Lexical Decision Lab

The Stroop effect is demonstrated by the reaction time to determine a color when the color is printed in a different color’s name. Participants respond slower or make more errors when the meaning of the word is incongruent with the color of the word. Despite knowing the meaning of the word, participants showed incapability of ignoring the stimulus attribute. This reflects a clear instance of semantic interference and an unfathomed failure of selective attention (Stroop, 1935).

Using paired wordlists of nouns, Bower and Gordon demonstrated this in their 1970 experiment. In their study, they had undergraduate students learn paired wordlists by one of four methods – rehearsal of the two words; reading a sentence in which one of the words acted upon the other (i.e. “The boy hit the ball.”); creating a sentence which linked the two words (i.e. “Nancy threw her bag on the table.”) or creating a mental image of the two words together (i.e. imagining a basket of flowers) (Bower & Gordon, 1970). Results found that students who employed imagery did better on recalling the word pairs in comparison to other methods and those who utilized rehearsal had the lowest recall rate out of the four groups (Bower & Gordon, 1970).

Wittenbrink, Judd, and Park (1997) studied eighty-eight people from the University of Colorado, who were in a psychology course, in order to receive points for their class. African Americans were not included. Caucasian American participants had to do three irrelevant assignments. One involved classifying to which race people belonged to according to first names. In this way, a connection with race categories was reinforced and was used as group primes. Following this, they had them do a response time assignment (out of awareness procedure), where they were asked if different strings of letters on the computer were a word or were not a word this was part of the Lexical Decision Task (LDT) (Wittenbrink, Judd, and Park, 1997). Before presenting the words

15. The purpose of this study is to assess the effects of speed on the recall of abstract and concrete words. The hypothesis of this research is that words heard at normal speed will be easier recalled then those heard at a fast speed.

This study is a conceptualized replication of the Howes and Solomon (1951) experiment investigating word accuracy and word frequency in short duration trials. It is hypothesized that words that appear more often in printed text (easier to access in the lexicon) will be more accurately identified rather than words that appear less commonly. A total of 83 participants in the study were presented with words taken from the Throndike-Lorge database. The words were presented for one second with a six second rest in the middle. This was done sixty times and the results suggest a moderate strong relationship between word accuracy and frequency. Though there are multiple factors that may have influenced these results.

In each trial, the participants were presented with a sequence of words on the left side of the window. Each word was presented for one and a half seconds. After all the words were presented, the response buttons were presented on the right side of window. These response buttons were labeled with words from the sequence along with new distractor words that were not part of the sequence. The goal of the participants was to click on the response buttons and identify all the words that were part of the sequence. The independent variable for this study was the types of words that were presented on the test (response buttons). The dependent variable was the percentage of each types of items reported.

We are replicating J.R. Stroop’s original experiment The Stroop Effect (Stroop, 1935). The aim of the study was to understand how automatic processing interferes with attempts to attend to sensory information. The independent variable of our experiment was the three conditions, the congruent words, the incongruent words, and the colored squares, and the dependent variable was the time that it took participants to state the ink color of the list of words in each condition. We used repeated measures for the experiment in order to avoid influence of extraneous variables. The participants were 16-17 years of age from Garland High School. The participants will be timed on how long it takes them to say the color of the squares and the color of the words. The research was conducted in the Math Studies class. The participants were aged 16-17 and were students at Garland High School. The results showed that participants took the most time with the incongruent words.

There were 12 graduates, 29 male undergraduates and 59 female undergraduates. It should be noted that in experiment one authors printed a word with different color, for example the word red printed in blue color. This was the basis on interference and color stimuli. The students were expected to name the colors as quickly as possible as they appeared in the reading line. It was referred to as naming color test.in this case the color print determined the word reading expect from the subjects.in case the word red as written in blue then the subjects were expected to read it as blue and not red as the wordings suggests. The word Brown written in green color would be read as green and this applied to all the groups. The subjects were subjected to similar conditions as in the first experiment. The efforts of the subjects were rated in terms of speed, ease and convenience in adhering to the test instructions. The errors were then compared to study

Everyday we read, talk, breathe and blink. These actions we engage in are automatic because they happen without us thinking about them. Understanding the underlying mechanisms behind our thinking, we can conclude how these processes are affected and manipulated. In the classic Stroop Paradigm (Stroop, 1935), participants were asked to respond to the Color ink and ignore the spelling of the word being displayed. The results conveyed that those in the group that had the same word and color responded faster and then those who had a different color and word. Stroop findings demonstrate the main component of the interference came from reading automatically.

The aim of this study was to demonstrate that with Semantic Association training, participants would rank more word pairs correctly than participants who did not receive any training. There were five hypotheses in this study. Firstly, it was predicted that the group who received Semantic Association training (experimental group), would receive a higher, total score in the Ranking Pairs task, than the control group who did not receive any training. This result was significant and did demonstrate that training did improve the way people associated word pairs.

Klein’s (1964) implicated that the interfering effect became increasingly larger when words were more meaningful and closely colour-related, showing a highly significant difference among conditions (p<0.001). Result of the time increment between the six experimental conditions and the Colour-naming task followed the same pattern as Klein’s (1964): interference was the least for letter strings (nonsense syllables), and increased progressively to low-frequency (rare) neutral words, high-frequency neutral words, high-frequency (common) colour-related words, and other-colour (distant colour-names) words, and greatest interference was found in the classic Stroop (close colour-names) condition. The pattern supported the second hypothesis, that the Stroop effect would be small or lessened for colour-unrelated words such as letter strings (nonsense syllables). Klein (1964) demonstrated that the trend of the time increment among the experimental conditions could be interpreted by our semantic networks. As the processing time was longer for meanings (semantics) of the words than nonsense and phonemics, a reading delay was subsequently created by the effort to restrain one of the conflicting responses. Although the results of the experiment replicated with Klein’s (1964), the time increment among the six experimental conditions were generally smaller than his, which could be possibly explained by the different sample sizes. Compared to the 90 participants in Klein’s experiment, the small sample size of 32 participants in this experiment might generate less varied results due to fewer individual

The participants were told to pay close attention to words because they would be asked to recall the words. Apart from this in order to make sure that the participants were paying attention to the words they were told to rate each words as either “concrete” or “abstract". The dependent variable in the study was the amount of words that were recalled as-well as the reaction time of how long they took to rate the words.

Mentally he knew the names that were on each of the pictures but could not actually get the word out. He was then asked to try and indicate a phonological feature of the word, or another word that was similar to the target word, but he was unable to provide any information phonologically that was associated to the target word. The experiment preformed on” Dante in this article supports the two-stage model of lexical production regarding the lexical retrieval failure of words (Badecker at. El).

The control group was assigned to learn the list of words by repeating them. The other group was randomly distributed tests with instructions that said to make a narrative out of the nouns given in order, so that they could be recalled in that order. The test was conducted to confirm that instructions would aid the processes of retention and recall in memory, according to

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The experiment conducted regarding Memory Processes tested individuals on their ability to store and retrieve words. The levels on which words were stored were structural, the lowest level, phonetic, the next highest level, and semantic, the highest level of processing. The experiment is based on the recall and reorganization of the words from group they show during the experiment. The experiment conducted supported hypotheses regarding a subject’s performance on retrieving words at different levels. The independent variables were the encoding levels, and they manipulated the dependent variables by affecting the time in which a word could be received due to its placement on a processing level.