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Title: Stroop Tests Purpose: Does the human brain comprehend words from colors? Background information: When someone looks at a word, it is harder to identify the color the word it is written in than the word itself. According to researchers from the University of Michigan, the Stroop effect emphasizes the interference that automatic processing of words has the more mentally “effortful” task of naming colors. The part of the brain, the anterior cingulate, responds to the Stroop effect in different ways. Two conflicting signals are given off in the brain making the word easier to identify. The Stroop test was designed to see how selective attention works. According to Justice French, people were tested to see how they respond selectively to certain kinds of information while ignoring other information. When a person sees the word and color, the brain is tangled with confusion when reading the Stroop Test. The brain reacts quicker to the word than what the color the word is written in. Hypothesis: If I write the name of a color in a different color ink, it will be harder to identify the word than if I write the name of a color in the same color ink. IV- The color of the word DV- How many questions the person gets right Materials: - Stroop test off of www.faculty.washington.edu - Notebook and pencil to record data - Stopwatch - Sample set of 12 people (2 seniors, 4 adults, 4 teenagers, 2 children) (make sure you have an even number of males and females) Procedure: 1. Print off stroop test 2. Make an answer sheet for your convenience 3. Gather first sample, explain the test, and remind them that you are only taking their first answer 4. Begin test, start stopwatch, and mark down how many answers they get incorrect 5. Record data any answers that sample got correct and the time it took them to complete the tests 6. Repeat steps 3, 4, and 5 until all samples have been tested Seniors Time Box Time Box Number 1 2 Incorrect 7. Analyze data S-grandma 57 s 1:21 s 0 using the median of E-grandpa 1:47 2:34 6 the data Average 82 s 1:58 3 Teenagers Time Box Time Box Number 1 2 Incorrect Cailin 10s 23 s 0 Rachel 9s 21 s 0 Mitch 7s 23 s 2 Mark 17s 22s 0 Megan 21 s 23 s 0 Average 13 s 22 s 0 Adults Time Box Time Box Number 1 2 Incorerct S- mom 18 s 47 s 0 S-dad 21 s 46 s 0 E-mom 17 s 41 s 1 E-dad 17 s 35 s 4 Average 18 s 42 s 1 Kids Time Box Time Box Number 1 2 Incorrect Molly 20 s 1:12 8 Eddie 13 s 59 s 5 Average 17 s 1:06 7 Conclusion: Our data proves our hypothesis is right. The first box of the Stroop Test had the words written in the same color ink of what the word said. The times for this box were faster than the second box, which were words written in another color ink than what the word said. We found that the middle ages were the best at completing the Stroop Test. The children had slower times than the teenagers but they didn’t know exactly what they were doing. The children’s brains didn’t react as fast as the teenagers because their brains are less developed. The seniors also had to question us to make sure that they were going to do the Stroop Test right. Some of the teenagers didn’t have to question what they had to do at all. They just did what they were told to do. Teenage boys, especially, had the fastest times and adjusted to the Stroop Test right away. Over all, the middle age groups adjusted their thought process the best compared to the seniors and the children. A change that I would make in the future would be to plan out how to record the data right away. At first, we weren’t going to have the people be timed for how long it took them to complete the test; we were just going to record how many they got wrong. We found that people could just take a really long time to figure out what the right color was so they could get them all right and that information wouldn’t be as accurate as the times. Because we didn’t record the times right away, we had to go back and retime the person which was time consuming. Another change I would make would be to test more children. I think that with just two children, the average times wouldn’t be as accurate as it could be. This would allow us to really see if children’s brains don’t function as fast compared to the teenagers or seniors. Works Cited: De Young, Raymond. "Stroop Test." School of Natural Resources and Environment | University of Michigan. 5 Jan. 2010. Web. 26 Sept. 2011. <http://snre.umich.edu/eplab/demos/st0/stroopdesc.html>. Kurt.email@example.com), Kurt At. "The Stroop Effect." Faculty Web Server. Justice French. Web. 26 Sept. 2011. <http://faculty.mercer.edu/spears_a/studentpages/StroopEffect/stroopeffect.htm>.
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