Color Blindness

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 shows the mean and standard deviation across the participants of these four categories of results. Thus, for example, 782 milliseconds (thousandths of a second) is the average time it took participants in the autonomy-deprived condition to respond to the autonomy-related words, and 211 is the standard deviation across the 26 participants’ average response time in that condition. Explain the numbers in this table to a person who has never had a course in statistics. (Be sure to explain some specific numbers, as well as the general principle of the mean and standard deviation.) For your interest, the pattern of results shown here supported the researchers’

Here, the independent variable was the writing of words with or without distraction and the dependent variable was the time it took to complete each word task. The dependent variable was measured in seconds. It was determined that if distractions do not affect

The independent variable was represented by three conditions; three word lists printed in a variety of color inks. Two of the lists consisted of word colors; one in black ink and the other in incongruent colors. The third list consisted of square blocks in contrasting colors. The dependent variable was the time taken to name the black ink words, the square block colors, and the color names in

In each trial, the participants were presented with a sequence of words on the left side of the window. Each word was presented for one and a half seconds. After all the words were presented, the response buttons were presented on the right side of window. These response buttons were labeled with words from the sequence along with new distractor words that were not part of the sequence. The goal of the participants was to click on the response buttons and identify all the words that were part of the sequence. The independent variable for this study was the types of words that were presented on the test (response buttons). The dependent variable was the percentage of each types of items reported.

The hypothesis is that when trying to remember the word pair list with whatever memory methods used, the beginning and ending word pairs will be remembered most often. The subjects that were chosen came from Indian temple friends and classmates in chemistry class. The target population was eight subjects in three groups, which was a total of twenty-four subjects. There were eight subjects in the control group and eight other subjects each in the two experimental groups. They were divided into control and experimental groups randomly being a mix of temple friends and classmates. A independent variable is manipulated or changed. The independent variable was the word pair list needed to be memorized. The dependent variable is what is being measured in an experiment, which was the results of the word pair test. It was a single blind experiment, which is when only the participant does not know whether they are part of the treatment or control group.

Alansari and Baroun (2004) had participants state whether they were color blind, dyslexic, or if they had previously ever taken the Stroop test before, it was important that these interferences were factored out in order to obtain a conclusive observation in regards to all the participants involved in the experiment. MacLeod (1991) had suggested that those with disabilities tended to show high Stroop interference, also along with those with an attention deficit disorder since maintaining concentration throughout the experiment and test is an important factor in obtaining more accurate results without a significant outlier. Also different levels of interference where shown in children and adults, it was also observed that interference began at an early age, declined in the adult years since most have a peak of cognitive development and understanding in adult years, but once again increased interference around the age of 60 (MacLeod,

2. A teacher is interested in comparing the effects of three different types of rehearsal methods (Rote rehearsal, Imagery, and Story) on number of words recalled. Participants are randomly assigned into three different groups. In each group, participants are asked to study a list of words using the assigned method. The following table

Wittenbrink, Judd, and Park (1997) studied eighty-eight people from the University of Colorado, who were in a psychology course, in order to receive points for their class. African Americans were not included. Caucasian American participants had to do three irrelevant assignments. One involved classifying to which race people belonged to according to first names. In this way, a connection with race categories was reinforced and was used as group primes. Following this, they had them do a response time assignment (out of awareness procedure), where they were asked if different strings of letters on the computer were a word or were not a word this was part of the Lexical Decision Task (LDT) (Wittenbrink, Judd, and Park, 1997). Before presenting the words

The procedure was that the participant was paired with another person and they drew straws to find out who would be the ‘learner’ and who would be the ‘teacher’. The draw was fixed so that the participant was always the teacher, and the learner was

16. The participant population will consist of undergraduate students currently enrolled in psychology courses at Valdosta State University. Approximately 20 participants will perform the experiment. All participants will be at least eighteen years of age. Students will be asked to voluntarily participate in this experiment. If a participant refuses to participate in the experiment then he or she will not be bothered again.

To record the participant's response times, for completing each condition, accurate to the nearest second, a stop watch was used. The stimuli for both conditions contained a list of six words, with condition two's being matched in length and the first letter . Condition one contained six colour-associated words and condition two contained six colour neutral words. Each word in both conditions was displayed five times in a matched randomised order within two columns on A4 paper. All words were printed in one of six colours, which were matched randomised. An example of the both conditions stimuli is provided in Appendix 2. Consent forms were completed by each

Each experiment had the same procedure among different participant groups. The participants in the first experiment was thirty-one undergraduate or graduate student from the University of Cambridge. For the second experiment, fifty-nine people were recruited by community advertisement. And in the last experiment, twenty-seven survivors from fatal motor vehicle accidents, who developed PTSD (PTSD+) or never suffered from PTSD (PTSD-), were recruited through newspaper advertisements and from local clinics. In each trail of the experiment, the participants need to complete a storage task, which required them to remember 4 to 7 words, and an operation task, which asked them to count the number of a specific shape before and after the present of words. The words and shapes was shown over a neutral or negative background. In each trail, the participants need to complete the task 6 times. In each task, over a background image, four shapes popped up with 250ms each, and a word would appear for 350ms, and the other three shapes would show up with 250ms each. After that, the background image disappeared and the participants need to answer a question about the number of a specific shape they saw. After repeat this for 7 times, the participants were asked to write down all the words they saw in the order they presented. The percentage they correctly recalled was recorded. In each experiment, the independent variables were the negative background

to ensure that the participants were able to correctly number the length of the lines, participants were asked to individually write down the correct

In this experiment there was a total of 23 college student participants, with 15 females and eight males. Age varied between participants, ranging from 19 to 30 years old, with a mean of 22 years old and a standard deviation of 2.3 years. Participants were of different ethnicities as well, with four Whites, six Blacks, seven Hispanics, four Asians, and two Others. The compensation for all participants was course credit.

To complete this experiment we needed some materials. We needed a deck of fifty two cards. We needed at least one person in each group had a stopwatch on their phone. Each of the participants had to have a standard student desk. The very last thing we needed to complete this experiment was a data sheet.