Online Cross-Modal

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,

The Stroop effect was tested on four different tasks. Nineteen Queens College students were recruited by flyer, and each were assigned to a word reading task, color reading task, color inhibition task, and word inhibition task. They were timed using a stopwatch function on a cell phone, to name the color, or word to the quickest of their ability. In the order from longest reaction time to shortest: inhibition color naming task, color naming task, inhibition word reading, and word reading. This study shows that people can read words more quickly than they can name colors, and that inhibiting an automatic response to color/word tasks will take longer to do than tasks that do not involve inhibition.

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.

The article “A ROWS is a ROSE: Spelling, sound, and reading” Van Orden researches the effects of stimulus word phonology. This study was design to find out whether when a homophonic word was placed in a category whether the participant could identify the “homophone foils.” The procedure was as follows: participants were seated in front of a Gerbrands B1128 Harvard Model T-3A tachistoscope

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

The results of the information processing lab support the text in a number of ways. As the number of choices increased, the total response time also increased, verifying Hick’s Law. This then indicates that as the trials became more complex, information processing time was influenced. However, the subjects were able to bypass the complexity of the task when they were able to preview the color or

A recognition test was used by researchers interested in the matter, Roediger and McDermott (1995). The purpose of their research was to examine false recognition of non presented words and the confidence with which the participants accept or reject the non presented words as having been in the study lists. The participants were instructed that they will hear lists of words, and their task after hearing each list is to write the last few items first and to recall the rest of the words in order. Also, they are told to write all the words they can remember, but without

The effect shows that we automatically integrate visual speech into what we hear, ultimately causing a conflict between visual and auditory speech, creating the perception of an entirely different message (Live Science, 2017). Furthermore, the brain is taking auditory speech and visual speech and putting them together to form something completely different (Nath, & Beauchamp, 2012).

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.

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.

These McGurk and MacDonald studies were the first to demonstrate that visual stimuli can modify speech perception when it is presented simultaneously with incongruent auditory stimuli. These findings contested the traditional assumption that speech perception in face-to-face conversation was a unimodal, rather than multi-sensory process, that is, a strictly auditory process that was independent of visual input (McGurk and MacDonald, 1976; Rouger, Fraysse, Degunie and Barone, 2007; MacDonald and McGurk, 1978). Although McGurk and McDonald provided valuable insight into the role of visual processes in speech perception, their initial studies did have some limitations, for example, their manner-place hypothesis failed to provide a comprehensive theory of the cognitive processes involved in producing the McGurk effect. They also failed to measure their participant’s lipreading performances prior to conducting their study and thus, this potential confounding variable was not taken into consideration. Furthermore, McGurk and MacDonald failed to explain why up to one third of their participants did not experience the McGurk effect at all.

The Online Cognition Lab evaluates the potential of human cognitive systems by exposing them to a succession of letters. Given the speed of succession, it is most likely that people do not get to see the second letter presented. This is primarily a factor of variation in time. The probability of getting to see or perceive the second letter depends on the time we take to become attentive enough to see the second letter. Human cognition systems have a threshold time with which they take to pay attention to a particular stimuli. Take for example the human eye. After seeing

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.