The Zaigarnik effect is a psychological phenomenon where people remember incomplete or interrupted tasks better than completed tasks. This effect is named after the Russian psychologist Bluma Wulfovna Zaigaenik, who first observed it in the 1920s.

One classic experiment that demonstrated the Zaigarnik effect involved participants being given a series of tasks to complete. Some of the tasks were completed, while others were interrupted before they could be finished. The participants were then asked to recall the tasks they had completed. The results showed that the participants were more likely to remember the incomplete tasks than the completed ones.

This effect is thought to occur because incomplete tasks create a state of tension or mental discomfort, which leads to increased mental processing and attention. In contrast, completed tasks no longer require attention, and therefore may not be as memorable.

The Zaigarnik effect has been applied in various domains, such as advertising, where companies use cliffhangers or incomplete storylines to keep consumers engaged and increase brand recall. It has also been studied in the context of productivity and motivation, where researchers suggest that breaking down larger tasks into smaller, more manageable ones can increase motivation and reduce procrastination.

Psychology Experiment of level of aspiration 

The level of aspiration experiment is a psychological study that measures a person's motivation to achieve a certain goal. The experiment typically involves presenting participants with a task that is challenging but not impossible to complete, such as solving a difficult puzzle or completing a complex math problem. The participants are then asked to set a goal for themselves, which represents their level of aspiration, or how high they want to achieve on the task.

The level of aspiration experiment is a classic experiment in psychology that aims to understand the motivation behind goal-setting and achievement. The experiment involves measuring an individual's current level of performance on a task and then manipulating their level of aspiration (i.e., the level of performance they desire to achieve).

Once the goal has been set, the participants are given feedback on their performance and may be asked to adjust their goal accordingly. The experimenter can then measure the participant's level of aspiration by comparing their actual performance to their goal.

The level of aspiration experiment can be used to study a variety of psychological phenomena, including motivation, self-efficacy, and goal setting. It is often used in educational and workplace settings to help individuals set realistic goals and develop effective strategies for achieving them.

The experiment typically follows these steps:

Participants are given a task to complete (e.g., solving a series of math problems).

Participants' current level of performance is measured by recording the number of problems they solve correctly in a given time frame.

Participants are then asked to set a goal for their performance on the task (i.e., their level of aspiration).

Participants are given feedback on their performance and encouraged to adjust their level of aspiration if necessary.

Participants are then given another opportunity to complete the task and their performance is measured again.