Neuro Lab Report


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Neuro Lab Report

  1. 1. Name: Vidisha SinghNeurobiology Experiment
  2. 2. Name: Vidisha SinghPartners: Kanami WatanabeDate of experiment: February 18, 2011 What’s a Chunk ExperimentAim: To investigate which numbers the kids (Grade 4s) are able to remember easily, therandomized one (Set 1) which contains numbers that are scrambled or the logicalpatterned one (Set 2).Hypothesis: Numbers that are patterned (2 3 4 or 3 6 9) are easier to remember, becauseit is easier for human brain to remember the numbers which are order that is logical. Alsothe human brain cannot memorize complicated numbers just in few minutes, so patternnumbers makes it simpler because the brain just needs to remember that each number is amultiple for example, 2 4 6 8 10 are the multiple of 2. Thus pattern numbers helps usprocess the number in our brain.Variables: Input variable: The numbers will be changed giving the kids random numbers to remember and then giving them the numbers, which are in a logical and pattered manner. Output variable: The set (organized or unarranged numbers) are going to be measured by reading both set to the kids, so we can check which one they can remember. Control variables: Control variable 1: Repetition. Each student will only be able to listen to a set twice. Control variable 2: Same age of kids by having the kids from the same grade. Control variable 3: Sets will be kept the same by using the same 3 sets for all the testers.Materials: The things needed to do this experiment are:• More than 10 A5 papers• 3 Pencils• 4 arranged numbers (15 digit numbers)• 4 unarranged numbers (15 digit numbers)
  3. 3. • A computer to put the data into.Method:1. Gather all the equipments that are needed.2. Make sure all the numbers (randomized and patterned sets) are ready.3. Have 1 or 2 kids being tested seated.4. Tell the kids that this experiment is about memory (how much you remember?)5. Then tell them the instructions that we are going to say some numbers and they have to try to remember it.6. Say set 1 (the random numbers) say each number per second.7. Give the kids around a minute to write the numbers down. If needed repeat it only once.8. Then say set two (the patterned numbers)9. Give the kids around a minute to write the numbers down. If needed repeat it only once.10. Then ask the kids which set was easier to remember, set A or set B?11. Record the data/answer.12. Try this experiment again with the same pair/individual kid with different set of numbers.13. Repeat steps 2-11 for each new kid/s being tested.14. Finish off and gather all the data/answers.15. Share the data with team member/s.16. Put the data into the lab report table.
  4. 4. Data Table: Number of people that found which set easier Trial 1 Trial 2 Total AverageSet 1 2 0 2 2Set 2 8 9 17 8.5None 2 1 3 1.5 Graph: Which set is easier to remember? 18 Number of people being tested 16 14 12 10 8 Set 1 6 Set 2 4 None 2 0 Trial 1 Trial 2 Total Average Trials tested for each set Conclusion: Out of all the kids that were tested, there were only 2 kids that found Set 1 easy, which was remembering numbers that were in random order. Another kids found no Set easy, not even the numbers that were in a pattern. But all the other kids found out the pattern in the Set 1 and used it in Set 2 to remember, since Set 2 contained numbers that are in some sort of pattern. The pattern here is that Set 1 contains numbers that are in Set 2 but are all in scrambled places, but in Set 2 is properly organized and in a pattern like 4 8 12 16 etc, hence the pattern is within the sets. So most kids that we tested thought that Set 2 was
  5. 5. easier because of the multiple. Therefore it is confirmed that patterned and chronologicalnumbers are easier to remember. Also different kids have different brains; they willrecognize numbers in a complete different way from each other. And yes, the data doessupport the hypothesis, because the hypothesis says that organized and patterned numbersare easier to remember because then the brain have the logical order which it know, sincethey have a pattern; for example, 3 6 9 12 15. But if the brain tries to remember anumbers that in not a chronological number, then it is harder to try to remember thembecause the brain tends to think ahead when there a pattern it knows. It is confirmed thatthe data present in this report is reliable but it would have been more reliable if therewere more trials because then it would be confirmed for sure if the kids found patternednumber, random numbers or none easy.Evaluation:The method was easy to follow and go along with, but it didn’t exactly give the exactreliable data because there were steps that weren’t mentioned, so it was applied laterwhile doing the experiment. It wasn’t exactly reliable because it wasn’t that clear but it iseasy to understand and follow. Some of the problems that occurred are there weren’tenough set of numbers to choose from, since there were 2 for each trial and because ofthat many kids told each other what each number was and helped them out, so next timeif there is a range of sets then it would be helpful to make this experiment an experiment.Another problem was that some kids came at this station over and over again, so theywere familiar with the numbers and the sets, this affected our data because this mighthave been recorded and it wouldn’t be accurate anymore. So next time it would be muchbetter, if we know how many kids there were and their names written down so it wouldbe easier to identify, if the kid has done this experiment or not. Another investigation that
  6. 6. could be done is that we give the same two sets, one in pattern (1 2 3 4) and one not in apattern but similar numbers (4 2 1 3) and then ask them to find the pattern and ask whatare the similar features and time them. Another investigation could be that we place twosets in front of kids of different age and ask them to find the similarities just like the oneabove.