Executive functions

Ever since we can remember, we are exposed to many things and information. They experience what’s around them. The one thing they had to do is assimilate and then accommodate the mentally and being able to categorize with the different objects. For example: the name word and the quantity. This took time and practice, they were able to name the number and not the word. In the next experiments, they will be able to recall the object because of the repetition. They remember the characteristics and

Animals surround the human population on a daily basis. Whether this is in the wild, a zoo, or a household pet. Animals come in variations shapes, sizes, and colors and are generalized by attractiveness. For example, when putting in “cute animals” into Google search engine pictures load of puppies, kittens, bunnies, baby animals, and other animals deemed cute. This attribute is used in emotional Stroop. The original Stroop test was word and color congruence and incongruence (Stroop, 1935). With this

language or with symbolism. To put it in other words, bilinguals have the challenge of their two languages and makes their cognitive functioning more effortful. On the other hand, it has been seen that bilingual, even matched, have better executive functioning. Executive functioning is in the frontal

children who grow up and are raised speaking more than one language possess better executive functioning, specifically in the areas of working memory and attention, compared to monolingual children. In their research on executive functioning in toddlers, Poulin-Dubois et al. (2011) performed various tests on 24-month-old bilingual and monolingual children in order to inspect patterns of their cognitive and executive aptitudes. To achieve this, they presented both of these language groups with conflict

Participants Participants who participated in the Stroop test were 18 undergraduate students. A subsample of 18 students from a larger pool of 148 students (138 female, 8 male, 2 declined to state) from a Human Development research methods course participated for a course credit. Apparatus and Materials The Stroop test consisted two major posters of word lists: Incongruent list and Neutral list. Each poster included 20 words in 2 columns of 10 words each. All letters were stenciled, capitalized

Abstract Self-discipline is the key of success. Success in career and life are determined by personal regulation (Converse et al., 2014). Self-regulation is one of the most functional personal ability (Bertrams, Baumeister, Englert, & Furley, 2015). General speaking, ‘self-control’ is the personal inclination to invest cognitive emotional and behavioural resources to reach a desired consequent (Hagger, Wood, Stiff and Chatzisarantis, 2009). In the order words, self-control is a significant element

The Effect of the Stroop Effect on Accuracy, Time and Self-Confidence Levels Stroop’s 1935 study was the first experiment to test the Stroop effect as we know it now. The Stroop task measures the participants’ ability to ignore some parts of the stimuli, either the color of the word or what the word actually reads and pay attention to others. This is especially the case when the stimuli is incongruent, or when color written does not match the color of the font it is written in. The research question

An Examination of the Stroop Effect among College Students Esmeralda Fierro Dixie State University  Abstract 250 word summary of the paper One paragraph only Do not indent the paragraph An Examination of the Stroop Effect among College Students 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

The Stroop Effect In his historic study, Stroop found that reading names of colors interfered with individuals’ ability to name the ink color the word was printed in when the two differed (i.e., the word “BLUE” written in red ink) (1935). However, the basis of this phenomenon can be traced back to Cattell who found that naming colors and pictures took twice as long to accomplish than reading the word these colors or pictures represented (1886). He concluded that this was due to reading being

related to verbal intelligence and executive function, while listening to musical stimuli. The verbal intelligence and executive function tasks were tested with musical stimuli, as well as without any musical stimuli or other distractions or stimuli, which may have impeded one’s performance (citation). After only twenty days, the group of children given music curriculum showed vast improvement in both verbal intelligence, as well as executive function; a striking 90% of participants showed