1

Attention
Attention is a key cognitive process that enables individuals to focus on particular
stimuli or tasks while ignoring others. It is vital for understanding, learning and responding
effectively to the environment. Without attention, processing, and prioritising information
could be chaotic.
Attention is the ability to concentrate actively on specific aspects of information while
excluding others. According to William James( 1819), attention involves taking hold of one
specific thought or object, many possibilities, making it vivid and clear in the mind.

History of Attention
The history of attention begins in philosophy, where thinkers like Aristotle and
Descartes viewed it as the mind’s ability to focus on specific aspects of experiences. John
Locke later emphasised its role in learning and understanding.
In the 19th century, attention became a subject of experimental psychology. Wilhelm
Wundt studied it as part of consciousness, while William James described it as the selective
focus of the mind, central to mental life. Early 20th century psychologists, including Gestalt
theorists, explored how attention influences perception and sensory processes.
The cognitive revolution of the 1950s introduced models like Donald Broadbent’s
Filter Theory, which saw attention as a selective mechanism for processing information.
Anne Triesman refined this idea showing that unattended stimuli are partially processed.
Neuroscientific advances later identified brain regions like the prefrontal cortex and parietal
lobes as key to attention.
Today, attention is studied across fields to understand its role in disorders like ADHD,
the impact of technology, and its importance for productivity, making it a cornerstone of
cognitive science.

Types of Attention
1. Selective Attention:
It helps focus on important stimuli, such as listening to a lecture in a noisy hall.
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2. Divided Attention:
It manages multitasking, like driving, while talking on their phone (through often less
effective).
3. Sustained Attention:
It enables prolonged concentration, such as during a chess game.
4. Span of Attention:
It refers to the amount of information or number of objects a person can focus on at one time.
It is limited and varies from person to person.
For example: most people can remember 7+ or -2 items at a glance.

Factors Influencing Attention

Internal Factors
1. Interest: When a person finds a subject engaging in relevant, their attention naturally
increases, for instance, hobbies or topics that resonate personally, draw greater focus.
2. Desire: A story, longing or wish for something boosts attention level,
for example, the desire to succeed in a test, heightens concentration while studying.
3. Motive: Underlying reasons or drives such as curiosity or ambition, play a role in
sustaining attention.
For example, a scientist may focus intently on research due to a motive to uncover
new knowledge.
4. Goal: Clear and specific objectives provide a framework for directing attention. When
a person has a defined target, attention is channelled toward achieving that g
External Factors
1. Motion: Moving objects stand out in a static environment, capturing attention due to
their dynamic nature. This revolutionary response helps in detecting threats or
opportunities, like spotting and moving a car in traffic.
2. Size: Larger objects demand more attention because they dominate the unusual field.
For example: a large billboard is more likely to draw attention than a small size.
3. Intensity: Bright, loud or powerful stimuli grab attention by overwhelming competing
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sensory inputs. A flashing light, or a loud alarm, effectively draws focus in any
setting.
4. Contrast: Elements that differ sharply from their background, such as bright colour in
a muted environment, stand out and attract attention due to their distinct veneers.
5. Novelty: New or unexpected stimuli, draw attention as they provoke curiosity or
caution. For instance, an unusual sound or an innovative design is likely to be noticed
more.
6. Emotion: Emotionally charged stimuli like a crying baby or a smiling face capture
attention because they are relevant human interaction and build a strong emotional
response.
7. Personal Significance: Stimuli that align with an individual's interest or experiences
are more likely to attract attention. Hearing your name in a crowd is a prime example
of this effect.
8. Social War: Human attention is drawn to social signals, such as facial expressions,
gestures, or eye movement, as they carry important interpersonal or situational
information.

Neuroscientific Basis of Attention

The neuroscientific basis of attention involves understanding how the brain processes,
selects, and sustains focus on specific information while filtering out distractions. The brain’s
attention system relies on a network of regions working together, including the prefrontal
cortex, the parietal cortex, the temporal cortex, the thalamus, and the basal ganglia.

Theories of Attention
1. Filter model (Broadbent,1958) proposes attention acts as a filter, allowing only one
stream of information to be processed fully.
2. Attenuation model (Treisman,1964): suggests unattended information is reduced in
strength, but not entirely blocked
3. Selection theory (Deutsch and Deutsch, 1963 ) claims all stimuli are processed, but
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only relevant information reaches awareness.

4. Capacity theory: proposes that attention is a limited resource and that we can only
process a certain amount of information at a time,
5. Multimode theory: Proposed by Johnston and Heinz (1978), attention operates
flexibly across multiple nodes or stages of processing, ranging from early to late
selection
6. Schema theory: proposed by Ulric Neisser (1976), Attention is guided by mental
schemas, which are a framework or expectation based on prior knowledge and
experience
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References
American Psychological Association. (2020). Publication manual of the American
Psychological Association (7th ed.).
Broadbent, D. E. (1958). Perception and communication. Oxford University Press.
James, W. (1890). The principles of psychology. Holt.
Lavie, N. (1995). Perceptual load as a necessary condition for selective attention. Journal of
Experimental Psychology: Human Perception and Performance, 21(3), 451–468.
https://doi.org/10.1037/0096-1523.21.3.451
 6

Division of Attention
Experiment No: 1 Date: 03.01.25
One of the central problems studied under Attention is the Possibility of attention
between two tasks. We have heard of a miniature of certain kings who dictated 5 to 6 letters
to 5 to 6 different writers simultaneously. What happens in such cases is rapid shifting of
attention between two tasks. When both the tasks are done at the same time, one of them
becomes automatic. To some extent, division of attention is Possible when one task is a
simple physical one and the other is Mental. When we try to divide our attention, it is not
possible. When children do not divide their attention, they have a better chance of learning.
Index of divisibility shows the extent of the Division of a tension between two tasks. An
index of 1.00 shows that the subject could carry out both the tasks simultaneously.

Aim:
To study the possibility of division of attention.

Plan:
A. Two muscular tasks,
B. mental tasks, each part has 3 series.

Materials Required:
1. Division of attention board having circular and triangular pattern with a set of error
counters
2. Stop clock
3. Writing material

Procedure:
Before the start of the experiment, all the electrical connections are made.
PART I - Two Muscular Tasks
Series: The subject is instructed to trace the triangle pattern of the division of attention board
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with the stylus in his right hand as fast as possible.He is given 30 seconds to do it. The
number of times he has traced the pattern should be noted with the help of the counter. This
rating is called s1 (single muscular task).
Series II: The subject is instructed to trace the circular pattern with his left hand.
The same procedure is followed and the reading is taken as C2 (single muscular task No. 2).
Series III: The subject is instructed to trace the triangular pattern in his right hand and the
circular pattern in his left hand simultaneously for thirty seconds. The number of triangles is
to be noted as D1 and the number of circles as D2.
PART II: Two mental tasks.
Series I: The subject is to be given a base number (for example), amend a given number (to
get 2) and he is asked to add them going on telling the total (that is 5). To each succeeding
total he has to add the given number and go on telling the total(eg, 5,7,9,11,13,15 etc.) as fast
as possible. The experimenter will note down the number of correct additions for 300
seconds. The reading is called S1.
Series II: The subject is instructed to write the letters of the alphabet in the reverse order (Z to
A) as fast as possible for 30 seconds. The number of letters correctly written in the reverse
order is noted as S2.
Series III: The subject is instructed to perform both the above said tasks simultaneously for
30 seconds. The number of times the given number is added to the base number correctly is
noted as D1 and the number of letters written in reverse order is noted as D2.

Precautions:
1. Every effort should be made to see that the subject performs the task properly.
2. The subject should not know the purpose of the experiment.
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Analysis of Results:
Index of divisibility is to be worked out for both the parts separately using the formula.
Index of divisibility =D1+D2
S1 +S2
Table 1
The Division of Attention

Series 1 Series 2 Total Series 3

Muscular task S1=47 S2=40 87 D1+D2

=36+13=49

Mental task S1=50 S2=9 59 D1+D2

=44+13=57

Table 1, Showing the Result of Participants in Mental and Muscular task Using Division of
Attention.
Muscular task
D1+D2/S1+S2 = 31/37 =0.83.
Mental task
D1+D2/S1+S2 = 57/59 =0.96

Result
Table 1 showing the result of the division of attention tasks for the participant for the metal
task. The
participants scored 47 in series 1 and 40 in series 2 and
scored 26 in series 3. The index of divisibility is calculated as 0.56
For the mental task participants achieved an total 50 in series 1, 9 in series 2 and 59 in se-
ries 3. The index of divisibility fir mental task is calculated as 0.96
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discussion
discussion of attention refers to the ability to perform two tasks simultaneously without a sig-
nificant drop in performance. It is assessed using the formula D1+D2/S1+S2 where the index
should greater than 1 for division of attention to be seemed possible
The aim of the experiment was to asses whether the participant an 19 year old female stu-
dent with neat uniform could divide her attention between muscular and mental tasks. To en-
sure accurate result report was established and the participant was sitting comfortable and the
task has been explained clearly
The muscular task yielded an index of divisibility of 0.56 which less than 1. Indicating that
the subject is not having division of attention and it's not possible.
The mental task had an index of divisibility of 0.96 which is also less than 1. This indi-
cates that the subject is not having division of attention and can't divide attention between
tasks.
This suggest that the cognitive and physical resource required to perform the task exceeded
the participant capacity to divide attention resulting in and inability to multitasking effec-
tively

conclusion:
The subject is not having ability to divide attention between tasks because as it indicates of
divisibility less than 1 for both mental and muscular tasks.
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Reference
Cognitive Shill. (n.d.). Divided attention. Cognitive. Retrieved January 19, 2023, from
https://www.conflict.com/science/dividedattention
Factors affecting attention and its types. (n.d.). Online Test. Retrieved January 13, 2023, from
https://onlinetest-org/attention
Gautam, S. (n.d.). Attention: Definitions, types, and characteristics. Psychology Discussion.
Retrieved from
https://www.psychologydiscussion.net/term-paper/attention-term-definition-types-and
-characteristics
Middlebrooks, C. D., Kerr, T., & Castel, A. D. (2017). Selectively disturbed divided attention
and memory for important information. National Library of Medicine, 28(2),
1103–1115. https://doi.org/10.1177/09567956761702502
Skidmore, S., & Mazarin, J. (2023, November 21). Attention in psychology. Study.com.
Retrieved from
https://study.com/academy/lesson/attention-as-part-of-cognitivedevelopment-definitio
n-process
 11

MEMORY

Memory is the ability of the brain to stone, retain and recall information, experience and
knowledge. If allows individual to remember part events, learn from experience and we that
information in the present and future.
Memories is an complex and multi faced cognitive process that involves the accession,
conoldotion storage and relevantly of information.

Types of memory
There are several types of memory which can be classified bareedon various criteria such as
discussion, nature of info and types of retrieval, Here are some main type of memory.
1). Sensory memory : Briefly holds sensory information from the environment, such as visual
or auditory input.
Iconic memory: Briefly stores visual info ( upto 1 second)
Echoic memory: Brief stores auditory info ( upto 2-3 seconds)
Haptic memory: Brief stores tactile info
2). Short term memory(STM):
They holds a limited amount of information for a short period (upto 30 seconds)
Capacity : limited to 7±2 chunks of information.
Duration : Information is stored for upto 30 seconds.
Encoding : Information is encoded acrostically or visually.
3). Working Memory
A cognitive system temporally holds and manipulates info for cognitive tasks such as learn-
ing, problem solving- and decision making
Central executive: control attention and cordially.
Phenological loop: Process verbal info.
Viscio spatral sketehped: Process visual and spatred info.
Episodic Buffer: Integrate info from different sources.
4). Long term memory (LHM)
It permanently stores information retrieved hours ideas or year later
 12

Capacity: Virtually unlimited

Duration : Information can be stored for hours, days, years, or life time.
Encoding : Information is encoded semantically ( meaning based)

The Magical Number [7+-2]

The concept of “The Magical Number 7+-2” was first proposed by psychologist
George Miller in his 1956 paper. “The magical number 7+-2” Miller suggested that the
human brain has a limited capacity for processing and storing information in short-term
memory.

Memory Models
1. Akkenson - Shiffrin memory model : It proposes that information flows from sensory
memory to STM and then to LTM.
2. Levels of Processing Model : It suggest that information is processed at different levels
( Shallow or deep) and that deeper processing leads to better retention.

Factors Influencing Memory

1. Attention : Info must to attended to in-order to be encoded and stared.
2. Emotion: Emotional aroasal can enhance memory consolidation.
3. Repetition: Repeating info an aid in consolidation and retention.
4. Sleep: Sleep plays an important role in memory performance.
5. Stress: High levels of stress can impair memory performance.

Memory Process :
1. Encoding : Inform is processed and transformed into a format that can be stored in mem-
ory.
2. Storage: Into is returned in LTM, which can be retrieved later.
3. Retrieval: Inform is accessed and recalled from LTM.
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References

Atkinson R. C, & Shiffrin, R. M(1968).Human Memory:A proposed system and its control
processes psychology of learning and motivation 2,89-195.
Baddley, A. D(2012).Working Memory :Theories, models and controversies. Oxford univer-
sity press.
Mller, G. A. (1956).The magical number seven, plus or minus two: some limits on our capac-
ity for processing information psychological Review, 63(2),81-97.
Serway, R. A;&freedman, R. A. (2019).Sears and zemansky's university physics. pearson.
 14

Immediate Memory Span

Experiment No:2 Date: 05.02.25
Immediate Memory Span (IMS) refers to the maximum number of items an individual
can recall in the exact order immediately after presentation. It is a key aspect of short-term
memory and is often assessed using digit span or word span tasks. IMS is limited, typically
ranging from 5 to 9 items, as proposed by Miller’s “Magic Number 7 ± 2” theory. It plays a
crucial role in cognitive functions such as learning, comprehension, and problem-solving.
Factors like attention, chunking strategies, and cognitive load influence IMS performance
.
Aim
To determine the auditory span of immediate memory with the help of numbers

Hypothesis
Average immediate memory span is 7+-2

Method
Experimenter :FA

Subject details
Name: Fz
Age: 19
Gender: Female
Educational status: pursuing a Bachelor’s in BSc. Psychology

Materials required
1. Immediate memory span data sheet.
2. Pen
 15

Procedure
Administration
Before starting the experiment, it was made sure that the immediate memory span data sheet
was not exposed to the subject. The subject was seated comfortably in a calm and quiet
environment without any distractions and rapport was established. The experimenter kept the
data sheet on her side. It was made sure that the data sheet was not already exposed to the
subject. The data sheet includes 3 to 12 numbers in three lists. Each test included 10 sets, then
the following instructions were given to the subject.
In this experiment, at first, I will say ready and speak out three numbers one by 1by1.. You
have to listen to them very attentively and repeat them immediately in the same order. This
will be repeated 10 times, and also in each time one number each will be increased. There are
three such lists wherever you failed to repeat the correct numbers, that list will be stopped
and will be moved onto the next list. Please be careful in listening to the numbers because I
will speak one number of one list only one time, and you have to repeat the number. The
experimenter noted down the responses of the subject after completing the experiment, the
subject conveyed their Corporation.

Scoring
Calculating the mean of the immediate memory span
Mean (x)=∑x/N

Precautions
1. The experiment should be performed in a calm and quiet atmosphere. Any noise or
distraction can disrupt the subject, which influences the results in a major direction.
2.Each number of each list should be spoken in a uniform voice rhythmically and slowly.
3.The list of numbers should be kept confidential, and before the experiment, do not show it
to the subject.
4.Make sure that the subject has not already tried this before
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Table 1
Immediate Memory Span

Trials Memory span

1 3

2 5

3 1

Table 1 showing the number of trials and the memory span of the subject in the immediate
memory span
Mean (x)=∑x/N
=9/3
=3
Result
Table 1 shows the number of trials and the memory span of the subject in immediate memory
span. In the first, second and third trials the memory span was 3,5,1 prospectively. The mean
immediate memory span of the subject was 3.

Discussion
This experiment aims to determine the auditory span of immediate memory with the help of
numbers. Immediate memory allows you to recall specific information about anything for a
brief period. This subject was seated comfortably and the experiment was started. In the first
list. The subject was seated comfortably and the experiment was started. In the first list, the
subject recalled up to 3 digits. In the second list, the subject recalled up to 5 digits, and in the
third list, the subject recalled up to 1 digits, the mean of the auditory memory span is e

Conclusion
 17

The auditory span of the subject is 3.

Reference
Cherry, K. (2022, November 8). What is memory? Verywell Mind. Retrieved from
https://www.verywellmind.com/what-is-memory-2795006
Ishikawa, S. I. (1983). Verbal memory span, visual memory span, and their correlation with
cognitive tasks. Japanese Psychological Research, 25(4), 173–180.
https://doi.org/10.4992/psycholres1954.25.173
Martin, M. (1978). Memory span as a measure of individual differences in memory capacity.
Memory & Cognition, 6(2), 194–198. https://doi.org/10.3758/BF03197446
Mishra, B. K. (2016). Psychology: Memory (2nd ed.). PHI Learning.
Ohwovoriole, T. (2023, March 14). Different types of memories. Verywell Mind. Retrieved
from https://www.verywellmind.com/different-types
Rehal, B. (2023, December 5). What does encoding mean in psychology, and how does it
impact memory? BetterHelp. Retrieved from
https://www.betterhelp.com/advice/psychologists/encoding-definition-psychology-and
-its-role-memory/
Reigler, C. R., Schweickert, R., & Medical, M. A. (1994). Effects of generation on immediate
memory span and delayed unexpected free recall. Quarterly Journal of Experimental
Psychology, 67(3). https://doi.org/10.1080/14640749408401137
 18

LEARNING
Learning is a core process in human behaviour as and cognition. It enables individuals to
adapt to their environment and acquire new information, skills and habits through experience.
Learning is the not confirmed to formal education but occurs continuously throughout life as
individuals interact their surroundings. Their process may be intentional as in classroom set-
tings as incidental as in daily experience.Learning is essential for personal growth, social de-
velopment and survival playing a critical role in shaping behaviour and thinking patterns
According to B.F Skinner , behaviourist, psychologist learning is defined as “ A process of
acquirancy new behaviour through consequences of action”

Memory
According to Richard Shiffrin (who developed the multi-store model of memory ) “ Memory
involves the process of encoding storage and retrieval of information “

Memory process:
Encoding, storage and retrieval. Memory involves sequences of step to ensure that informa-
tion can be used when required these steps are:
1. Encoding:
encoding refers to the process of transferring sensory input into a form that the brain can
process. it involves converting information from our senses (e.g, sounds, sights, smells) into 2
neutral that can be stored.
there are different types of encoding.
visual encoding: the encoding of images
acoustic encoding: the encoding of sounds, especially language
Semantic encoding: the encoding of meaning, particularly of words and concept
2. storage :
one encoder information is stored in the brain, either temporary or permanently. memory stor-
age is divided into their categories.
sensory memory
brief definition of sensory info lasting less than a second
short term memory (STM)
 19

This system hold small amount of information for a limited term ( about 15-30 sec) and is
also known as working memory. Rehearsal can help maintain STM
Long term memory
Info stored in LTM can last for years or even a life time. LTM is virtually unlimited in en-
coding and consolidation
3. Retrieval
It is the process of assessing and recovering storage informations from memory when
needed. It can be trigged by external cues or or thought consciousness efforts successful re-
trievals depends on how well the information was encoded and storage as well as the rele-
vance of retrieval cues.

Forgetting
it is a failure to retrieve information that was One store in memory. While it may seem un-
desirable forgetting plays an important role in memory processing by eliminating irrelevant
or unnecessary information. several factors contribute to forgetting.decay Memory trace
weaken overtime. If they are not actively recorded or released. This leads to a gradual loss of
stored informations. retrieval failure Sometimes info is stored but cannot be accessed due to
lack of proper user or context.

Forgetting curve:
The forgetting curve, developed by German psychologists, Herman Illustrates the rate at
which info is lost over time when there is no attempt to retrieve it.
According to Ebbinghaus's research :
Info is quickly forgotten shortly after learning with significant loss accruing the 1st few
hours.
The rate of forgetting shows down overtime and some remains in LTM for extended period.
Regular rehearsal as review helps comb at forgetting and solidifies information in mem-
ory.
The forgetting curve undergoes source the importance of regular review and practice to en-
hance retention and reduce memory loss.
Interference :
It occurs when difficult memories overlap or complete with each other. leading to difficul-
ties in recalling info. it is a major cause of forgetting
it can be categorised into 2 types:
 20

pro active interference

This access when old information interference with the active to learn and remember new in-
formation

retro active interference :

This occurs when new information interference with recall of older information for instance,
learning as new phone number may make it difficult to remember your old one
 21

reference
skinner, B. F science and human behavior. Newyork :macmillian
Atkinson, R. C & Shiffrin, R. M(1968) Human memory. A proposed in K. W Spence & J. T
spence (Ed. s). The psychology of learning and motivation advance in research and theory.
(vo/2. P. D 89-195) Academic press
Baddely. H. (1895) memory, A contribution to experiment psychology. Newyork Dever publi-
cations.
Miller, G. A (1956) The magical number seven,plus or minus two. some limits our capacity
for processing information psychological review, 63(2),pp 82- 97
Tulning. E & Guik, F. I.M (2000) The Oxford Hand book of memory newyork:Oxford uni-
versity press
Schacter, D. L ( 1998) the seven sins of memory :insights from psychology and cognitive
Neuroscientific psychologist, 54 (3), pp 183-203
 22

Massed V/S Spaced Learning

Experiment No:3 Date:10.03.25
The effectiveness of different learning strategies has been a subject of extensive
research in cognitive psychology and education. Among the most prominent strategies are
massed and spaced learning, which represent contrasting approaches to knowledge
acquisition.
Massed learning, often referred to as "cramming," involves concentrating learning
sessions into a short, continuous period. This approach is characterised by minimal intervals
between study sessions, leading to rapid initial acquisition of information. However, massed
learning often results in poor long-term retention.
In contrast, spaced learning, also known as distributed practice, involves spreading
learning sessions out over time, with intervals between each session. This strategy
emphasises the importance of revisiting material at increasing intervals, promoting deeper
encoding and stronger memory consolidation. While requiring more time and discipline,
spaced learning has consistently demonstrated superior long-term retention compared to
massed learning.
The foundational work of Hermann Ebbinghaus significantly contributed to our
understanding of spaced learning. In the late 19th century, Ebbinghaus conducted pioneering
experiments on memory using himself as the subject. He meticulously studied the retention of
nonsense syllables, revealing the 'forgetting curve,' which illustrates the exponential decline
of memory over time. Crucially, Ebbinghaus discovered that distributing learning sessions
over time slowed down the rate of forgetting. His research highlighted the benefits of spaced
repetition and laid the groundwork for modern theories of spaced learning. While he didn't
explicitly use the terms "massed" or "spaced" learning, his discovery of the forgetting curve
and the benefits of spaced repetition directly support the modern understanding of spaced
learning's effectiveness. His work provided the first empirical evidence that time intervals
between learning sessions are crucial for long-term memory. Ebbinghaus's findings remain a
 23

cornerstone of research on memory and learning, solidifying the importance of spaced

practice in optimising knowledge retention."
Aim
To compare the effectiveness of massed and spaced learning

Method
Experimenter Name: FA

Subject details
Name: FZ
Age:20
Gender: Female
Educational status: Pursuing a Bachelor’s in BSc. Psychology

Materials required
Two lists of three-letter nonsense syllables (10 syllables each for Massed and spaced)
1. Memory drum
2. Stopwatch
3. Writing material

Procedure
Administration Procedure
The subject was seated comfortably and established rapport with her.
The experiment was conducted in two parts:
1) Massed Learning
The nonsense syllables are placed on the memory drum, the space between the subject
and the memory drum is such that the subject has a convenient vision of the nonsense
syllables at a time. The syllables in the list were spaced adequately. Instruct the subject as
follows: "Look through the window, you'll see some syllables appearing through the window
 24

one at a time. The drum will go on rotating. At the end of the experiment, you'll have to
reproduce the syllables • so, please watch the appearing syllables carefully. The experimenter
will say ready, and the memory drum is rotated until the entire list has been exposed to 10
times. No interval or rest is given to the subject during the experiment. At the end of this, the
subject is immediately asked to write down all the syllables
2) Spaced Learning
Here, the procedure is the same except that the experimenter gives the rest of two
minutes after every complete exposure. The drum is stopped after all the syllables have been
exposed once. After a rest of 2 minutes, the drum is rotated again. Like this, 10 trials are
given and the subject is asked to write down all the syllables.
After the experiment, the subject was thanked for their cooperation.

Scoring
The score obtained by the participant in the massed and spaced learning method is noted
down. A score of one is given for each correct response in massed and spaced learning.

Precaution:
1. The experimenter should make sure that the syllables shown are visible to the subject.
2. The window of the memory drum should be in eye contact with the subject.
3. Distraction should be avoided during the rest period
 25

Table 1
Massed and Spaced learning

Learning method Score obtained

Massed Learning 7

Spaced Learning 8

Table 1 shows that the score obtained by the subject in massed learning is 7, and the score
obtained in spaced learning is 8

Result
Table 1 shows that the score obtained by the subject in Massed learning is 7, and the
score obtained in spaced learning is 8

Discussion
The experiment aimed to compare the effectiveness of massed vs spaced learning.
Massed practice involves continuous trials with no breaks in between, while spaced practice
distributes trials with breaks in between.
The experiment was conducted on a 20-year-old female pursuing a bachelor in BSc
psychology. The experiment was carried out in two series.
The subject was experimented on both apparatus to appreciate which learning method
is superior, and the decisive participant obtained a score of 7 in first series and a score of 8 in
the second series.
The differences observed in scores suggested that spaced learning may have
contributed to higher performance outcomes. Compared to massed learning. The result
evaluation as that for the spaced learning is significantly better and effective than the massed
learning.
 26

Conclusion
spaced learning is more effective than massed learning for the subject.
References
Armstead, K., & Delecce, T. (2023, November 21). Hermann Ebbinghaus illusion memory
experiments. Study.com. Retrieved from
https://study.com//learn/lesson/herman.illusionmemory.experiments.contribution.psyc
hology.html
Cherry, K. (2024, June 19). What is memory? Verywell Mind. Retrieved from
https://www.verywellmind.com/whatismemory.27950065
Cherry, K. (2023, March 15). Reasons why people forget. Verywell Mind. Retrieved from
https://www.verywellmind.com/explanation-for-forgetting2795045
Cherry, K. (2022). What is learning? Verywell Mind. Retrieved from
https://www.verywellmind.com/what-is-learning-2795332
Gloor, P. (1997). A brief introduction to information revival: The implications of hypermedia
design. Techniques of Navigation and Visualization in Cyberspace, MA.
https://doi.org/10.1007/0178-1-4612-4144-7-1
Vlach, H. A., Catherine, A., Bredemann, & Kraft, C. (2019). To mass or space? Young
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