Color Stroop Effects on Students’ Cognitive Ability
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Color Stroop Effects on Students’ Cognitive Ability an experimental research conducted by Frances Divine A. Fang Maanyag Q. Cabulao Ace S. Matilac
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Color Stroop Effects on Students’ Cognitive Ability
- 1. Color Stroop Effects on Students’ Cognitive Ability By: Frances Divine A. Fang Maanyag Q. Cabulao Ace S. Matilac
- 2. INTRODUCTION a. The Study b. Gap c. Problem d. Theory e. Framework
- 3. INTRODUCTION THE STUDY… This study is about stroop task presenting stimuli having two dimensions, and participants respond to one dimension while ignoring the other. THE GAP… The gap of this study is whether there is influence of interferences in color-naming task. THE PROBLEM… To know if there is color stroop effects on students’ cognitive ability.
- 4. INTRODUCTION SELECTIVE ATTENTION THEORY Broadbent (1958) proposed that physical characteristics of messages are used to select one message for further processing and all others are lost.
- 5. INTRODUCTION INDEPENDENT VARIABLE Color Stroop Effects DEPENDENT VARIABLE Cognitive Ability FRAMEWORK
- 6. METHODS A. PRE-EXPERIMENT B. EXPERIMENTAL PROPER C. POST-EXPERIMENT
- 7. PRE-EXPERIMENT • Experimental method • Multiple-independent-groups design • Between-subjects design • Cluster Sampling • Fish bowl method
- 8. EXPERIMENTAL PROPER • RCNs • RCNd • RCNr • Mini-Cards • Light Conditions
- 9. POST-EXPERIMENT • Likert-scaled questionnaires • Microsoft Excel 2010 • Analysis of Variance (ANOVA)
- 10. RESULTS
- 11. Results: GROUP MEAN F-value Decision Computed Tabular Controlled 23.7 13.18 3.42 Reject Ho Treatment 1 17.75 Treatment 2 22 Accuracy
- 12. Results: GROUP MEAN F-value Decision Computed Tabular Controlled 0.16 3.95 3.42 Reject Ho Treatment 1 0.39 Treatment 2 0.22 Speed
- 13. DISCUSSION
- 14. DISCUSSION • Reading is an automatic process. • Naming colors required more attention than reading. • Repeated practices enables a person to perform a task more quickly and easily. • Presentation helps participants allocation of attention. • Stroop interferences test identifies healthy individual.
- 15. DISCUSSION • Reading is an automatic process. • Naming colors required more attention than reading. • Repeated practices enables a person to perform a task more quickly and easily. • Presentation helps participants allocation of attention. • Stroop interferences test identifies healthy individual.
- 16. DISCUSSION • Reading is an automatic process. • Naming colors required more attention than reading. • Repeated practices enables a person to perform a task more quickly and easily. • Presentation helps participants allocation of attention. • Stroop interferences test identifies healthy individual.
- 17. DISCUSSION • Reading is an automatic process. • Naming colors required more attention than reading. • Repeated practices enables a person to perform a task more quickly and easily. • Presentation helps participants allocation of attention. • Stroop interferences test identifies healthy individual.
- 18. DISCUSSION • Reading is an automatic process. • Naming colors required more attention than reading. • Repeated practices enables a person to perform a task more quickly and easily. • Presentation helps participants allocation of attention. • Stroop interferences test identifies healthy individual.
- 19. DISCUSSION • Theory of automaticity. • Selective Attention Theory. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - X UNBALANCED/UNCERTAINTY THEORY
- 20. CONCLUSION • Color and word interferences have a strong influence over our ability to say the ink-color of the word. • Practicing Color stroop tasks help and support human performance in visual information processing.
Editor's Notes
- Our study about this stroop task or the influence of interferences in color-naming task was supported by this theory which says human attention selectively chooses single message at a time. That is, our ability to perform the task well was affected by our capacity to immediately process the stimuli, in result others are unintentionally ignored and lost.
- The color stroop effects, as the antecedent of the consequent, is presumed to be the cause of what the Cognitive Ability produces. It is the Color Stroop Effects that is being manipulated to be able to measure the students’ cognitive ability - how do participants respond on a Color Stroop task.
- As the result shows, in the Task B or the stroop task, participants spend much time in completing the task well. During the experiment, the word interferes in naming its ink-color. In this manner, reading the word rather than naming its ink-color is more frequent response in the task which actually deviates from the task’s instruction to name its ink-color.
- The theory utilized in this experiment also claims that naming colors requires more attention than reading the words due to the existence of the interferences.
- Also the theory of “Automaticity” according to Stanovich in 2003 this theory believed that a person is able to perform a task very quickly and efficiently when a particular task is repeatedly practiced.
- In the past research on Selective Attention and Response set in the Stroop Task by Lamers, Roelofs and Rabeling in 2010, the pattern on how the color-word was presented is also the result of the attention allocation to the target away from the distraction but also 100% valid information about the upcoming color word does not inhibit distraction.
- One of the interesting research conducted by Hiatt, Schmitt, and Newman in 2004, about color stroop effects, used participants with ADHD. It was found out that people in this task with large interference effects are indicative of poor selective attention, as they reflect excessive processing of the task-irrelevant information.
- These two theories were mentioned in the past discussions to clarify the stroop task which is presenting two dimensions while the other is ignored. This explains the Unbalanced/Uncertainty Theory which is misleading in connection to this current research. Where it states that words interferes with color-naming but not with the color interfering in reading words.