The Enigmatic Phenomenon Of Stroop Effect

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 (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.

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

Controlled Vs Automatic processes: A modified version of a Stroop experiment using colour-associated and colour neutral words.

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

In the Stroop (1935) experiment he has proved that the effect is going to be one of the two slower or faster. In the non-conflict, some of the participants had to read two sets of words: set one with word written in their contradicting word so this has made it to be conflicting. Stroop (1935) came out to find that there are different association of words and the colors. Stroop (1935) wanted to see if they had any differences in the reaction time when the association was conducted. He noticed that the participants took longer read the conflicting word rather than the actual name word. The non-conflict was much easier and faster to do.

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.

In conclusion the experiment was successful since it supported the aim of the experiment and it was consitance ing what Stroop find in his inteference experiment which was that it took longer time for participants to identify the color of the word stimuli since the participants are more familiar with the identification of color boxes and its much more easier than identifying word stimuli since there schemas do not recognize as quickly as it does with just naming colors. However i would do this experiment again but instead i would associate the time it takes identifying colors of boxes and word stimuli if the participant had a 3.5 gpa or avove and the time it took a participant to identify color boxes and the color word stimuli if the participant

The revolutionary study by, Stroop (1935) used 5 different colors; purple, brown, green, blue, and red in a color-word naming task. Subjects had to say the color of the word while it was printed in different color ink. For example, the word “blue” would be written in the color red. They first did this using the colored words and then repeated the process with the words printed in black. They found that the colored word condition suggested a 2.3s longer reaction time than the black word condition. This is due to the inference of automatic word reading in the color word condition.

J. Ridley Stroop created a study that explains the stroop effect in the year 1935. In two experiments, he first compared reading a list of words printed in black with reading the same list of words but this time printed incongruently (the name of the color conflicts with its ink color). At first, Stroop observed that there lies very little difference in the reading time for the two lists and that it took a little longer to name the color

Overall, I think that the Stroop Effect is amazing. Not only does it befuddle our Inferior Temporal Cortex, in turn making us stop and think twice, but also increases our reaction times up to three-fourths larger than it should normally be! I also never knew that all three of the stimuli I am testing are located in the ame region of the brain. I hope that I can find a conclusion on my project’s overall driving question: Does changing the shape of incongruently colored words affect reaction

Stroop investigated in interference in perception demonstrating perception is a dynamic process open to influence. The Stroop word-color test can be modified into other languages other than English, thereby demonstrating how the Stroop Effect "works" across a range of languages, i.e. it is cross-cultural.

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.