Cognitive Psychology Paper

Design for this study was a within-participants design. IV is the conditions which were presented to the participants, thus Condition 1 with colour related words and Condition 2 with colour neutral words, both conditions included 6 words, each word was shown five times in their incongruent colours. DV was the overall time achieved for each condition measured in seconds. The order was counterbalanced therefore participants with odd order numbers were firstly given condition 1 and then condition 2 and vice versa for the even order numbers.

This experiment was conducted to see whether a person tend to solve better or worser with words that are colors with chosen color filling. The experiment was done in Foothill High School, with a national and international ethnicity mixture group, and participants were students of this school. The Stroop experiment is a verbal reaction test, to see how well a participant is able to say the color instead of words as fast as they can. As of the observer, they are responsible for timing and accuracy of participants when announcing each words correctly. The obtained result afterward, tend to have a faster pace of people who associate better with the matching word and color. Unlike those who associate with different matching colors of the words,

The participants were also told to draw a line in an ascending pattern (from 1 to A; A to 2; 2 to B and so on)” and join all numbers and letters together. However, low scores in both parts of the TMT tests indicate an improved performance (Hayes et al., 2011). Another six studies test performed during the study was Stroop Color and Word test. The test score was based on observing the participants performance. The participants were asked to call out the color letters printed in black ink in 45 seconds. They mentioned color of letter Xs. Moreover, colored words test was also given where participants were to call out the color written in contrasting color ink (example the word ‘red’ printed in blue ink), and were asked to mention the ink color that the

The participants could not talk during the whole testing due to distractions. Anything that could distract the participants could cause an effect on the study. Because of that certain rules had to be taken, everybody in the room had to stay quiet for a valid result. In the study the participants had to get their guardian or parent to sign a consent form. The participants were aware of everything that was going to happen throughout the study. No participants were harmed in any of the trial, but if they wanted to withdraw from the experiment they

Lexical decision evaluates how quickly a person can classify words and non-words through the use of stimuli’s. The conditions of the study facilitated manipulations in visual and auditory stimuli’s to measure reaction time and accuracy when exposed to different circumstances, such as the auditory stimuli matching/mismatching the visual stimuli/words. This study found that congruent and incongruent conditions impacts accuracy and reaction time when choosing if the type of letter string presented is either a pseudo-word or a word. This finding suggests congruent or matching auditory words and visual words assists people in quickly recognizing a word or non-word and is more accurate with their decision. Incongruent or mismatched auditory words and visual words slow down peoples decision making and minimizes their choice from being correct. In addition, the findings of the study also suggest that pseudo-words and words had no effect on a person’s accuracy but rather their reaction time. The result for the types of letter string administered in the experiment proposed that the visual stimuli’s/words does not interfere with a person from correctly making a decision, but makes people slower in making a decision. Overall, this online

Rosinski, Roberta Michnick Golinkoff, and Karen S. Kukish (1975) created an experiment to test the interference of automatic semantic meaning in children and adults when reading. This experiment superimposed words over pictures to combine reading and picture-identifying tasks (Rosinski et al., 1975). Rosinski et al. (1975) supported with their results that automatic interference (word reading in their experiment) has a greater interference effect on the assigned task (picture identification in their experiment), when the assigned task is not an automatic response, like the findings of J. Ridley Stroop. This experiment provided additional support that latencies increased when amount of incongruence increased (Rosinski et al., 1975). The last level tested the effects of semantics. Nonsense words (CVC words), congruent words, and incongruent words were superimposed over the pictures; and these results proved that the latency for nonsense words was much less than the latencies of incongruent words due to the attached meanings of the incongruent words (Rosinski et al.,

Eight participants (4 males and 4 females) between the ages of 18 and 53 participated in the study. Each participant had to identify as male or female and was selected based on availability. The tasks was measured based on reaction time of how fast the participant is able to go through the list naming the color of the word, but not the name of the word. Each male

The experiment had a within-participant design. The dependent variable was the total time taken in seconds to name the colour of the ink of the 30 words in the list and was measured to the nearest second by the experimenter with a stopwatch. The independent variable was represented by two conditions which consisted of two lists of words with repeated colour scheme; one list with the incongruent distractor words and one list with colour-neutral words. In the experimental condition participants had to name the ink colour of colour-related distractor words which were incongruent with the words. In the control condition participants had to name the ink colour of colour-neutral words which were incongruent with the words.

The words that were used in the control group were, starting from the left column: boat, yogurt, brain, rat, and goose. The words used are five English words and the colors that were used were red, green, yellow, black, and blue. This study was conducted at approximately 9:00 a.m on Wednesday April 5th. In order to record the data of the whole class, every person said their own score out loud for both group N and I and we took the

Chapter 7 explains that cognitive psychology is the study of how people think and the different parts that consist within. How we interact with others also falls into this category. Artificial and natural concepts are the two divided concepts that psychology consist of. Artificial concepts are typically shape’s; an example would be a math equation that contains many similar characteristics for each equation. Natural concepts are personal experiences that a person may have come across to. Natural concepts are divided into direct or indirect experiences. Direct experiences are experiences in which you have been in a situation and know about the situation from a personal experience. Indirect experiences are experiences in which you may have seen on pictures or television about a scenery however you have not physically been to that particular place. In multiple intelligences theory, there are eight different intelligences involved. While one person has a stronger intelligence in one, the other might not. Each person has a different amount of each intelligence (Psychology). The debate on where intelligence comes from depends on each person, some believe that intelligence is hereditary and in the genes of a person which is called the nature argument. The nurture

The experiment was conducted with the informed consent of all of the participants. These subjects consisted of 34 males and 30 females all of which were in good health and aged between 18 and 36. Confidentiality was of utmost importance and respected throughout the entire project. If any potential subjects did not wish to participate then that was understood and they did not take part. Another means of safeguarding the privacy of both groups (males and females) was to conduct the measurements at different times. One session was for males only and another for only females.

The experiment utilised two lists containing 30 words of between 3 and 6 character length. The first list (marked as condition 1) contained words with colour connotations (e.g. grass and blood). The second list (marked as condition 2) acted as the control and used words which had no direct colour connotations (e.g. ledge and sty). The words within the lists were coloured in one of 5 inks (red, green, orange, purple and yellow) and although the order in each of the lists was random the word length and first letter of each word corresponded (i.e. S for sky in condition 1 and S for sty in condition 2). Each sheet was printed with the same paper, font style and size – 36pt Arial on standard

The materials that were needed for the experiment were minimal. The experiments will be administered in a classroom setting. The classrooms must have enough desks to seat all of the university-level participants. Additionally, with respect to technology, materials include a visual aid for the participants to look at the different combinations of the words’ congruence and orientation. Excel and SPSS software will be used to analyze the data and to enhance the interpretation of the data. The use of Excel and SPSS will fashion a sophisticated and professional way of looking at the results that is familiar to other research studies. The TA will be responsible for keeping note of the time with a timer making sure that each slide is visible for 15 seconds. Furthermore, the TA will provide flashcards for the students to record the amount of colors of words they are able to identify in each slide, and writing utensils for students that may not have their own

Procedure. Participants were informed about the study a week in advance. However, no additional information regarding the procedure or aim of the study was given. All participants were tested together in a single room. Each participant was provided with two pieces of paper upon entering the room and asked not to turn them over until the task has started. The words were presented as a list, were each word was typed under the other on the left-hand side of the paper. Participants were then received a guidance regarding the performance of the task; they were asked to simply copy the read words into the right-hand side of the paper, and to reverse the initial letters in the underlined words, so that they appear in their appropriate version on the right hand-side of the paper. Participants were asked to be as accurate as possible in their work. Approximately two minutes were

The experimental group was shown the same list of words as the control group, but with one words written in a different colour to the rest; this was to be the outstanding item (Appendix 2). The participants were also given 1 minute to read and memorise the words and 1 minute immediately following to recall as many as they could.