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Experimental study on the stroop effect
Stroop effect results
Stroop effect research paper
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Discussion This conceptual, numerical replication of the Stroop Effect provides more evidence for the idea that tasks in which incongruence was present will have a greater completion time than tasks in which incongruence was not present due to the levels of processing within each task. Results from this study demonstrate that the reading condition (numbers, no interference) had the lowest completion time while the incongruent counting condition (interference/incongruence) had the greatest completion time. The counting condition (plus signs, no interference) took more time to complete than the reading condition, and the experimenter-generated condition (congruent counting) had a greater completion time than the counting condition. The results …show more content…
A later study demonstrated that incongruence and interference led to a greater response time (Windes, 1968). Interference was present in the current study in the incongruent counting condition, and these results support Windes’s results in that the present study also demonstrated an increased reaction time for incongruent tasks in which interference was present. One theory of this effect is based on speeds of processing (MacLeod, 1991); this idea states that words are simply read faster than colors are named (Cattell, 1886). The theory, however, would be inapplicable to a number-based Stroop task such as the present study. Instead, the depth of processing model may be utilized as a new theory of how the Stroop effect operates cognitively (Eidels, Ryan, Williams, & Algom, …show more content…
This could have led to practice effects in that students were made aware of the date they would be participating in the study, so they may have practiced each of the lists before completing the study in order to make themselves appear better at cognitive tasks. To combat this, modified lists could been used in future
The first study I reviewed was “Creating False Memories: Remembering Words Not Presented in Lists” by Roediger III and Kathleen B. McDermott. The study was published in 1995, in the Journal of Experimental Psychology: Learning, Memory & Cognition. Roediger and McDermott conducted two separate experiments in their study. The experiments were modeled after Deese’s 1959 study “On the Prediction of Occurrences of Particular Verbal Intrusions in Immediate Recall.” The results of Deese’s study concluded that participants falsely recalled a nonpresented critical lure 44% of the time. 36 students from Rice University participated in Roediger and McDermott’s first experiment. The students participated as part of a course project. The participants were presented with six lists that were developed from Deese’s study and Russell and Jenkins 1954 study “The complete Minnesota norms for responses to 100 words from the Kent-Rosanoff word association Test.” The six lists that were chosen for the Roediger and McDermott study were shown to elicit high rates of false recall in Deese’s study. The list contained 12 associated words that related to one nonpresented word. An example nonpresented word is chair, the 12 associated w...
The results showed that the naming number tasks had the smallest reaction time compared to all the other. The incongruent counting task had the longest reaction time out of the other three tasks. The incongruence in the stimulus in the incongruent counting task created similar effects as the Stroop phenomenon. The hypothesis that the reaction time would be larger in the incongruent counting task was supported in this experiment, as well as the prediction that the congruent counting task will in fact have a lower reaction time than the incongruent; due to the fact of having no interference.
Tests play a major role in a student’s academic career: they determine where the student goes to college, which AP classes the student will be able to take, and so on. Considering this information, it is vital to discover effective study methods that will enable students to retain the material longer and clearer. The article “Forget What You Know About Good Study Habits” by Benedict Carey presents the notion that efficacious studying must include diversity. Based upon years of scientific experiments, psychologists have been able to conclude that studying various material in various places and at spaced out intervals are better study habits than studying one subject in one sitting for a long period of consecutive time. The article is also centered
Another confound that may impact the results of this study could be the testing effect. Repeated testing may lead to better or worse performance. Changes in performance on the test may be due to prior experience with the test and not to the independent variable. In addition, repeated testing fatigues the subjects, and their performance declines as a result (Jackson, 2012). Because the professor is interested in determining if the implementation of weekly quizzes would improve test scores, an experimenter and/or an instrumentation effect may also affect results.
Processing capacity is a very broad and flexible category according to many researchers. In fact, the quote above mentioned suggests that we often fail to notice things that happen just in front of us (unexpected events that are often salient) either because we were completely absorbed by something else or because we had so many things to do at the same time that we couldn’t pay attention to it. We have all at least once failed to see a friend who was waving at us while eating in the cafeteria or walking in a crowded street. The primary question that we should ask ourselves is: how many things can we attend at the same time? The truth is that we didn’t perceive this friend because of a phenomenon called “inattentional blindness”. The problem is that the richness of our visual experience leads us to believe that our visual representation will include and preserve the same amount of detail (Levin et al 2000). In this paper we’ll see the different theories of inattentional blindness, and the classical theories demonstrating this paradigm.
Wright, D., Carlucci, M., Evans, J., & Schreiber Compo, N. (2010). Turning a Blind Eye to Double Blind Line-Ups. Applied Cognitive Psychology, 24, 849-867. doi: 10.1002/acp.1592
Similarly, even when an individual’s attention is supposedly devoted to a target item, subsequent memory can suffer when the initial coding of the item takes place at shallow level. This effect has been suggested in studies examining the “depth of processing effect” (Cr...
Altogether this study has helped us learn more about the brain and memory. Learning is measured thorough when a student can reiterate the right answer to a question. In this study, students in one conditions learned forging language vocabulary words in standard example of recurrent study exam trials. In three other conditions, once a student had correctly formed the language item, it was constantly studied but dropped from further testing. Repeatedly tested but dropped from the further study or just dropped from both the study and also the test. The results reveal the critical part of retrieval practice in combining education and shows that even college students seem naive of the fact.
Introduction: The Simon effect refers to the finding that people are faster and more accurate responding to stimuli that occur in the same relative location as the response, even though the location information is irrelevant to the actual task (Simon, 1969). In studying the Simon effect it is possible to understand response selection. There are three stages which must be taken into consideration: Stimulus identification, response selection and response execution. Thus, the focus of this experiment is to determine whether or not people are faster and perhaps more accurate responding to stimuli in the same relative location as the response, despite the fact that the location information is irrelevant.
Similar studies were done to a different set of college students and they tended to have the same results. After giving as much detail about each memory, the students were interviewed about what they may have written done about what they had remembered. During the last part of the experiment, each of the students were debriefed and asked to guess which memory they believed was false.
This article, written in collaboration with Amanda Richdale and Cherie Green, details the intricacies of stimming, or self-stimulatory behaviour, and what is common to see among autistic individuals. They examine what behaviours are typical of people with ASD, why they may engage in those behaviours, and how to help someone who may be partaking in self-harming stimming behaviours. For clarity, stimming is defined in the article as, “repetitive or unusual body movement or noises”. They claim this can include hand-flapping, rocking back and forth, chewing objects, or even listening to the same song or noise over and over again. Although, Richdale and Green caution the reader, saying that although stimming is usually harmless, some individuals
Murdock (1962) conducted another experiment in order to analyze free recall. Six groups of participants had different combinations of list lengths...
A popular subject within psychology is that of selective attention, particularly visual, auditory or visual and auditory attention (Driver, 2001). There are many theories of visual and auditory attention that provide us with a greater understanding of the ways in which humans attend to different stimuli (Driver, 2001), such as Broadbent’s (1958) filter theory of attention, for example. This essay will compare and contrast theories of visual and auditory attention, as well as discussing how well these theories explain how we attend to objects. The essay will consist of three auditory attention theories of Broadbent’s filter theory, Treisman’s (1964) attenuation theory, and Deutsch and Deutsch’s (1963) late selection model of attention; and two models of visual attention known as the spotlight model, such as Treisman and Gelade’s (1980) feature integration model, and the zoom-lens model of visual attention (see Styles, 2006). Broadbent’s (1958) filter theory of attention proposes that there is a filter device between sensory identification and short-term memory.
Cognitive Inhibition and Mental Processing Speeds for Congruent, Incongruent and other Conditions: The Stroop Experiment
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.