The Stroop Effect: Visual Vs. Auditory Recognition

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,

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.

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

     I-Mac G3 computers and a program from Old Mississippi University were used to test the lateralized Stroop effect from http://psychexp.olemiss.edu. The name of the actual program was the Lateralized Stroop Experiment. The stimuli used by this program were colors that appeared laterally on a computer screen. Not only did the colors appear laterally but in differing hemispheres on the computer screen. The colors were in the form of written words. For example the word “red” was shown in green font. This was be an example of an incongruent stimulus because the written color word did not agree with the font color shown. An example of

The aim of this experiment was to investigate the effect of conflicting stimuli on a response task (Stroop effect), the results supported that it takes approximately double the time for the participants to perform condition 2 in comparison to condition 1 which indicates that there is a distinction between controlled and automatic processing in the brain. Thus the results support the Stroop experiment. In the Stroop experiment it withstood the idea that we are able to read words faster than naming colors. In relation to this experiment in particular; participants were able to read the words faster than distinguishing the font/style of the text. This is because the mind chooses to receive specific presented stimuli before any other aspects

In his study using distractor words with similar meanings Finkbeiner (2006) saw that when these words were masked there were obvious facilitating effects (Finkbeiner, 2006). Similarly, results showed that during congruent conditions, congruent stimuli facilitate or improve performance on the Stroop task so that the participant responds faster to congruent stimuli. However, despite its apparent prevalence facilitation does not occur as much as interference (Brown, 2011). Previous research demonstrated that interference and facilitation could be decoupled (McLeod, 1991). When the condition using pseudohomophones (blue and bloo) was compared to incongruent conditions there was interference for both conditions but no facilitation for the pseudohomophones (McLeod,

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.

Using this model, it is expected that the participants would spend more time fixating on the images of the dustpan and comb because of their phonetic similarities as they both begin with [pε-]. Then as the word progresses, they will retrieve the target word, the dustpan, and fixate their eyes on the image. The second goal of the first experiment was to see how the gendered articles would influence the lexical activation during word recognition. In this trial, using phonologically distinct words, a critical display could be composed of the target word “le cerf-volant” (the kite), the paired distractor “la coccinelle” (the ladybug), and two competitors “le dauphin” (the dolphin) and “la tomate” (the tomato). Upon hearing the beginning of the utterance “le”, the participant is expected to fixate on both the images of the target, the kite, and the masculine competitor, the dolphin. If the participant does indeed do this, it shows that the matching gender-marked articles are being accessed at the start of the utterance and as more sound input is processed, the target word gets more activated, eventually retrieving the correct word and fixating on the right image.

The aim of my experiment is mainly to investigate whether and how visual interference tends to have an effect on one’s cognitive processing speed (in seconds) in naming words where the names of its color conflicts with its ink color. Though reading seems as a very easy and simple task for all of us, there exist many cognitive factors that are involved in it. When visual and cognitive factors interfere, the task being undertaken seems difficult and undergoes many effects.

In this section, we discuss both studies using multimodal cues (e.g. audiovisual cue) and those using different cue modalities in different conditions (e.g. auditory cue in one condition and visual cue in another condition). To date, evidence from research on healthy individuals is very limited compared to studies with unimodal cues. Nevertheless, experimental evidence suggests that multimodal cues such as audiovisual cues can be linked to motor adaptation of healthy individuals, enabling them to simultaneously adapt to two directionally opposite perturbations (Osu, Hirai, Yoshioka, & Kawato, 2004).

In experiment 1, the participants responded quicker and more accurately to the target letter, while ignoring the unambiguous distractors. There was a faster response time when the distractors were neutral compared to when the distractors were incongruent in the letter condition, but not in the digit condition. Furthermore, in the letters condition, the participants saw the ambiguous distractors as letters (S and O), therefore making the distractors incongruent with the targets, leading to an increased response time. But, in the digits condition, the ambiguous S-5 was seen as the digit 5 and the ambiguous O-0 was seen as the digit 0. These constitute the neutral distractors that were unrelated to the targets, so no incongruence effect was present. Response times in incongruent trials for the letters and digits condition did not have any significant differences, which shows that the letters and digits had a similar level of processing difficulty (Avita-Cohen & Tsal, 2016).

The results of the typewritten responses group, given the Stroop task, demonstrated that there was a decrease in accuracy and an increase in reaction time. Although a Stroop effect seemed to be present in each trial, the researchers analyzed the data for its statistical significance. This analysis showed that typewritten responses had a significantly larger Stroop effect than the verbal responses.

The “Stroop Test” or “Stroop Effect”, gets its unique name from Dr. John Ridley Stroop; in the 1930’s. The Stroop effect, charts a person’s reaction time to the task; these results will show the nature of the individual automatic processing versus their conscious visual control. The Stroop Effect involves positively identifying the color of the word listed instead of the word itself; as fast as possible. The test is based on two types of trails; congruent when words and colors match and incongruent when the words and colors do not match. The Stroop Test is a test that examines ones’ cognitive skills and level. According to Zaps, cognitive tests examine cognition, which is the mental activity that includes thinking and the understanding

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.