Stroop Effect Lab Report

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).

An interesting challenge arises when a task such as color naming is identified as both controlled and automatic, by varying the other task involved. Color naming is identified as a controlled process when the other task is word reading, but as an automatic process when the other task is shape naming. Cohen, Dunbar and McClelland (1990) proposed an alternative explanation of the Stroop effect, which does not distinguish between automatic and controlled processing. Instead, they proposed that automaticity is a range, and that Stroop interference depends on the relative degree of learning the particular tasks, not on processing speed.

It was found that tasks involving colors cause more interference. These two studies were similar to the present experiment, as they both required participants to verbally name colors while inhibiting themselves from naming the typed color, as fast as possible.

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

According to to Stroop (1935) of his stroop effect, participants were slower to correctly identify the color of the font when the color was used to produce names where were differrnt from the color of font. Example is if the the color font was red but the word is blue, then humans would say blue rather then the color red as specified. This task proved rather tough as the word would interfere with the humans ability to report the correct color of the font showned. Such interference is that where the mind determines automatically what to read, and then it must override the automation

Stroop reported participants required 47 seconds more to identify incongruent color-word pairs than to identify ink colors – a 74% increase in time. Additionally, Stroop found women were an average 8.2 seconds faster than their male peers at identifying ink squares (5.17 times its probably error) (p. 18). Stroop’s third test was used to view the affects practice has on participants’ speed. It utilized all four previous stimuli, and participants were given 4 half-sheets of the same test for 14 days, with the test type changing day-to-day. Stroop reported participants had faster times identifying naming ink colors of words with increased practice, and found that increased practice at identifying colors in either test from experiment two was correlated with loss in speed when reading words printed in incongruent colors

THE STROOP EFFECT EXPERIMENT 1 The Stroop Effect Experiment Elizabeth N. Phaiboon Bellevue College, Psychology 100 Author Note Correspondence concerning this article should be addressed to Elizabeth Phaiboon. Email: Elizabeth.Phaiboon@bellevuecollege.edu THE STROOP EFFECT EXPERIMENT 2 Abstract The aim of this experiment was to investigate the Stroop effect; and the difference in reaction time between conflicting words and color stimuli. In particular, laboratory trials were conducted on ten anonymous participants. The independent variable being the color stimulus and the dependent variable being the reaction time.

We replicated the first and second activity I just explained above. We called the colour words written in the same colour, congruent and the colour words in different font colour, incongruent. The aim of this experiment was to determine whether there were a cognitive skill difference when the participant were given either the congruent or the incongruent task. If they got the congruent or the incongruent list were random. We investigated the difference in time for naming colours and reading colour names and compare the interfering effect of colour stimuli upon reading names of colours with the interfering effect of world stimuli upon naming the colours

This could be an explanation for the expected delay in the condition where the colour of the word is different to the colour that the word describes. Aims and Hypotheses Aim The aim of this report is to replicate Stroop's original (1935) experiment. Alternative Hypothesis Words that are coloured in conflicting colours to that which the text describes (conflicting condition, Cc) will take significantly longer to process than words coloured in the same colour that the text describes (similar condition, CS).

The first experiment, which is the primary focus, aimed to see if people’s attention is affected when participants read out a list of colors written in the color it represents and a list of words written in a differing color. ("The aim of the experiment was to see if people's attention is affected by using The Stroop Effect. - GCSE Maths - Marked by Teachers.com") The experiment used 70 undergraduates as participants and had half of the undergraduates read the color of the names printed in black ink then read the color of the names where the color of the print and the word are different.

When we want to learn something new; we can have difficulties in processing the information. Stroop (1935) the Stroop effect is an example of a link between repeated and controlled processes. The purpose of this experiment was to replicate two of the three stimulus Stroop did in his original experiment, and to investigate the difference in reaction time between the congruent and the incongruent conditions. There were 20 participants involved, 13 female and 7 male students. A independent measure design was used for the two conditions: congruent and incongruent. We called in one student at the time. Whether they chose the congruent or the incongruent list was random. If they randomly chose the congruent task they had to say the word

Introduction The subject of study in this experiment is the Stroop Effect. The Stroop Effect was discovered by John Ridley Stroop, a psychologist in the early twentieth century. The Stroop effect concerns a phenomenon known as cognitive interference, whereby multiple processes occurring in the brain interfere with one another. When one is reading the names of colours which are printed in a different colour than the colour described by the word, one reads more slowly and with less accuracy than when one is reading a list of colour names that are printed in the same colour as that which the word describes.

The variables we are presented with in this experiment are a dependent variable, and independent variable, and a controlled variable. The independent variable is the interference in perception put to use by changing the color of the words. The dependent variable is the processing and this is put to use by the time taken to read the words.

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.