METHODS
Participants
There were nine participants in this study, five in the first group and four in the second group. The first group included Daina Berry, Justin Quintrell, Paige Govey, Natalie Campbell, and Jared Flannery, while the second group included Megan Powell, Kyle Sugonis, Abigail Mrozek, and Vanessa Landgrave. These participants are undergraduate students from Dr. Kelling’s 11:00AM Experimental Psychology course. The students partook in the study in order to receive a passing grade for the class assignment.
Equipment
This experimental research was conducted in a laboratory setting. The necessary equipment for each group included a stack of twenty squiggle cards, a stack of twenty word cards, and a stopwatch. On the back of each card, the correct color was written to allow for swift and accurate scoring. In order to record the results, each individual participant also needed a sheet of paper and a pencil or ballpoint pen.
Procedure
The famous Stroop Task, a within subjects design, was replicated on Tuesday, April 12, 2011 in classroom 303 within Harris Hall on the Marshall University campus in Huntington, West Virginia.
Due to a failure in communication, the two groups followed slightly different procedures. However, in both groups, participants were asked to name the color of the card presented to them.
The first group. To begin, the group members determined which students would hold additional roles. Paige Govey was given the role of “timer,” and Daina Berry was given the role of “flipper.” Justin
Quintrell accepted these responsibilities when necessary (when Paige or Daina was the participant).
Participant order was chosen by the flipper. Then the repeatable part of the procedure began.
The first p...
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...ticipants to read the color-words. Our experiment did not include this deck. I originally thought this would really affect the data. However, since the third deck appears to be a neutral control, like the Squiggle Cards, I can hope any effect is essentially minimal.
Our experiment also failed to take note of how many times the colored ink corresponded (or contrasted) with the color-words. If this facet had been observed, we may have been able to determine whether the reaction times were faster (or slower) for corresponding cards. Due to the nature of the experiment, I would assume that times are generally faster for corresponding cards. However, it is also possible that participants stumbled over corresponding cards, having expected the ink to be a different color. This is not necessarily detrimental. Still, it is a way the experiment could have been improved.
Schacter, D. L., Gilbert, D. T., & Wegner, D. M. (2010). Psychology. (2nd ed., p. 600). New York: Worth Pub.
For examining the influence of age and gender on the Stroop effect, the experimenter adopted the Stroop paradigm. In Stroop paradigm there are three: neutral or control, congruent and incongruent groups. Neutral / control group will receive stimuli in which only the text or colors are presented (van Maanen L, van Rijn H& Borst JP, 2009). When the color of the word and the text of the word refer to the same color (for example the word "red" printed in red) is a congruent stimulus. In Incongruent stimulus, the color of the word and color of the text differ (for example the word "red" printed in blue).
...onson, E., Wilson, T.D., & Akert, R.M. (2013). Social Psychology (8th ed.). New Jersey: Pearson Education Inc.
Ciccarelli, S. K., & White, J. N. (2012). Psychology (3rd ed.). Upper Saddle River: Pearson Prentice Hall.
...all, the lack of general knowledge of the non-words made the experiment a cumbersome process, especially during the experiment’s incipient stage. However, the process was worthwhile as I experienced firsthand the dissociation of learning and memory.
Wood, S. Wood, E. Boyd, D. (2014). Mastering the World of Psychology. A. Chow(Ed.). Jersey, NJ: Text.
Mcbride, Carolina. Zuroff, David. Ravitz, Paula. Koestner, Richard. Moskowitz, Debbie. Quilty, Lena. Bagby, Michael. (2010). British Journal of Clinical Psychology. , 49(4), p529-545.
Gall, S. B., Beins, B., & Feldman, A. (2001). The gale encyclopedia of psychology. (2nd ed., pp. 271-273). Detroit, MI: Gale Group.
...ly asked them to name the color of the ink in which the words appeared; and the rate of their responses were recorded.
Gilovich, T., Keltner, D., Chen, S., Nisbett, R. E. (2013). Social psychology. New York, NY:
Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology,18:643-662.
The Wisconsin Card Sorting Test (WCST) is often known as an ideal neuropsychological test of set-shifting ability. During the WCST a number of incentive cards are shown to the participant or patient, the participant is told to sort the cards in the correct order; without being told the correct order the participant is just told whether or not the order is right or wrong. Before they started using the computer based test the WCST used paper cards and was carried out with the experimenter on one side of the desk facing the participant on the other. The test takes approximately 10 - 20 minutes to carry out and generates a number of psychometric scores, including numbers, percentages, and percentiles of: categories achieved, trials, errors, and
In this interesting topic of the psychology of colors, the most crucial pattern is the meaning of each color and his impact on the individual as it is represented as the following:
The human brain is attracted to the presence of color and it leaves a satisfying feeling when it is perceived.(The Psychology of Color—How Color Affects Human Behavior) This can be applied to an everyday society by helping to improve behavior through the spread of colorful graffiti. Color not only attracts the attention of the brain, but it also leaves a lasting impact because of its uniqueness and difference between the norm.(The Psychology of Color—How Color Affects Human Behavior)
Edited by Raymond J. Corsini. Encyclopedia of Psychology, Second Edition, Volume 1. New York: John Wiley and Sons Inc.