EXPERIMENTAL REPORT

TITLE: Creativity

OBJECTIVE

To measure flexibility, novelty, and originality thru response production of a series

of letters.

INTRODUCTION

Creativity is the ability to produce original ideas and new items. It includes the
combining of existing work, objects, and ideas in different ways for new purposes.
Creative person, the creative product, and the creative process are the three important
components of creativity. Creative process starts with the creative person and results in
a creative product. It includes the thinking and the acts that take place to produce an
original item. Creative persons are usually energetic and full of ideas, they are also
characterized by having a desire to grow and a capability to be puzzled, spontaneous,
they are a divergent thinker, open to new experiences, persistent, and a hard working.
Creative product is one that never existed before like a new book, song, or invention.
They can be a publications, works of art, and musical compositions, can be counted and
are often available for viewing or judging. Creativity starts with a creative person using a
creative process to make a creative (new) product. (D.M. Barry & H. Kanematsu, 2016)

APPARATUS

A stopwatch is a handheld timepiece designed to measure the

amount of time elapsed from a particular time when it is activated to
the time when the piece is deactivated.

STOPWATCH
 An anagram is direct word switch or word play, the result
of rearranging the letters of a word or phrase to produce a new
word or phrase, using all the original letters exactly once.

ANAGRAMS

The Tally Sheet (also called a Check Sheet) is a very simple

way to accumulate data about the frequency of occurrence of
events. It is a simple, flexible, and effective data collection tool. The
usual data gathered here are quantitative data.

TALLY SHEET

Paper is a thin material produced by pressing together

moist fibers of cellulose pulp derived from wood, rags or grasses,
and drying them into flexible sheets. It is commonly used for
writing, drawing, printing and many more.

PAPER

Pen is an instrument for writing or drawing with ink, typically

consisting of a metal nib or ball, or a nylon tip, fitted into a metal or
plastic holder.

PEN
SUBJECT

There are 43 3rd year BS Psychology students as a subject in this experiment.

Most of the subjects were girls, and only 9 subjects were boys. This 43 subjects are from
block CAS- 06- 501A and studying in Rizal Technological University.

PROCEDURE

The experiment was divided in two parts. In Part I- Experimenter (E) presents the
anagrams and ask the Subject (S) to form as many words as possible from these. Give 4
minutes time limit. While in Part II- E presents the anagrams as words. The task of S is
to form as many other words as possible within 4 minutes.

RESULTS

Table 1.1 shows the number of words that the subjects have formed in every
anagram presented in Part I.
ANAGRAMS TALLY NO. OF FORMED
WORDS
ILDUEA IIIII – IIIII – IIII 14
ESIVIL IIIII – IIIII – IIII 14
OEDRXETNEA IIIII – IIIII – IIIII – IIIII – IIIII – IIIII - III 33
GAEIVANT IIIII – IIIII – IIIII – III 18
TERHAF IIIII – IIIII – IIIII – IIIII – II 22
KNATE IIIII – IIIII – IIII 14
RAMKET IIIII – IIIII – IIIII – IIIII 20
ORDEWP IIIII – IIIII – IIIII 15

Table 1.2 shows the number of words that the subjects have formed in every
anagram presented in Part II.
ANAGRAMS TALLY NO. OF FORMED
WORDS
IDEA IIIII 5
LIVES IIIII – IIIII – II 12
RENTED IIIII – IIIII – IIIII 15
GRAMS IIIII – IIIII – II 12
GIVEN IIIII – IIII 9
FATHER IIIII – IIIII – IIIII – IIIII – III 23
NEAT IIIII – IIIII 10
MAKER IIIII – III 8
POWER IIIII – IIIII - I 11
 Table 1.3 shows the common words that the subjects have formed in every
anagram presented in Part I.
ILDUEA ESIVIL OEDRXETNEA GAEIVENT TERHAF KNATE RAMKET ORDEWP
Ideal Evil Neat Van Heart Eat/ate Market Dew
Lead Live Net Gave/give Father Ant Team Word
Due Vile Read Ant Hat Net Tear Red
Duel Lie Dear Eat/ate Fat Neat Make Power
Deal Eat Tea Fart Tan Take Powder
Lie Red Neat Tear Ten Eat Pore
ten Gate Hear Take Meat Wore
Tea Giant Heat Taken Rate
Rent Net Fear Mate
Teen Hate Rat
deer Eat/ate Mat
Ear
tea
rat
far

Table 1.4 shows the common words that the subjects have formed in every
anagram presented in Part II.
IDEA LIVES RENTED GRAMS GIVEN FATHER NEAT MAKER POWER
Aid Lie Red Mars Give Rate Ten Make Row
Die Vile Rent Ram Vein Hear Tan Mark Rope
Id Evil Tent Rag vine Heat Ant Ear Wore
live Deer Arms Fear Net Ream Pore
Teen Tear Tea Owe
net heart Eat
Hat
Fart
 Fate
Eat
Fat
Ten
Hate
Rat

DISCUSSIONS

The second part of the experiment elicited more difficulty than the first part. Based
on the study conducted by Witte, Freund, and Csiki on 2002, they found out that mixed-
case effect could be the novelty of seeing words in a non-particular format.

The stimulus word that elicited faster anagram solution is “O E D R X E T N E A”

with 33 words. Panagiotakopoulos & Sarris’ study on 2013 shows that the selection of the first
letter or letter string, that provide important information on visual word recognition
processes.
This are the most frequently used words in Part I. In first anagram, lead, due, duel,
deal and lie. In second, neat, read, dear, rat, red, ten, tea, rent, teen and deer. Third
anagram, evil, live, lie, vile. Fourth anagram, van, gave, ant, eat, tea, neat, gate, giant,
and net. Fifth anagram; heart, father, hat, fat, fart, tear, hear, heat, hate, eat, rat and far.
Sixth anagram; ate, ant, net, tan, tank, ten, take and taken. In seventh anagram; market,
team, tear, make, take, eat, meat, rate, make and rat. And in last anagram; dew, word,
red, power, powder, pore, wore and robe. While in Part II, this are the most used words.
In first anagram; aid, die and id. Second anagram; lie, vile, evil and live. Third anagram;
red, rent, ten, deer, teen, and net. Fourth anagram; Mars, ram, gram and rag. Fifth
anagram; give, vein and vine. Sixth anagram; rate, heat, hear, fear, tear, heart, fart, fate,
hat, hate and rat. Seventh anagram; ten, tan, ant, net, tea and eat. In eighth anagram;
make, mark ear and ream. And in last anagram; row rope, wore, pore and owe. Goode,
Geraci and Reodiger in 2008 found out that the variable practice improves the transfer to
new anagrams of practiced words in relation to repeated practice on one of those
anagrams.
CONCLUSION

After the experiment, we concluded that the subjects experienced more difficulty
forming words in Part II of the experiment. It is shown that it is easier to form new words
with jumbled letters than a concrete one. And also, repetitive words are written in the
concrete set of words because aside from it is readable, it shows limited new words that
can be written.
REFERENCES

Barry, D. M., & Kanematsu, H. (2016). STEM and ICT Education in Intelligent
Environments. Cham: Springer International Publishing.
Csiki, I., Freund, J.S, & Witte, K.L., (2002). Case-Mixing Effects on Anagram Solution.
The Journal of General Psychology, Vol. 129, 117-126.
Goodie, M. K., Geraci, L., & Roediger, III H. L. (2008). Superiority of variable to
repeated practice in transfer on anagram solution. Psychonomic Review &
Bulletin, Vol. 15, 662-666.
Panagiotakopoulus, C.T. & Sarris, M.E. (2013). “Playing with Words”: Effects of an Anagram

Solving Game-like Application for Primary Education Students. International Education

Studies, Vol. 6, 110-126.

 EXPERIMENTAL REPORT

TITLE: Variation: Instrumental Conditioning

OBJECTIVE

To illustrate behavior modification through the application of operant conditioning

techniques.

INTRODUCTION

Operant conditioning is the second type of associative learning. It is a learning in

which a voluntary response is strengthened or weakened, depending on its favorable or
unfavorable consequences. In operant conditioning, organisms learn to associate a
behavior to their environment and its consequences. A behavior is most likely to be
repeated in future if it has a pleasant or good consequence.

B. F. Skinner saw that classical conditioning doesn’t account for new behaviors
and it is limited to existing behaviors that are reflexively elicited. He proposed a theory
about how such behaviors come about. Skinner believed that behavior is motivated by
the consequences we receive for the behavior: the reinforcements and punishments. His
idea that learning is the result of consequences is based on the law of effect, which was
first proposed by psychologist Edward Thorndike. According to the law of effect,
behaviors of an organism are more likely to be repeated if they are followed by
consequences that are satisfying, and behaviors are less likely to be repeated if they are
followed by unpleasant consequences.

APPARATUS

A marble is a small ball of colored glass or similar material

used as a toy. And 100 marbles are needed in this experiment.

MARBLES
 A can is a closed metal container that is usually shaped
like a cylinder and that holds food or drink. The experiment
needs 3 cans with identical size—one marked with ‘X’, one
with ‘Y’ and one is unmarked.

CAN

A stopwatch is a handheld timepiece designed to measure

the amount of time elapsed from a particular time when it is activated
to the time when the piece is deactivated.

STOPWATCH

The Tally Sheet (also called a Check Sheet) is a very simple

way to accumulate data about the frequency of occurrence of
events. It is a simple, flexible, and effective data collection tool. The
usual data gathered here are quantitative data.

TALLY SHEET

Paper is a thin material produced by pressing together

moist fibers of cellulose pulp derived from wood, rags or grasses,
and drying them into flexible sheets. It is commonly used for
writing, drawing, printing and many more.

PAPER
 A pencil is an instrument for writing or drawing, consisting
of a thin stick of graphite or a similar substance enclosed in a long
thin piece of wood or fixed in a metal or plastic case.

PENCIL

SUBJECT

There are 4 male subject and 4 female subject with a total of 8 subjects in this
experiment. The subjects are 3rd Year BS Psychology students from Rizal Technological
University. Subjects are divided into two group; the controlled and experiment. For
controlled group, there are 2 males and 2 females. In experiment group, distribution
based on gender are equal to controlled group; there are also 2 females and 2 males.

PROCEDURE

Select 2 naïve students (one each for experimental and controlled) as subjects
and 2 experimenter.

Place the unmarked can containing 100 marbles on a table. On separate tables,
place can X and Y in a place where both is equally accessible. Subject (S) should be
standing and use only one hand. After each trial switch the positions of the can. Perform
6 trials for each subject so that each will be doing the experiment in a position three times.

The instructions which Experimenter (E) will give the S’s should stress speed and
can be given in the following manner: “The purpose of this experiment is to determine
how fast you put the marbles in these two cans by using only one hand. Place the marbles
in the cans one at a time in random choice without counting or developing pattern of any
kind. Turn the face of the cans when depositing the marbles into the cans. Remember,
this is a test of dexterity and time is important.”

Experimenter # 1(E1) gives the instruction and the cue to start. Experimenter # 2
(E2) operates the time.
 E1 will keep a tally sheet in view of the S and mark down a tally for each placement
in can X. E1 will reinforce verbally each placement in can X with a rewarding “uh-huh”.
E2 will reinforce S by saying a moderately “good” of every 5 th correct responses. At the
end of each trial (100 marbles) ask S to leave the room. Record the number of marbles
in cans X and Y and the reaction time for trial.

For the control S no tally sheet will be use and the E will give no verbal
reinforcement during the experiment. E will only record the number of marbles in each
can and the time required for each trial.

RESULTS

Table 1.1 Experimental (Boy)

Can
Trial Time
X Y
1: (X-Y) 2: 04: 93 19 10
2: (Y-X) 2: 02: 83 20 16
3: (X-Y) 1: 55: 35 33 25
4: (Y-X) 1: 26: 96 13 10
5: (X-Y) 1: 27 : 27 15 20
6: (Y-X) 1: 33: 37 20 25

Table 1.2 Experimental (Girl)

Can
Trial Time
X Y
1: (X-Y) 1: 55 : 50 22 14
2: (Y-X) 2: 02: 19 15 26
3: (X-Y) 2: 03: 68 24 24
4: (Y-X) 1: 55: 90 24 28
5: (X-Y) 1: 52: 76 29 27
6: (Y-X) 1: 59: 90 28 27
Table 1.3 Controlled (Boy)

Can
Trial Time
X Y
1: (X-Y) 2: 40: 90 20 16
2: (Y-X) 2: 39: 76 25 30
3: (X-Y) 2: 37: 93 30 29
4: (Y-X) 2: 27: 46 39 29
5: (X-Y) 2: 32: 29 35 28
6: (Y-X) 2: 42: 63 32 31

Table 1.4 Controlled (Girl)

Can
Trial Time
X Y
1: (X-Y) 2: 03: 87 9 10
2: (Y-X) 2: 07: 61 14 14
3: (X-Y) 1: 58: 58 12 11
4: (Y-X) 2: 01: 77 20 17
5: (X-Y) 1: 54: 50 14 17
6: (Y-X) 1: 50: 84 16 9

Table 2.1 Experimental (Boy)

Can
Trial Time
X Y
1: (X-Y) 2: 41: 07 9 10
2: (Y-X) 2: 38: 04 10 6
3: (X-Y) 2: 42: 00 13 9
4: (Y-X) 2: 44: 04 9 7
 5: (X-Y) 2: 29: 02 10 8
6: (Y-X) 2: 18: 34 24 17

Table 2.2 Experimental (Girl)

Can
Trial Time
X Y
1: (X-Y) 2: 17: 90 14 18
2: (Y-X) 2: 15: 91 13 16
3: (X-Y) 2: 20: 55 11 13
4: (Y-X) 2: 19: 21 16 12
5: (X-Y) 2: 19: 52 11 18
6: (Y-X) 2: 23: 12 18 12

Table 2.3 Controlled (Boy)

Can
Trial Time
X Y
1: (X-Y) 2: 33: 26 5 15
2: (Y-X) 2: 17 : 98 6 5
3: (X-Y) 2: 36: 26 16 4
4: (Y-X) 2: 32: 39 16 9
5: (X-Y) 2: 19: 45 11 12
6: (Y-X) 2: 01: 37 16 18

Table 2.4 Controlled (Girl)

Can
Trial Time
X Y
1: (X-Y) 1: 44: 66 15 17
2: (Y-X) 1: 50: 09 10 1
 3: (X-Y) 1: 54: 44 9 3
4: (Y-X) 2: 01: 41 9 8
5: (X-Y) 2: 05: 97 8 5
6: (Y-X) 1: 24: 60 13 20

DISCUSSIONS

The trials for each variable has been hard for participants to do with. Stress,
pressure, and tensed are felt while throwing the marbles into the can to make sure that it
will shoot on the cans. Every trials there was an exchanged of position of cans. The
variables X and Y which is exist in left and right. The measure of each can through the
participants was same but the ability to throw on the both direction was difficult on other
individuals to do with.

Reinforcement is the process by which a stimulus increases the probability that a

preceding behavior will be repeated. The role of reinforcement in the experiment was the
response of the experimenter to the subject every time the subject shoot 5 consecutive
times of marbles in the selected cans, the experimenter gives some words like "uh huh",
"good" and "very good" to motivate the subject to do his/her best in that trial.
Classical conditioning involves associating an involuntary response and a
stimulus, while Operant Conditioning is about associating a voluntary behavior and a
consequence. The approach in Classical Conditioning is by an unconditioned stimulus
paired with a neutral stimulus. The neutral stimulus eventually becomes the conditioned
stimulus, which brings about the conditioned response. While in Operant Conditioning,
the target behavior is followed by reinforcement or punishment to either strengthen or
weaken it, so that the learner is more likely to exhibit the desired behavior in the future.
The stimulus in Classical Conditioning occurs immediately before the response, while
stimulus in Operant Conditioning occurs soon after the response.
Reinforcement is the process by which a stimulus increases the probability that a
preceding behavior will be repeated. The used of reinforcement in Operant Conditioning
is for anything that increases the likelihood that a response will occur.
 Positive reinforcement is adding something to increase the likelihood of a behavior,
while Negative reinforcement is the removal of something to increase the likelihood of a
behavior. Skinner showed how positive reinforcement worked by placing a hungry rat in
his Skinner box. The box contained a lever on the side and as the rat moved around the
box it would accidentally knock the lever. Immediately a food pellet dropped into a
container next to the lever. The rat soon learned that when he knock the lever, he would
receive some food. The consequence of receiving food if they pressed the lever ensured
that they would repeat the action again and again. Skinner also showed how negative
reinforcement worked by placing a rat in his Skinner box but this time subjecting it to an
unpleasant electric current which caused it some discomfort. As the rat moved around
the box it would accidentally knock the lever. Immediately the electric current would be
switched off. The rat will quickly learned to go straight to the lever after a few times of
being put in the box. The consequence of escaping the electric current ensured that they
would repeat the action again and again.

CONCLUSION

The results showed that verbal reinforcement is effective in modifying behavior. It

is therefore concluded that through the application of operant conditioning techniques,
the desired behavior has been modified. The experimenters concluded that Positive
Reinforcement is necessary to improve an individual’s performance. Motivators help the
subjects to do a greater a job.
REFERENCES
Peregoy, D. (2012); Behaviorist B.F. Skinner and Theory Research. ISTC
663- Applied Psychology of Learning, Towson University. November 20, 2012

Kirsch, I., et. al. (2004); The Role of Cognition in Classical and Operant
Conditioning. JOURNAL OF CLINICAL PSYCHOLOGY, Vol. 60(4), 369–392
(2004)

Psychology ISBN-10 1938168356

ISBN-13
978-1-938168-35-2
EXPERIMENTAL REPORT

Creativity

Dizon, Jonah Elisha T.

CAS- 06- 501A
 EXPERIMENTAL REPORT

Variation: Instrumental Conditioning

Dizon, Jonah Elisha T.

CAS- 06- 501A