Summary Of The Experimen Trial

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

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.

The aim of the present study is to find out whether engaging in tasks involving words, colors, and inhibition word and color tasks would significantly differ in response times.

The hypothesis that in Experiment 1, words at the beginning and end of a list would be better remembered while in Experiment 2, words at the beginning would be better remembered, was partially rejected, while still being partially true. The hypothesis that a delay would in fact make a difference was supported. In both tests, words in the first third seemed to be remembered by significantly more of the participants. However despite the predictions, words in the last third of experiment 1 seemed to be not significantly more than words in the middle third. experiment2 did seem to fit with the hypothesis, as the words at the start seemed to be higher than the rest, but there was a absurdity on word 16, “ocean,” which was recalled 7 out of the 9 times. Apart from this, experiment 2 seemed to support the hypothesis.

It was therefore hypothesised that the reaction times for global judgments would be faster than the reaction times of local judgments. It was also hypothesised that consistent stimuli would be faster than conflicting stimuli in the local tasks.

Snyder and Posner’s study demonstrates that the use of resources inhibits other detectors. In their experiment, there were three conditions. In each one a warning signal appeared, prior to a pair of letters. The participants’ identified whether the pairs of letters were the same or different, as quickly as possible. For example, AA may appear. In the neutral condition, the signal was a +. In the primed condition, the signal was an A, for example. In the mislead condition the signal was an H, for example. The results of the study demonstrated that accuracy rates for all groups were high; however, the reaction time of participants differed. The mislead condition had the slowest reaction times, meaning they took the longest to be identified as the same or different (Posner & Snyder, 1975). This is because the wrong detectors were primed; thus inhibiting the correct detectors. Therefore, inattentional blindness occurs because the wrong detectors were primed, and the right detectors were inhibited, because the attentional and perceptual systems have a limited capacity.

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

When subjects are told to read the normal words, they dash right through the task. People name colors faster when color words correspond to ink color, rather than when color words are printed in black ink (Bower 1992). Increased effort enables the subjects to suppress the interference produced by the Stroop task (Amir 1996). Characteristic differences can also make a difference in results like level of education, age, or even anxiety levels. Anxious individuals are slower at color-naming threat related than non-threat related words in the emotional Stroop task (Amir 1996). More highly educated subjects perform better than less educated subjects (Houx 2007). This may be true because people receive far more training in reading color words than they do in naming colors (Bower

Attentional bias can be defined as increased absorption of and enhanced sensitivity to certain environmental cues (Williams, Muller, Reas, & Thaw, 1999). One way to study attentional biases is with lexical decision tasks (Hill & Kemp-Wheeler, 1989). In a typical lexical decision task, subjects are asked to determine as quickly and accurately as possible if a string of letters displayed on a screen is a word or nonword; both accuracy and speed are predicted to improve with more salient words. For example, if a firefighter read the word fire on the screen, he or she would be expected to respond faster and more accurate than if he or she read the word sock.

If the reaction time between the stimulus and the response increases when the colour of the word and the word itself are not the same, then the reaction time would decrease when the word and the colour of the word are the same. The Stroop effect is an observable way to view the difficulties the brain has in identifying conflicting sensory information. The conflicting sensory data that people are given will affect the time of their responses and impact on their ability to read the information out correctly and fluently.

In 1935, John Ridley Stroop conducted an experiment at George Peabody College for teachers in the United States. Stroop used 70 college undergraduates as subject in his experiment, he compared times for reading names of colours and naming colours themselves. The aim was to determine if the colour of the word affected the ability to read it. In the experiment, there was three different conditions. In the first condition participants were asked to read words as quickly as possible whereas participants had to name the ink colour in which each word were printed as quickly as possible in second condition. In a third condition (the incongruent condition), participants had to name the ink colour in which each word was printed, but in this condition the words themselves were colour names. For example, the word ‘GREEN’ was presented in the colour orange and you were required to read this colour instead of the word itself. Stroop found that the participants were much slower at naming the ink colours when the stimuli were themselves colours as (third condition), indicating that a possible explanation for the Stroop effect is that people quickly and automatically process the meaning of the word.

The 'Stroop effect', a measure of interference in a reaction time task, was investigated. Twenty undergraduate students of mixed age and gender were each presented with 48 coloured words in turn. These were divided into 16 of each of 3 levels of congruence. The time required to identify the colour of each stimulus was recorded, and related to whether the word presented identified, contrasted with or contained an unrelated meaning to the font colour it was displayed in. This data was collected and compared in order to assess the median time taken to

The processes of thought have been investigated for so long. Psychologists have investigated the brain’s involvement in the speed of processing information whether it is relevant or irrelevant. The two brain areas involved in the executive function of speed processing is the anterior cingulate and the dorsolateral prefrontal cortex. This study compares the phenomenon of speed processing with the evidence from past research among Stroop(1935), Windes(1968), Macleod(1991) and a number of others. Through the years the Stroop study has been used as the framework on demonstrating the phenomenon of speed processing involving relevant and irrelevant information. Windes’ study has elaborated on reaction times of subjects for quantity naming and numeral naming. Macleod’s study ermphasized similarities and differences among many hypotheses; collaborating Stroop’s study. His study evaluates the pilosophical positions that arose from Stroop those of which include the relative speed of processing and automaticity.

In the experiment written about here was to look at the effect on time it would have if they assigned a colour to two words, one word being compatible and one being conflicting to the colour. The participants consisted of thirty-six undergraduate students from Erindale Collage, who either volunteered or completed their course requirements. The words used were blue, green, red, and gold; and those words were made up from the colours blue, red, green, and gold. In the first round 20% of the colours were compatible with the words and 80% of the colours were incompatible with the words and in the second round 20% of the colours we incompatible with the words and 80% of the colours were compatible with the

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.