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Stroop effect 1935 study
Stroop effect 1935 study
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The Stroop effect was first done by John Riley Stroop in the 1930’s. The Stroop effect is when the name of a color is written in another color. The goal here is to be able to read the color instead of the word. This is an obstacle for many people because it is hard to focus on the reading of the color, instead of the word. When we look at words, our brain processes the word faster even when we don’t want too. Another way to look at this is by the horse race model, the minute we look at a word, our brain begins a race, just like two horses. Our brain only focus is the one horse(word) and not the color (second horse). Once it reaches the finish line our responds are the word (first horse) instead of the actual color. Our experimental class retested the hypothesis, to see if congruent response was faster than incongruent. Based on our results we could say that there was a significantly difference between congruent and incongruent response. When conducting a Stroop experiment we look at reaction time. Reaction time is measured when reading names of colors and when naming words. There is research that provide us with information that says that …show more content…
The horse-race model estimates for the main effects of word to conclude that identification is faster than color identification. Conflicting color would interfere with name of ink of the color in which word is printed resulting in Stroop effect. It’s shown in research that words are read faster than naming the colors (Macleod 1991). The prediction for the main effects of congruency is that the overall congruent trial should be faster with shorter reaction time than incongruent trials. The prediction for interaction is that there should be interaction because when the task is to name the word, the word information is processed quicker, the color information is going to cause a lesser amount of conflict and if the word information is processed first then the color processing becomes
William James, an American psychologist, proposed the first theory of what we now call “selective attention”. Selective attention is the assumption that in order to focus on one activity going on in your environment, you must hinder all other tasks occurring in the background. A good illustration of this would be to block out the music playing for the sake of progress on school work. This is referred to as the spotlight theory. In premise, your visual attention works like a spotlight. There is a focal point, or place or concentration. Beyond the focal point is considered to be fringe; seen by the viewer, but not observed clearly. Outside of the focal point and fringe is surplus and not viewed at all (Cherry, 2014).
His experiment consisted on observing the different reaction times on a number of identifying processes, based on the interference demonstrated on the Stroop experiment (Windes 1968). Unlike the color identification in the Stroop experiment, this experiment resembles more to the experiment conducted in class, as it matched short words with number. The experiment yield results that expressed a faster reaction times to the words. This experiment showed that the effect observed in Stroop does not belong only to color identification but other features, like small words and
However, thanks to in depth pursuit of this topic by scientists, especially Ramachandran and Hubbard the validity of such statements has been proven. One test they developed to test the ability of people to pair colors with the site of ordinary numbers involved printing up sheets with similar numbers, like 2 and 5. Many people claimed to see a certain color when presented with the number 2 and a different color when shown 5.
Due to its key in understanding attention, the study that lead to many other related investigations, originated by examining interference in reading automaticity. Stroop furthered his research by creating tasks involving color naming and reading. He first compared the time it took to read color names printed in incongruent ink colors to a base line reading of color words. For the second part of his study, Stroop compared the time it took to name the ink color when congruent with the color word (e.g., blue printed in blue ink) to the time it took to name the ink color.
During the nineteenth century, Ernst Heinrich Weber and his student Fechner developed a theory on human perception (http://ukdb.web.aol.com/hutchinson/encyclopedia/51/M0020351.htm). The law states that for a difference to be perceived, two stimuli must differ by a constant minimum percentage (Meyers, 1999). They went further to say that there was a just noticeable difference when comparing two stimuli. The just noticeable difference is the minimum difference that a person can detect between two stimuli fifty percent of the time (Meyers. 1999). Although their theory is necessary to study, most people now use Steven's law (http://www.medfak.uu.se/fysiologi/Lectures/WebFech.html). Our experiment sought to see if weight detection of pennies conforms to Weber's law. We wanted to replicate a situation in our classroom using weights to determine the just noticeable difference (jnd). According to the above theory, the jnd in the heavier weight will be significantly higher.
In a study done by V. S. Ramachandran and Zeve Marcus, seven synaesthetes and thirteen non-synaesthetes were tested on their personal effects of the McCollough effect (2017). Collectively, this study showed that the observations made could prove the possibility that the McCollough effect can take advantage of the color connections that synesthetes already possess to strengthen the effects.
...ce for increased activity in visual areas or the fusiform gyrus, which is connected with color perception. These results have shown that spoken words result in co-activation of color processing areas, but not visual areas connected with the perceptual process of color. Sadly, the conclusions don’t reveal which perceptual or cognitive processes might cause the difference with people with synaesthesia and the controls.
Imagine a person who is an avid animal lover and activist but also owns and wears a real fur jacket. These two beliefs and actions are inconsistent with each other and cause a distressing contradiction known as cognitive dissonance. Cognitive dissonance is the distressing mental state caused by an inconsistency between a person’s two beliefs or a belief and an action (Griffin 2006). People have an instinctual desire to keep their actions and beliefs in harmony and when they are experiencing inconsistencies they deal with it by trying to reduce it. Cognitive dissonance theory has been around since the late 1950s when it was published by Leon Festinger and has made a big impact on the educational community. This theory has been researched extensively over the last 50 years and there are many important and interesting research findings that have been produced. This is an important theory that is very relevant and can be useful in the practice of persuasion and can also help to explain people’s behaviors.
...dering had an impact on performance while reading aloud and during a version of the Stroop task. During both experiments the researchers found mind wandering rates to be high and negatively associated with inaccurate responses across both conditions. In Stroop trials the researchers observed the slowest response times and highest error rates with incongruent trials (read word ‘red’ in green ink), however this was also the condition with the lowest amount of reported mind wandering. Increased mind wandering rates also forecasted slower reaction times; the findings suggest that processes associated with reading may correspond to those related to mind wandering.
The procedure is simple. On the computer screen, twelve words are revealed one word at a time in the form of a list. After the last word, a matrix of twelve words is shown. The matrix is a table of twelve words, some of which were on the list, some of which were not. Participants in the task chose which words they believe were on the list, using free recall to select words in any order. A new list begins when participants believe they have all of the correct words from the matrix. The cycle begins again. A list of twelve words are presented, a matrix appears after the twelfth word, and participants select words according to their memory of what was on the list. There are six lists in total, with no practice trials, however there are breaks in between to express the differences in each list.
The CogLab on Simon effect focuses on the visual system, more precisely, processing sensory information and producing an appropriate motor response. Specifically this CogLab relates to chapter three which is about visual perception. Now after participating in the study and learning more in depth about the Simon effect, I have gained a better understanding about natural tendency in visual processing, and how the location of an object can affect your decision making skills. In addition, after looking more in depth at the original study, I understand how researchers conduct experiences for cognitive psychology by focusing on the cognitive processing and how it affects our visual
Insight is a term that is derived from Middle English expressions such as “inner sight, mental vision, [and] wisdom” (“Insight,” n.d.). According to the Oxford Dictionaries, the technical term for insight is “the capacity to gain an accurate and deep intuitive understanding of a person or thing” (“Insight,” n.d.). Insight is gravely important in regards to problem solving and creative thinking. It is indeed a concept that holds much value in the psychological community and is said to be “essential” to creative thinking (Qinglin, Jiang, & Guikang, 2004). The essence of the phrase ‘insight problem solving’ can be further explained as when a “problem solver fails to see how to solve a problem and then – ‘aha!’ – there is a sudden realization how to solve it” (Jones, 2003). When referring to insight, it is not that the problem solver received a miraculous idea from out of nowhere; the problem solver simply had a brief moment where he or she was completely unaware as to how a solution can be found. Therefore, “the problem solver was competent enough to accomplish the task to begin with” and they simply needed a moment to come up with a solution (Jones, 2003). Moreover, that is where the research and questions in regards to insight play a vital role in the cognitive field of psychology. The question that insight brings to light is, what happens in the mental process of an individual who becomes “stuck” and suddenly they gain insight and are able to create a solution (Jones, 2003)? As one can see, insight is a concept that is significant in cognitive psychology.
Craik and Tulving did a series of experiments on the depth of processing model. They had participants use a series of processing methods to encode words at different levels; shallow, moderate, and deep. The subjects were shown a series of words and ask questions about the words that would provide a "yes" or "no" response. At the shallow level they were asked questions about whether or not the word was written in capital letters. At the moderate level of processing, the subject was asked questions as to whether or not two words rhymed. Finally, the subjects were asked about words in sentences and whether or not they fit. This was the deep level of processing. After participants had completed the task they were then given a surprise recognition test with the words that they were just asked questions on (target words) and then words that they have never seen before (distraction words). The results of the experiment showed that people remembered the words better that were at deeper level of processing (Craik and Tulving 1975).
There is no one way to learn! Throughout life is faced with many different learning experiences. Some of these experiences have made a better impact than others on different people. At one time in everyone’s life one has seen or have been the child who will attempt to read a single page from a book and become so frustrated and disorientated because she or he does not comprehended nor can one retell what one has just read. This was me, the child who struggled and just did not understand what I was reading. My teachers would present reading material and I would have to read it countless times and sometimes still I did not understand what the reading passage was about. However, with time I started to develop step by step process to help me better understand what I was reading, and finally it all came together. One way to help things to come together for a person is through the Cognitive Theory. The Cognitive Theory presents different theories for the way that one can be taught in different subjects, the different types of learners, and advantages of understanding the process in which one can go through to learn better.
McClelland, J. L., & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: I. An account of basic findings. Psychological review, 88(5), 375.