Experimentation02

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

This is shown in the study primarily as the rat to be visually introduced as the emotionally exciting object, followed by the striking of the steel bar as the non-emotionally exciting object. This was constructed to determine whether the former object, in time can be seen to produce the same emotional reaction as the latter object via stimulus transition.

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,

The results of Roediger and McDermott’s experiment were very significant. The participants recalled the critical distractor words 40% of the time compared to 14% recall of the normal distractor words. When they

A component of the alexithymia construct, emotion differentiation is the ability to identify and label emotional experiences into discrete categories (Boden et al., 2013). (Note: Emotion differentiation has also been referred to as emotion granularity; Barrett, 2006; Tugade, Fredrickson, & Barrett, 2004). Individuals high in emotion differentiation can make subtle distinctions between their emotions; for example, they can distinguish between feelings of anger, frustration, or annoyance. Individuals with low emotion differentiation, however, may interpret all emotions in a broad, more general manner, such as simply claiming they feel “upset” or “bad” (Barrett, Gross, Christensen, & Benvenuto, 2001; Boden et al., 2013). Although it may only represent a portion of

In Experiment 1, words that were labeled as aggressive had a reaction time that was 9 milli-seconds(ms) faster than the non-aggressive words. In Experiment 2, instead of words they used pictures of guns and plants and animals. Participants named the aggressive pictures 5ms faster than the non-aggressive ones, after being exposed to plant pictures. However, when being exposed to pictures of weapons the reaction time was 11 ms faster (Anderson pg. 311-313). Meaning that the exposure of guns in the classroom would make the brain react drastically versus an environment where no guns were present.

Furthermore, Physiological and emotional responsiveness describes how two separate events occurring simultaneously or close together in time may result in a conditioned physiological reaction, which may occur when only one of the stimulus is present (Bandura, 1977). The sounds and events that occurred during Kampuschs time in captivity were closely paired to physical violence, hunger and loneliness that even after she escaped she still described feeling like the outside world brought no relief, evidence of conditioned physiological reactions. Supportive of the explanation of social learning theory Barber and Hahn (1964) found that when individuals were aware of events, which proceeded distress, the events had the ability to create fear-arousing thoughts, these fear arousing thought had the ability to result in physiological reactions similar to those of actual fearful events (Cuthbert et al.,

The aim of this study was to further investigate whether the interpretation of an ambiguous stimulus is influenced by immediate past experience, and, therefore, by the establishment of a perceptual set. It is based on an experiment conducted by Bugelski and Alampay (1961).

When the research participant in Test C1 focused on the way the words look, she recalled a lesser number of words compared to Test C2. The result was consistent with the researcher participant`s performance. In Test C2, the research participant used the model of the semantic network to connect the words by imagining that she is on the balcony eating a cookie and typing a story written by her about a farmer that found a treasure an alligator attacked him, so he killed it by a fork. Whereas in Test C1, she tried to combining the words in common groups to remember it. As a conclusion, the more meaningful the word is; the deeper the level of processing it is, and the easier to recall

When we are emotionally triggered our individual “conditioned responses” can vary widely from from person to person and depending on the situation we are dealing with.

(2001) evaluates these motivational systems as they relate to picture processing. One theory involved in their research, the defense cascade model, suggests that arousing stimuli cause electrodermal, startle and cardiac changes because of defensive activation. This model proposes three stages of defensive activation: pre-encounter, post-encounter and overt action. Picture processing corresponds to the post-encounter stage, in which the body is decoding information and preparing for a fight or flight response (Bradley et al., 2001). In summary, when the defensive or aversive system is

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.

Late selection models provide a possible explanation for results obtained in some dichotic listening experiments where processing of unattended stimuli did seem to take place. For example, Corteen and Wood (1972, as cited in Naish, 2010), paired electric shocks with certain words, so that a conditioned galvanic skin response (GSR) took place. Later, when these words were again presented to the unattended ear , (without electric shocks), the GSR still occurred for these words as well as other words from the same category, indicating that processing for meaning had indeed taken place. Late section theories could also be used to explain the cocktail party effect (Naish , 2010) i.e. if someone is attending to one conversation at a party and their name is mentioned in another conversation in the room, they are able to hear their name and switch their

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.

In the next paragraphs I will consider some theories, factors and evidence on cognitive controlling of emotion in terms of