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THE STROOP EFFECT EXPERIMENT For Bookbind PDF
THE STROOP EFFECT EXPERIMENT For Bookbind PDF
GROUP 2
Cinco, Kimberly R.
Rabadan, Pauline B.
Santos, Poelyne M.
Psychology
STROOP EFFECT 2
ABSTRACT
identification; a phenomenon that occurs when a participant must name the color of
the ink with which it is incongruent with the written names of colors. The aim of this
experiment is to examine the Stroop Effect and the difference in the reaction time. In
the experiment, there were 48 participants involved. The test has three stimuli which
consist: a list of words that is printed in black (Verbal Stimulus), rectangles with
different colors, and the color that is printed in different colors name (Verbal-intrinsic
Stimulus). At the end of the experiment, the experimenters concluded that there is
no significant difference between the sample reaction time under the intrinsic and
verbal-intrinsic stimuli between males and females. And between two classified age
groups which is group 1, ranging 18 to 19 years old and group 2, ranging from 20 to
46 years old. Males and group 1 has a shorter reaction time completing the
ACKNOWLEDGEMENT
The experimenters are thankful to our Dear God for protecting, guiding and for
The experimenters are also grateful to Miss Jacqueline Joy Lising for the support
and patience to the experimenters and for guiding them to make the experiment
possible.
To the parents and relatives of the experimenters for their moral and financial
support.
the participants during the experiment, and their full participation shown thru patience.
STROOP EFFECT 4
TABLE OF CONTENTS
Title Page................................................................................................................... 1
Abstract.......................................................................................................................2
Acknowledgement.......................................................................................................3
Table of Contents........................................................................................................4
Chapter 1: Introduction................................................................................................5
Hypothesis........................................................................................................8
Treatment of Data...........................................................................................10
Conclusion......................................................................................................13
Observations...................................................................................................15
Recommendations..........................................................................................16
References................................................................................................................17
Appendices................................................................................................................18
STROOP EFFECT 5
INTRODUCTION
Before the Stroop Test became popular, the color- word naming experiment was
already being done by James Mckeen Cattel a student of Wilhelm Wundt in 1883, in the
first psychological laboratory, in Leipzig, Germany. Wundt recounted, that time Cattel
investigated the time required to name objects and colors and read corresponding
words, for his doctoral research. In 1886, Cattell recognized that naming the colors
required more time than word naming and these results were included in William James’
book in 1908.
The test achieved its identity in 1929 when John Ridley Stroop, an American
psychologist created a test in the laboratory of Erick Rudolf Jaensch (Killian, 1935) that
showed people cannot help but process word meanings, and that this caused
interference in the color-naming task. The test was then named as the “Stroop Test”.
color identification; a phenomenon that occurs when a subject must name the color of
the ink with which it is incongruent with the written names of colors (Encarta, 2010).
This occurs because the meaning of the word interferes with the task of naming the
color of the ink in which is it written. The identified color-word test, the true “Stroop test”,
printed in black (verbal condition) against reading the same list of words printed in
incongruent colors (Stroop- Verbal Condition). He found out that there was little
difference in reading time for the two lists. For the second experiment, he then
STROOP EFFECT 6
compared naming colors for a list of solid color squares (intrinsic condition) against the
condition). Subjects averaged 74% longer in naming the ink colors of incongruent words
; these two studies led Stroop to the conclusion that since people are more practiced at
word reading than naming colors, there is less interference with word reading than with
1. Theory of Visual Selective Attention - this theory proposes a special status for spatial
Spatial origin or some other distinctive feature is the basis of definition of selecting
one “channel”. This theory allows a person to maximize information gained from the
object of focus while reducing sensory interference from other irrelevant sources
2. Automaticity Model – this theory states that reading is an automatic process, which
can be turned off. Automatic processing must occur without intention, without
involving conscious awareness and must not interfere with other mental activity
produces interference even when subjects attempt to ignore the word, and it is not
interfere with word reading), and it is subject to interference (Posner & Snyder,
1975).
STROOP EFFECT 7
Extraneous Variable
1. Is there a significant difference in the reaction time under the two conditions
namely in the intrinsic and verbal-intrinsic stimuli between males and females?
2. Is there a significant difference in the sample reaction time under the two
conditions namely the intrinsic and verbal-intrinsic stimuli between the age group
Hypotheses
1. There is no significant difference between the reaction time under the two
conditions namely the intrinsic and verbal- intrinsic stimuli between males and
females. Males have shorter reaction time than females, in completing the two
conditions.
2. There is no significant difference between the reaction time under the two
conditions namely the intrinsic and verbal- intrinsic stimuli between the age group
of 18-19 (group 1) and 20-46 (group 2). Group one has shorter reaction time than
The Stroop effect has continually fascinated psychologists, partly because it taps
One simple impact of the interference of processing can be seen in our daily lives
speeches in front of our class or in one of the events in our school, you will find it
very difficult to repress this tendency. Further research will help give better practice
schedules that will allow you to talk in a much slower rate of speech as well as long-
lasting results. The Stroop effect has also been utilized to investigate various
The experimenters invited students from the Senior High School, College Level
of Mondriaan Aura College and students from other schools to take part in the
experiment. The experiment was conducted at Mondriaan Aura College, room Alpha
103. The total numbers of invited participants were 48; however, the experimenters only
used the results from the 30 valid participants. The remaining 18 participants were
considered invalid because some already took the same experiment last year and some
The experimenters used three boards: The first board has color names printed in
black (Verbal Stimulus). The second board has black, red, yellow, blue and green
rectangles (Intrinsic Stimulus). While on the third board, words are printed in colors that
are not in corresponded with the name of the color written (Verbal-Intrinsic Stimulus).
The experimenters used score sheets to record the time duration of each participants
on the three tasks. They also used a timer to get the precise time that the participants
finish. The documenter used a mobile phone’s camera to capture pictures of the
1. For the Verbal Stimulus Task: The participants were asked by the instructor,
who was also the experimenter responsible for giving the instructions to the
STROOP EFFECT 10
2. Participants inside the room, to read the names of the color written on the
board out loud and as fast as they can starting from top left to bottom right.
3. Next, for the Intrinsic Stimulus: Participants were asked to identify the color of
4. Lastly, the Verbal-Intrinsic Stimulus task, they were asked to identify the color
of the words from the same order as the first two tests, top left to bottom right.
The 48 participants were briefed before and after the experiment by the
experimenters inside the room and the de-briefers (experimenters responsible for
debriefing the participants). Before the experiment, the participants were asked two
questions: First, they were asked if they have already done the color experiment.
Second, they were asked if they approve of being photographed during the experiment.
After the experiment, the participants were asked to share their experience
concerning the experiment. The participants were asked if they had any difficulties
during the experiment. They were asked if there were any distraction or factors that
made them feel uncomfortable. They were also asked if they have any eye problem.
Treatment of Data
Equal Variances) with sex (male and female) as the parameter factor and the mean
time duration for each of the two conditions as the real factor to treat the data in
Equal Variances) with age [group 1(age 18-19) and group 2 (age 20-46)] as the
parameter factor and the mean time duration for each of the two conditions as the real
Problem no. 1:
1.1
Table 1.1
The table above shows the full summary of the t-test done for intrinsic condition.
The results clearly presented that the t-value of - 1.879 falls within the acceptance
1.2
Table 1.2
The table above shows the full summary of the t-test done for verbal-intrinsic
condition. The results clearly presented that the t-value of – 0.765 falls within the
Problem 2:
2.1
Table 2.1
The table above shows the full summary of the t-test done for intrinsic. The
results clearly presented that the t-value of -0.709 falls within the acceptance region of
2.048 at 0.05 and is therefore, not significant. Hence, we can conclude that there
STROOP EFFECT 13
is no significant difference between group 1 (age 18 to 19) and group 2(age 20 to 46) in
2.2
Table 2.2
The table above shows the full summary of the t-test done for intrinsic. The results
clearly presented that the t-value of -0.933 falls within the acceptance region of 2.048 at
0.05 and is therefore, not significant. Hence, we can conclude that there is no significant
difference between group 1 (age 18 to 19) and group 2(age 20 to 46) in their time duration for
Conclusion
sample reaction time under the intrinsic and verbal-intrinsic stimuli between males and
that males have a shorter reaction time completing the condition than females.
the reaction time under the intrinsic and verbal-intrinsic stimuli between two classified
STROOP EFFECT 14
age groups named group 1, ranging from 18-19 years old and group 2, ranging from 20-
46 years old. Therefore the null hypothesis is ACCEPTED. Both age groups have a
shorter reaction time on the second test and both have a longer reaction time on the
third test comparing each of their reaction time on the two tests. The experimenters
concluded that group 1 has a shorter reaction time completing the condition than group
2.
Specifically to find out if there is a significant difference between males and females and
a significant difference between the two age groups in terms of their reaction time for
Insua (2002) conducted the Stroop test on 2000 English and Spanish subject
students in the United States and showed that there is no difference in performance.
Furthermore, Galer et. Al, (2014) stated that in processing visual stimuli gender has
significantly lower effect compared to age gaps, educational attainment and prior
training and experiences. Also, time related differences between individuals have
Another reason as to why gender is a weak basis is the fact that the reduction of
Stroop interference may be the result of the task-specific nature of the effort procedure
used (MacKinnon, et al. 1985). This means that the prior training might affect the speed
of performance of a certain person if the actual task is already introduced. Thus, effort is
According to one study made by Mutter et. Al., age differences in the ability to
represent and use Stroop task context produced two findings consistent with current
models of the Stroop effect (Cohen et al., 1990), varying the proportion of congruent
and incongruent trials induced the participants to establish different task contexts,
which, in turn, led to different patterns in their performance. More important, this effect
Another experiment conducted by Huguet, et al., showed that the Stroop effect
was significantly reduced because of the presence of another person during the test.
They showed that in the presence of a person, the Stroop effect decreased in
comparison with a situation where the participant was alone in the room. Another claim
by Conty, et al., (2004) elaborated that results were influenced more by the feeling of
being watched than by the presence of others. Emotional states caused by individual
Observations
The experimenter was nervous on the first experiment and tension caused the
experimenter to stutter, and the instructions were instructed in a fast talking manner.
ease. A few participants were shy and surprised when they entered the experiment
room because of the number of experimenters inside. Not all the participants
immediately understood the instructions and some had a look of confusion on their face
Recommendations
pressured because it is essential that the participants can maintain their focus on
every test.
Before starting the experiment, the experimenter may ask for every participant's
The experimenter may use both Tagalog and English language. The
instructions.
The experimenter may ask the participants right after giving instructions if the
The experimenters may be warm and accommodative but also formal at the
The experimenters may also limit the number of experimenters inside the
REFERENCES
Baron, R.A. & Kalsher, M.J. (2005). Introductory Psychology (taken from Psychology:
From Science to Practice). (custom ed.). (pp. 54 - 55). Boston, MA: Allyn and Bacon.
Cohen, J. D., Dunbar, K., & McClelland, J. L. (1990). On the control of automatic
Galotti, K.M. (2010). Cognitive Psychology: In and Out of the Laboratory. (pp. 110 –
Insua, M. C. (2002). Performance on the Stroop colour and word test as a function of
Killian, G. (1985). The Stroop Color-Word Interference Test. In Keyser, D., & Sweetland,
R. (Eds.), Test Critiques (Vol 2). (pp. 751 – 758). Kansas City, MO: Test Corporation
of America.
MacKinnon, D. & Geiselman, E. et. al. (1985). The Effects of Effort on Stroop
USA.
Mangun, G.R. (ed.). (2012). The Neuroscience of Attention: Attentional Control and
Mutter Sharon A., Naylor , Jennifer C., & Patterson, Emily R. (2005), The effects of age
and task context on Stroop task performance, (pp 525-526). Western Kentucky
Naatanen, R. (1992). Attention and Brain Function. (pp. 27 – 40). NJ: Lawrence
Earlbaum Associates.
Punzalan and Iriarte (1989) Statistics: A simplified approach, pp. 135-139, 160-170
APPENDICES
Verbal Stimulus
STROOP EFFECT 19
Intrinsic Stimulus
Verbal-Intrinsic Stimulus
STROOP EFFECT 20
Raw Data
STROOP EFFECT 21
Treatment of Data
t-test computation for significant difference in the reaction time between male and
female.
STROOP EFFECT 22
t-test computation for significant difference in the reaction time between age groups
STROOP EFFECT 23