

E instructs S to form a square out of the contents of envelope number 1 and records the time

used by S to complete the puzzle. The procedure is repeated consecutively for all puzzles. S

repeats the whole exercise two more times so that S solves each puzzle three times. After, E

instructs S to empty the contents of all the five envelopes and to contructs a cross using all of

the pieces. E records the time of completion. Using another S, E proceeds directly to the last

step, asking S to make a cross out of all the pieces. E records the time. E also keeps a records of

comments made by S and note the various approaches of each. The time records of the two As

for the completion of the cross are reported to the instructor.

Result:

Table 1: time that got in all trials of Subject 1

List A Box 1 Box 2 Box 3 Box 4 Box 5 Whole puzzle
Trial 1 29 and 1secs 24 and 8secs 22 and 5secs 32 and 10secs 38 and 7secs 3mins and
34secs
Trial 2 16 and 14secs 20 and 4secs 19and 8secs 34 and 8secs 33 and 9secs
Trial 3 18 and 2secs 12 and 7secs 21 and 1secs 12 and 7secs 28 and 2secs

Table 1​ ​show the time of subject 1 in all trials, the longest time and the lowest time that she fixed the jigsaw puzzle.

Table 1: time that got in all trials of Subject 2

List A Box 1 Box 2 Box 3 Box 4 Box 5 Whole puzzle
Trial 1 20 and 2secs 20 and 2secs 19 and 5secs 12 and 5secs 12 and 4secs 2mins
and49secs
Trial 2 13 and 2secs 15 and 8secs 15 and 7secs 10 and 3secs 10 and 9secs
Trial 3 12 and 1secs 10 and 6secs 15 and 10secs 10 and 1secs 8 and 5secs
 Table 1 show the time of subject 1 in all trials the longest time that she fixes the puzzle is 30 and 6 second. And the shortest is 8 and 1secs.
And in the whole puzzle is 2mins and 49 secs.
Questions:

1. Based on general class results, what conclusions can you draw about problem solving?

What past experience used by each S?

2. Are these events in the nature of learned responses - meaning, habits?

3. Does S express any signs that could be considered "insight "?

4. How many times did S have reactions that can be labeled as "aha" experiences?

Discussion:

1. Problem solving is hard because the problem will still continue when you try solve the

problem each trial.

2. Yes every trials can be a habits because you will going to solve the puzzle so in the end

you will enjoy doing it.

3. Yes because there 's a lot of paper puzzle that you will seen in front of you that you will

going to solve so theres a difficulties in you to pick in the jigsaw puzzle that match of

solving it.

4. So many because each every trials you can't stopped yourself for saying "aha" every

time you'll achieve or finished the task or solving the puzzle.

Conclusion:

Have an insight in solving a problem.

Reference​:
http://questioning.org/nov05/puzzling.html

Caba, Gracelene P. Prof. Agnes Montalbo

PCAS-06-502A Wednesday:7:30AM-4:30PM

"Retrieval of information by Recalling words"

Abstract:
Memory is the ability to encode, store and recall information. There are three main processes involved in

human memory are therefore encoding, storage and recall (retrieval). Additionally, the process of memory

consolidation (which can be considered to be either part of the encoding process or the storage process) is

treated here as a separate process in its own right. And to observe the effect of repetition of the word that

the experimenter given to subject if he/she can recall it and write down on paper.

Introduction​:

Memory” is a single term that reflects a number of different abilities: holding information

briefly while working with it (working memory), remembering episodes of one’s life (episodic

memory), and our general knowledge of facts of the world (semantic memory), among other

types. Remembering episodes involves three processes: encoding information (learning it, by

perceiving it and relating it to past knowledge), storing it (maintaining it over time), and then

retrieving it (accessing the information when needed). Failures can occur at any stage, leading

to forgetting or to having false memories. The key to improving one’s memory is to improve

processes of encoding and to use techniques that guarantee effective retrieval. Good encoding

techniques include relating new information to what one already knows, forming mental

images, and creating associations among information that needs to be remembered. The key to

good retrieval is developing effective cues that will lead the rememberer back to the encoded

information. Classic mnemonic systems, known since the time of the ancient Greeks and still

used by some today, can greatly improve one’s memory abilities.

Materials:
Three random orders of 40 item vernacular word list with three categories of 10 words each

and ten neutral words, stop watch, pencil, lined paper.

Subjects:

The subject is a Girl, 21 years old, Third year Psychology Student, she need to

perform this experiment on how to determine whether it is possible to attain information

or recall the words that given.

Procedure:

E decides the class into 3 groups ( A, B, C) with equal number of members in each group as much as possible.

E gives the following directions :

I am going to read to you a rather long list of words. Try to remember as many as possible. After I read the list

once , Group A should leave the room and write as many words as they can remember within 5 minutes.

Group B will do the same after I read the list for the second time --- write as many words as they can

remember within 5 minutes. Group C will do the same after hearing the list for the third time --- write as

many words as they can remember within 5 minutes. These are all for immediate recall.

Allow 20 minutes interpolated activity. Ask all the group to recall the words that we're earlier read. All Ss tally

the words that were recalled both on immediate and later recall--- one point for each words recalled.

Clustering scores are also obtained for immediate and later recall. In scoring each category, place a bracket

around consecutive items in recall that fall within the same category (baboy, baka, kabayo). In the given

sample, the score would be 2 -- (baboy-baka) is cluster one and (baka-kabayo) is cluster 2.

Result:
 Total No. Recalled by category

Individual Animal Vegetable Professor Other Total

Subject

Immediate 2 4 2 2 10

Recall

Later Recall 4 5 4 5 18

In this result it shows the total recall words. In immediate it shows the subject got the lowest recall in total of

10 in 5 minutes while in later recall the subject got highest score total of 18 in 20 minutes recalling the words

that given.

Questions:

1. Who among the groups obtained superior performance?

2. Explain the difference between immediate and later recall?

3. Does repeated presentation have an effect on clustering?

Discussion:

1.

2. The difference between the immediate and later recall is immediate racall is you can't

remember all the words that the experimenter given because it has only 5 minutes to

recall what the experimenter given words. So the subjects can't remember it all while

in later recall you can write so many words that the experimenter given because the

subject has given a 20 minutes time to recall the words that given.
 3. Yes, because it is possible to recall all the words that the experimenter given because

when it comes to repeated the subject can write down the words that she/he recall.

Reference​:

http://www.human-memory.net/processes.html