145 lines
8.1 KiB
Plaintext
145 lines
8.1 KiB
Plaintext
ÜÜÜÜÜÜÜÜÜÜÜÜÜ ÜÜÜ ÜÜÜÜ
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ÜÛÛÛÛÛÛÛÛßÛßßßßßÛÛÜ ÜÜßßßßÜÜÜÜ ÜÛÜ ÜÛÛÛÛÛÛÛÛÜÜÜÜÜÛßß ßÛÛ
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ßÛÛÛÛÛÛÛÛÛÛÛÛÛÛÜ ßÛÛ ÜÛÛÛÜÛÛÜÜÜ ßÛÛÛÛÜ ßÛÛÛÛÛÛÛÜÛÛÜÜÜÛÛÝ Ûß
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ßßßÛÛÛÛÛÛÛÛÛÛÜ ÞÝ ÛÛÛÛÛÛÛÛÛÛÛßßÛÜÞÛÛÛ ÛÛÛÛÛÜ ßßÛÛÛÞß
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Mo.iMP ÜÛÛÜ ßÛÛÛÛÛÛÛÝÛ ÞÛÛÛÛÛÛÛÛÛ ÞÛÛÛÛ ÞÛÛÛÛÛÝ ßÛß
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ÜÛÛÛÛÛÛÛ ÛÛÛÛÛÛÛÛÝ ÞÛÛÛÛÛÛÛÛÝ ÛÛÛ ÛÛÛÛÛÛ
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ÜÛÛÛÛÛÛÛÝ ÞÛÛÛÛÛÛÛÛ ÞÛÛÛÛÛÛÛÛ ß ÞÛÛÛÛÛÛÜ ÜÛ
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ÜÛÛÛÛÛÛÛÝ ÛÛÛÛÛÛÛÛ ÛÛÛÛÛÛÛÛÝ ÞÞÛÛÛÛÛÛÛÛÛß
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ÜÛßÛÛÛÛÛÛ ÜÜ ÛÛÛÛÛÛÛÛÝ ÛÛÞÛÛÛÛÛÝ ÞÛÛÛÛÛÛßß
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ÜÛßÛÛÛÛÛÛÜÛÛÛÛÜÞÛÛÛÛÛÛÛÛ ÞÛ ßÛÛÛÛÛ Ü ÛÝÛÛÛÛÛ Ü
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ÜÛ ÞÛÛÛÛÛÛÛÛÛÛß ÛÛÛÛÛÛÛÛÛ ßÛÜ ßÛÛÛÜÜ ÜÜÛÛÛß ÞÛ ÞÛÛÛÝ ÜÜÛÛ
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ÛÛ ÛÛÛÛÛÛÛÛß ÛÛÛÛÛÛÛÛÛÛÜ ßÛÜ ßßÛÛÛÛÛÛÛÛÛß ÜÜÜß ÛÛÛÛÜÜÜÜÜÜÜÛÛÛÛÛß
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ßÛÜ ÜÛÛÛß ßÛÛÛÛÛÛÛÛÛÛÜ ßßÜÜ ßßÜÛÛßß ßÛÛÜ ßßßÛßÛÛÛÛÛÛÛßß
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ßßßßß ßßÛÛß ßßßßß ßßßßßßßßßßßßß
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ARRoGANT CoURiERS WiTH ESSaYS
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Grade Level: Type of Work Subject/Topic is on:
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[ ]6-8 [ ]Class Notes [Lab: 'Stroop Phenomenon']
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[x]9-10 [ ]Cliff Notes [ ]
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[ ]11-12 [x]Essay/Report [ ]
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[ ]College [ ]Misc [ ]
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Dizzed: o4/95 # of Words:1039 School: ? State: ?
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ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>Chop Here>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ
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Introduction
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The stroop phenomenon is a way of measuring how automatic or
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intentional some well practised tasks are and how we respond in conflict
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situations. This phenomenon also measures individual distinctions,
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originality and cognitive flexibility. The two aspects of cognitive
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development that are demonstrated by the stroop task are naming response
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and counting response. When two responses compete or are in conflict, the
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time required to make the correct decision is dependent on speed and
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accuracy.
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In the article "Tracing The Time Course of Picture Word Processing",
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by M.C. Smith and L.E. Magee; these two researchers found that picture
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naming was affected by the presence of incongruent words (Experiment 1).
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Also naming a picture was faster than when a congruent word was present.
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Therefore pictures activate the name code. Another experiment (Experiment
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2) indicated that memory for pictures and words, whether they were
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initially named or categorized had an effect on memory. Memory was better
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for words if they have been categorized and for pictures if they have been
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named. Experiment 3 showed the same results as the previous two
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experiments. The fourth experiment, with the introduction of less common
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objects, subjects could name the words faster than generating a category
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name for the words. Naming pictures are prone to interference when
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incongruent words are presented simultaneously. Word naming is not as much
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influenced by distracting pictures. Pictures and words differ in the
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amount of information to be filtered out, to get the correct response.
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The design of this experiment is a within subject experiment as the
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number of choices to be made after viewing the stimulus on the screen are
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same for everybody (2,3,4). Also the meaning versus number choices (same,
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different, conflicting) are used by everyone. The dependent variables in
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this experiment are average accuracy (%) and average time/response (msec).
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the independent variable is the random stimulus which appeared on the
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screen, whether it was the same, different or conflicting. In this
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experiment we were shown 2, 3, or 4 items on the screen in a randomized
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form and had to select the right number of items using 2,3,4 on the
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keyboard as quickly and accurately as possible.
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In this experiment, the stroop task will be demonstrated. When there
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is no conflict between the stimulus and response to be chosen, responses
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will be quick and accurate. When there is a conflict between the stimulus
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and response to be made, interference will exist and responding will be
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slower and less accurate.
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Results & Discussion Figure 1
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The average accuracy in percent for subject 1, was good for the 'same'
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condition. Then they started to decrease when the stimulus was
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'different'. This score for subject 1 at the 'different' condition was the
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lowest among all 3 conditions. When the stimulus was 'conflicting', subject
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1 was losing accuracy again and so was not as high as in the 'same'
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condition. Subject 1 was less accurate in the 'different' and
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'conflicting' situations.
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The average accuracy in percent for subject 2, was quite consistent,
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being one hundred percent in all conditions. So this subject had a higher
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accuracy rate than subject 1. Figure 2
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In relation to average time/response in milliseconds, subject 1 was
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quicker than subject 2. Then condition where subject 1 slowed down the
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most was in the 'different' condition. In the 'conflicting' condition,
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subject 1 increased their speed more than in any other condition.
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Subject 2 was quite consistent in all 3 conditions in relation to
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average time/response, with the milliseconds being only 3 or 4 different
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from the other conditions. For subject 2 the highest responding rate was
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in the 'conflicting' condition, followed by 'same', then the 'different'
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condition.
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This shows that in the 'conflicting' condition, the subjects response
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rate increased. In the 'different' condition the response decreased. Also
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if one subject has a higher accuracy rate than another subject, then the
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average time/response will be lower.
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The stroop task demonstrates that the naming response (same) is faster
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than the response used while counting (different) and that when 2 responses
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conflict (conflicting), the time to make a correct decision increases.
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Since people find the 'conflict' condition difficult, they will make
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more errors and take more time to determine the correct response. So the
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accuracy and response rate decreases in the 'conflict' situation.
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The difference in speed and accuracy in the 3 conditions (same,
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different, and conflicting) was the result of the experience with each
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specific condition. The more practice with each condition, the smaller the
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differences in speed and accuracy among the three conditions.
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When there is no conflict, people are accurate and quick in responding
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to the stimulus. So in the situations of 'same' and 'different' (22 and
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**), people will respond by pressing 3 and do well. Subject 1 was least
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accurate in the 'different' condition, but was still quicker compared to
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subject 2; who was very accurate but not as quick as subject 1.
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In the 'conflict' situation, where an example of 222 showed up on the
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screen and the response was to be 3. In this incident most people have
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trouble responding due to interference, which leads to slower responding
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and less accuracy. When subject 1 was presented with the 'conflicting'
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situation, response was faster than in non- conflicting situations; but
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accuracy suffered. Subject 2 was more accurate (100%) but was slower in
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responding.
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Just as in the research done by Smith and Magee, there was an effect
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by the presence of an incongruent (conflicting) stimuli. Also when there is
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a congruent (same) stimuli present, response becomes quick, as there is a
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much faster processing rate which occurs. There is also support that
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memory is better for words, in our case numbers and for pictures that are
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given consistent symbols (eg. ***). When responding to the stimulus on the
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screen, in 'different' conditions, if incongruent stimuli are presented
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simultaneously, there is a chance of disruption. Recognizing the correct
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number of items on the screen is not influenced much by distracting
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pictures (symbols). In our case this was a problem that Subject 1 was
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having, so it is not fully supported.
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Reference
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Magee, L.E. & Smith, M.C. Tracing The Time Course of Picture Word
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Processing. Methods & Strategies : In Psychological Research, 1991,
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8, 361-388.
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