The Stroop Task North Carolina Central University

The Stroop Task North Carolina Central University

Table of Contents

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Instructions

The Stroop Task North Carolina Central University

 

Student Name

North Carolina Central University

 

 

Abstract

The abstract should be one paragraph of between 150 and 250 words. It is not indented. Section titles, such as the word Abstract above, are not considered headings so they don’t use bold heading format. Instead, use the Section Title style. This style automatically starts your section on a new page, so you don’t have to add page breaks. Note that all of the styles for this template are available on the Home tab of the ribbon, in the Styles gallery.  The abstract should not be indented.

 

 

The Stroop Task

First you have to describe the background on what is the Stroop task…. Use all three of the references provide to help you understand, discuss and cite the previous research on this topic. This serves as the LITERATURE REVIEW section of your paper. The proper way to format the in-text citations (DeYoung, 2014; MacLeod, 1991; Stroop, 1992).  Remember that the in-text citation goes inside of the period.

Make sure to state the hypothesis for this study that you will be conducting.

Method

Describe the procedures that you followed for collecting the data.  Be as detailed and specific as possible. Keep your language professional and use good grammar.

Results

Your analyses will be discussed in this section.  In this section, you will report the results of all five attempts and the mean scores.  You will have your table and graph in the appendix, but this section will discuss the results in orders, referring to the table and graph.  Your data visualizations cannot replace the discussion of the results, they only supplement the results section.

Discussion

Now you will start to interpret the results.  You will restate the purpose of the current study and summarize findings. Then you will compare the findings of the current study with previous work.  Finally, you will discuss the strengths, limitations, and usefulness/relevance of the current study.

 

 

 

References

De Young, R. (2014). Using the Stroop effect to test our capacity to direct attention: A tool for navigating urgent transitions. Retrieved from http://www.snre.umich.edu/eplab/demos/st0/stroopdesc.html

MacLeod, C. M. (1991). Half a century of research on the Stroop Effect: An integrative review. Psychological Bulletin, 109, 163-203.

Stroop, J. R. (1992). Studies of interference in serial verbal reactions. Journal of Experimental Psychology: General, 121(1), 15-23.

 

 

 

Appendix A: Results from Trials

Table 1 Stroop Effect Lab Data
Condition	Congruent Average Speed	Incongruent Average Speed	Incongruent Minus Congruent
	Time (ms)	Time (ms)	Time (ms)
Take 1
Take 2
Take 3
Take 4
Take 5
Mean

 

 

 

Appendix B: Graph of Results

 

Figure 1

Average Length of Time for Congruent and Incongruent Trials

 

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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