This report demonstrates that factors of the Stroop effect test and the stimulus of colour congruence, incongruence and non-colour words that give consequence to the participants’ reaction times.
The Stroop Test was created in 1935 by JR Stroop, since its inception more than 700 articles related to the subject have been published, becoming an instrument widely used, both in the clinical and research fields, to evaluate the inhibitory capacity and the attentional control of the interferences.
The test presents a set of words either to be categorised as congruent, incongruent or non- colour. Words were shown in the four basic colours (i.e. yellow, blue, red and green), and either above or below the fixation point. Colour and word type were
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Results show that colour congruence affects individual’s reaction time for correct answers, the same manner as if the colour is congruent with the word the reaction time would be quicker and if the colour is incongruent with the word the reaction time would be slower. Thus, concluding that the hypothesises is correct.
Literature Review
Background of the test
The test of colours and words "Stroop" was designed by J. Ridley Stroop, in the year 1935, within the context of Experimental Psychology, with the objective to find the best way to measure "interference". (Stroop, 1935).
Interference is defined as the phenomenon that is when a process is automatic and unintentional, and the cognitive conflict is relatively controlled and voluntary. Thus, the task through the Stroop test, is to inhibit an automatic tendency and to respond in a way that is controlled and intentional when the solution of stimuli is required, thus resisting the interference (Stroop,
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The concept refers to sustained attention ability to perform the task quickly as possible and to have selective attention so the participant does not get distracted during the execution of the task (De Young, 2014).
Executive Function
Executive function refers to a set of cognitive abilities that allows the anticipation and the establishment of goals, the design of plans and programs, the initiation of activities and mental operations, the self-regulation and monitoring of tasks and the selection of different behaviours.
Overall it is conceivable as a set of higher cognitive skills of organisation and integration that involves in anticipating and setting goals, plan designs, proper selection of behaviours, inhibition of inappropriate responses and decision making. Successful performance in the Stroop test evaluates the executive capacity to inhibit the tendency of automatic reading. (Dyer, 1973). Thus, the executive control needs to organise and run appropriate behaviours towards the objectives, allowing the time elimination of other behaviours that are not directed toward those
an Executive leader could be relied on make quality decisions to ensure the success of the
In the process of this experiment, there were a total of two bilingual aphasics and eight monolingual aphasics who were tested through nine different EF test batteries to measure their level of EF which includes behavioural inhibition (response inhibition & interference control), working memory, planning/problem solving and reconstitution. The nine EF test batteries consists of the Stroop Color Word Test, Trail Making Test, Self-Ordered Pointing Test, Complex Figures, Wisconsin Card Sorting Test, Tower of London, Raven’s Progressive Matrices, Five Point Test and Design Fluency. The main focus of the experimentation was to test these 10 different individuals through conversation to investigate their EF profiles. To attain these results, each
Although correlation does not equal causation, we can conclude that similar cognitive processes, such as interference and automaticity, have influenced the results in our experiment. This can be expressed by the data and in identifying and saying aloud/reading a simple number compared to quantifying simple numbers. The cognitive load of reading familiar or smaller words is lower than that of counting, thus creating perchance a longer reaction time. In the experiment conducted in class as well as the one conducted by Stroop, the issue of divided attention may have been a great factor in interference or prolonged reaction time in the conditions. Psychological refractory period which states that the response to a second stimulus is slowed down by the first stimulus being processed; this can be a cause for the finding of increased reaction time when conflicting information is given. Attention may unconsciously be given to the less complex task, which is reading/identifying, and counting the main and more complex task may be interfered by the simpler stimulus. The expectation of having a longer reaction time when conducting the incongruent task was referenced back to the Stroop effect due to the similar implications of identifying and saying aloud the color presented in the print of the color descriptive word (Stroop,
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.
...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.
A cornerstone characteristic among those that have been successful in the society is that during times of stress and pressure, they still show that they are in control of things regardless of the issues that may or may not be within their control. In and during times of pressure, a successful leader inspires the rest of the workforce, people who on many occasions could have lost their faith in the cause because of the pressure. During such times, action is taken by a leader, a leader wouldn’t just sit back and watch as things go wrong while they are capable of making or bringing about changes that are crucial to restore order and productivity. In order for the leader to be effective in this area, they must be capable of properly conducting an assessment of a given situation before they take action. The results of the assessment should primarily provide guidance on the most feasible and effective course of action that the leader should consider taking (Collins, and Porras, 25-7).
Macleod and Mathews (1991) induced attentional biases within a laboratory setting to determine that a ca...
Treisman, A. (1964). Monitoring and storage of irrelevant messages in selective attention. Journal of Verbal Learning and Verbal Behaviour, 3(6): 449-459.
...ly asked them to name the color of the ink in which the words appeared; and the rate of their responses were recorded.
“Busyness does not equal productivity. Activity is not necessarily accomplishment.” It is because of this that leaders must prioritize; they must always think ahead and know how everything relates to the overall vision. A leader must be able to recognize when it is necessary to reprioritize as situations shift and change.
Competence and intelligence are prerequisites for handling power as a healthy leader. Leaders have a responsibility to recognize and develop their own power to coordinate and uphold the work of staff members. Motivation for power, or a need to have an impact on others, is highly desirable for people with management responsibilities. Leaders who understand power, its bases and its responsibilities have an advantage in getting things done through others. In exerting power, leaders never need to separate their own ethical values and morals from a situation.... ...
Khaneman (1973) devised model of attention as he believed a limited amount of attention is allocated to tasks by a central processor. Many factors determine how much attentional capacity can be allocated and how much is needed to carry out a task, as the central processor has variable but limited capacity which is dependent on motivation and arousal. The central processor engages a variety of tasks such as motor, visual, auditory, memory and so on. The central processor evaluates the amount of concentration necessary to meet task demands, which forms the basis of allocation of capacity.
Discipline demands correct performance of duty. The need for discipline is best inculcated in individual by appealing to his sense of reason. In the few instances where appeal to reason fail, the use of punishment is effective in causing a recalcitrant individual to conform and perhaps appreciate the need for discipline. Condemnation and earned praise from senior to his subordinate, either individually or collectively, for tasks well done serve to strengthen the disciplinary bonds which bind together the smooth functioning team.
...e colored with the correct corresponding color. A supplemental activity will allow students to see a photo of them keying at the keyboard. This visual depiction will allow students to “see” their own keyboarding techniques.
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.