cognitive science experiment ideas

11+ Psychology Experiment Ideas (Goals + Methods)

Have you ever wondered why some days you remember things easily, while on others you keep forgetting? Or why certain songs make you super happy and others just…meh?

Our minds are like big, mysterious puzzles, and every day we're finding new pieces to fit. One of the coolest ways to explore our brains and the way they work is through psychology experiments.

A psychology experiment is a special kind of test or activity researchers use to learn more about how our minds work and why we behave the way we do.

It's like a detective game where scientists ask questions and try out different clues to find answers about our feelings, thoughts, and actions. These experiments aren't just for scientists in white coats but can be fun activities we all try to discover more about ourselves and others.

Some of these experiments have become so famous, they’re like the celebrities of the science world! Like the Marshmallow Test, where kids had to wait to eat a yummy marshmallow, or Pavlov's Dogs, where dogs learned to drool just hearing a bell.

Let's look at a few examples of psychology experiments you can do at home.

What Are Some Classic Experiments?

Imagine a time when the mysteries of the mind were being uncovered in groundbreaking ways. During these moments, a few experiments became legendary, capturing the world's attention with their intriguing results.

The Marshmallow Test

One of the most talked-about experiments of the 20th century was the Marshmallow Test , conducted by Walter Mischel in the late 1960s at Stanford University.

The goal was simple but profound: to understand a child's ability to delay gratification and exercise self-control.

Children were placed in a room with a marshmallow and given a choice: eat the marshmallow now or wait 15 minutes and receive two as a reward. Many kids struggled with the wait, some devouring the treat immediately, while others demonstrated remarkable patience.

But the experiment didn’t end there. Years later, Mischel discovered something astonishing. The children who had waited for the second marshmallow were generally more successful in several areas of life, from school achievements to job satisfaction!

While this experiment highlighted the importance of teaching patience and self-control from a young age, it wasn't without its criticisms. Some argued that a child's background, upbringing, or immediate surroundings might play a significant role in their choices.

Moreover, there were concerns about the ethics of judging a child's potential success based on a brief interaction with a marshmallow.

Pavlov's Dogs

Traveling further back in time and over to Russia, another classic experiment took the world by storm. Ivan Pavlov , in the early 1900s, wasn't initially studying learning or behavior. He was exploring the digestive systems of dogs.

But during his research, Pavlov stumbled upon a fascinating discovery. He noticed that by ringing a bell every time he fed his dogs, they eventually began to associate the bell's sound with mealtime. So much so, that merely ringing the bell, even without presenting food, made the dogs drool in anticipation!

This reaction demonstrated the concept of "conditioning" - where behaviors can be learned by linking two unrelated stimuli. Pavlov's work revolutionized the world's understanding of learning and had ripple effects in various areas like animal training and therapy techniques.

Pavlov came up with the term classical conditioning , which is still used today. Other psychologists have developed more nuanced types of conditioning that help us understand how people learn to perform different behaviours.

Classical conditioning is the process by which a neutral stimulus becomes associated with a meaningful stimulus , leading to the same response. In Pavlov's case, the neutral stimulus (bell) became associated with the meaningful stimulus (food), leading the dogs to salivate just by hearing the bell.

Modern thinkers often critique Pavlov's methods from an ethical standpoint. The dogs, crucial to his discovery, may not have been treated with today's standards of care and respect in research.

Both these experiments, while enlightening, also underline the importance of conducting research with empathy and consideration, especially when it involves living beings.

What is Ethical Experimentation?

The tales of Pavlov's bells and Mischel's marshmallows offer us not just insights into the human mind and behavior but also raise a significant question: At what cost do these discoveries come?

Ethical experimentation isn't just a fancy term; it's the backbone of good science. When we talk about ethics, we're referring to the moral principles that guide a researcher's decisions and actions. But why does it matter so much in the realm of psychological experimentation?

An example of an experiment that had major ethical issues is an experiment called the Monster Study . This study was conducted in 1936 and was interested in why children develop a stutter.

The major issue with it is that the psychologists treated some of the children poorly over a period of five months, telling them things like “You must try to stop yourself immediately. Don’t ever speak unless you can do it right.”

You can imagine how that made the children feel!

This study helped create guidelines for ethical treatment in experiments. The guidelines include:

Respect for Individuals: Whether it's a dog in Pavlov's lab or a child in Mischel's study room, every participant—human or animal—deserves respect. They should never be subjected to harm or undue stress. For humans, informed consent (knowing what they're signing up for) is a must. This means that if a child is participating, they, along with their guardians, should understand what the experiment entails and agree to it without being pressured.

Honesty is the Best Policy: Researchers have a responsibility to be truthful. This means not only being honest with participants about the study but also reporting findings truthfully, even if the results aren't what they hoped for. There can be exceptions if an experiment will only succeed if the participants aren't fully aware, but it has to be approved by an ethics committee .

Safety First: No discovery, no matter how groundbreaking, is worth harming a participant. The well-being and mental, emotional, and physical safety of participants is paramount. Experiments should be designed to minimize risks and discomfort.

Considering the Long-Term: Some experiments might have effects that aren't immediately obvious. For example, while a child might seem fine after participating in an experiment, they could feel stressed or anxious later on. Ethical researchers consider and plan for these possibilities, offering support and follow-up if needed.

The Rights of Animals: Just because animals can't voice their rights doesn't mean they don't have any. They should be treated with care, dignity, and respect. This means providing them with appropriate living conditions, not subjecting them to undue harm, and considering alternatives to animal testing when possible.

While the world of psychological experiments offers fascinating insights into behavior and the mind, it's essential to tread with care and compassion. The golden rule? Treat every participant, human or animal, as you'd wish to be treated. After all, the true mark of a groundbreaking experiment isn't just its findings but the ethical integrity with which it's conducted.

So, even if you're experimenting at home, please keep in mind the impact your experiments could have on the people and beings around you!

Let's get into some ideas for experiments.

1) Testing Conformity

Our primary aim with this experiment is to explore the intriguing world of social influences, specifically focusing on how much sway a group has over an individual's decisions. This social influence is called groupthink .

Humans, as social creatures, often find solace in numbers, seeking the approval and acceptance of those around them. But how deep does this need run? Does the desire to "fit in" overpower our trust in our own judgments?

This experiment not only provides insights into these questions but also touches upon the broader themes of peer pressure, societal norms, and individuality. Understanding this could shed light on various real-world situations, from why fashion trends catch on to more critical scenarios like how misinformation can spread.

Method: This idea is inspired by the classic Asch Conformity Experiments . Here's a simple way to try it:

• Assemble a group of people (about 7-8). Only one person will be the real participant; the others will be in on the experiment.
• Show the group a picture of three lines of different lengths and another line labeled "Test Line."
• Ask each person to say out loud which of the three lines matches the length of the "Test Line."
• Unknown to the real participant, the other members will intentionally choose the wrong line. This is to see if the participant goes along with the group's incorrect choice, even if they can see it's wrong.

Real-World Impacts of Groupthink

Groupthink is more than just a science term; we see it in our daily lives:

Decisions at Work or School: Imagine being in a group where everyone wants to do one thing, even if it's not the best idea. People might not speak up because they're worried about standing out or being the only one with a different opinion.

Wrong Information: Ever heard a rumor that turned out to be untrue? Sometimes, if many people believe and share something, others might believe it too, even if it's not correct. This happens a lot on the internet.

Peer Pressure: Sometimes, friends might all want to do something that's not safe or right. People might join in just because they don't want to feel left out.

Missing Out on New Ideas: When everyone thinks the same way and agrees all the time, cool new ideas might never get heard. It's like always coloring with the same crayon and missing out on all the other bright colors!

2) Testing Color and Mood

We all have favorite colors, right? But did you ever wonder if colors can make you feel a certain way? Color psychology is the study of how colors can influence our feelings and actions.

For instance, does blue always calm us down? Does red make us feel excited or even a bit angry? By exploring this, we can learn how colors play a role in our daily lives, from the clothes we wear to the color of our bedroom walls.

• Find a quiet room and set up different colored lights or large sheets of colored paper: blue, red, yellow, and green.
• Invite some friends over and let each person spend a few minutes under each colored light or in front of each colored paper.
• After each color, ask your friends to write down or talk about how they feel. Are they relaxed? Energized? Happy? Sad?

Researchers have always been curious about this. Some studies have shown that colors like blue and green can make people feel calm, while colors like red might make them feel more alert or even hungry!

Real-World Impacts of Color Psychology

Ever noticed how different places use colors?

Hospitals and doctors' clinics often use soft blues and greens. This might be to help patients feel more relaxed and calm.

Many fast food restaurants use bright reds and yellows. These colors might make us feel hungry or want to eat quickly and leave.

Classrooms might use a mix of colors to help students feel both calm and energized.

3) Testing Music and Brainpower

Think about your favorite song. Do you feel smarter or more focused when you listen to it? This experiment seeks to understand the relationship between music and our brain's ability to remember things. Some people believe that certain types of music, like classical tunes, can help us study or work better. Let's find out if it's true!

• Prepare a list of 10-15 things to remember, like a grocery list or names of places.
• Invite some friends over. First, let them try to memorize the list in a quiet room.
• After a short break, play some music (try different types like pop, classical, or even nature sounds) and ask them to memorize the list again.
• Compare the results. Was there a difference in how much they remembered with and without music?

The " Mozart Effect " is a popular idea. Some studies in the past suggested that listening to Mozart's music might make people smarter, at least for a little while. But other researchers think the effect might not be specific to Mozart; it could be that any music we enjoy boosts our mood and helps our brain work better.

Real-World Impacts of Music and Memory

Think about how we use music:

• Study Sessions: Many students listen to music while studying, believing it helps them concentrate better.
• Workout Playlists: Gyms play energetic music to keep people motivated and help them push through tough workouts.
• Meditation and Relaxation: Calm, soothing sounds are often used to help people relax or meditate.

4) Testing Dreams and Food

Ever had a really wild dream and wondered where it came from? Some say that eating certain foods before bedtime can make our dreams more vivid or even a bit strange.

This experiment is all about diving into the dreamy world of sleep to see if what we eat can really change our nighttime adventures. Can a piece of chocolate or a slice of cheese transport us to a land of wacky dreams? Let's find out!

• Ask a group of friends to keep a "dream diary" for a week. Every morning, they should write down what they remember about their dreams.
• For the next week, ask them to eat a small snack before bed, like cheese, chocolate, or even spicy foods.
• They should continue writing in their "dream diary" every morning.
• At the end of the two weeks, compare the dream notes. Do the dreams seem different during the snack week?

The link between food and dreams isn't super clear, but some people have shared personal stories. For example, some say that spicy food can lead to bizarre dreams. Scientists aren't completely sure why, but it could be related to how food affects our body temperature or brain activity during sleep.

A cool idea related to this experiment is that of vivid dreams , which are very clear, detailed, and easy to remember dreams. Some people are even able to control their vivid dreams, or say that they feel as real as daily, waking life !

Real-World Impacts of Food and Dreams

Our discoveries might shed light on:

• Bedtime Routines: Knowing which foods might affect our dreams can help us choose better snacks before bedtime, especially if we want calmer sleep.
• Understanding Our Brain: Dreams can be mysterious, but studying them can give us clues about how our brains work at night.
• Cultural Beliefs: Many cultures have myths or stories about foods and dreams. Our findings might add a fun twist to these age-old tales!

5) Testing Mirrors and Self-image

Stand in front of a mirror. How do you feel? Proud? Shy? Curious? Mirrors reflect more than just our appearance; they might influence how we think about ourselves.

This experiment delves into the mystery of self-perception. Do we feel more confident when we see our reflection? Or do we become more self-conscious? Let's take a closer look.

• Set up two rooms: one with mirrors on all walls and another with no mirrors at all.
• Invite friends over and ask them to spend some time in each room doing normal activities, like reading or talking.
• After their time in both rooms, ask them questions like: "Did you think about how you looked more in one room? Did you feel more confident or shy?"
• Compare the responses to see if the presence of mirrors changes how they feel about themselves.

Studies have shown that when people are in rooms with mirrors, they can become more aware of themselves. Some might stand straighter, fix their hair, or even change how they behave. The mirror acts like an audience, making us more conscious of our actions.

Real-World Impacts of Mirrors and Self-perception

Mirrors aren't just for checking our hair. Ever wonder why clothing stores have so many mirrors? They might help shoppers visualize themselves in new outfits, encouraging them to buy.

Mirrors in gyms can motivate people to work out with correct form and posture. They also help us see progress in real-time!

And sometimes, looking in a mirror can be a reminder to take care of ourselves, both inside and out.

But remember, what we look like isn't as important as how we act in the world or how healthy we are. Some people claim that having too many mirrors around can actually make us more self conscious and distract us from the good parts of ourselves.

Some studies are showing that mirrors can actually increase self-compassion , amongst other things. As any tool, it seems like mirrors can be both good and bad, depending on how we use them!

6) Testing Plants and Talking

Have you ever seen someone talking to their plants? It might sound silly, but some people believe that plants can "feel" our vibes and that talking to them might even help them grow better.

In this experiment, we'll explore whether plants can indeed react to our voices and if they might grow taller, faster, or healthier when we chat with them.

• Get three similar plants, placing each one in a separate room.
• Talk to the first plant, saying positive things like "You're doing great!" or singing to it.
• Say negative things to the second plant, like "You're not growing fast enough!"
• Don't talk to the third plant at all; let it be your "silent" control group .
• Water all plants equally and make sure they all get the same amount of light.
• At the end of the month, measure the growth of each plant and note any differences in their health or size.

The idea isn't brand new. Some experiments from the past suggest plants might respond to sounds or vibrations. Some growers play music for their crops, thinking it helps them flourish.

Even if talking to our plants doesn't have an impact on their growth, it can make us feel better! Sometimes, if we are lonely, talking to our plants can help us feel less alone. Remember, they are living too!

Real-World Impacts of Talking to Plants

If plants do react to our voices, gardeners and farmers might adopt new techniques, like playing music in greenhouses or regularly talking to plants.

Taking care of plants and talking to them could become a recommended activity for reducing stress and boosting mood.

And if plants react to sound, it gives us a whole new perspective on how connected all living things might be .

7) Testing Virtual Reality and Senses

Virtual reality (VR) seems like magic, doesn't it? You put on a headset and suddenly, you're in a different world! But how does this "new world" affect our senses? This experiment wants to find out how our brains react to VR compared to the real world. Do we feel, see, or hear things differently? Let's get to the bottom of this digital mystery!

• You'll need a VR headset and a game or experience that can be replicated in real life (like walking through a forest). If you don't have a headset yourself, there are virtual reality arcades now!
• Invite friends to first experience the scenario in VR.
• Afterwards, replicate the experience in the real world, like taking a walk in an actual forest.
• Ask them questions about both experiences: Did one seem more real than the other? Which sounds were more clear? Which colors were brighter? Did they feel different emotions?

As VR becomes more popular, scientists have been curious about its effects. Some studies show that our brains can sometimes struggle to tell the difference between VR and reality. That's why some people might feel like they're really "falling" in a VR game even though they're standing still.

Real-World Impacts of VR on Our Senses

Schools might use VR to teach lessons, like taking students on a virtual trip to ancient Egypt. Understanding how our senses react in VR can also help game designers create even more exciting and realistic games.

Doctors could use VR to help patients overcome fears or to provide relaxation exercises. This is actually already a method therapists can use for helping patients who have serious phobias. This is called exposure therapy , which basically means slowly exposing someone (or yourself) to the thing you fear, starting from very far away to becoming closer.

For instance, if someone is afraid of snakes. You might show them images of snakes first. Once they are comfortable with the picture, they can know there is one in the next room. Once they are okay with that, they might use a VR headset to see the snake in the same room with them, though of course there is not an actual snake there.

8) Testing Sleep and Learning

We all know that feeling of trying to study or work when we're super tired. Our brains feel foggy, and it's hard to remember stuff. But how exactly does sleep (or lack of it) influence our ability to learn and remember things?

With this experiment, we'll uncover the mysteries of sleep and see how it can be our secret weapon for better learning.

• Split participants into two groups.
• Ask both groups to study the same material in the evening.
• One group goes to bed early, while the other stays up late.
• The next morning, give both groups a quiz on what they studied.
• Compare the results to see which group remembered more.

Sleep and its relation to learning have been explored a lot. Scientists believe that during sleep, especially deep sleep, our brains sort and store new information. This is why sometimes, after a good night's rest, we might understand something better or remember more.

Real-World Impacts of Sleep and Learning

Understanding the power of sleep can help:

• Students: If they know the importance of sleep, students might plan better, mixing study sessions with rest, especially before big exams.
• Workplaces: Employers might consider more flexible hours, understanding that well-rested employees learn faster and make fewer mistakes.
• Health: Regularly missing out on sleep can have other bad effects on our health. So, promoting good sleep is about more than just better learning.

9) Testing Social Media and Mood

Have you ever felt different after spending time on social media? Maybe happy after seeing a friend's fun photos, or a bit sad after reading someone's tough news.

Social media is a big part of our lives, but how does it really affect our mood? This experiment aims to shine a light on the emotional roller-coaster of likes, shares, and comments.

• Ask participants to note down how they're feeling - are they happy, sad, excited, or bored?
• Have them spend a set amount of time (like 30 minutes) on their favorite social media platforms.
• After the session, ask them again about their mood. Did it change? Why?
• Discuss what they saw or read that made them feel that way.

Previous research has shown mixed results. Some studies suggest that seeing positive posts can make us feel good, while others say that too much time on social media can make us feel lonely or left out.

Real-World Impacts of Social Media on Mood

Understanding the emotional impact of social media can help users understand their feelings and take breaks if needed. Knowing is half the battle! Additionally, teachers and parents can guide young users on healthy social media habits, like limiting time or following positive accounts.

And if it's shown that social media does impact mood, social media companies can design friendlier, less stressful user experiences.

But even if the social media companies don't change things, we can still change our social media habits to make ourselves feel better.

10) Testing Handwriting or Typing

Think about the last time you took notes. Did you grab a pen and paper or did you type them out on a computer or tablet?

Both ways are popular, but there's a big question: which method helps us remember and understand better? In this experiment, we'll find out if the classic art of handwriting has an edge over speedy typing.

• Divide participants into two groups.
• Present a short lesson or story to both groups.
• One group will take notes by hand, while the other will type them out.
• After some time, quiz both groups on the content of the lesson or story.
• Compare the results to see which note-taking method led to better recall and understanding.

Studies have shown some interesting results. While typing can be faster and allows for more notes, handwriting might boost memory and comprehension because it engages the brain differently, making us process the information as we write.

Importantly, each person might find one or the other works better for them. This could be useful in understanding our learning habits and what instructional style would be best for us.

Real-World Impacts of Handwriting vs. Typing

Knowing the pros and cons of each method can:

• Boost Study Habits: Students can pick the method that helps them learn best, especially during important study sessions or lectures.
• Work Efficiency: In jobs where information retention is crucial, understanding the best method can increase efficiency and accuracy.
• Tech Design: If we find out more about how handwriting benefits us, tech companies might design gadgets that mimic the feel of writing while combining the advantages of digital tools.

11) Testing Money and Happiness

We often hear the saying, "Money can't buy happiness," but is that really true? Many dream of winning the lottery or getting a big raise, believing it would solve all problems.

In this experiment, we dig deep to see if there's a real connection between wealth and well-being.

• Survey a range of participants, from those who earn a little to those who earn a lot, about their overall happiness. You can keep it to your friends and family, but that might not be as accurate as surveying a wider group of people.
• Ask them to rank things that bring them joy and note if they believe more money would boost their happiness. You could try different methods, one where you include some things that they have to rank, such as gardening, spending time with friends, reading books, learning, etc. Or you could just leave a blank list that they can fill in with their own ideas.
• Study the data to find patterns or trends about income and happiness.

Some studies have found money can boost happiness, especially when it helps people out of tough financial spots. But after reaching a certain income, extra dollars usually do not add much extra joy.

In fact, psychologists just realized that once people have an income that can comfortably support their needs (and some of their wants), they stop getting happier with more . That number is roughly $75,000, but of course that depends on the cost of living and how many members are in the family.

Real-World Impacts of Money and Happiness

If we can understand the link between money and joy, it might help folks choose jobs they love over jobs that just pay well. And instead of buying things, people might spend on experiences, like trips or classes, that make lasting memories.

Most importantly, we all might spend more time on hobbies, friends, and family, knowing they're big parts of what makes life great.

Some people are hoping that with Artificial Intelligence being able to do a lot of the less well-paying jobs, people might be able to do work they enjoy more, all while making more money and having more time to do the things that make them happy.

12) Testing Temperature and Productivity

Have you ever noticed how a cold classroom or office makes it harder to focus? Or how on hot days, all you want to do is relax? In this experiment, we're going to find out if the temperature around us really does change how well we work.

• Find a group of participants and a room where you can change the temperature.
• Set the room to a chilly temperature and give the participants a set of tasks to do.
• Measure how well and quickly they do these tasks.
• The next day, make the room comfortably warm and have them do similar tasks.
• Compare the results to see if the warmer or cooler temperature made them work better.

Some studies have shown that people can work better when they're in a room that feels just right, not too cold or hot. Being too chilly can make fingers slow, and being too warm can make minds wander.

What temperature is "just right"? It won't be the same for everyone, but most people find it's between 70-73 degrees Fahrenheit (21-23 Celsius).

Real-World Implications of Temperature and Productivity

If we can learn more about how temperature affects our work, teachers might set classroom temperatures to help students focus and learn better, offices might adjust temperatures to get the best work out of their teams, and at home, we might find the best temperature for doing homework or chores quickly and well.

Interestingly, temperature also has an impact on our sleep quality. Most people find slightly cooler rooms to be better for good sleep. While the daytime temperature between 70-73F is good for productivity, a nighttime temperature around 65F (18C) is ideal for most people's sleep.

Psychology is like a treasure hunt, where the prize is understanding ourselves better. With every experiment, we learn a little more about why we think, feel, and act the way we do. Some of these experiments might seem simple, like seeing if colors change our mood or if being warm helps us work better. But even the simple questions can have big answers that help us in everyday life.

Remember, while doing experiments is fun, it's also important to always be kind and think about how others feel. We should never make someone uncomfortable just for a test. Instead, let's use these experiments to learn and grow, helping to make the world a brighter, more understanding place for everyone.

Related posts:

• 150+ Flirty Goodnight Texts For Him (Sweet and Naughty Examples)
• Dream Interpreter & Dictionary (270+ Meanings)
• Sleep Stages (Light, Deep, REM)
• What Part of the Brain Regulates Body Temperature?
• Why Do We Dream? (6 Theories and Psychological Reasons)

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Cognitive Psychology: Experiments & Examples

Cognitive psychology reveals, for example, insights into how we think, reason, learn, remember, produce language and even how illogical our brains are.

Fifty years ago there was a revolution in cognitive psychology which changed the way we think about the mind.

The ‘cognitive revolution’ inspired cognitive psychologists to start thinking of the mind as a kind of organic computer, rather than as an impenetrable black box which would never be understood.

This metaphor has motivated cognitive psychology to investigate the software central to our everyday functioning, opening the way to insights into how we think, reason, learn, remember and produce language.

Here are 10 classic examples of cognitive psychology studies that have helped reveal how thinking works.

1. Cognitive psychology reveals how experts think

Without experts the human race would be sunk.

But what is it about how experts think which lets them achieve breakthroughs which we can all enjoy?

The answer is in how experts think about problems, compared with novices, cognitive psychology reveals.

That’s what Chi et al. (1981) found when they compared how experts and novices represented physics problems.

Novices tended to get stuck thinking about the surface details of the problem whereas experts saw the underlying principles that were operating.

It was partly this deeper, abstract way of approaching problems that made the experts more successful.

2. Short-term memory lasts 15-30 seconds

Short-term memory is a lot shorter than many think, cognitive psychologists find.

In fact it lasts about 15-30 seconds.

We know that because of a classic cognitive psychology study carried out by Lloyd and Margaret Peterson ( Peterson & Peterson, 1959 ).

Participants had to try and remember and recall three-letter strings, like FZX.

When tested, after 3 seconds they could recall 80 percent of them, after 18 seconds, though, they could only remember 10 percent.

That’s how short-term short-term memory is.

3. Cognitive psychology finds people are not logical

People find formal logic extremely difficult to cope with–that’s normal, cognitive psychology finds.

Here’s a quick test for you, and don’t be surprised if your brain overheats:

“You are shown a set of four cards placed on a table, each of which has a number on one side and a coloured patch on the other side. The visible faces of the cards show 3, 8, red and brown. Which card(s) must you turn over in order to test the truth of the proposition that if a card shows an even number on one face, then its opposite face is red?”

The answer is you have to turn over the ‘8’ and the brown card (for an explanation search for “Wason selection task” — even after hearing it, many people still can’t believe this is the correct answer).

If you got it right, then you’re in the minority (or you’ve seen the test before!).

When Wason conducted this classic experiment, less than 10 percent of people got it right (Wason, 1968).

Cognitive psychology finds that our brains are not set up for this kind of formal logic.

4. Example: framing in cognitive psychology

The way you frame a problem, argument or statement can have huge effects on how people perceive it.

For example, think about risk for a moment and the fact that people don’t like to take chances.

They dislike taking chances so much that even the whiff of negativity is enough to send people running for the hills.

That’s what cognitive psychologists Kahneman and Tversky (1981) demonstrated when they asked participants to imagine 600 people were affected by a deadly disease.

There was, they were told, a treatment, but it is risky.

If you decided to use the treatment, here are the odds:

“A 33% chance of saving all 600 people, 66% possibility of saving no one.”

When told this, 72 percent of people thought it was a good bet.

But, when presented the problem this way:

“A 33% chance that no people will die, 66% probability that all 600 will die.”

…the number choosing it dropped to 22 percent.

The beauty of the study is that the outcomes are identical, it’s just the framing that’s different.

Cognitive psychology shows that the way we think is heavily influenced by the terms in which issues are expressed.

5. Attention is like a spotlight

We actually have two sets of eyes — one set real and one virtual, cognitive psychology finds.

We have the real eyes moving around in their sockets, but we also have ‘virtual eyes’ looking around our field of vision, choosing what we pay attention to.

People are using their virtual eyes all the time: for example, when they watch each other using their peripheral vision.

You don’t need to look directly at an attractive stranger to eye them up, you can look ‘out of the corner of your eye’.

Cognitive psychologists have called this the ‘spotlight of attention’ and studies have actually measured its movement.

It means we can notice things in the fraction of a second before our eyes have a chance to reorient.

→ Read on: The Attentional Spotlight

6. The cocktail party effect in cognitive psychology

It’s not just vision which has a kind of spotlight, our hearing is also finely tuned, cognitive psychologists have discovered.

It’s like when you’re at a cocktail party and you can tune out all the voices, except the person you’re talking to.

Or, you can tune out the person you’re talking to and eavesdrop on a more interesting conversation behind.

A beautiful cognitive psychology demonstration of this was carried out in the 1950s by Cherry (1953) .

He found that people could even distinguish the same voice reading two different messages at the same time.

→ Read on: The Cocktail Party Effect

7. Children’s cognitive psychology example

If you take a toy duck and show it to a 12-month-old infant, then put your hand under a cushion, leave the duck there and bring your hand out, the child will only look in your hand, almost never under the cushion.

At this age, children behave as though things they can’t see don’t even exist.

As the famous child psychologist Jean Piaget noted:

“The child’s universe is still only a totality of pictures emerging from nothingness at the moment of action, to return to nothingness at the moment when the action is finished.”

And yet, just six months later, a child will typically look under the cushion, studies in cognitive psychology have found.

It has learnt that things that are hidden from view can continue to exist — this is known as object permanence .

This is just one miracle amongst many in developmental  psychology and cognitive psychology.

8. The McGurk effect in cognitive psychology

The brain is integrating information from all our senses to produce our experience, cognitive psychology shows.

This is brilliantly revealed by the McGurk effect ( McGurk & MacDonald, 1976 ).

Watch the following clip from a BBC documentary to see the effect in full.

You won’t believe it until you see and hear it yourself.

The sensation is quite odd:

9. Implanting false memories

People sometimes think of their memories as being laid down, then later either recalled or forgotten, with little change in the memories themselves between the two.

In fact, cognitive psychology shows that the reality is much more complex and, in some cases, alarming.

One of the most dramatic examples of these studies demonstrated that memories can be changed, or even implanted later, was carried out by Elizabeth Loftus.

In her study, a childhood memory of being lost in a mall was successfully implanted in some people’s mind, despite their families confirming nothing like it had ever happened to them.

Later research in cognitive psychology have found that 50 percent of participants could have a false memory successfully implanted.

→ Read on: Implanting False Memories

10. Why the incompetent don’t know they’re incompetent

There all kinds of cognitive biases operating in the mind, cognitive psychology has found.

The Dunning-Kruger effect , though, is a favourite because it explains why incompetent people don’t know they’re incompetent.

David Dunning and Justin Kruger found in their studies that people who are the most incompetent are the least aware of their own incompetence.

At the other end of the scale, the most competent are most aware of their own shortcomings.

→ Explore more: Cognitive Biases : Why We Make Irrational Decisions

Author: Dr Jeremy Dean

Psychologist, Jeremy Dean, PhD is the founder and author of PsyBlog. He holds a doctorate in psychology from University College London and two other advanced degrees in psychology. He has been writing about scientific research on PsyBlog since 2004. View all posts by Dr Jeremy Dean

Join the free PsyBlog mailing list. No spam, ever.

Psychology Experiment Ideas

Categories Psychology Education

Quick Ideas | Experiment Ideas | Designing Your Experiment | Types of Research

If you are taking a psychology class, you might at some point be asked to design an imaginary experiment or perform an experiment or study. The idea you ultimately choose to use for your psychology experiment may depend upon the number of participants you can find, the time constraints of your project, and limitations in the materials available to you.

Consider these factors before deciding which psychology experiment idea might work for your project.

This article discusses some ideas you might try if you need to perform a psychology experiment or study.

Table of Contents

A Quick List of Experiment Ideas

If you are looking for a quick experiment idea that would be easy to tackle, the following might be some research questions you want to explore:

• How many items can people hold in short-term memory ?
• Are people with a Type A personality more stressed than those with a Type B personality?
• Does listening to upbeat music increase heart rate?
• Are men or women better at detecting emotions ?
• Are women or men more likely to experience imposter syndrome ?
• Will students conform if others in the group all share an opinion that is different from their own?
• Do people’s heartbeat or breathing rates change in response to certain colors?
• How much do people rely on nonverbal communication to convey information in a conversation?
• Do people who score higher on measures of emotional intelligence also score higher on measures of overall well-being?
• Do more successful people share certain personality traits ?

Most of the following ideas are easily conducted with a small group of participants, who may likely be your classmates. Some of the psychology experiment or study ideas you might want to explore:

Sleep and Short-Term Memory

Does sleep deprivation have an impact on short-term memory ?

Ask participants how much sleep they got the night before and then conduct a task to test short-term memory for items on a list.

Social Media and Mental Health

Is social media usage linked to anxiety or depression?

Ask participants about how many hours a week they use social media sites and then have them complete a depression and anxiety assessment.

Procrastination and Stress

How does procrastination impact student stress levels?

Ask participants about how frequently they procrastinate on their homework and then have them complete an assessment looking at their current stress levels.

Caffeine and Cognition

How does caffeine impact performance on a Stroop test?

In the Stroop test , participants are asked to tell the color of a word, rather than just reading the word. Have a control group consume no caffeine and then complete a Stroop test, and then have an experimental group consume caffeine before completing the same test. Compare results.

Color and Memory

Does the color of text have any impact on memory?

Randomly assign participants to two groups. Have one group memorize words written in black ink for two minutes. Have the second group memorize the same words for the same amount of time, but instead written in red ink. Compare the results.

Weight Bias

How does weight bias influence how people are judged by others?

Find pictures of models in a magazine who look similar, including similar hair and clothing, but who differ in terms of weight. Have participants look at the two models and then ask them to identify which one they think is smarter, wealthier, kinder, and healthier.

Assess how each model was rated and how weight bias may have influenced how they were described by participants.

Music and Exercise

Does music have an effect on how hard people work out?

Have people listen to different styles of music while jogging on a treadmill and measure their walking speed, heart rate, and workout length.

The Halo Effect

How does the Halo Effect influence how people see others?

Show participants pictures of people and ask them to rate the photos in terms of how attractive, kind, intelligent, helpful, and successful the people in the images are.

How does the attractiveness of the person in the photo correlate to how participants rate other qualities? Are attractive people more likely to be perceived as kind, funny, and intelligent?

Eyewitness Testimony

How reliable is eyewitness testimony?

Have participants view video footage of a car crash. Ask some participants to describe how fast the cars were going when they “hit into” each other. Ask other participants to describe how fast the cars were going when they “smashed into” each other.

Give the participants a memory test a few days later and ask them to recall if they saw any broken glass at the accident scene. Compare to see if those in the “smashed into” condition were more likely to report seeing broken glass than those in the “hit into” group.

The experiment is a good illustration of how easily false memories can be triggered.

Simple Psychology Experiment Ideas

If you are looking for a relatively simple psychology experiment idea, here are a few options you might consider.

The Stroop Effect

This classic experiment involves presenting participants with words printed in different colors and asking them to name the color of the ink rather than read the word. Students can manipulate the congruency of the word and the color to test the Stroop effect.

Memory Recall

Students can design a simple experiment to test memory recall by presenting participants with a list of items to remember and then asking them to recall the items after a delay. Students can manipulate the length of the delay or the type of encoding strategy used to see the effect on recall.

Social Conformity

Students can test social conformity by presenting participants with a simple task and manipulating the responses of confederates to see if the participant conforms to the group response.

Selective Attention

Students can design an experiment to test selective attention by presenting participants with a video or audio stimulus and manipulating the presence or absence of a distracting stimulus to see the effect on attention.

Implicit Bias

Students can test implicit bias by presenting participants with a series of words or images and measuring their response time to categorize the stimuli into different categories.

The Primacy/Recency Effect

Students can test the primacy /recency effect by presenting participants with a list of items to remember and manipulating the order of the items to see the effect on recall.

Sleep Deprivation

Students can test the effect of sleep deprivation on cognitive performance by comparing the performance of participants who have had a full night’s sleep to those who have been deprived of sleep.

These are just a few examples of simple psychology experiment ideas for students. The specific experiment will depend on the research question and resources available.

Elements of a Good Psychology Experiment

Finding psychology experiment ideas is not necessarily difficult, but finding a good experimental or study topic that is right for your needs can be a little tough. You need to find something that meets the guidelines and, perhaps most importantly, is approved by your instructor.

Requirements may vary, but you need to ensure that your experiment, study, or survey is:

• Easy to set up and carry out
• Easy to find participants willing to take part
• Free of any ethical concerns

In some cases, you may need to present your idea to your school’s institutional review board before you begin to obtain permission to work with human participants.

Consider Your Own Interests

At some point in your life, you have likely pondered why people behave in certain ways. Or wondered why certain things seem to always happen. Your own interests can be a rich source of ideas for your psychology experiments.

As you are trying to come up with a topic or hypothesis, try focusing on the subjects that fascinate you the most. If you have a particular interest in a topic, look for ideas that answer questions about the topic that you and others may have. Examples of topics you might choose to explore include:

• Development
• Personality
• Social behavior

This can be a fun opportunity to investigate something that appeals to your interests.

Read About Classic Experiments

Sometimes reviewing classic psychological experiments that have been done in the past can give you great ideas for your own psychology experiments. For example, the false memory experiment above is inspired by the classic memory study conducted by Elizabeth Loftus.

Textbooks can be a great place to start looking for topics, but you might want to expand your search to research journals. When you find a study that sparks your interest, read through the discussion section. Researchers will often indicate ideas for future directions that research could take.

Ask Your Instructor

Your professor or instructor is often the best person to consult for advice right from the start.

In most cases, you will probably receive fairly detailed instructions about your assignment. This may include information about the sort of topic you can choose or perhaps the type of experiment or study on which you should focus.

If your instructor does not assign a specific subject area to explore, it is still a great idea to talk about your ideas and get feedback before you get too invested in your topic idea. You will need your teacher’s permission to proceed with your experiment anyway, so now is a great time to open a dialogue and get some good critical feedback.

Experiments vs. Other Types of Research

One thing to note, many of the ideas found here are actually examples of surveys or correlational studies .

For something to qualify as a tru e experiment, there must be manipulation of an independent variable .

For many students, conducting an actual experiment may be outside the scope of their project or may not be permitted by their instructor, school, or institutional review board.

If your assignment or project requires you to conduct a true experiment that involves controlling and manipulating an independent variable, you will need to take care to choose a topic that will work within the guidelines of your assignment.

Types of Psychology Experiments

There are many different types of psychology experiments that students could perform. Examples of psychological research methods you might use include:

Correlational Study

This type of study examines the relationship between two variables. Students could collect data on two variables of interest, such as stress and academic performance, and see if there is a correlation between the two.

Experimental Study

In an experimental study, students manipulate one variable and observe the effect on another variable. For example, students could manipulate the type of music participants listen to and observe its effect on their mood.

Observational Study

Observational studies involve observing behavior in a natural setting . Students could observe how people interact in a public space and analyze the patterns they see.

Survey Study

Students could design a survey to collect data on a specific topic, such as attitudes toward social media, and analyze the results.

A case study involves in-depth analysis of a single individual or group. Students could conduct a case study of a person with a particular disorder, such as anxiety or depression, and examine their experiences and treatment options.

Quasi-Experimental Study

Quasi-experimental studies are similar to experimental studies, but participants are not randomly assigned to groups. Students could investigate the effects of a treatment or intervention on a particular group, such as a classroom of students who receive a new teaching method.

Longitudinal Study

Longitudinal studies involve following participants over an extended period of time. Students could conduct a longitudinal study on the development of language skills in children or the effects of aging on cognitive abilities.

These are just a few examples of the many different types of psychology experiments that students could perform. The specific type of experiment will depend on the research question and the resources available.

Steps for Doing a Psychology Experiment

When conducting a psychology experiment, students should follow several important steps. Here is a general outline of the process:

Define the Research Question

Before conducting an experiment, students should define the research question they are trying to answer. This will help them to focus their study and determine the variables they need to manipulate and measure.

Develop a Hypothesis

Based on the research question, students should develop a hypothesis that predicts the experiment’s outcome. The hypothesis should be testable and measurable.

Select Participants

Students should select participants who meet the criteria for the study. Participants should be informed about the study and give informed consent to participate.

Design the Experiment

Students should design the experiment to test their hypothesis. This includes selecting the appropriate variables, creating a plan for manipulating and measuring them, and determining the appropriate control conditions.

Collect Data

Once the experiment is designed, students should collect data by following the procedures they have developed. They should record all data accurately and completely.

Analyze the Data

After collecting the data, students should analyze it to determine if their hypothesis was supported or not. They can use statistical analyses to determine if there are significant differences between groups or if there are correlations between variables.

Interpret the Results

Based on the analysis, students should interpret the results and draw conclusions about their hypothesis. They should consider the study’s limitations and their findings’ implications.

Report the Results

Finally, students should report the results of their study. This may include writing a research paper or presenting their findings in a poster or oral presentation.

Britt MA. Psych Experiments . Avon, MA: Adams Media; 2007.

Martin DW. Doing Psychology Experiments. Belmont, CA: Cengage Learning; 2008.

10 Cognitive Psychology Examples (Most Famous Experiments)

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

Learn about our Editorial Process

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Cognitive psychology is the scientific study of mental processes. This includes trying to understand how people perceive the world around them, store and recall memories, acquire and use language, and engage in problem-solving.

Although not the first to study mental processes, Ulric Neisser helped cement the term in the field of psychology in his 1967 book Cognitive Psychology .

He offered an elaborate definition of cognitive psychology, with key points quoted below:

“ The term cognition refers to all processes by which sensory input is transformed, reduced, elaborated, recovered, and used…Giving such a sweeping definition, it is apparent that cognition is involved in everything a human being might possibly do” (p. 4).

In the mid-20 th century, there was significant divide in psychology between behaviorism and cognitive psychologists.

The behaviorists, such as Skinner, argued that only observable phenomena should be studied. Since mental processes could not be observed, they could not be studied scientifically.

Neisser countered, stating that:

“Cognitive processes surely exist, so it can hardly be unscientific to study them” (p. 5).  

Cognitive Psychology Examples (Famous Studies)

1. the forgetting curve and the serial position effect.

The contributions of Hermann Ebbinghaus to cognitive psychology were so significant that his individual studies could consume all 10 examples in this article.

Some believe that his book Über das Gedächtnis (1902) “…records one of the most remarkable research achievements in the history of psychology” (Roediger, 1985, p. 519).

Two of his most influential discoveries on memory include: the forgetting curve and the serial position effect .

To make his research on memory scientific, he created a list of over 2,000 nonsense syllables (e.g., BOK, YAT). Using commonly used vocabulary words would be too heavily associated with meaning, but nonsense syllables had no prior associations.

By conducting testing on himself, he was able to eliminate numerous other variables that would result from using people with varied backgrounds, experiences, and mental acuities.

So, he would present himself with lists of nonsense syllables and then test his memory at various intervals afterward.

This led to the discovery of the forgetting curve : forgetting begins right after the initial presentation of information and continues to degrade from then on.

The serial-position effect is the tendency to remember the first and last items in a list more so than the items in the middle.

2. The Magical Number 7 

One of the most often cited papers in psychology was written by cognitive psychologist George Miller of Harvard University in 1956.

The paper did not describe a series of experiments conducted by Miller himself. Instead, Miller outlines the work of several researchers that point to the magical number 7 as the capacity of short-term memory.

He made the case that this capacity is the same no matter what form the stimuli takes; whether talking about tones or words.

He also suggested that information is organized in “chunks,” not individual bits. A word is just one chunk for a native speaker, but for someone learning the language, the word consists of several bits of information in the form of individual letters.

Therefore, the capacity of the native speaker is 7 words, but for the beginner, it may only be two, or just 7 letters.

Miller concludes the paper by making a point about the number 7 itself:

“And finally, what about the magical number seven? What about the seven wonders of the world, the seven seas, the seven deadly sins, the seven daughters of Atlas in the Pleiades, the seven ages of man, the seven levels of hell, the seven primary colors, the seven notes of the musical scale, and the seven days of the week?” (p. 96).

See Also: Short-Term Memory Examples

3. The Framing Bias 

Tversky and Kahneman (1981) discovered the framing bias , which occurs when a person’s decision is influenced by the way information is presented. 

A typical study involved presenting information to participants, but varying one or two words in how the information was described.

For example:

“Imagine that the U.S. is preparing for the outbreak of an unusual Asian disease, which is expected to kill 600 people. If Program C is adopted 400 people will die. [22 percent] If Program D is adopted there is 1/3 probability that nobody will die, and 2/3 probability that 600 people will die. [78 percent] Which of the two programs would you favor?” (p. 453).

Although both programs lead to the same mortality rate, most research participants preferred Program D.

As the researchers explain, “the certain death of 400 people is less acceptable than the two-in-three chance that 600 will die” (p. 453).

Moreover, the effects were far from trivial:

“They occur when the outcomes concern the loss of human lives as well as in choices about money; they are not restricted to hypothetical questions and are not eliminated by monetary incentives” (p.  457).

4. Schema: Assimilation and Accommodation 

Jean Piaget’s research in the 1950’s and 60’s on cognitive development had a profound impact on our understanding of children. He detailed the way in which children perceive and make sense of the world and identified the stages of that developmental sequence which we still follow today.  

According to Piaget, children develop a schema , usually defined as a mental framework that organizes information about a concept.

As the child grows and experiences the world, everything they encounter will be processed within that schema. This is called assimilation . When the schema is altered or a new schema is developed, it is called accommodation .

He conducted a great deal of his research by observing his own three children and taking excruciatingly detailed notes on their behavior.

During the sensorimotor stage (birth to 2 years old), Piaget highlights a milestone that demonstrates the infant is now exploring their environment with intent.

“…the definitive conquest of the mechanisms of grasping marks the beginning of the complex behavior patterns which we shall call “assimilations through secondary schemata” and which characterize the first forms of deliberate action” (Piaget, 1956, p. 88).

Although this milestone takes place in the sensorimotor stage, it is much more than a sensory experience. It is driven by intent, a purely cognitive construct.

Priming occurs when exposure to a stimulus has an effect on our behavior or how we respond to information presented subsequently. It can occur outside of conscious awareness.  

Priming affects how we process all kinds of information and is a widely used concept in marketing.

Meyer and Schvaneveldt (1971) were among the first to study priming.

They presented research participants with various pairs of associated words (Bread/Butter), unassociated words (Bread/Doctor), or nonwords.

The participants were instructed to indicate “yes” if both words were real words or “no” if one was not a real word.

The results revealed that participants were able to make this decision much faster when the pair of words were associated than when they were unassociated.

Although not conclusive and in need of further research, this pattern indicated that words that have strong connections in memory are activated more easily than words that are less connected.

Research since has identified numerous types of priming, including: perceptual, semantic, associative, affective, and cultural.

6. Semantic Memory Network and Spreading Activation

Further research on priming was conducted by Collins and Loftus (1975). Their studies led to more conclusive evidence that information is stored in a memory network of linked concepts.

When one concept is activated, that activation spreads throughout the network and activates other concepts.

The stronger the connection between concepts, the more likely one will activate the other. Eventually, the activation loses energy and dissipates.

Collins and Loftus provide a thorough explanation of the semantic memory network :

“The more properties two concepts have in common, the more links there are between the two nodes via these properties and the more closely related are the concepts…When a concept is processed (or stimulated), activation spreads out along the paths of the network in a decreasing gradient” (p. 411).

This research led to a more complete understanding of how information is stored and organized in memory. This has helped us understand a wide range of psychological phenomena such as how we form impressions of others and make decisions.

7. The ELM Model of Persuasion

Understanding how people form an attitude has been an area of study in cognitive psychology for more than 50 years.

Researchers Petty and Cacioppo (1986) formulated the Elaboration Likelihood Model (ELM) of persuasion to explain how message factors and personality characteristics affect attitude formation.

The ELM identifies two routes to persuasion: central and peripheral.

The central route to persuasion is activated when the message recipient engages in a critical analysis of the message content. This occurs when the message is about an issue considered important by the recipient.

In this scenario, a person will be persuaded by the quality of arguments in the message.

The central route results

“…from a person’s careful and thoughtful consideration of the true merits of the information presented…” (1986, p. 125).

The peripheral route to persuasion involves very little cognitive processing of the message content. This occurs when the issue is unimportant to the recipient.

In this scenario, a person will be persuaded by the status of the person expressing their opinion.

The peripheral route results from:

“…some simple cue in the persuasion context (e.g., an attractive source) that induces change without necessitating scrutiny of the true merits of the information presented” (p. 125).

Findings from ELM research apply to everything from product advertising, to public health campaigns, to political debate.

Go Deeper: The Six Types of Persuasion

8. The Bobo Doll Study

The Bobo Doll study by Albert Bandura in 1963 may be one of the most famous studies in psychology and a founding study for the social cognitive theory . It had a tremendous impact on society as well.

It took place at a time in the U. S. in which there was great concern and debate over the growing prevalence of violence depicted on television.

In the study, children watched a video of an adult either playing violently or not violently with a Bobo doll.

Afterwards, each child was placed in a room with a Bobo doll. Their behavior was carefully observed by trained raters.

Children that watched the violent video were more aggressive towards the doll than those that watched the non-violent video.

This type of study was among the first demonstrate the powerful effect of television on children’s behavior. It led to decades of research and intense debate throughout society.

9. Bystander Intervention: The First Study

In 1964 in New York City, late at night, a young woman was murdered just steps away from her apartment.

The newspapers reported that nearly 40 residents heard her pleas for help, but that no one actually did anything. That reporting has now been found to have many inaccuracies.

However, the story created a national debate about crime and helping those in need.

This was the impetus for a study conducted by Latané and Darley (1968) on “ the bystander effect .”

The methodology was simple. Over 60 college students at New York University were taken to individual rooms to discuss an issue via an intercom system.

The students knew that several people would be participating in the discussion simultaneously.

One “participant” spoke about their difficulties adjusting to college life and their medical condition which sometimes led to seizures. This was a pre-recorded script and included a part where the “participant” acted as if they were feeling physical distress. They eventually stopped communicating with the other participants.

The results revealed that:

“The number of bystanders that the subject perceived to be present had a major effect on the likelihood with which she would report the emergency. Eighty-five percent of the subjects who thought they alone knew of the victim’s plight reported the seizure before the victim was cut off, only 31% of those who thought four other bystanders were present did so” (p. 379).

This was the beginning of a long program of research that identified the decision-making steps that determine the likelihood of a bystander intervening in an emergency situation.

10. The Car Crash Experiment: Leading Questions

Dr. Elizabeth Loftus and her undergraduate student John Palmer designed a study in 1974 that shook our confidence in eyewitness testimony.

Research participants watched videos that depicted accidents between two cars. Afterward, participants were asked to estimate how fast the two cars were traveling upon impact.  

“How fast were the two cars going when they ______ into each other?”

However, the word in the blank varied. For some participants the word in the blank was “smashed” and for other participants the word was “contacted.”

The results showed that estimates varied depending on the word.

When the word “smashed” was used, estimates were much higher than when the “contacted” was used. 

This was the first in a long line of research conducted on how phrasing can result in leading questions that affect the memory of eyewitnesses.

It has had a tremendous impact on law enforcement interrogation practices, line-up procedures, and the credibility of eyewitness testimony .

Today’s article was about 10 famous studies in cognitive psychology. Ten is actually a low number given how many studies have had substantial impact on the field.

The studies described above include the famous work of Ebbinghaus, who used himself as a test subject. This entire article could have consisted of his work.

Also included above was just one study by Tversky and Kahneman. The two researchers have identified so many heuristics and cognitive biases that only choosing one was just unfair.

Two studies by Loftus were included because they were both groundbreaking: one in memory and the other in eyewitness testimony.

Of course, Bandura’s Bobo Doll study was included because of its fame and impact on public discourse.

The ELM model and the earliest study on bystander intervention were also included. Both have had profound impacts in not just our understanding about the given subjects, but have also had substantial practical applications in various professions and matters in real-life.

Bandura, A. (1977).  Social Learning Theory . Prentice Hall.

Bandura, A., Ross, D., & Ross, S. A. (1963). Imitation of film-mediated aggressive models. The Journal of Abnormal and Social Psychology, 66 (1), 3–11. https://doi.org/10.1037/h0048687

Ebbinghaus, H. (1902). Grundz Üge der Psychologic. Leipzig, Germany: von Veit.

Ebbinghaus, H. (1964). Memory: A contribution to experimental psychology (H. A. Ruger, C. E. Bussenius translators). New York: Dover.

Ebbinghaus, H. (1913). On memory: A contribution to experimental psychology . New York: Teachers College.

Kitchen, P., Kerr, G., Schultz, D., Mccoll, R., & Pals, H. (2014). The elaboration likelihood model: Review, critique and research agenda. European Journal of Marketing, 48 (11/12), 2033-2050. https://doi.org/10.1108/EJM-12-2011-0776

Loftus, E. F., & Palmer, J. C. (1974). Reconstruction of automobile destruction: An example of the interaction between language and memory. Journal of Verbal Learning and Verbal Behavior, 13 (5), 585–589.

Miller, G. A. (1956). The magical number seven plus or minus two: some limits on our capacity for processing information. Psychological Review , 63 (2), 81–97.

Neisser, U. (1967). Cognitive psychology . Englewood Cliffs, NJ: Prentice Hall.

Roediger, H. (1985). Remembering Ebbinghaus. PsycCRITIQUES, 30(7), 519-523.

Petty, R.E. & Cacioppo, J.T. (1986). The Elaboration Likelihood Model of persuasion. Advances in Experimental Social Psychology, 19 , 123-205. Doi: https://doi.org/10.1016/S0065-2601(08)60214-2

Piaget, J. (1956; 1965). The origins of intelligence in children . International Universities Press Inc. New York.

Tversky, A., & Kahneman, D. (1981). The framing of decisions and the psychology of choice .  Science ,  211 (4481), 453-458.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 23 Achieved Status Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Ableism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Defense Mechanisms Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Theory of Planned Behavior Examples

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Swarthmore College

Swarthmore cognitive psychology demos.

Welcome to the Swarthmore College Cognitive Psychology Experiment page!

Cognitive Psychology, the study of human cognition by means of the quantitative analysis of behavior, is based on experimental methods. Experiencing the application of those methods is a powerful supplement to reading about them.

This page was developed with the goal of making a few high quality cognitive psychology experiments available online. Many of the experiments we have developed here could be used to collect data for a class lab, and several are modifiable (e.g., the visual search experiment) such that you could devise your own version of the experiment to test specific alternative hypotheses.

Although aimed at college level, the experiments here could easily be incorporated into a high-school curriculum or (because they can be modified) be used as part of a high school science project.

At present we have implemented the three experiments found on the left. We hope to add more as time goes forward. We have also made our javascript code available. Your comments and suggestions are welcome. Please send to Prof. Frank Durgin.

Many thanks to the development team including Doug Willen, Andrew Reuther, Jacob Adenbaum, David Nahmias and Xingda Zhai.

How does the brain find something in the visual world that it is seeking? Triesman and Gelade (XXX) did an elegant experiment designed to show that it was easy to search for distinct features, but much harder to search for the absence of a feature. For example, searching for a Q among O's is easy, but searching for an O among Q's is much harder. In this version of the experiment, you can choose to simply replicate this basic finding, or, if you wish, you can design your own version of the experiment by choosing any characters you wish as target and distracter(s). Does search become harder when you have more different types of distractors?

To practice the task and see how it works, click the "Try it" button below. By default you should press "F" when the target is present and "J" when the target is not present. Press the space bar to start each new trial. Try to go as quickly as you can without making more than a couple mistakes.

If you are holding a list in your memory, how can you check to see if an item is on the list?

Sternberg (1966) proposed that we could measure mental operations using an "additive factors" approach. He gave people lists of numerals of different lengths. Then a probe digit would follow. People had to indicate whether the item was in the list or not. Does it take time to search immediate memory?

To emulate Sternberg's auditory presentation technique, we will present number words one at a time. You will get a list to store of between 1 and 6 numbers. Then a warning signal will tell you that the probe will be presented. You should respond as quickly as you can to indicate whether the probe was in the list or not by pressing "F" if it was present and "J" if it was not. After each trial you have to type in the entire list in order to show that you stored it all. Press return when you have finished entering the list.

Do the task diligently and we'll discuss the data once you're finished.

Stroop (1935) showed that there was large processing cost for naming the ink color of incongruently named color words. For example if the word "blue" is printed in red, trying to say "red" in response is rendered more difficult by the fact that the word "blue" is staring you in the face. In contrast, saying "blue" to such a word is easy. Many textbooks illustrate this phenomenon because it illustrates ways in which our ability to control the flow of information is limited. Short of blurring our eyes, it is hard to avoid processing the verbal information even when we know it isn't relevant. Here we implement a variant designed to show that this phenomenon is not simply based on the precedence of verbal information.

In this reverse Stroop task you have to point to a color patch corresponding to the verbal part of a Stroop word. That is, if presented with the word "blue", depicted in red light, your task is to point to the blue color patch in the surround. Because this is a visual search task in which one is searching for a sensory color, you may find that the color in which the word is printed is now quite interfering.

The present implementation of this task is designed to mimic an experiment reported by Durgin (2003) in which only four different color words ever appeared (these words were selected at random from a set of 9 colors), and the distractor color (printed color) could either belong to this set of four or not (In the Set or Not in the Set), and could also be present or absent as one of the surrounding response patches available.

To do the task you simply click the mouse in the center to show the display and then move the mouse to the color named by the central word (as quickly as possible without sacrificing accuracy).

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Computational cognitive modeling - Spring 2024

NYU PSYCH-GA 3405.004 / DS-GA 1016.003

• View On GitHub

This project is maintained by brendenlake

Final Project Ideas

Here is a list of final project ideas organized by topic. For many of these ideas, a first-rate project would be a novel contribution to research in computational cognitive modeling. In the list below, each bullet point is a separate project idea.

Neural networks - Memory

• Extending the Interactive activation model to a new domain . Implement the Interactive Activation (IAC) Model (McClelland, 1981) from scratch and study a domain of your choice, replacing the characters from the West Side Story with different items. That is, rather than using a network to encode the people and properties from the “Jets and Sharks” example (as in Homework 1 - Part A), create a network that encodes information about a different domain of your choice (items and properties). Study the phenomena covered in class, such as content addressability, graceful degradation, spontaneous generalization, and other properties etc. in your new domain. Study how the parameters of the IAC model affect the results.

References : McClelland, J. L. (1981). Retrieving general and specific information from stored knowledge of specifics. In Proceedings of the third annual meeting of the cognitive science society.

Probabilistic graphical models - Memory

• Interactive activation model as Bayesian inference . Study the interactive activation model reimagined as a Bayesian network rather than a neural network (a directed graphical model). In particular, use a “naive Bayesian classifier,” using the hidden/instance value as the latent “class” and the properties such as name, age, occupation, etc. as a vector of “observations.” Encode the Jets and Sharks example from Homework 1 (Part A) inside the Bayesian network, add noise to the conditional distributions, and then study phenomena discussed in class such as content addressability, graceful degradation, spontaneous generalization, etc. in this probabilistic model. Discuss the relationship between the interactive activation model and probabilistic modeling, as outlined in McClelland (2013).

References : McClelland, J. L. (1981). Retrieving general and specific information from stored knowledge of specifics. In Proceedings of the third annual meeting of the cognitive science society. McClelland, J. L. (2013). Integrating probabilistic models of perception and interactive neural networks: a historical and tutorial review. Frontiers in psychology, 4, 503.

Neural networks - Semantic Cognition

• Extending the semantic cognition model to a new domain . Extend the Rogers and McClelland (2003) model of semantic cognition (Homework 1 - Part C) to a much larger dataset of semantic knowledge about objects and their properties, or to a new domain all together. For instance, you could train the network on hundreds of objects and their properties). Study the dynamics of differentiation in development (Lecture 2 Slides 67-68) or degradation when noise is added (Lecture 2 Slide 69).
• Question answering for semantic cognition . Reimagine the Rogers and McClelland network for semantic cognition (Homework 1 - Part C) using a more contemporary neural network architecture for Question Answering. Rather than taking an “Item” layer and “Relation” layer as separate inputs and producing all of the appropriate properties on the “Attributes” layer, you would use a recurrent neural network (RNN) for question answering. This alternative architecture could simply take a yes/no question in natural language as an input, such as “Can a canary sing?”, encode the question as a vector with a RNN, and produce an answer using a single binary output unit (simply “Yes” vs. “No”). You could train this model to learn all of the same facts as the Rogers and McClelland model, or on a different set of facts. Study the dynamics of differentiation in development (Lecture 2 Slides 67-68) or degradation when noise is added (Lecture 2 Slide 69).

References McClelland, J. L., & Rogers, T. T. (2003). The parallel distributed processing approach to semantic cognition. Nature Reviews Neuroscience, 4(4), 310.

Neural networks - Language

Large-scale learning of lexical classes . Can you discover lexical classes with a large-scale recurrent neural network (RNN)? Train a more contemporary recurrent neural network architecture (such as a LSTM) on a next word prediction task given a sizeable corpus of text, including thousands of sentences. Can you replicate some of the results from Elman (1990) on a bigger corpus, especially the hierarchical clustering results for discovering lexical categories (Lecture 3 Slide 21)?

Exploring lexical and grammatical structure in BERT or GPT2 . What do powerful pre-trained models learn about lexical and grammatical structure? Explore the learned representations of a state-of-the-art language model (BERT, GPT2, etc.) in systematic ways, and discuss the learned representation in relation to how children may acquire this structure through learning.

References Elman, J. L. (1990). Finding structure in time. Cognitive science, 14(2), 179-211. Devlin, J., Chang, M. W., Lee, K., & Toutanova, K. (2018). Bert: Pre-training of deep bidirectional transformers for language understanding. arXiv preprint arXiv:1810.04805. Radford et al., (2019). Language Models are Unsupervised Multitask Learners. arXiv preprint.

Bayesian modeling / Probabilistic programming - Number game

• Probabilistic programming and the number game . In your Homework 3 (Part A), you explored a Bayesian model of concept learning with the number game. A potential weakness of this model is that the hypotheses need to be explicitly defined and enumerated as a list. Can you devise a more compact language or grammar for defining the space of possible number concepts? It may be convenient to define the prior distribution as a probabilistic program. Feel free to change the hypothesis space – in that the prior defined by the probabilistic program may include some or most of the current hypotheses, but also others. How does the model performance change as you change the hypothesis space? Does this new prior help us better understand where people’s prior may come from?

References Gerstenberg, T., & Goodman, N. (2012). Ping Pong in Church: Productive use of concepts in human probabilistic inference. In Proceedings of the Annual Meeting of the Cognitive Science Society.

Bayesian modeling – Categorical perception

• Applying the perceptual magnet model to a new domain. Pick a new domain to apply the Bayesian account of the perceptual magnet effect to, such as objects, image data, or audio data. Collect behavioral judgments about the discrimination between pairs of stimuli, or through similarity ratings between pairs of stimuli. Can you fit the Bayesian model to explain the behavioral data?

References Feldman, N. H., & Griffiths, T. L. (2007). A rational account of the perceptual magnet effect. In Proceedings of the Annual Meeting of the Cognitive Science Society. (http://ling.umd.edu/~nhf/papers/PerceptualMagnet.pdf)

Reinforcement learning and Deep Q-Learning

• Extend the homework to combine RL with convolutional nets. In the RL homework you will use the Open AI gym to solve some dynamic control problems from simplified featural representations of the current world state. However, recent advances in Deep RL allow you use to use raw pixel inputs as features. One project idea would be to extend the approach in the homework to model learning from the raw pixels of the images. If you approach that, it is important to maintain a human comparison or element to your project. For instance, one interesting psychological aspect is to consider how if you alter or obscure parts of the game, it makes it easier or harder for people (while not changing the difficulty for your RL agent) as in the Dubey et al. (preprint) below. To do this might require a little bit of hacking of the OpenAI environment and also asking your friends to play a few weird video games to measure their performance.

The OpenAI Gym: https://gym.openai.com/envs/#atari

Dubey, R., Agrawal, P., Pathak, D., Griffiths, T. L., & Efros, A. A. (preprint). Investigating human priors for playing video games. In Proceedings of the 35th International Conference on Machine Learning (ICML 2018). https://rach0012.github.io/humanRL_website/ (paper and project website)

Decision Making

• Modeling human decision making - The choice prediction task is a Kaggle-style challenge problem where in human participants were given a huge number of choices between gambles. The space of the gambles aims to expose many of the features of human decision making irrationalities. Each year there is a competition built around these problems along with a number of models which have been determined to be the “winner.” You can attempt to your use data science and cognitive modeling skills to enter a new model into this competition (or replicating and existing one), evaluating its performance according to the same measures used in the original choice prediction challenge.

References The Choice Prediction Challenge website: https://cpc-18.com

Plonsky, Ori and Erev, Ido and Hazan, Tamir and Tennenholtz, Moshe, Psychological Forest: Predicting Human Behavior (May 19, 2016). Available at SSRN: https://ssrn.com/abstract=2816450 or http://dx.doi.org/10.2139/ssrn.2816450

Joshua Peterson, David Bourgin, Mayank Agrawal, Daniel Reichman, Thomas Griffiths (2021). Using large-scale experiments and machine learning to discover theories of human decision-making. Science. https://www.science.org/doi/abs/10.1126/science.abe2629

Categorization and Category Learning

Contribute to open science! As mentioned in the lecture on categorization there are a variety of different theories of how people learn categories and concepts from examples, and many of these models draw from similar approaches to machine classification. Currently there is a community-led effort to implement all existing category learning models in R so they can be simultaneously compared to the same sets of human data patterns. While the project is well developed and documented there are many example models which have not yet been implement (some of which are actually somewhat easy). One nice final project would be to read one of the papers listed below which describe a famous formal model of human categorization and implement it for submission to the catlearn R package. This is best for a group with some expertise in R (as opposed to python). If your group makes a report showing how this model does on the existing data set in catlearn it would make a nice final paper and by making a pull request against the catlearn package your work for class might live forever to help advance science! You could also choose to implement these models in python in which case you could still make an impact by helping to verify the previous results (see below).

References :

Catlearn R pacakage: https://ajwills72.github.io/catlearn/

RULEX is a simple type of decision tree algorithm - Nosofsky, R. M., Palmeri, T. J., & McKinley, S. C. (1994). Rule-plus-exception model of classification learning. Psychological Review, 101(1), 53-79. here

ATRIUM is a hybrid rule and nearest neighbor/exemplar algorithm that is trained used backpropogation and gradient descent - Erickson, M. A., & Kruschke, J. K. (1998). Rules and exemplars in category learning. Journal of Experimental Psychology: General, 127(2), 107-140. here

Replicate and verify!

Psychology is largely an empirical science and thus findings need to be independently replicated before they should be widely accepted. This is true for computational cognitive modeling as well. A line of interesting final projects would be to pick a recent computational modeling paper and to re-implement and verify the results reported by the authors. In doing this exercise you might come up with your own ideas about a feature to alter or change in their simulations that might be interesting. A couple good sources for papers would be to look at the titles from the most recent Proceedings of the Cognitive Science society or a new journal called Computational Brain and Behavior.

• Computational Brain and Behavior
• 2018 Cognitive Science Society Proceedings
• 10 classic papers in cognitive science

21 Neuroscience Research and Passion Project Ideas for Middle and High School Students

By Jordan Ellington

Project Support Manager at Polygence

By Logan Pearce

PhD candidate in Social Psychology at Princeton University

11 minute read

Neuroscientists study the ins and outs of the wiring within our nervous systems. If you’ve ever been interested in what happens within the brain to cause memory loss from something like Alzheimer’s Disease, this could be a great career path for you to explore! However, if the clinical side of neuroscience doesn’t interest you, there are plenty of other brain and cell related avenues to check out.

Neuroscience has many different fields of study that you can dive into (e.g., cognitive, clinical). Since neuroscience research often requires expensive equipment to measure different parts of the brain and the body, the project ideas in this article will focus primarily on literature reviews, which you can do from anywhere.

A literature review is a synthesis of key work that has been conducted about a topic over several years. Doing the research to conduct a literature review will deepen your understanding of your chosen neuroscience topic. You can present your research in a written report, YouTube video, blog post, podcast, or any other medium you want! 

Learn more about the process of publishing vs. showcasing your research .

3 Cognitive Neuroscience Research and Passion Project Ideas

1. the rhythms of our brain.

In this project, you’ll deepen your understanding of general neuroscience. How does our brain communicate? What is neural oscillation and how do neurons communicate? What are synapses and how do they work? 

Idea by neuroscience research mentor Stacey

2. The Effects of Exercise on Long Term Memory

Exercising is important, and it has many physical and psychological benefits. Investigate the academic literature to understand how exercise affects chemicals in the brain and body. Then, conduct an experiment to determine if it is helpful to exercise before studying for an exam. For example, you could randomly assign half your participants to run for 10 minutes before studying for a short test, and instruct the other half of your participants to sit still for 10 minutes before studying. Give the participants a test immediately after studying and then 3 days later. Which group does better? 

Idea by neuroscience research mentor Ahmed

3. Individual differences in decision-making during uncertainty

We make so many decisions everyday, and almost every decision carries some degree of uncertainty. Past research has heavily focused on studying decision-making behavior by examining group averages (which assumes that all people generally adopt similar decision strategies). However, there has been a recent shift towards understanding individual differences, which better appreciates the fact that people may employ decision-making strategies that are fundamentally different from other people's strategies. This project aims at understanding people's unique decision-making strategies when people have uncertainty about which decision will result in the best outcome.

Idea by neuroscience research mentor Evan

4 Clinical Neuroscience Research and Passion Project Ideas

1. abnormal psychology.

How has scientists’ understanding of a psychological disorder developed over time? Choose one psychological disorder (e.g., Obsessive Compulsive Disorder, Generalized Anxiety Disorder) of interest, and research its causes and treatments. Since this is a neuroscience project, make sure to focus on the brain mechanisms at play, such as how people with certain disorders have unusual amounts of particular chemicals in their brain and how psychiatrists prescribe medicine to regulate these chemicals.

Idea by neuroscience research mentor Isabella

2. Neurodegenerative Diseases

This project is similar to the previous one; however, in this project you will research a neurodegenerative disease rather than a psychological disorder. A neurodegenerative disease is one in which neurons in the brain lose function and eventually die. The most common neurodegenerative diseases are Alzeheimer’s and Parkinson’s. What is the history of treatments for the neurodegenerative disease you’ve chosen? What are the neurological underpinnings of this disease and which types of people are most likely to have the diseases? What are the current best practices in treatments?

 Idea by neuroscience research mentor Deborah  

3. Marijuana and neurological disorders: friend or foe?

The use of medical marijuana for treating a variety of neurological conditions, such as chronic pain, autism spectrum disorders, and even Alzheimer's disease is becoming increasingly popular. On the other hand, studies have suggested that chronic marijuana use, especially during adolescence, predisposes individuals to mental health disorders. In this project, you will explore academic literature on the use of marijuana as a treatment for neurological disorders. Next, you will research the adverse effects of marijuana use, especially during adolescence. You can create a podcast, powerpoint presentation, or YouTube video to be shared with high school students, counselors, or other organizations.

Idea by neuroscience research mentor Alicia

4. Do nervous jitters actually help you perform better?

Research the academic literature to understand what happens in the brain and body when people feel anxious and the sympathetic versus parasympathetic nervous system. Next, conduct an experiment to see how anxiety affects performance on a reaction-time task. For example, you could induce an anxious state in the experimental participants by making them watch a 5-minute short jump scare video. Control participants would watch a non-scary video of the same length. Have all participants complete a reaction-time task and compare the two groups’ performance.

Idea by neuroscience research mentor Grace

4 Molecular/Cellular Neuroscience Research and Passion Project Ideas

1. optogenetics .

One of the coolest and most widely used techniques in neuroscience research today is optogenetics, which gives us the ability to control the activity of brain cells with a flash of light! In this project, you will research: How light-sensitive proteins were discovered and the basic principles of how they work in genetically-modified neurons; How optogenetics is used in research experiments to answer different types of questions in neuroscience; Some of the most important scientific discoveries from optogenetics and how optogenetics has changed the way we think about the brain. 

Idea by neuroscience research mentor Marley  

2. Ethical and Scientific Considerations of Induced Pluripotent Stem Cell (iPSC) Research

Take a deep dive into stem cell research to gain a thorough understanding of the techniques and considerations involved. An induced pluripotent stem cell is an immature cell that is generated from an adult (mature) cell and that has regained the capacity to differentiate into any type of cell in the body. Do research into the ethical and scientific underpinnings of stem cell research and its medicinal uses. Once done, you will use your findings to write a review paper

Idea by neuroscience research mentor Chris

3. Sleep Medication: A bottle of lies or a bottle of dreams

Doctors often prescribe medications for people who have issues going to or staying asleep. However, many of these medications have mixed efficacy, and it is unknown exactly what they do. In this project ,you can investigate a currently prescribed drug/substance for sleep, such as ambien or melatonin. Research how the drug affects the brain, how effective it is, how it should be taken for maximum effect, and other details. If interested, you could also investigate potential treatments (e.g., endocannabinoids) that could be ground-breaking or have better results than the current medications. To complement your literature review, you could also conduct a survey to determine if sleep medications are helping people sleep.

Idea by neuroscience research mentor Sean

4. Human Gene Editing and its therapeutic applications

In this project, you will investigate the history of therapeutic human gene editing, what therapeutic gene technologies are available or are currently being developed, and which conditions these tools are being used to treat. You may choose to focus more broadly on the history and current status of human gene editing tools and therapy, or focus more closely on a specific gene/condition pair that has been or could be explored for gene therapy (e.g., sickle cell disease, cystic fibrosis). 

Idea by neuroscience research mentor Jen

3 Perception Neuroscience Research and Passion Project Ideas 

1. the neuroscience of illusions .

Our perception of the world and everything around us is impacted greatly by our neural circuits. For example, our visual system includes neuronal receptive fields that respond to changes in light. This responsiveness can result in funny perceptual phenomena such as the Hermann grid illusion . In this project, you’ll spend time understanding and unpacking the brain’s wiring and how illusions are formed. You can then create your own illusion!

Idea by neuroscience research mentor Emma

2. The Neuroscience of I Spy

How does the brain find what we are looking for? We live in a very noisy and complex environment, where things are constantly distracting us and competing for our attention. How do we make sense of all of this? It’s remarkable that our brain is able to process all this information (by filtering out irrelevant information and focusing on relevant pieces) in a meaningful and productive way. These processes are similar to the game ‘I Spy’. In this project, you will learn about brain anatomy, vision, and visual and cognitive processing.

3. The Neuroscience of Sensory Reactivity 

How does atypical sensory reactivity change our behavior? Our senses are powerful, and they can change the way we perceive and navigate through the world. When senses are hyper- or hypo-sensitive, how does this affect people? Select a specific sensory pathway that you are interested in and examine how it is disrupted in a number of conditions, such as neurodevelopmental disorders.

Idea by neuroscience research mentor Jacqueline

3 Affective Neuroscience Research and Passion Project Ideas

1. the effects of positive affirmation on the brain.

In this project, you will research how positive affirmations activate certain brain systems and how we can use positive affirmation practices to improve future outcomes. You can even conduct an experiment to test if these affirmations are effective! Randomly assign half of your participants to do a positive affirmation for a week. At the end of the week, give all of your participants a survey that asks about their mood.

Idea by neuroscience research mentor Termara

2. Animal Models of Stress In Neuroscience

Research how neuroscientists induce stress in animal models to gain insight on poor mental health and psychiatric disorders in humans. Stress can cause changes in the neurons and cells in the brain. It can change the behaviors of the animals as well as their neuronal oscillations (firing). There are many models to induce stress, e.g., taking away a mouse's mother early, putting an aggressive, larger mouse with a smaller control mouse, etc.

Idea by neuroscience research mentor Sydney 

3. Zebrafish as a Model Organism

Zebrafish have several advantages as a model organism for diseases and biological processes. In this project, you will familiarize yourself with this model organism and investigate how labs use these little guys to study a wide range of biological mechanisms. Choose a disease or process of interest and investigate the strengths and caveats of using this model organism for said disease/process. Ultimately, by doing this project you will inform yourself on the techniques labs use with zebrafish to answer important questions in biology.

Idea by neuroscience research mentor Dina

2 Behavioral Neuroscience Research and Passion Project Ideas

1. topics in behavioral neuroscience .

How do brains generate behavior? Every animal, from nematodes with only 302 neurons to humans with over a hundred billion neurons, can perform an impressive array of behaviors thanks to the functioning of the nervous system. In this project, you will read papers on a variety of topics in behavioral neuroscience - including learning and memory, motivated behaviors, circadian rhythms, movement, and others – to understand exactly how neuroscientists ask and answer questions about how brains generate behavior. 

Idea by neuroscience research mentor Ethan

2. To Fight or Flight? That is the question.

Our brains are wired from birth to respond to threats found in our immediate environment. These threat-activated circuits are responsible for regulating what is commonly referred to as our "Fight or Flight System". However, not everyone responds the same way to the same exact threat and not all behavioral responses are appropriate for the given conditions (e.g., fleeing from a friendly chihuahua may not be adaptive). What accounts for these differences in behavior? One explanation for these observed distinct behaviors is differences in past experience. How does previous experience affect our threat response? 

In this project, you will read various peer-reviewed journals to gain an understanding of how researchers have looked at experience (i.e. stress) and its effect on brain activity in the presence of threats. You can explore this question by looking into: 1) Human research of patients with stress-induced psychiatric disorders (e.g., depression, bipolar disorder, PTSD). 2) Mouse research literature to learn about laboratory techniques used to assess defensive behaviors in response to threats. 

Idea by neuroscience research mentor Salvador

2 Additional Neuroscience Research and Passion Project Ideas

1. making fun science illustrations.

One Polygence mentor has an online platform called Fuzzy Synapse , which simplifies complex scientific ideas and concepts in a fun and easy way with a pinch of humor. They use videos and illustrations to depict concepts about cells and biology. After looking at the examples on the website, try your hand at making a video or illustration!

Idea by neuroscience research mentor Vinita

2. Explore Your Own Idea

You are the best-equipped to identify your interests and what you’d like to explore. If you have a neuroscience research or passion project topic in mind, you should go for it!

As you can see, neuroscience covers a wide range of topics, from zebrafish to illusions to sleep. You can check out the Polygence project ideas database for even more neuroscience project topic ideas to explore. Of course, neuroscience and psychology are closely related, so you should also read this article about collecting data in psychology to learn more about experimental, survey-based, and observational research.

Research projects are great because they give you an edge on your college application . You may want to write a research paper after finishing your research.

Related Content

Neuroscience Summer Research Opportunities for High School Students

Psychology and Neuroscience Competitions for High School and Middle School Students

Science Fairs and Competitions for High School Students

High School Neuroscience Research Student Isha Writes a Thesis on the Connection between Schizophrenia and Neuroplasticity

Neuroscience Research Projects Completed by Polygence Students

Do Your Own Research Through Polygence

Your passion can be your college admissions edge! Polygence provides high schoolers a personalized, flexible research experience proven to boost your admission odds. Get matched to a mentor now!"

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8 Famous Social Experiments

A social experiment is a type of research performed in psychology to investigate how people respond in certain social situations. 

In many of these experiments, the experimenters will include confederates who are people who act like regular participants but who are actually acting the part. Such experiments are often used to gain insight into social psychology phenomena.

Do people really stop to appreciate the beauty of the world? How can society encourage people to engage in healthy behaviors? Is there anything that can be done to bring peace to rival groups?

Social psychologists have been tackling questions like these for decades, and some of the results of their experiments just might surprise you.

Robbers Cave Social Experiment

Why do conflicts tend to occur between different groups? According to psychologist Muzafer Sherif, intergroup conflicts tend to arise from competition for resources, stereotypes, and prejudices. In a controversial experiment, the researchers placed 22 boys between the ages of 11 and 12 in two groups at a camp in the Robbers Cave Park in Oklahoma.

The boys were separated into two groups and spent the first week of the experiment bonding with their other group members. It wasn't until the second phase of the experiment that the children learned that there was another group, at which point the experimenters placed the two groups in direct competition with each other.

This led to considerable discord, as the boys clearly favored their own group members while they disparaged the members of the other group. In the final phase, the researchers staged tasks that required the two groups to work together. These shared tasks helped the boys get to know members of the other group and eventually led to a truce between the rivals.  

The 'Violinist in the Metro' Social Experiment

In 2007, acclaimed violinist Josh Bell posed as a street musician at a busy Washington, D.C. subway station. Bell had just sold out a concert with an average ticket price of $100 each.

He is one of the most renowned musicians in the world and was playing on a handcrafted violin worth more than $3.5 million. Yet most people scurried on their way without stopping to listen to the music. When children would occasionally stop to listen, their parents would grab them and quickly usher them on their way.

The experiment raised some interesting questions about how we not only value beauty but whether we truly stop to appreciate the remarkable works of beauty that are around us.

The Piano Stairs Social Experiment

How can you get people to change their daily behavior and make healthier choices? In one social experiment sponsored by Volkswagen as part of their Fun Theory initiative, making even the most mundane activities fun can inspire people to change their behavior.

In the experiment, a set of stairs was transformed into a giant working keyboard. Right next to the stairs was an escalator, so people were able to choose between taking the stairs or taking the escalator. The results revealed that 66% more people took the stairs instead of the escalator.  

Adding an element of fun can inspire people to change their behavior and choose the healthier alternative.

The Marshmallow Test Social Experiment

During the late 1960s and early 1970s, a psychologist named Walter Mischel led a series of experiments on delayed gratification. Mischel was interested in learning whether the ability to delay gratification might be a predictor of future life success.

In the experiments, children between the ages of 3 and 5 were placed in a room with a treat (often a marshmallow or cookie). Before leaving the room, the experimenter told each child that they would receive a second treat if the first treat was still on the table after 15 minutes.  

Follow-up studies conducted years later found that the children who were able to delay gratification did better in a variety of areas, including academically. Those who had been able to wait the 15 minutes for the second treat tended to have higher SAT scores and more academic success (according to parent surveys).  

The results suggest that this ability to wait for gratification is not only an essential skill for success but also something that forms early on and lasts throughout life.

The Smoky Room Social Experiment

If you saw someone in trouble, do you think you would try to help? Psychologists have found that the answer to this question is highly dependent on the number of other people present. We are much more likely to help when we are the only witness but much less likely to lend a hand when we are part of a crowd.

The phenomenon came to the public's attention after the gruesome murder of a young woman named Kitty Genovese. According to the classic tale, while multiple people may have witnessed her attack, no one called for help until it was much too late.

This behavior was identified as an example of the bystander effect , or the failure of people to take action when there are other people present. (In reality, several witnesses did immediately call 911, so the real Genovese case was not a perfect example of the bystander effect.)  

In one classic experiment, researchers had participants sit in a room to fill out questionnaires. Suddenly, the room began to fill with smoke. In some cases the participant was alone, in some there were three unsuspecting participants in the room, and in the final condition, there was one participant and two confederates.

In the situation involving the two confederates who were in on the experiment, these actors ignored the smoke and went on filling out their questionnaires. When the participants were alone, about three-quarters of the participants left the room calmly to report the smoke to the researchers.

In the condition with three real participants, only 38% reported the smoke. In the final condition where the two confederates ignored the smoke, a mere 10% of participants left to report the smoke.   The experiment is a great example of how much people rely on the responses of others to guide their actions.

When something is happening, but no one seems to be responding, people tend to take their cues from the group and assume that a response is not required.

Carlsberg Social Experiment

Have you ever felt like people have judged you unfairly based on your appearance? Or have you ever gotten the wrong first impression of someone based on how they looked? Unfortunately, people are all too quick to base their decisions on snap judgments made when they first meet people.

These impressions based on what's on the outside sometimes cause people to overlook the characteristics and qualities that lie on the inside. In one rather amusing social experiment, which actually started out as an advertisement , unsuspecting couples walked into a crowded movie theater.

All but two of the 150 seats were already full. The twist is that the 148 already-filled seats were taken by a bunch of rather rugged and scary-looking male bikers. What would you do in this situation? Would you take one of the available seats and enjoy the movie, or would you feel intimidated and leave?

In the informal experiment, not all of the couples ended up taking a seat, but those who eventually did were rewarded with cheers from the crowd and a round of free Carlsberg beers.

The exercise served as a great example of why people shouldn't always judge a book by its cover.

Halo Effect Social Experiment

In an experiment described in a paper published in 1920, psychologist Edward Thorndike asked commanding officers in the military to give ratings of various characteristics of their subordinates.

Thorndike was interested in learning how impressions of one quality, such as intelligence, bled over onto perceptions of other personal characteristics, such as leadership, loyalty, and professional skill.   Thorndike discovered that when people hold a good impression of one characteristic, those good feelings tend to affect perceptions of other qualities.

For example, thinking someone is attractive can create a halo effect that leads people also to believe that a person is kind, smart, and funny.   The opposite effect is also true. Negative feelings about one characteristic lead to negative impressions of an individual's other features.

When people have a good impression of one characteristic, those good feelings tend to affect perceptions of other qualities.

False Consensus Social Experiment

During the late 1970s, researcher Lee Ross and his colleagues performed some eye-opening experiments.   In one experiment, the researchers had participants choose a way to respond to an imagined conflict and then estimate how many people would also select the same resolution.

They found that no matter which option the respondents chose, they tended to believe that the vast majority of other people would also choose the same option. In another study, the experimenters asked students on campus to walk around carrying a large advertisement that read "Eat at Joe's."

The researchers then asked the students to estimate how many other people would agree to wear the advertisement. They found that those who agreed to carry the sign believed that the majority of people would also agree to carry the sign. Those who refused felt that the majority of people would refuse as well.

The results of these experiments demonstrate what is known in psychology as the false consensus effect .

No matter what our beliefs, options, or behaviors, we tend to believe that the majority of other people also agree with us and act the same way we do.

A Word From Verywell

Social psychology is a rich and varied field that offers fascinating insights into how people behave in groups and how behavior is influenced by social pressures. Exploring some of these classic social psychology experiments can provide a glimpse at some of the fascinating research that has emerged from this field of study.

Frequently Asked Questions

An example of a social experiment might be one that investigates the halo effect, a phenomenon in which people make global evaluations of other people based on single traits. An experimenter might have participants interact with people who are either average looking or very beautiful, and then ask the respondents to rate the individual on unrelated qualities such as intelligence, skill, and kindness. The purpose of this social experiment would be to seek if more attractive people are also seen as being smarter, more capable, and nicer.

The Milgram obedience experiment is one of the most famous social experiments ever performed. In the experiment, researchers instructed participants to deliver what they believed was a painful or even dangerous electrical shock to another person. In reality, the person pretending to be shocked was an actor and the electrical shocks were simply pretend. Milgram's results suggested that as many as 65% of participants would deliver a dangerous electrical shock because they were ordered to do so by an authority figure.

A social experiment is defined by its purpose and methods. Such experiments are designed to study human behavior in a social context. They often involved placing participants in a controlled situation in order to observe how they respond to certain situation or events. 

A few ideas for simple social experiments might involve:

• Stand in a crowd and stare at a random spot on the ground to see if other people will stop to also look
• Copy someone's body language and see how they respond
• Stand next to someone in an elevator even if there is plenty of space to stand elsewhere
• Smile at people in public and see how many smile back
• Give random strangers a small prize and see how they respond

Sherif M. Superordinate goals in the reduction of intergroup conflict . American Journal of Sociology . 1958;63(4):349-356. doi:10.1086/222258

Peeters M, Megens C, van den Hoven E, Hummels C, Brombacher A. Social Stairs: Taking the Piano Staircase towards long-term behavioral change . In: Berkovsky S, Freyne J, eds. Lecture Notes in Computer Science . Vol 7822. Springer, Berlin, Heidelberg; 2013. doi:10.1007/978-3-642-37157-8_21

Mischel W, Ebbeson EB, Zeiss A. Cognitive and attentional mechanisms in delay of gratification . Journal of Personality and Social Psychology. 1972;21(2):204–218. doi:10.1037/h0032198

Mischel W, Shoda Y, Peake PK. Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions . Developmental Psychology. 1990;26(6):978-986. doi:10.1037/0012-1649.26.6.978

Benderly, BL. Psychology's tall tales . gradPSYCH Magazine . 2012;9:20.

Latane B, Darley JM. Group inhibition of bystander intervention in emergencies . Journal of Personality and Social Psychology. 1968;10(3):215-221. doi:10.1037/h0026570

Thorndike EL. A constant error in psychological ratings . Journal of Applied Psychology. 1920;4(1):25-29. doi:10.1037/h0071663

Talamas SN, Mayor KI, Perrett DI.  Blinded by beauty: Attractiveness bias and accurate perceptions of academic performance.   PLoS One . 2016;11(2):e0148284. doi:10.1371/journal.pone.0148284

Ross, L, Greene, D, & House, P. The "false consensus effect": An egocentric bias in social perception and attribution processes . Journal of Experimental Social Psychology . 1977;13(3):279-301. doi:10.1016/0022-1031(77)90049-X

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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50 Easy Science Activities For Preschoolers

Curious kids turn into junior scientists with these fun and easy preschool science experiments . Th ese science activities for preschoolers are doable and use simple supplies for home or in the classroom. Plus, you can scale any of these activities to use with kindergarten through elementary-age students!

Science for Preschoolers Engages the Senses

Preschool science encourages observations of the five senses, including sight, sound, touch, smell, and sometimes taste. The more kids can fully immerse themselves in an activity, the greater their interest will be !

Kids are naturally curious creatures, and once you have piqued their curiosity, you have also activated their observation, critical thinking, and experimentation skills.

These science activities are perfect for the senses, allowing play and exploration without adult-led directions. Kids will naturally start to pick up on the simple science concepts presented just by having a fun conversation about it all with you!

• 5 Senses Exploration Station
• 5 Senses Coloring Book (Free)
• 5 Senses Discovery Bags
• Apple Taste Test with the 5 Senses
• Pop Rocks and 5 Senses

Awesome Science Activities for Preschoolers

💡 Many of the preschool science projects below can be adapted to your kids’ current level. Also, these are perfect for kids of multiple ages to work together in small groups.

Click on each link below for full instructions. Also, look through our seasonal preschool science activities and grab the free science experiment cards!

• Spring Preschool Science Experiments
• Fall Preschool Science Experiments: apples and pumpkins
• Winter Preschool Science Experiments

Check out how different materials absorb water with this simple what absorbs water activity. 

ALKA SELTZER CHEMICAL REACTIONS

Make an Alka Seltzer Rocket , try a simple Alka Seltzer Experiment or a homemade Lava Lamp to check out this neat chemical reaction.

BAKING SODA AND VINEGAR EXPERIMENTS

Who doesn’t like a fizzing, foaming eruption? From an erupting lemon volcano to our simple baking soda balloon experiment. . Check out our list of baking soda science activities to get started!

BALLOON RACE CARS

Explore energy, measure distance, build different cars to explore speed and distance with simple balloon cars. You can use Duplo, LEGO, or build your own car.

BALLOON ROCKETS

Gas, energy, and power! Make Go power! Set up a simple balloon rocket. All you need is a string, a straw, and a balloon!

BURSTING BAGS

Definitely take this bursting bags science activity outside! Will it pop? This science activity will have you on the edge of your seat!

BUTTER IN A JAR

The science you can spread with a tasty homemade butter, after a good workout for the arms anyway!

BUTTERFLY LIFE CYCLE

Explore the butterfly life cycle with a free printable pack and butterfly sensory bin idea. Or create an edible butterfly life cycle instead!

Explore the simple fun of bubbles with these easy bubble experiments ! Can you make a bubble bounce? We have a recipe for the perfect bubble solution too.

Check out even more bubble fun with 2D bubble shapes or 3D bubble shapes , bubble painting , and bubble snakes !

BUILDING BRIDGES

This bridge building activity is an easy engineering project for young kids. It starts with the planning and designing process and ends with the building process. Construct your own bridge from simple supplies.

BUILDING TOWERS

Kids love building, and building structures is a great activity that incorporates many skills and is also frugal. Check out a variety of building activities .

CANDY SCIENCE

Play Willy Wonka for a day and explore candy science with floating m&m’s, chocolate slime, dissolving candy experiments, and more!

CELERY AND FOOD COLORING

Watch how water moves through a plant with a simple celery food coloring science experiment!

CHICK PEA FOAM

Have fun with this taste-safe sensory play foam made with ingredients you probably already have in the kitchen! This edible shaving foam, or aquafaba as it is commonly known, is made from the water chickpeas are cooked in.

COLOR MIXING

Color mixing is a science. Learn colors through play with these preschool color activities .

CRYSTAL GROWING

Growing crystals is simple! You can easily grow your own crystals at home or in the classroom with our simple recipe. Make a rainbow crystal , a snowflake , hearts , crystal eggshells , and even crystal seashells.

DENSITY {LIQUIDS}

Can one liquid be lighter than the other? Find out with this easy liquid density experiment!

DINOSAUR FOSSILS

Be a paleontologist for a day, make homemade dinosaur fossils , and then go on your own dig . Check out all our fun preschool dinosaur activities .

DISCOVERY BOTTLES

Science in a bottle. Explore all kinds of simple science ideas right in a bottle! They are perfect for themes, too, like these Earth Day ones!

Test how strong an egg is with this easy eggshell strength experiment. Find out what happens to an egg in vinegar , and try our mess-free egg drop challenge for young kids.

Have you ever changed the color of a flower? Try this color-changing flower science experiment and learn about how a flower works! Or why not try growing your own flowers with our list of easy flowers to grow .

What goes up must come down. Have young kids explore concepts in gravity around the house or classroom with simple objects you already have.

FIZZING LEMONADE

Explore the senses and a little chemistry with our fizzy lemonade recipe.

ICE CREAM IN A BAG

Homemade ice cream is yummy, edible science with only three ingredients! Don’t forget the winter gloves and sprinkles—this gets cold!

ICE MELT SCIENCE

An ice melt activity is a simple science you can set up in many different ways with many themes. Ice melting is a wonderful introduction to a simple science concept for young kids! Check out our list of ice activities for preschool.

Try the classic expanding ivory soap experiment! One bar of ivory soap can be very exciting! Also see how we experimented with one bar of soap and turned it into either soap foam!

Another must try science experiment using oil and water, a lava lamp experiment is always a favorite!

LETTUCE GROWING ACTIVITY

Set up a lettuce growing station. This is fascinating to watch and pretty quick to do. We watched the new lettuce grow taller each day!

Magic milk is one of our most popular science experiments. It is also just plain fun and mesmerizing!

What’s magnetic? What’s not magnetic? You can set up a magnet science discovery table for your kids to explore and this fun magnet activity !

MIRRORS AND REFLECTIONS

Mirrors are fascinating and have wonderful play and learning possibilities plus it makes for great science!

BOUNCY EGG EXPERIMENT

Ah, the egg in vinegar experiment. You need a little patience for this one {takes 7 days}, but the end result is really cool!

OOBLECK {NON-NEWTONIAN FLUIDS}

Oobleck is 2 ingredient fun! A simple recipe using kitchen cupboard ingredients, but it is the perfect example of a non-newtonian fluid. Also makes for fun sensory play. Make classic oobleck or colored oobleck.

Take the penny boat challenge and find out how many pennies your tin foil boat will hold before sinking. Learn about buoyancy and how boats float on water.

Make a simple pulley that really works, and test out lifting loads.

Learn about the science of rainbows as well as fun rainbow-themed science experiments. Check out our fun selection of simple-to-set-up  r ainbow science experiments . 

RAMPS AND FRICTION

We use cars and balls all the time with our rain gutters! Even flat pieces of wood or stiff cardboard work! Newton’s laws of motion really come alive with simple toy cars and homemade ramps.

ROCK CANDY (SUGAR CRYSTALS)

Another tasty science activity as you explore how sugar crystals form!

FOUR SEASONS

What’s the reason for the seasons, perfect for kids?

SEED GERMINATION

Our simple seed jar science activity is one of our most popular science activities for preschoolers. It is an excellent way to see how a seed grows!

THE 5 SENSES

Let’s explore the senses! Young kids are learning to use their senses every day. Set up a simple 5 Senses Science Table for exploring and learning how their senses work! Our candy taste test and senses activity are fun, too.

SHADOW SCIENCE

Explore shadows in several ways! Make shadows with your body (fun outdoor play and learning idea) and animal shadow puppets to check out!

Every kid should build a volcano with a simple chemical reaction, baking soda and vinegar! Build a sandbox volcano or a LEGO volcano ! Learn about fun volcano facts too!

Young kids learn by exploring, observing, and figuring out the way things work with hands-on activities. This volume activity encourages all of the above and is simple to set up.

WATER EXPERIMENTS

There are all kinds of fun science activities you can do with water. Use your STEM design skills to build your own water play wall , observe refraction of light in water , explore what dissolves in water or even try a simple solid liquid gas experiment .

WATER XYLOPHONE

Learn a little bit about the science of sound with a simple water xylophone.

WEATHER SCIENCE

Explore weather with rain clouds and tornados or even make a water cycle in a bottle!

TORNADO BOTTLE

Create a tornado in a bottle and study the weather safely!

We made both an indoor and outdoor zip line this year. Explore science concepts through play.

How to Teach Science to Preschoolers

Teaching science to preschoolers is a wonderful way to spark their curiosity about the world around them. Making the learning process fun, engaging, and age-appropriate is essential.

Make sure to check out…

• STEM for Toddlers
• STEM for Kindergarten
• STEM for Elementary

Begin by incorporating hands-on activities and experiments that encourage exploration and observation. Use simple and relatable examples from their everyday lives, such as observing plants grow, mixing colors, or exploring the properties of water.

Encourage questions and provide simple explanations that align with their level of understanding. Picture books can also be valuable tools for teaching science concepts. Add fun themes and colors for the holidays and seasons!

Additionally, fostering a sense of wonder and excitement about the natural world will lay a strong foundation for their future scientific learning. Remember that patience, repetition, and a nurturing environment are key to helping preschoolers develop a lifelong love for science.

Helpful Resources

Check out the links below to prepare yourself, your family, or your classroom for these easy preschool science experiments and activities. The key to success is in the preparation!

• Preschool Science Center Ideas
• Sensory Science Activities
• Fine Motor Activities
• Preschool Math Activities
• STEAM Books with Activities for Kids
• Make a homemade science kit that’s inexpensive!

Science Activities By Age Group

• Science for Toddlers
• Science for Kindergarten
• Elementary Science by Season
• Science for 1st Grade
• Science for 2nd Grade
• Science for 3rd Grade
• Science for 4th Grade
• Science for 6th Grade
• Science for Middle School

Printable Preschool Pack

Get ready to explore this year with our growing Preschool STEM Bundle ! Or grab the individual packs.

What’s Included:

There are 12 fun preschool themes to get you started. This is an ” I can explore” series! You’ll find both seasonal and non-seasonal themes appropriate to preschool learning throughout the year.

Each unit contains approximately 15 activities, with instructions and templates  as needed. Hands-on activities are provided to keep it fun and exciting. This includes sensory bins, experiments, games, and more! Easy supplies keep it low-cost, and book suggestions add learning time.

22 Comments

Hi, this sounds like a neat activity for young toddlers to explore for texture. Could u please share the ingredients. My profession is in childcare. The children would like this activity I believe. Again, please share your slime recipe. Thank you!! LaTonia Jackson Armstrong

Hi! You simply need to click through the liquid starch slime link or get your recipe here box. However, I would suggest one of our taste safe slime recipes for toddlers as regular slime contains borax, sodium borate, or boric acid. These slimes should not be tasted!

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It’ fun for kids to experiment and science activities of any kind are a great way to encourage kids to explore. I will encourage my son about this hope so he will enjoy it. Thanks for the sharing such a interesting article.

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Want to see a cool trick? Make a tiny battery with these 3 household items

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Electrical circuit can be created with lemons to power a small light source. A chemical reaction between the copper and zinc plates and the citric acid produces a small current, thus powering a light bulb. Andriy Onufriyenko/Getty Images hide caption

Electrical circuit can be created with lemons to power a small light source. A chemical reaction between the copper and zinc plates and the citric acid produces a small current, thus powering a light bulb.

We're going "Back to School" today, revisiting a classic at-home experiment that turns lemons into batteries — powerful enough to turn on a clock or a small lightbulb. But how does the science driving the "lemon battery" show up in those household batteries we use daily?

We get into just that today with environmental engineer Jenelle Fortunato about the fundamentals of electric currents and the inner workings of batteries.

You can build your very own lemon battery using Science U's design here , written by Fortunato and Christopher Gorski of Penn State College of Engineering.

A reminder: Do NOT play with household batteries. Be safe out there, scientists!

Want us to cover more science basics? Email us your ideas at [email protected] — we might feature them on a future episode!

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This episode was originally produced by Rebecca Ramirez and edited by Viet Le. The encore version was produced and edited by Rebecca Ramirez.

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Meet students who spent their summer pursuing sustainability research

Through programs offered by the Stanford Doerr School of Sustainability, undergraduate students from Stanford and institutions across the U.S. worked on projects that tackled pressing environmental challenges and advanced fundamental knowledge about our planet. Here’s an inside look at their experiences.

This year, more than 70 undergraduate students engaged in summer research to develop new skills and deepen their understanding of Earth, climate, and society. Through five programs part of the Stanford Doerr School of Sustainability , undergraduates explored sustainability-related issues in disciplines ranging from energy and civil engineering to oceans and social sciences.

The five programs include Mentoring Undergraduates in Interdisciplinary Research (MUIR), organized by the Woods Institute for the Environment ; Summer Undergraduate Program on Energy Research (SUPER), organized by the Precourt Institute for Energy ; Sustainability, Engineering and Science - Undergraduate Research (SESUR); Hopkins Internships - Summer Undergraduate Research Funds (HI-SURF); and Sustainability Undergraduate Research in Geoscience and Engineering Program (SURGE).

The SURGE program is funded by the National Science Foundation and welcomes students from other U.S. institutions, especially those from underrepresented backgrounds doing research for the first time. The other programs receive funding from the Vice Provost for Undergraduate Education (VPUE).

Across all the programs, undergraduates contributed directly to research projects under the guidance of Stanford scholars. They also participated in shared group activities such as research seminars and graduate school workshops.

The large cohort allowed participants to learn from each other in addition to a variety of mentors. Building this community of support, in contrast with the sometimes isolating nature of individual research, was one of the main goals of bringing the five programs together last year.

Whether pursuing a scientific interest, trying out new tools, or discerning a potential career path, students used this summer to grow both academically and personally. Many hope to expand on the work they started, while others are moving forward with newfound clarity on their discipline. As they wrapped up their projects, three undergraduates shared insights about their research, personal growth, and how they made the most of the experience.

Evelyn Pung, ’27, SESUR participant

For Evelyn Pung, the motivation to research the link between environmental quality and human health was a personal one.

She grew up 10 minutes away from the ocean in Long Beach, California, but she rarely took trips to the beach. “The pollution at our beaches had gotten so bad, my parents didn’t want me to go, out of health concerns,” she said.

This summer through the SESUR program, Pung got involved in a project in the lab of civil and environmental engineering Professor Nick Ouellette . With her mentor, PhD student Sophie Bodek , she studied the movement of tiny plastic particles in bodies of water. Understanding how these pollutants travel through water in different environments can inform efforts to limit their spread.

Pung said that the freedom to actively control the experiment, combined with supportive mentorship from Bodek, made the research especially fulfilling.

“This whole experience has been a gratifying learning opportunity,” she said.

Read more about Evelyn Pung .

Trent La Sage, ’25, SURGE participant

Trent La Sage, an undergraduate student at the University of Florida, conducted research that brings together physics, Earth science, and materials science.

His project tackled a common problem in materials science: Insights about certain materials are not easily accessible to researchers. While findings about materials at ambient conditions can be uploaded to a public database for other scientists to reference, no such platform exists for materials at extreme conditions.

To address this, La Sage and other scholars worked on a program that uses computer vision and large language models like Chat GPT to pull data from published research papers, which can then be applied to work on future computational models.

The opportunity to collaborate on a large team was a highlight for La Sage, who appreciated the variety of viewpoints. He brought his own distinct perspectives to the group – both in discipline, as the only physics and astrophysics major, and in experience, having started his undergraduate education after several years in the workforce.

“It was very helpful to have people from other backgrounds. And we’ve been able to get a lot of things done that I wouldn’t have been able to get done myself,” he said.

Read more about Trent La Sage .

Juan Martín Cevallos López, ’26, HI-SURF participant

After recurring moments of awe and discovery in his oceans-related classes at Stanford, Juan Martín Cevallos López, who prefers to be referenced by his first and middle name, discovered a passion for ocean science. He knew he wanted to get involved in research at the Stanford Doerr School of Sustainability’s Hopkins Marine Station in Pacific Grove and applied to the HI-SURF program.

Juan Martín contributed to three different projects – studying the impacts of ocean acidification on a particular species of seaweed, the development of bat star larvae in various temperatures, and the role of crustose coralline, a key component of coral reefs, in temperate environments such as Monterey Bay.

Throughout his research, Juan Martín was thrilled to be able to combine his knowledge of oceanography with other scholars’ expertise in marine biology and ecology, and he is eager to continue studying the ocean.

“I’m excited to see where it takes me, because it can literally take you anywhere,” he said.

Read more about Juan Martín .

Learn more about Stanford Doerr School of Sustainability summer undergraduate research programs and how to apply.

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Senior Advisor

Application timeline, position summary.

The National Science Foundation (NSF) is seeking qualified candidates for a Senior Advisor position within the Directorate for Social, Behavioral and Economic Sciences (SBE), Office of the Assistant Director (OAD) in Alexandria, VA.

SBE has an immediate and urgent need for the following:

• The formulation of the Directorate's scientific goals, objectives and priorities.
• The integration of scientific and technical priorities into effective policies, strategies, and programs.
• The implementation of program planning, implementation and evaluation procedures for the SBE Directorate, which includes four divisions.
• The Senior Advisor will serve as a member of the SBE senior leadership team and assist the Assistant Director. 
• The Senior Advisor will work with the Assistant Director and other senior SBE officials to facilitate the directorate's planning for and coordination of activities related to the social, behavioral and economic sciences. This includes the development of mission statements and goals, strategic plans, long-range plans, budgets and operating plans. 
• The Senior Advisor will develop analyses, advice and recommendations on policy issues facing SBE, with major attention to their scientific aspects. 
• The Senior Advisor will also play a central part in planning to ensure that program implementations effectively reflect policy decisions relative to social, behavioral and economic sciences research and education.                                                                     

Position Description

This position is in the Office of the Assistant Director, Directorate for Social, Behavioral and Economic Sciences (SBE), National Science Foundation (NSF). The Senior Advisor serves as a member of the SBE leadership team and assists the Assistant Director in a) the formulation of the Directorate's scientific goals, objectives and priorities, b) the integration of scientific and technical priorities into effective policies, strategies, and programs, and c) the implementation of program planning, implementation and evaluation procedures for the SBE Directorate, which includes four major components. The Division of Behavioral and Cognitive Sciences, the Division of Social and Economic Sciences, and the SBE Office of Multidisciplinary Activities support disciplinary and multidisciplinary research and education activities. The National Center for Science and Engineering Statistics is the nation's principal producer of policy-relevant, policy-neutral statistical information on the U.S. science and engineering enterprise. The Senior Advisor participates with the Assistant Director in the coordination and overall management of Directorate activities with the directorate's senior managers and a staff of approximately 144. 

Many of the directorate's activities have significant interagency dimensions in terms of scientific policy and programmatic development and operations. The incumbent, who takes a lead role in high-level interagency efforts, serves as a Senior Advisor for SBE by preparing analyses that will provide a basis for major decisions in priority setting, directorate and program planning and internal management, and for translating scientific decisions into effective budgetary and operational activities. Knowledgeable in the trends of research in the full range of the directorate's fields, is cognizant of current and proposed initiatives impacting the SBE directorate and provides advice on the implications of such on the Directorate's future programs and budgets. 

II. MAJOR DUTIES 

• Works with the Assistant Director and other senior SBE officials to facilitate the directorate's planning for and coordination of activities related to the social, behavioral and economic sciences. This includes the development of mission statements and goals, strategic plans, long-range plans, budgets and operating plans. 
• Develops analyses, advice and recommendations on policy issues facing SBE, with major attention to their scientific aspects. 
• Plays a central part in planning to assure that program implementations effectively reflect policy decisions relative to social, behavioral and economic sciences research and education. 
• Analyzes and integrates scientific input and policy guidance from the Office of Management and Budget (OMB), the Office of Science and Technology Policy (OSTP), Congress, the National Academy of Sciences, professional societies, the National Science Board, NSF policy groups, the SBE Advisory Committee, other agencies and organizations into the directorate's plans, and works with appropriate staff to formulate and assess major budget and program initiatives. 
• Provides critical analyses for use by the Assistant Director in presentations, hearings and congressional testimony, and ensures that materials properly reflect the directorate's scientific priorities.
• Coordinates and monitors activities that assess the overall effectiveness of the directorate's research portfolios and ensures performance measures are examined annually and reconfigured for maximum effectiveness. 
• Establishes procedures and processes to monitor organizational goals and objectives. Upon request of the Assistant Director, functions as the Acting Deputy Assistant Director for SBE in the absence of the latter. 
• Serves, as assigned, as the organizational representative on senior level policy and planning bodies, both technical and managerial, such as NSF-wide task groups, private and public bodies both foreign and domestic, and working committees. 
• Furthers equal employment opportunity through fair treatment of women, minority group members and individuals with disabilities, brings sensitivity to the issues involving these groups in terms of staff assistance and advice rendered, and participates in the development of SBE procedures to acquire and develop a well-qualified workforce. 
• Assesses the risk, cost, and work required to achieve goals for new projects and initiatives and facilitates completion. 
• Responsible for relaying information between executive team members and other staff members. Attends board meetings and provides an overall picture of productivity to executives and stakeholders and transmits information to the various department heads. 
• Substantial research and strong evidence of scholarship and leadership in the social, behavioral, and economic sciences or a closely related field as evidenced in publications and other professional contributions. 
• Ability to support the senior leadership of SBE in recommending and implementing new or modified policies and plans in scientific, fiscal, and administrative matters to improve the activities of management. 
• Demonstrated ability to conceptualize effectively and communicate with others regarding complex issues and ideas in a clear and concise manner. 
• Experience in interdisciplinary and multidisciplinary research areas, preferably including participation in a team research environment. 
• Experience in interagency interaction and outreach to the scientific community. 

Appointment options

The position recruited under this announcement will be filled under the following appointment option(s):

Intergovernmental Personnel Act (IPA) Assignment: Individuals eligible for an IPA assignment with a Federal agency include employees of State and local government agencies or institutions of higher education, Indian tribal governments, and other eligible organizations in instances where such assignments would be of mutual benefit to the organizations involved. Initial assignments under IPA provisions may be made for a period up to two years, with a possible extension for up to an additional two-year period. The individual remains an employee of the home institution and NSF provides the negotiated funding toward the assignee's salary and benefits. Initial IPA assignments are made for a one-year period and may be extended by mutual agreement. 

Eligibility information

It is NSF policy that NSF personnel employed at or IPAs detailed to NSF are not permitted to participate in foreign government talent recruitment programs.  Failure to comply with this NSF policy could result in disciplinary action up to and including removal from Federal Service or termination of an IPA assignment and referral to the Office of Inspector General. https://www.nsf.gov/careers/Definition-of-Foreign-Talent-HRM.pdf .

Applications will be accepted from U.S. Citizens. Recent changes in Federal Appropriations Law require Non-Citizens to meet certain eligibility criteria to be considered. Therefore, Non-Citizens must certify eligibility by signing and attaching this Citizenship Affidavit to their application. Non-Citizens who do not provide the affidavit at the time of application will not be considered eligible. Non-Citizens are not eligible for positions requiring a security clearance.

To ensure compliance with an applicable preliminary nationwide injunction, which may be supplemented, modified, or vacated, depending on the course of ongoing litigation, the Federal Government will take no action to implement or enforce the COVID-19 vaccination requirement pursuant to Executive Order 14043 on Requiring Coronavirus Disease 2019 Vaccination for Federal Employees. Federal agencies may request information regarding the vaccination status of selected applicants for the purposes of implementing other workplace safety protocols, such as protocols related to masking, physical distancing, testing, travel, and quarantine.

Qualifications

Candidates must have a Ph.D. in an appropriate field related to the social, behavioral, or economic sciences, plus after award of the Ph.D., candidates must have six or more years of successful research, research administration, and/or managerial experience pertinent to the position.

Quality Ranking Factors : Final ranking is based on an evaluation of experience, education, and training as they relate to the knowledge, skills and abilities specified in the following factors:

• Knowledge of SBE research and of current and emerging trends in SBE research and education.
• Awareness of existing and potential academic-industry-government partnerships necessary for furthering the frontiers of SBE research and innovation.
• Knowledge of the relevance of SBE science to national priority areas such as building a resilient future, supporting emerging industries, designing infrastructure of the future, and creating human-centered technologies and technology rich environments that will enable people to pursue more satisfying and productive lives.  
• Recognized professional standing in academe, industry, or government for the SBE sciences as evidenced by a sustained record of scholarship, professional, or and leadership activities.
• Demonstrated ability to anticipate, design, plan, coordinate, and manage policy-related tasks to achieve organizational objectives.
• Ability to effectively and convincingly communicate policies and plans to peer groups, high-level decision making and policy groups, and Congressional staff, with major attention to STEM education research and policy.

How to apply

You are highly encouraged to address the following professional skills within your cover letter, which will be used to evaluate your experience, education and training as related to the knowledge, skills, and abilities for this position during the review process.

Your application should contain the following information: 1. CV format. Information about your education, your field, and research focus and year of degree(s); and Information about all your work experience, including job titles, duties, and accomplishments, employer's name and phone number, starting and ending dates (month and year), and salary. If you have held various positions with the same employer, describe each separately. 2. Narrative statement addressing your background in terms of the required Quality Ranking Factors highlighting your qualifications and professional skills should be addressed. Your responses should be clear and concise and show the level of responsibility, and the level of accomplishment associated with your experience. You are strongly encouraged to submit a current performance appraisal and/or letter(s) of recommendation and a cover letter that describes your background in terms of the professional skills associated with this position. This information will be used in the evaluation process. Transcripts are not required; however, please indicate the year that each degree was obtained on your application materials.

Applicants should indicate the position they are applying to within their cover letter and the subject line of the email. Please submit your curriculum vitae to Anthony Teolis, SBE Directorate Operations Officer,   [email protected]  Applications are reviewed by the SBE AD and senior executives. A few candidates are selected for telephone and/or NSF on-site or virtual interviews. Applicants will receive an acknowledgment of their application and a status update by email when selections occur. For more information about these openings, you may send an inquiry to  [email protected] . Nominations from the community are also encouraged. A nomination email can be sent to  [email protected] .