Possibilities of Occurrence of Stroop Effect: Analytical Essay

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Abstract

In most people, proficiency in language takes precedence over cognition of individual words and letters contained therein. Therefore, when an individual is presented with a random name, there can read it instantaneously without thinking. The brain can respond automatically to the name and the response time is considerably short. If the same person is presented with the word of one color but written in a different color, the reaction is the same. The brain recognizes the word first, and after that, as though as an afterthought, the font color of the word. Typically, if a person is presented with the name of color but written in contradicting font color, the first response is to spell out the word. However, if there is a requirement that the person focuses on the font color and not the meaning of the word, the response time increases significantly. Ridley Stroop interpreted this observation as an outcome of cognitive interference as the brain makes deliberate effort to distinguish the meaning of the word from its font color.

Introduction

Background

Stroop Effect is a neurophysiological test developed by Ridley Stroop in 1939 to assess the mind’s ability to inhibit cognitive interference in information processing. The effect manifests when the brain is faced with contradictory stimuli. The contradiction creates a delay in information processing, which can be demonstrated by timing the time between the perception of a stimulus and response (Scarpina and Tagini, 2017). Stroop Effect is used in both clinical and experimental studies to monitor the delay in reaction time. The test involves colors and words. The words are printed in different colors, some which correspond to the meaning of the word and others that are mismatched. Theoretically, the reaction time is faster when the color matches the meaning of the word and slower when the two are out of sync.

Three theories have been developed to explain this phenomenon-selective attention, speed of processing, and automaticity. Selective attention theory proposes that color identification requires comparatively more attention than reading a word (Wright, 2016). Therefore, when an individual is faced with a task involving reading a name that is printed in a different color, the brain’s response is slow. The speed of processing theory, on the other hand, suggests that the human mind can read at a faster rate than it can name a color. Naber et al. (2016) argue that cognitive processing limitation dictates the number and variety of objects that an individual can process at a time. Subsequently, a stimulus can attract either more or less processing poser based on its strength. According to Forrin and MacLeod (2017), the observed delay in the response indicates more processing power is required to complete the task. The automaticity theory suggests that while reading is an automatic response, color identification is not. Therefore, faced with a situation where the brain is required to complete both tasks, cognitive interference sets in, causing the delay in response.

Purpose

The purpose of this experiment is to determine whether there are any differences in response time when words and colors are congruent, and when they are incongruent.

Hypothesis

Null hypothesis

There is no difference in response time between congruent and incongruent words

Alternative hypothesis

The response time for congruent words is marginally faster than that for incongruent words

Data

Table 1: Stroop Effect Lab Data

Condition

Congruent

Average Speed

Incongruent

Average Speed

Incongruent

Minus Congruent

Time (ms)

Take 1

726

813

Take 2

715

764

Take 3

696

756

Take 4

737

755

Take 5

650

714

Mean

704.8

760.4

55.6

Fig 1: Graph of time taken to complete a Stroop test

Interpretation of data

From the test data, the average speed for congruent word decreases with the number of tests, except in test number 4. The average speed for the incongruent word also decreases with the number of tests. However, the speed for incongruent words is generally higher, indicating a slower response rate. Overall, the results nullify the null hypothesis, and it is hereby rejected and upholds the alternative hypothesis. There is a statistically significant difference in the average response time between congruent and incongruent words.

Discussion

Expectation versus results

Stroop postulates that when the words and colors are congruent, the response time is faster, whereas where there color and name are incongruent, the response is delayed. If I exhibited the Stroop effect, I would expect the average response time for the congruent words to be marginally higher compared to that of incongruent words. My results affirm this expectation.

Effect of conditions

In my experience, anxiety and external interference had a negative impact on the test results. Tests taken with a clear, calm mind and devoid of any external disruption were more subjective and accurate. Besides, tests taken in this state of mind also resulted in correct answers for all the prompts. On the other hand, the tests that I took either while anxious or in the presence of external disruption were less subjective, and the answers for numerous prompts were incorrect. Test four results do not align with the general trend exhibited by the other four runs because both the external environment and my state of mind during this trial run were not conducive. During this trial run, I was anxious about what the results would indicate and whether I would exhibit the Stroop effect or not. Besides, I was interrupted severally in the course of the test, which resulted in some wrong answers and higher response time across both categories.

Effect of speed

From the selective attention theory standpoint, incongruent words and colors require more attention resources than congruent words. The rationale is that while the mind can automatically identify words that match the colors, cognitive interference arises where there is a mismatch between the meaning of the word and the color. In this case, the brain has to pause and differentiate the meaning of the word and the font color before inducing a response. In my experience, speed compromises the accuracy of the responses, which makes sense from the perspective of the selective attention theory. Trying to increase the response time resulted in numerous wrong answers, whereas in instances where speed was not a concern, the answers were almost always correct.

Why the Stroop Effect occurs

As highlighted herein, three theories attempt to expound on why the Stroop Effect occurs. One of these theories is the speed of processing. The brain is wired to recognize words faster than color. Subsequently, when one sees a name, the processing speed of the word and its interpretation is faster than the time it takes to recognize the font color. As a result, the first response is to read the word, which results in a wrong answer if the word and color are mismatched. The slow processing speed is manifested by a notable increase in the response time. However, where the word and color match, the response time is instant not because the brain recognizes both the word and the color simultaneously, but because there is no cognitive interference. Since the first response is to read the name, the fact that both color and word match is a secondary response, which, in this case, does not interrupt the brain’s reaction.

References

Damen, T., Strick, M., Taris, T., & Aarts, H. (2018). When conflict influences liking: The case of the Stroop task. PLOS ONE, 13(7), 1-23.
Forrin, N., & MacLeod, C. (2017). Relative speed of processing determines color–word contingency learning. Memory & Cognition, 45(7), 1206-1222.
Naber, M., Vedder, A., Brown, S., & Nieuwenhuis, S. (2016). Speed and Lateral Inhibition of Stimulus Processing Contribute to Individual Differences in Stroop-Task Performance. Frontiers in Psychology, 7(822), 1-13.
Scarpina, F., & Tagini, S. (2017). The Stroop Color and Word Test. Frontiers in Psychology, 8, 1-13.
Wright, B. (2016). What Stroop tasks can tell us about selective attention from childhood to adulthood? British Journal of Psychology, 108(3), 583-607.

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