Feedback Stress: Does Auditory Feedback Negatively Affect Performance on a Stroop Task?

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 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

However, evidence from a recent series of experiments conducted by MacLeod and Dunbar (1988) suggests that the processes involved in the Stroop task may have not been inadequate. In their experiment they taught participants to use color words as names for arbitrary shapes that actually appeared in a neutral color. After 288 trials where there was a 72 trials per stimulus, participants could perform this shape-naming task without difficulty. At this point, the effect that ink color had on shape naming was tested by presenting participants with conflicting and congruent stimuli for example, shapes colored to conflict or agree with their assigned names. Ink color produced large interference and facilitation effects. However, when the task was reversed, and subjects were asked to state the color of the ink in which the

This experiment investigated the Stroop effect comparing response times between naming colour ink printed in colour-associated words and colour neutral words. Previous research of two-process theories which support Stroop's studies [cited in Edgar:2007] found that automatic processes can interfere with controlled processes. To test this interference further, colour-associated words were employed. Results of this experiment show a statistically significant difference in condition response times, with naming the colour ink printed in colour-associated words taking longer than those in colour

In Stroop’s (1935) interference article, it was discovered that there is more interference in color naming then color reading. The experiment described in the article tested whether there was more interference from words or from colors (Stroop 1935). Two tests were administered each with a separate control. The RCNd test determined how fast one could read color names where the color was different from the color name while the NCWd test determined how fast one could name colors where the color was different from the word on the page. The mean time for 100 responses increased from 63.3 seconds on the RCNd test to 110.3 seconds on the NCWd test or an

The stroop effect is a strange phenomenon when your right and left side of your brain have a conflict about what the word says and what color the word is. I am going to make a project to examine everyone’s attempt and graph it. I am going to see if the difficulty is harder or easier compared to the age and gender of the challengers.

It is predicted that when a participant is shown a word, for example, red, they will be quicker at being able to identify the color of the font if it is also red (Hough, 2013). If the color of the

The purpose of the article was to help understand how reduction (inconvenience) of word-reading when naming colors may affect the intervention in the Stroop test (Liu, 1973). The participants used in the experiment were 24 undergraduate students in a psychology course. The materials in the experiment included index cards, separated into four different types of card decks: the word deck, the color deck, the color word deck, and the concrete noun deck. Participants were then told to name the ink color of stimuli on the color deck or to read the word on the deck. Participants were then asked to place the cards down, and ordered to hold the color-word deck and concrete-noun deck upside down in order to name the color. This would lead to the experiment

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

The aim of this experiment was to to examine the effects of incongruent ink colours on naming the colour of the text aloud and the result shows that it took the participants more time to perform condition 2 than condition 1. The mean difference between the two conditions was 3.87 seconds, which shows a significant difference. The results of this experiment highly support the results in the original; experiment conducted by Stroop (1935), who concluded that that the participants’ abilities to read words are quicker and automatic, than they can name colours.

The study that has been replicated in this experiment is John Ridley’s original study he created in 1935. In stroop’s original study, he administered several versions of the same test for which three different stimuli were created . In the first activity, the participants were required to read the written colour names of the words independently of the colour of the ink, for example: they would have to read the word “purple” no matter what the colour of the font. While in the second activity the participants were instructed to name the colours that were different from the colours in which they were displayed, for example: they would

Hence, Klopfer (1996) uses a special assignment to test the participants in other categories; these results show that the other kinds of categories have an effect that interferes with the test, increasing error when the block of color and the word do not have any correspondence. Geukes et al. (2015) make a demonstration in their article called Stroop Effects from Newly Learned Color Words: Effects of Memory Consolidation and Episodic Context talks about the interference that language has with the participants, affecting the results of each category of the experiment. However in their experiment, Gaskell et al. (2015) found that trials with color words were proving difficult for the participants, than the trial that had only shown the color block. In different ways and different experiments, these two articles show a congruent results of the

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

The null hypothesis of the study, developed by Elliot et al, was that the colour red evokes avoidance motivation and undermines intellectual performance, and that it has these effects without conscious awareness or intention (as cited by Elliot & Maier, 2007). However, the results of this study suggest that the colour of the ink does not influence the performance of the two groups; therefore, the colour red does not hinder the ability to complete the anagram test. The t-value is significantly lower than the critical t-value [t=2.02]; therefore, the null hypothesis is to be accepted and the mean values are statistically insignificant.

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.