The aim of this experiment was to test how the automatic processing of reading interferes with the controlled processing of naming a colour. The findings support the original previous research (Stroop, 1935) as a significant difference was found which indicates that when the controlled process of naming a colour is not interfered with then it can be recognized faster whereas when the automatic processes of reading words is involved then the time taken to name the colour is slower due to the interference.
The results also support Teccee & Happ, 1964, whose experiment used a different method of using colour cards instead of non-words but still helped to support their conclusions. They found that participants responded faster with matching the colour with the colour cards as there was no automatic process involved compared to the participants who had to match the colour ink of the word to the colour card. This took the participants longer due to the interference of the automatic process of reading which was what this experiment also found, further supporting the automatic process interference theory.
The present research that was
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They conducted an experiment where participants were shown either one letter of the word coloured or the entire word coloured and asked to name the colour they saw. According to the automaticity theory there would be interference in time taken to name the colours as the participant would automatically read the word. However, it was found that the interference was heavily reduced in the letter condition. They concluded that because the letter condition was an ‘alternative mindset’ they were able to ignore their typical mindset of reading the word. This leaves room for discussion on what conditions would a person leave their typical mind set of reading a word to an alternative mindset which could be explore
In experiment 1, participants were instructed to press a key to determine if the stimulus was red, blue, yellow, or green. On the second half of the experiment, the stimulus appeared in grey with only one colored letter which was positioned randomly. Error rates for the experiment were below 2.5% for each condition, which is quite low. Experiment 2 was the same as experiment 1 except that there were 114 data collections instead of 288 and there were 36 practice trials instead of 72. According to experiment 1 and 2 it is suggested that the effect of
The Stroop (1935) effect is the inability to ignore a color word when the task is to report the ink color of that word (i.e., to say "green" to the word RED in green ink). The present study investigated whether object-based processing contributes to the Stroop effect. According to this view, observers are unable to ignore irrelevant features of an attended object (Kahneman & Henik, 1981). In three experiments, participants had to name the color of one of two superimposed rectangles and to ignore words that appeared in the relevant object, in the irrelevant object, or in the background. The words were congruent,
After this activity, they were asked to do a “lexical decision task” (a standard approach for measuring unconscious responses) in which they were shown a series of words and nonwords in random order and had to press “C” if it was a real word or “N” if not. Half of the real words were related to autonomy (e.g., freedom, choice) and half were neutral (e.g., whisper, hammer). The key focus of the study was on how long it took people to press the button *(“response latency”) for each kind of real word, averaged over the many words of each type. The table below
It was found that tasks involving colors cause more interference. These two studies were similar to the present experiment, as they both required participants to verbally name colors while inhibiting themselves from naming the typed color, as fast as possible.
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
Psychology, due to its complexity can be approached in a variety of ways. To help us understand the human mind, behaviourist and psychodynamic approaches have helped us understand the alternative outlooks in the science of mind and behaviour. Both approaches can be examined by the means of theoretical assumptions and methodology.
Some research, though, seems to suggest that the processes behind word identification are not entirely automatic, they are to some extent avoidable. A study carried out by Kahneman and Henik (1979) supported this as they found that interference was greatly decreased when the colour name is in an adjacent location, rather than in the same location as the colour which participants are asked to name. Again though, this reduction in interference is due to the placement of the distracting word, not due to any effort by or ability of the participants.
A study was conducted by J.R. Stroop in order to test the effects of automaticity, specifically on reading. In one condition, Stroop presented his participants with 100 words, each of which spelled out a color, but the ink of the word was a different color than
Differences have been found in terms of internal consistency of colour associations, specificity of the colour selection, and in terms of the automaticity of colour association. However, the two groups were remarkably similar in the way of mapping pitch-lightness. It is suggested that both groups may use the same cognitive mechanism to map between the auditory and visual domain. In addition, synaesthesia might be useful for learning (experiment 3). The results have two main implications for me study. First, it suggests that synaesthetes and non-synaesthetes share same cognitive mechanism; therefore, several associations that exist in synaesthetes might be found in non-synaesthetes, or at least, could be easily taught to non-synaesthetes. Second, most studies on the grapheme-to-color synaesthesia rather than the sound-to-color one. This study demonstrates the possibility of associating the colored letter with its sounds. This particular approach of associations might be more appropriate to help dyslexic children to remember the relationship between letters and
Automaticity: Fluent readers recognize familiar words automatically without conscious thought, and they identify unfamiliar words almost as quickly.
At the beginning stages, reading takes some effort, and conscious attempts at sounding out the letters of each word. As people practice reading skills, they finally learn to read without trying. When a behavior or skill no longer requires direct effort to be completed, cognitive psychologists say it is automatized (CogLab). Automatization is fascinating because it is an important part of daily life. Most people perform a numerous of automatized behaviors quickly and effortlessly. People often think they can multi-task, but classic research by J. Ridley Stroop shows differently. Stroop (1935) demonstrated that if someone is reading information, and other conflicting information is added, the rate in which a person will read the information would slow down. Stroop presented his participant with 100 words, each word spelled out a color, but the ink of the word was different from what it spelled. His participants were asked to report the color of the ink the word represented. The interface of conflicting color stimuli upon the time for reading 100 words caused an increase 2.3 seconds over the normal time for reading the same words printed in black (Stroop, 1935). Stoop found that participants performed slower to read the color of ink when the ink was used to produce color names different from the color of the ink. For example, the participants were slower to identify red ink when it spelled the word blue. The reasoning for this experiment is to test the Strop effect. The experimental hypothesis is that the time of reading the incongruent list of digits will be longer than that of the congruent list of
The cognitive load required to focus on perceiving the color of the word while ignoring the automatic instinct of reading and processing of the meaning of the
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
Word recognition involves an individual’s ability to identify words independently without requiring related words for contextual help. A widely examined topic in the field of cognitive psychology, it deals with understanding printed letters as a word which has been kept in the lexicon. The word frequency effect is important in the recognition of words. It suggests more common words in printed language are easier, faster and more accurate to distinguish than words that appear less frequently. Outlined in their journal article, Howes and Solomon utilized Thorndike-Lorge’s word count for word frequency and measured the threshold of recognition. They found correlation coefficients of -.68 to -.75 between word frequency and threshold or duration.
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.