Adeng 2130509 Cia1
Adeng 2130509 Cia1
Adeng 2130509 Cia1
Gautam Khandelwal
Dr. Anurekha T K
Introduction
A widely used neuropsychological test for both experimental and clinical purposes is the Stroop Color and
Word Test (SCWT). It evaluates the capacity to prevent cognitive interference, which happens when the
simultaneous processing of two attributes of the same stimulus is affected by the processing of one
stimulus feature (Stroop, 1935). The most popular version of the SCWT, which was first put forth by
Stroop in 1935, asks participants to read three different tables as quickly as they can. The "congruous
condition," which requires participants to name various colour patches after reading names of colours
printed in black ink (W), is represented by two of them (C). The third table, known as the colour-word
(CW) condition, on the other hand, prints colour words in inconsistently coloured ink (for example, the
word "red" is printed in green ink). Participants are therefore asked to name the colour of the ink instead
of reading the word under this incongruous circumstance. In other words, participants are required to
complete a task that is less automated (naming the colour of ink, for example) while preventing
interference from a task that is more automated (i.e., reading the word; MacLeod and Dunbar, 1988; Ivnik
et al., 1996). The Stroop effect is a term used to describe the difficulty in preventing the more automated
process (Stroop, 1935). While the SCWT is frequently used to assess the capacity to suppress cognitive
interference, earlier research has also documented its use to assess other cognitive abilities, including
working memory, attention, processing speed, and cognitive flexibility (Jensen and Rohwer, 1966). (Kane
and Engle, 2003). Consequently, it might be possible to measure various cognitive functions using the
SCWT.
Method
Aim
To test whether irrelevant stimuli interfere with the colour naming task.
Plan
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Administer the computerized Color Stroop task through PEBL to the participant. The purpose is to
assess whether the processing of one stimulus feature is interfering with the processing of other features
of the same stimulus. If there are no errors made in responding under different stimulus feature variant
conditions, then it indicates the participant’s ability to inhibit cognitive interference while processing a
Hypotheses
H₀1.There is no difference in the accuracy or errors made between the three conditions of the
H₀2. There is no difference in the mean response time between three conditions of the colour
naming task
Materials
Color Stroop Task on PEBL. The Stroop effect is named after John Ridley Stroop (Stroop. J R,
1935). This is one of the frequently used tests to measure the selective attention capacity of the subject.
The Psychology Experiment Building Language (PEBL) version of the test is used in the current
experiment (Mueller & Piper, 2014). The task consists of three conditions where subjects are expected to
Condition 1 Congruent (C). In this condition, the meaning of the words and the colour of the words
Condition 2 Incongruent (I). In this condition the meaning of the words and colour of the words are
different.
Condition 3 Neutral (N). In this condition, the meaning of the words is not related to any colours.
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Procedure
The participant is seated comfortably. Rapport has to be established. After the basic orientation to
Intake process
Participant details
Name (initials): GK
Age: 21
Education: Under-graduate
Process
Numbers 1 to 4 will be assigned to colours such as Red, Blue, Yellow and green. The participant
will be instructed to identify the colour of the word, presented on the screen for a few milliseconds, by
pressing the assigned number on the keypad. A few practice trials have to be given to reduce the
interference of response delay. After the practice trial, the participant will be asked to continue the
experiment. The three conditions have a total of 56 trials in each, including 8 practice trials under each
condition. Hence, there are a total of 24 practice trials, and 48 actual trials in each condition.
Instructions
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“You are about to take part in a task in which you will be asked to determine the colour that
written words appear. Sometimes, the words will be actual colour names. When this happens, try not to
respond with the written colour name, but only with the colour of the word with the 1-2-3-4 keys on the top
of the keyboard. Colors assigned to each number are: 1 = red 2 = blue 3 = green 4 = yellow. Kindly
Debriefing
Thank you for your participation in this experiment. Your data will be kept confidential and will only
be used for academic purposes. The purpose of this experiment was to see if irrelevant stimuli interfere
and create conflict with colour-naming abilities when put under certain conditions. The majority of people
show the existence of the conflict. If you have any further queries regarding the experiment, you can ask.
● Extraneous variables, like environmental distractions, participant anxiety etc. are controlled
● The participant is given some practice sessions to learn the number associated with colour.
Analysis
The data is captured on PEBL in terms of average response time and accuracy (number of
errors made). Three columns are to be considered from the PEBL excel data sheet for calculation - rt,
random-error and incongruence error. The ‘cond’ column indicates the respective three conditions, which
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are presented in random order. The effect of the irrelevant stimuli on colour naming is calculated based
on average response time and accuracy. Mean response time has to be calculated separately for each
condition under actual trials, and the accuracy of response is expressed through the total number of
errors made as random and incongruence errors. Mean accuracy is calculated by computing the
statistical mean of all the errors across all actual trials, separately for each condition.
Table 1: Summary table of Mean response time and mean accuracy across Congruent, Incongruent and
Throughout the three conditions of the Color Stroop task, the subject (SV) maintained a score
consistency of 48. The subject attempted three conditions, with a moderate amount of variation between
them, ranging from a time period of 527.762 to 602.646 seconds. The participant's mean response time
was highest in the "incongruent" condition and lowest in the congruent one.
The recorded results were satisfactory and allowed the researchers to conduct an analysis. However, the
experiment had its limitations. The investigation was hampered by the researchers' use of a small
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opportunity sample due to availability and timing constraints. Since the opportunity sample wasn't
targeted at a particular demographic and couldn't be extrapolated to a larger population, it lacked the
advantages of a representative sample. Another drawback is the possibility that participants were under
duress. This is due to the fact that all researchers and each subject were present together in the same
space. Participants may have gotten anxious as a result, which may have affected the results. In the
future, researchers may employ techniques that allow people to perform under less pressure, preventing
scores from being tampered with. These techniques involve testing the design's validity with bigger
sample size. The experiment also had advantages, such as the fact that the test was straightforward and
could easily be repeated for further validity. Another advantage is that it is simple to control extraneous
Introspective Report
The subject showcased confident behaviour before, during and after the test. The increasing difficulty
caught up to him and he attained a decent score. The setting was calm but some external distractions
were noticed. Overall, the participant had cooperative behaviour and maintained decorum.
Conclusion
Hypothesis 1 - ‘There is no difference in the accuracy or errors made between the three conditions of the
Hypothesis 2 - ‘There is no difference in the mean response time between three conditions of the colour
naming task’ is disproved because of a significant difference between the average mean response time in
References
Stroop, John Ridley (1935). Studies of Interference in Serial Verbal Reactions. Journal of Experimental
Mueller, S. T., & Piper, B. J. (2014). The psychology experiment building language (PEBL) and PEBL test
Scarpina, Federica, and Sofia Tagini. “Frontiers | The Stroop Color and Word Test.” Frontiers,
Scarpina, Federica, and Sofia Tagini. “The Stroop Color and Word Test - PMC.” PubMed Central (PMC),
Introduction
A popular test to measure visuospatial working memory is the Corsi block-tapping task.
Although many digital versions have been created, the test is typically given using nine square
blocks arranged on a wooden board. In this study, we tested 107 participants in two age groups
(18-30 and over 50) in forward, backward, and supraspan-forward conditions using eCorsi, a
tablet version of the Corsi task. As opposed to the conventional physical board, eCorsi has
several benefits, such as easy installation, setup, and use; significantly higher presentation
timing accuracy; and automatic measures of span and reaction times, in both the forward and
backward response modalities. According to the findings, the average span and error rates were
essentially identical to those found in the main standardisation studies, which made use of the
original physical Corsi test. Additionally, timing results offer fresh insights into the mechanisms
underlying spatial sequence processing, arguing that the subject's response is planned not
during the presentation of the sequence but rather between its conclusion and its onset.
Method
Aim
To assess visuospatial working memory span using the Corsi block tapping test.
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Plan
Administer the computerized Corsi Block Tapping Test through PEBL to the participant. The
purpose is to assess the short-term memory for visual sequences in one direction namely - a
forward task or forward response modality (Corsi, 1972; Kessels et al., 2000 as cited in Brunetti,
et al., 2014 ). The test assesses the visuospatial short-term memory of the participant through
the accurate recall of visual sequences in spatial locations that increase in length as trials
proceed. Results will be analysed to compare individual and group memory spans.
Hypothesis
H₀1. The visuospatial short-term memory span of the participant does not deviate from the
group mean.
Materials
Corsi block tapping test (Computerized test, PEBL, Mueller, 2011). The original Corsi block
tapping test measures visuospatial short-term memory and is specifically used among
populations with normal brain functioning and clinical populations with brain trauma and/or brain
lesions. A standardized computer version, adapted from the original block tapping test by Corsi
(1972), includes instructions, apparatus configuration, specific trials and scoring measures
which help in norm development (Kessels et al., 2000). In the current computerized PEBL
version, the setup consists of nine small blue squares (90-pixel sides adapted from the original
blocks of 30 mm each) presented irregularly and lit up one at a time on the computer screen.
The subject must use the mouse to click on the blocks (presented as flashing squares) and
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reproduce the order they are lit (Pearson & Sahraie, 2003; LeFevre et al., 2010 as cited in
Brunetti, et al., 2014 ). The test begins with a sequence of two units presented for two trials and,
if the subject succeeds, increasingly longer sequences are presented. Each time a maximum of
two equal-unit sequences is tapped out. If the participant reproduces even one sequence of the
same length correctly, they proceed to sequences that are one item longer (Brunetti et al. 2014).
The test ends when the participant reproduces two consecutive sequences of the same length
incorrectly.
Procedure
The participant is seated comfortably and the computer is set at an ideal distance at eye level,
from the participant. The settings on the device being used to administer the test, are checked
thoroughly before starting the assessment. It is ensured that the testing environment is free from
distractions and adequate lighting is provided. Rapport is established with the participant. After
the detailed instructions and queries, if any, the participant is asked to start the test.
Sampling process
Participant details
Name (initials): GK
Age: 21
Sex: Male
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Education: Undergraduate
Process
The test begins with the standard instructions displayed on PEBL. The participant has to click
the mouse to proceed. Before the presentation of the stimulus, a visual prompt “Ready” is given.
Following this, three practice trials with a sequence length of three units are presented.After the
practice trials, the participant is prompted to respond to the main test where the response will be
counted towards the score (See appendix A - image 1). The assessment begins with the
starting sequence of two units and is presented with two trials , and subsequently for every
sequence length. After completing each trial the participant has to click “Done” to proceed to the
next trial and is given immediate feedback about their response - ‘correct’ if the sequence is
completion of two trials for one sequence length, the trial shifts to the next sequence that is one
item longer. In this way the participant proceeds till two consecutive errors are made in a given
sequence length. At this point the test is terminated and the participant is presented with the
summary report on the computer screen (See appendix B- image 2). The participant’s span is
defined by the last sequence length reproduced with one or no errors before the task was
Instructions
“You are about to take part in a test that measures your ability to remember a sequence of
locations on the screen. You will see nine blue squares on the screen. On each trial, the
squares will be lit up one at a time in sequence. Remember the sequence. When the sequence
is finished, you need to click on each square in the same order they were given. When you are
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done, click the button labeled ‘done’. If you cannot remember the order of squares , click them
in as close to the original order as you can. You will start with a sequence of two squares , and
you will get two tries for each sequence length. The sequence will increase by one whenever
you get at least one of the two sequences correct. Click the mouse button when you are ready
to begin.”
(For the practice trials) “You will first perform three practice trials to become familiar with the
test.”
Debriefing
“Thank you for your participation in this experiment. Your data will be kept confidential and will
only be used for academic purposes. The purpose of this assessment was to assess the visuo
spatial memory span of the subject and interpret it according to group norms. You may ask for
● The participant is reminded prior to the experiment to be fast and accurate. If there
are any challenges faced by the participant during the course of assessment, this
● The participant is allowed to try out the practice trials to understand the instructions
Analysis
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The data is captured in the data sheet in PEBL. Two outputs are referred to for analysis
namely : Corsi Summary and Corsi Trial. The score on the Corsi block tapping test is the
memory span based on the last sequence that was correctly reproduced before the task is
terminated. The memory span of the individual is reported from the summary output. The total
number of actual trials that were correctly attempted and average time taken across actual trials
is calculated. The actual trials completed successfully and average time taken can be used to
The group mean and standard deviation of the memory span of the group are calculated to
determine the group norms using the formula (Mean +/- 1 Std Dev).The distribution is
categorized as below average, average and above average. The memory span of the
participant is compared with the group norms to interpret their visual-spatial memory span. The
range in the group (maximum - minimum score) for the memory span is also determined.
Furthermore, the memory span of the subject is compared to the group mean to verify the null
hypothesis.
Results
1 KD 6.5 Average
2 MG 7 Above
Average
3 RA 5 Average
4 RM 5.5 Average
5 SP 5 Average
6 SV 6.5 Average
7 TT 5 Average
8 AR 6.5 Average
9 AB 6 Average
11 AL 5 Average
12 AR 7 Above Average
13 CK 6 Average
14 DM 7 Above Average
15 EB 6.5 Average
16 MR 5 Average
17 RA 5 Average
18 LM 6.5 Average
19 SA 5 Average
20 RD 6 Average
21 PM 5 Average
22 AS 5.5 Average
23 AW 6.5 Average
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24 AP 6 Average
26 JK 5.5 Average
27 VR 5 Average
28 MV 5 Average
Mean 5.80
Std. 0.83
Dev.
Range 3
Score Interpretation
4.97-6.63 Average
Introspective Report
The experiment was reported to be easy at the beginning and felt boring. Though over the
course of the test, the complication increased along with their attention. The real difficulty for
them started when the test required them to memorize the sequence of over 6 blocks. They felt
confident and didn’t suffer much anxiety. The setting was calm which helped them focus better
and attain a better score. Aggregately, the test was engaging and the insights received were
informative.
Discussion
The subject has 13 correct trials with a memory span of 7.5. Referring to the normative table
presented above, the subject's performance was above average. Various factors could
contribute to this impressive above-average score, such as age, sex, etc. The subject was 21
years old, thus boasting a stronger working memory than a comparatively older individual.
Further, males have achieved higher scores than females, which is reflected in the score above.
The test is frequently used to study the processes of spatial working memory using methods
To explain how we remember or how memory functions, psychologists have put forth a number
of theories. Theory of General Memory Process: According to this theory, memory is made up of
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three different cognitive processes. These three processes are encoding, storing, and retrieving.
The second theory, information-processing, postulates that the act of memorising begins with
our sense organs gathering information from the environment. The brain is where this
information is evaluated after passing through the nervous system. The third theory is the levels
of processing theory, which contends that there is only one type of memory and that the depth of
Conclusion
The experiment's goal was to determine a subject's working memory capacity for visual and
spatial information using the Corsi block tapping test. This test gave me a good idea of how my
working memory functions and what my abilities are, which proved to be very instructive. The
results indicated that the subject performed about averagely, and it's possible that outside
References
Brunetti, R., Del Gatto, C., & Delogu, F. (2014). eCorsi: implementation and testing of the
https://doi.org/10.3389/fpsyg.2014.00939
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Kessels, R. P., Van Zandvoort, M. J., Postma, A., Kappelle, L. J., & De Haan, E. H.
https://doi.org/10.1207/S15324826AN0704_8
Brunetti, Riccardo, et al. “Frontiers | eCorsi: Implementation and Testing of the Corsi
Block-Tapping Task for Digital Tablets.” Frontiers, www.frontiersin.org, 1 Jan. 2001,
https://www.frontiersin.org/articles/10.3389/fpsyg.2014.00939/full.
Arce, Terek, and Kyla McMullen. “The Corsi Block-Tapping Test: Evaluating Methodological
Practices with an Eye towards Modern Digital Frameworks - ScienceDirect.” The Corsi
Block-Tapping Test: Evaluating Methodological Practices with an Eye towards Modern Digital
Frameworks - ScienceDirect, www.sciencedirect.com, 2 June 2021,
https://www.sciencedirect.com/science/article/pii/S2451958821000476.