The document summarizes an experiment that tested students' creativity in solving anagrams (words formed by rearranging letters) under two conditions: scrambled letters and unscrambled letters. In part 1, students formed more words on average from scrambled letters (141 words) than unscrambled letters in part 2 (114 words). The t-test value showed no significant difference between conditions, supporting the hypothesis that unscrambling letters does not affect performance. It was concluded that scrambled letters elicited more flexibility in word formation than unscrambled letters forming concrete words.
The document summarizes an experiment that tested students' creativity in solving anagrams (words formed by rearranging letters) under two conditions: scrambled letters and unscrambled letters. In part 1, students formed more words on average from scrambled letters (141 words) than unscrambled letters in part 2 (114 words). The t-test value showed no significant difference between conditions, supporting the hypothesis that unscrambling letters does not affect performance. It was concluded that scrambled letters elicited more flexibility in word formation than unscrambled letters forming concrete words.
The document summarizes an experiment that tested students' creativity in solving anagrams (words formed by rearranging letters) under two conditions: scrambled letters and unscrambled letters. In part 1, students formed more words on average from scrambled letters (141 words) than unscrambled letters in part 2 (114 words). The t-test value showed no significant difference between conditions, supporting the hypothesis that unscrambling letters does not affect performance. It was concluded that scrambled letters elicited more flexibility in word formation than unscrambled letters forming concrete words.
The document summarizes an experiment that tested students' creativity in solving anagrams (words formed by rearranging letters) under two conditions: scrambled letters and unscrambled letters. In part 1, students formed more words on average from scrambled letters (141 words) than unscrambled letters in part 2 (114 words). The t-test value showed no significant difference between conditions, supporting the hypothesis that unscrambling letters does not affect performance. It was concluded that scrambled letters elicited more flexibility in word formation than unscrambled letters forming concrete words.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 7
Experimental Psychology
“Creativity” Alita, Jocelyn Arteche, Jonathan Mark Espina, John Solomon Manalang, Aeraline Joyce
Introduction
What is Creativity?
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or
possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others (Human Motivation, 3rd ed., by Robert E. Franken).
Memory has been defined traditionally as the faculty of retaining and recalling past experiences. However, today the existence of implicit memory has been shown in some experimental studies (Challis, 1989; Eysenck, 1990).
Anagrams are words or phrases made by rearranging the letters of other words or phrases. Anagrams are frequently used by experimental psychologists interested in how the mental lexicon is organized. Experimental studies that have explored individual differences in anagram solving have provided insights into aspects of human reasoning and problem-solving (e.g. Novick & Sherman, 2003).
This research explores creativity and critical thinking skill in high school students and college students. The study took two (2) parts of experiment in order to gather a better understanding of several factors regarding student’s capabilities to create more set of words based on the given series of letters. This experiment comprises two (2) parts of anagrams. First (1) part is a set of scrambled series of letters and, second (2) part is unscrambled series of letters. Our subjects compose of three (3) senior high school and three (3) college students. The subjects must be able to create and produce new set of words from the given set of anagrams. By the end of this experiment, Researchers must be able to identify and compare the results of the subjects if new set of words can be made from unscrambled series of letters versus scrambled set of letters.
Theory
John Piaget’s Cognitive Learning Theory implies that the different process in learning can be explained by analyzing the mental processes. First it posits that will effective cognitive processes learning is easier and new information can be stored in the memory for a long time.
Cognitive learning theory explains that, why the brain is the most incredible network of information in the body as we learn things. Theory deals with the nature of knowledge itself and how humans gradually come to acquire construct and use it.
When we say the word “learning” we usually mean to think using the brain. We asked six (6) subjects to participate in our experiment, each was given two (2) part of experiment, and in each part, four (4) minutes was the time given to solve the anagrams. We aim to measure how flexible and creative our minds can be. These anagrams are made to justify how well an individual could solve a specific problem like numbers or words.
Objectives
To measure flexibility, novelty, and originality thru response production of a series of letters. Apparatus Stopwatch, Anagrams (Set of words)
Anagrams Used
Part 1 Part 2
IDEAI GRAMS NEAT LDUEA GAEIVANT RAMKET
LIVES GIVEN MAKER ESIVIL TERHAF ORDEWP
RENTED FATHER POWER OEDRXETNEA KNATE
Procedure
Part 1: (E) or examiner presents the anagrams and ask (S) or subject to form as many words as possible from there. Give 4 minutes for the time limit.
Part 2: presents the anagrams as words. The task of (S) is to form as many other words as possible within 4 minutes.
Hypothesis Ho – there is no significant difference among unscrambled and scrambled words based on the outcome of experiment.
Ha – there is significant difference among unscrambled and scrambled words based on the outcome of experiment Antecedent Condition
1. Scrambled words 2. Unscrambled words
Data
Part 1 Part 2 d d2
Subject 1 17 13 4 16
Subject 2 16 9 7 49
Subject 3 30 29 1 1
Subject 4 30 28 2 4
Subject 5 20 19 1 1
Subject 6 28 16 12 144
∑27 ∑215
Part 1: Total of 141 words formulated
Part 2: Total of 114 words formulated
∑ⅆ 𝑁(∑𝑎2 ) − (∑ⅆ)2 𝑡=√ 𝑁−1
27 6(215) − (729) 𝑡=√ 5
27 𝑡=√ 1290 − 729 5
27 𝑡=√ 561 5 -2.57 +2.57 2.55
27 Accept 𝑡=√ 561 5
𝑡 = 27 /√1122
𝑡 = 2.55 Discussion
1. Which of the two procedures elicited difficulty?
As the results shown, the second procedure elicited difficulty than the first procedure because the subjects formulated 141 words in the first procedure than the second which only has 114 words. In supporting this result, it is found that mixed-case effect could be the novelty of seeing words in a non-particular format. (Witte, Freund, & Ckisi;2002)
2. What stimulus words elicited faster anagrams solutions?
The stimulus word that elicited faster anagram solution was TERHAF-FATHER because they have the same given letter and it already has a pattern to form a new set of words.
3. What words are the most frequently used?
Words that are most frequently used were idea, evil, net, ten, fat, tea, rent and father.
Conclusion
Since the t-computed value 2.55 is within the critical t-value, we accept the null hypothesis.
Result justifies that first procedure is better than the second because it is shown that it is easier to form new words with scrambled letters than a concrete one.
