Exploring The Effect Of Color On Cognitive Task


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Exploring The Effect Of Color On Cognitive Task

  1. 1. Exploring the Effect of Color on Cognitive Task Performances<br />Meredith Savage<br />Ayushe Sharma<br />Angela Shelton<br />UAB DEPARTMENT OF PSYCHOLOGY<br />
  2. 2. introduction<br />
  3. 3. Previous studies<br />Multiple studies have been done on individual colors and their effects on people<br />Many of these contradict one another<br />Past research also focuses primarily on primary colors. <br />
  4. 4. Why the interest in color?<br />Colors have a significant impact on people’s emotional stateand, accordingly, have a profound influence in the following fields:<br />Advertising/Marketing<br />Education<br />Fashion<br />
  5. 5. Why the interest in color?<br />Many professionals desire to understand whether the color of a room or computer screen can affect behavior or learning. <br />Example: some studies propose that green enhances mathematical ability while other studies show that green enhances artistic ability. <br />
  6. 6. Our study<br />Our study will use a non-primary color (orange) which many people are not likely to have strong, linked associations. <br />We have developed a 20-minute slideshow which places various pictures and words on various background colors. <br />Each time a slide appears with our target background color, that image or word will be either associated with success, failure, or be neutral.<br /> The images/words for other colors in the slideshow will be held constant. <br />
  7. 7. hypotheses<br />
  8. 8. Hypothesis #1<br />It is not the chromatic properties of colors which affect people cognitively; instead, we propose that it is the associations that one links to each color that may affect behavior or cognitive ability when color is a factor. <br />
  9. 9. Hypothesis #2<br />Participants who are shown the “success” images and words presented on the target color will have a higher recall on the test words due to a positive association with those images/words. <br />
  10. 10. Hypothesis #3<br />Participants who are shown the “neutral” or “failure” images and words presented on the target color will have a lower rate of recall on the test words in comparison to those in the “success” condition. <br />
  11. 11. methods<br />
  12. 12. Design<br />Single-Factor Design<br />3 levels<br />Independent variable:<br />Level of color<br />Neutral condition<br />Positive condition <br />Negative condition<br />Dependent variable: <br /># of words recalled<br />
  13. 13. Participants<br />Participants were recruited from the UAB pool of PY 101 students. <br />Students were recruited using standardized sign-up sheets. <br />Posted in Campbell Hall on the 2nd floor<br />
  14. 14. Procedure-PART one<br />Conditioning<br />Participants at each level will be presented one of three slideshows<br />Neutral condition<br />Positive condition<br />Negative condition<br />Slideshow<br />Color of interest: orange<br />50 slides of alternative colors—20 total orange slides, and 30 slides of other various colors (red, green, black, purple, etc). <br />
  15. 15. Procedure-part two<br />Testing the participants<br />Envelopes with sheets of colored paper were randomly given to participants. <br />Given list of 25 words and asked to memorize as many as possible in 3 minutes. <br />Then, they were asked to write down all of the words they remember. <br />
  16. 16. Powerpoint presentation<br />Neutral condition for color of interest<br />
  17. 17. Neutral condition (continued)<br />
  18. 18. Powerpoint presentation<br />Positive condition for color of interest<br />A+<br />
  19. 19. Positive condition (continued)<br />
  20. 20. Powerpoint presentation<br />Negative condition for color of interest<br />
  21. 21. Negative condition (continued)<br />
  22. 22. Powerpoint presentation<br />Other colors<br />
  23. 23. Other colors (continued)<br />
  24. 24. Statistical analySeS<br />First: <br />Compute mean of total words recalled for each of the three conditions in this experiment (neutral, positive, negative). <br />Second: <br />One way ANOVA (analysis of variance) to compare the means of the three independent conditions. This statistical measure will allow us to determine if the factor has a statistically significant impact.<br />Third: <br />Multiple Comparisons Procedure: Fisher’s protected t-test to test specific differences among the means of the 3 conditions<br />
  25. 25. Results and discussion<br />
  26. 26. Projected results<br />
  27. 27. limitations<br />
  28. 28. conclusions<br />This is like a mini-discussion section<br />Remind them what our main finding was<br />Tell why we think our results were not as informative as we had hoped. <br />
  29. 29. Future studies and significance<br />Tell why it is important or interesting, or tell what the next question to investigate is<br />