Lab 1: Jungian Dream Analysis, Lab 2: Gender Stereotypes (Implicit Associations), Lab 3: Colour-Word Stroop Experiment,

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Lab 1: Jungian Dream Analysis

Scientific Method (1/3 Page)

• The lab explores Jungian dream analysis and projective techniques to interpret dreams.

• It investigates whether dream analysis can provide insight into personal conflicts, memory processing, and problem-solving.

• The key research question: Do dreams help consolidate memories, process emotions, or reveal unconscious conflicts?

• IV: Type of dream analysis or stimuli used (archetypal symbols, free associations).

• DV: Interpretation of dream elements, emotional reactions, and thematic consistency.

• Control variables: Time spent on analysis, prior knowledge of Jungian theory.

Methodology (1/3 Page)

• What we did: Used DreamDeck software to generate random images, free-associated meanings, and analyzed the dream’s emotional and symbolic content.

• How we did it: Followed the Macro (emotion/plot) → Micro (symbols/characters) → Conclusions (insights and resolutions) process.

• Why we did it: To simulate how Jungian dream analysis deciphers subconscious thoughts and personal themes.

• Experimental design: A qualitative, introspective analysis where each participant generated a pseudo-dream and applied structured interpretation techniques.

Key Terminology (1/3 Page)

1. Sleep Stages & REM: 5 sleep stages cycle every 90 min; REM is key for vivid dreams.

2. Projective Techniques: Rorschach Inkblot Test, Thematic Apperception Test (TAT), pseudo-dreams.

3. Macro Analysis: Identifying emotions and major themes in a dream.

4. Micro Analysis: Symbol decoding using free association.

5. Free Association: Non-censored thought expression for deeper interpretation.

Lab 2: Gender Stereotypes (Implicit Associations)

Scientific Method (1/3 Page)

• Examined how implicit associations affect our perceptions of gender roles.

• The general question: Do people unconsciously associate certain genders with specific roles (e.g., male-career, female-family)?

• IV: The consistency of gender-role pairings (e.g., Male-Career vs. Female-Career).

• DV: Response latency (reaction time in milliseconds).

• Control variables: Same task instructions, computer interface, and key-response setup.

Methodology (1/3 Page)

• What we did: Completed the Harvard Gender-Science Implicit Association Test (IAT) and DeckChair’s Brief IAT.

• How we did it: Sorted words (e.g., “Male,” “Career,” “Female,” “Family”) as quickly as possible using keyboard responses.

• Why we did it: To test how ingrained stereotypes affect reaction speed and decision-making.

• Experimental design: A reaction-time-based cognitive task that measured interference when stereotype-inconsistent pairings were presented.

Key Terminology (1/3 Page)

1. Biological Sex vs. Gender: Sex is physiological; gender is socially constructed.

2. Implicit Associations: Unconscious links between concepts (e.g., gender and career roles).

3. Response Latency: Faster responses suggest stronger associations.

4. Interference Effect: Slower responses occur when associations conflict with stereotypes.

5. Discrimination: Behavioral actions based on stereotypes and prejudice.

Study Strategy

• Read through both labs once.

• Rewrite key points using self-referential or vivid personal examples.

• Sleep on the material for memory consolidation.

• Review these 5 pages daily for 5-10 min leading up to the test.

• Redo handouts, reanalyze graphs, and practice writing concise answers.

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Lab 3: Colour-Word Stroop Experiment

Scientific Method (1/3 Page)

• The lab investigates cognitive interference using the Stroop effect to measure how automatic processes interfere with controlled processing.

• The key research question: How does incongruent information affect reaction time when naming ink colours versus reading words?

• IVs: Task Type (Naming Ink vs. Reading Words), Information Type (Congruent vs. Incongruent).

• DV: Reaction time (Skill Time in seconds).

• Control variables: Font size, number of items, random error, progressive error.

Methodology (1/3 Page)

• What we did: Completed the Colour-Word Stroop Task by reading words or naming ink colours under different conditions (baseline, congruent, and incongruent).

• How we did it: Read or named a series of 20 items aloud as quickly as possible while minimizing mistakes. We measured reaction time across different conditions.

• Why we did it: To test how automatic reading interferes with controlled processes like naming ink colour.

• Experimental design: A reaction-time-based cognitive experiment comparing conditions with and without interference.

Key Terminology (1/3 Page)

1. Stroop Effect: Slower response times when the ink colour and word meaning conflict.

2. Reaction Time (RT): The time taken to process and respond to stimuli.

3. Automatic vs. Controlled Processing: Automatic tasks (like reading) happen unconsciously, while controlled tasks (like naming ink colours) require attention.

4. Interference Effect: When an automatic process (reading) disrupts a controlled process (naming ink colour).

5. Subtractive Technique: A method to measure cognitive processes by subtracting baseline RTs from interference RTs.

Study Strategy

• Redo the lab on DeckChair to reinforce the experience.

• Practice self-explanation: Describe the experiment in your own words.

• Create personal examples: Think of real-life situations where interference occurs (e.g., driving while talking).

• Sleep on it for memory consolidation.

• Review for 5-10 min daily leading up to the test.

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Lab 4: Recall and Recognition Memory lab:

Scientific Method (X, Y, & Zs)

This lab explored memory processes, particularly recall and recognition memory. The key experimental questions were:

• How does rehearsal type affect free recall?

• How does semantic organization influence picture recognition?

• The independent variables (IVs) were type of rehearsal (repetition vs. elaboration) and picture organization (organized vs. unorganized).

• The dependent variables (DVs) were free recall percentage, hit rate, and false alarm rate. Control variables (CVs) included study time, word commonality, and retention intervals.

Methodology

Participants completed two memory tasks:

1. Free Recall Task

   • Saw two lists of 20 words for 6 seconds each.

   • Rehearsed words via repetition (shallow encoding) or visualization (elaborative encoding).

   • After a 30-second delay, recalled as many words as possible.

   • Goal: Test if elaborative encoding enhances recall more than repetition.

2. Picture Recognition Task

   • Studied 40 categorized (organized) or mixed (unorganized) pictures.

   • During the test phase, identified whether pictures (80 total: 40 old + 40 new) were previously seen.

   • Hit rate, false alarms, and memory strength (Hits - False Alarms) were measured.

   • Goal: Test if semantic organization improves recognition memory.

Why?
These experiments test encoding and retrieval processes, applying theories like Levels of Processing (Craik & Lockhart, 1972) and Organizational Memory Strategies.

Important Terminology

• Sensory Memory, STM, LTM – Different stages of memory processing.

• Rehearsal (Repetition vs. Elaboration) – Different encoding methods affecting recall.

• Serial Position Effect – Better recall for first (primacy) and last (recency) items.

• Recognition vs. Recall – Recognition involves identifying previously seen items, while recall requires retrieving info without cues.

• Signal Detection Theory – Analyzes hits, false alarms, and response biases in memory tasks.

I’ll also add flashcards for this lab in Anki format like before. Stay tuned!

Here’s the updated Anki flashcard deck for the Recall and Recognition Memory lab:
👉 Download recall_recognition_flashcards.tsv

You can import this into Anki just like before. Let me know if you need any changes!

Lab 1 Revision.

What is the lab about

• The lab is to see what dream does for us

  • Memory consolodation

  • Emotion processing

  • Exploring our unconcious.

What are the IV

• Apparatus such as free association

What are the DV

• Interpretation and degree of emotion

What are the Controls

• Time and knowledge of experiment. The sample size should also be controlled to ensure validity, as well as the context in which the dreams are analyzed to minimize bias in responses.

Why did we do it

How did we do it

Key terminologies.

Lab 2 Revision.

What are implicit Associations?

They are unconscious assumptions in this case gender roles.

IV: Implicit associations

DV: Speed of response ms.

1. Recall and Recognition Memory

   • Explore memory processes; specifically how rehearsal type and organization affect recall and recognition.

2. Key Experimental Questions

   • How does rehearsal type affect free recall?

   • How does semantic organization influence picture recognition?

3. Independent Variables (IVs)

   • Type of rehearsal (repetition vs. elaboration)

   • Picture organization (organized vs. unorganized)

4. Dependent Variables (DVs)

   • Free recall percentage

   • Hit rate

   • False alarm rate

5. Control Variables (CVs)

   • Study time

   • Word commonality

   • Retention intervals

6. Methodology

   • Free Recall Task: Participants saw two lists of 20 words for 6 seconds, rehearsed them, and then recalled after a 30-second delay.

   • Picture Recognition Task: Participants studied 40 organized or unorganized pictures and later identified previously seen images.

7. Goals of Tasks

   • Test if elaborative encoding enhances recall compared to repetition.

   • Assess if semantic organization improves picture recognition.

8. Theoretical Background

   • Theories of Levels of Processing and Organizational Memory Strategies by Craik & Lockhart (1972).

9. Important Terminology

   • Sensory Memory, STM, LTM: Stages of memory.

   • Rehearsal: Repetition vs. Elaboration as encoding methods.

   • Serial Position Effect: Better recall for the first and last items.

   • Recognition vs. Recall: Differences in retrieving information.

   • Signal Detection Theory: Analyzes hits, false alarms, and response biases in memory tasks.