A Replication of the Stroop Effect

The Stroop effect is demonstrated by the reaction time to determine a color when the color is printed in a different color’s name. Participants respond slower or make more errors when the meaning of the word is incongruent with the color of the word. Despite knowing the meaning of the word, participants showed incapability of ignoring the stimulus attribute. This reflects a clear instance of semantic interference and an unfathomed failure of selective attention (Stroop, 1935).

The Stroop effect was tested on four different tasks. Nineteen Queens College students were recruited by flyer, and each were assigned to a word reading task, color reading task, color inhibition task, and word inhibition task. They were timed using a stopwatch function on a cell phone, to name the color, or word to the quickest of their ability. In the order from longest reaction time to shortest: inhibition color naming task, color naming task, inhibition word reading, and word reading. This study shows that people can read words more quickly than they can name colors, and that inhibiting an automatic response to color/word tasks will take longer to do than tasks that do not involve inhibition.

The Stroop experiment by J. Ridley Stroop in 1935 was performed in order to analyze the reaction time of participant’s stimuli and desired results while also obtaining a collective result of color interference and word reading(Stroop, 1935; Lee & Chan, 2000). In the experiment three forms of the test were given, the first consisting of color patches, the second had the color words printed in black and the other was an incongruent test beaming the color did not match the color word

When subjects are told to read the normal words, they dash right through the task. People name colors faster when color words correspond to ink color, rather than when color words are printed in black ink (Bower 1992). Increased effort enables the subjects to suppress the interference produced by the Stroop task (Amir 1996). Characteristic differences can also make a difference in results like level of education, age, or even anxiety levels. Anxious individuals are slower at color-naming threat related than non-threat related words in the emotional Stroop task (Amir 1996). More highly educated subjects perform better than less educated subjects (Houx 2007). This may be true because people receive far more training in reading color words than they do in naming colors (Bower

Interference is basically looking at the word and seeing both the color and the meaning. It confuses the brain and forces it to make a choice. Experiences and memory have taught people that the meaning of the word is more important than the color of the word. ("Stroop effect - mind games or an illusion?," n.d., p. 04) This is why many people have trouble when the color of the word differs from the color the word names. There’s a theory on interference that focuses on human memory. It says that interference occurs when a person tries to recall information. It also states that learned information conflicts with new information. Interference and the Stroop effect are used to compare brain development in young children, most likely to look for any mental problems or things like that. Interference is also very largely present in condition such as brain damage, ADHD, dementia, alcoholism, and many others. ("Stroop effect - mind games or an illusion?," n.d., p. 04) Selective attention plays a critical role in the brain’s ability to process task-related stuff. The Stroop effect shows a great deal of conflict in the brain between well-leaned behavior, and a decision that requires that behavior to be repressed. The participants need to filter their automatic reading skill in order to name the color of the word. (Leung, Skudlarski, Gatenby, Peterson, & Gore, 2000, p.

Automaticity turns out to be something that many people experience and is at times performed without our conscious mind knowing so creating an automatized action according to cognitive psychologists. Logan (1980) stated that there ware three major variables identified with attention and automaticity in the priming paradigm (i.e., prior

When performing the stroop task, participants are asked to say the color of a printed word that appears on the screen. We found that participants were slower to respond when the color was incongruent to the word. They began reading the word instead of saying the color (Enetl & Tzelgov, 2016). There was conflict shown in the performing of the task where the relevant task was the color naming and it was contradicted with the irrelevant task of word reading (Enetl & Tzelgov, 2016). An example being that the word could read blue but the color is green, the evoked stimulus is voicing blue because the task is readable (Enetl & Tzelgov, 2016). Incongruent color words cause interference in naming

Attention is something that is extremely important to always have. In chapter three, the author stated "attention can be defined as a concentration of mental activity that allows you to take in a limited portion of the vast stream of information available from both your sensory world and memory" (Shomstein, Styles, Weierich & Barrett, p.79). In the Stroop Effect I can see that a person need to have a lot of concentration in able to do it the right way. When doing the first activity it took me about two minutes to be able to name the ink colors of the words five time through. In the next activity it took me about five minutes to be able to name the colors in the rectangular patches in part B five times through. It was harder than I expected

Introduction The subject of study in this experiment is the Stroop Effect. The Stroop Effect was discovered by John Ridley Stroop, a psychologist in the early twentieth century. The Stroop effect concerns a phenomenon known as cognitive interference, whereby multiple processes occurring in the brain interfere with one another. When one is reading the names of colours which are printed in a different colour than the colour described by the word, one reads more slowly and with less accuracy than when one is reading a list of colour names that are printed in the same colour as that which the word describes.

This science experiment is conducted to perform a controlled experiment to investigate the Stroop Effect. It works because we read words faster than we identify colours. This experiment also compares the time taken to say the colours of words, like the picture on the cover, when the colour doesn’t match the written to when the colour does match the written word.

This phenomenon was described in 1935 in a now-famous paper by John Ridley Stroop, and is known in experimental psychology as the Stroop effect. One explanation for the Stroop effect is called interference. From the earliest years of school, reading is a task that people practice every day.

The revolutionary study by, Stroop (1935) used 5 different colors; purple, brown, green, blue, and red in a color-word naming task. Subjects had to say the color of the word while it was printed in different color ink. For example, the word “blue” would be written in the color red. They first did this using the colored words and then repeated the process with the words printed in black. They found that the colored word condition suggested a 2.3s longer reaction time than the black word condition. This is due to the inference of automatic word reading in the color word condition.

According to George Washington University’s cognitive psychology department this phenomena is due to the top down processing theory. This theory “establishes the paradigm that sensory information processing in human cognition, such as perception, recognition, memory, and comprehension, are organized and shaped by our previous experience, expectations, as well as meaningful context” (Solso, 1998). According to a Claremont University study, the top down theory could be the explanation as to why persons with English as a second language articulate less difficulty with the tests conflicting information when the test is given in English, yet when the test is taken in the native language the Stroop effect occurs. Another possible explanation for the Stroop effect is the parallel distributed processing theory which states analyzed information is conveyed via defined neuropathways. The more these pathways are utilized, the stronger and faster they become. So, when two pathways are stimulated concurrently the stronger “reading” pathway takes precedence over the weaker “naming” neuronal tract. A third possible reasoning for

Red, Green, Purple, Blue! Neurologists test the brain’s cognitive skills by trying to determine the text of the word the color is printed in; in which they have to differentiate the color from the meaning of the word. The subject is shown a color, and it will take the person longer to identify the color of the word, if the word is in an incongruent word color. This cognitive phenomenon is more commonly known as the Stroop Effect. The Stroop Effect is a study that lead to the occurence where objects of incongruent context and word display are used to find the reaction time it takes to determine the context of the word. The original way that is used to test the Stroop Effect is by printing a name of a color, in a

We are replicating J.R. Stroop’s original experiment The Stroop Effect (Stroop, 1935). The aim of the study was to understand how automatic processing interferes with attempts to attend to sensory information. The independent variable of our experiment was the three conditions, the congruent words, the incongruent words, and the colored squares, and the dependent variable was the time that it took participants to state the ink color of the list of words in each condition. We used repeated measures for the experiment in order to avoid influence of extraneous variables. The participants were 16-17 years of age from Garland High School. The participants will be timed on how long it takes them to say the color of the squares and the color of the words. The research was conducted in the Math Studies class. The participants were aged 16-17 and were students at Garland High School. The results showed that participants took the most time with the incongruent words.