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Colour Stroop and Corsi Block Tapping Test

Gautam Khandelwal

Department of Sociology, CHRIST (Deemed to be University)

PSY351; Psychological Statistics and Experiments-I

Dr. Anurekha T K

16th August 2022


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Title: Assessment of computerized Color Stroop task through PEBL

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

particular stimulus feature.

Hypotheses

H₀1.There is no difference in the accuracy or errors made between the three conditions of the

colour naming task

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

identify the colour of the words presented on the screen.

Condition 1 Congruent (C). In this condition, the meaning of the words and the colour of the words

are the same.

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

Setting up & Arrangement

The participant is seated comfortably. Rapport has to be established. After the basic orientation to

the test, the participant will be asked to start the test.

Intake process

The participant has been chosen based on convenience sampling.

Participant details

Name (initials): GK

Age: 21

Sex: Prefer not to say

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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The following instructions are to be given to the participant.

“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

respond as fast as possible.”

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.

Controls/Precautions & Ethical Considerations

● Extraneous variables, like environmental distractions, participant anxiety etc. are controlled

during the test to the best of the ability of the experimenter.

● The participant is given some practice sessions to learn the number associated with colour.

● Participant is debriefed after the experiment.

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.

Results and Discussion

Table 1: Summary table of Mean response time and mean accuracy across Congruent, Incongruent and

Neutral Stimulus conditions

Name Condition Mean Response time Mean accuracy

GK Congruent 527.792 0.833333

Incongruent 602.646 0.833333

Neutral 597.188 0.854167

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

factors that might affect the experiment, like hallway noise.

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

colour naming task’ is disapproved because of a significant difference in accuracy scores.

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

the three areas.


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References

Stroop, John Ridley (1935). Studies of Interference in Serial Verbal Reactions. Journal of Experimental

Psychology, 18(6), 643–662.

Mueller, S. T., & Piper, B. J. (2014). The psychology experiment building language (PEBL) and PEBL test

battery. Journal of neuroscience methods, 222, 250-259.

Scarpina, Federica, and Sofia Tagini. “Frontiers | The Stroop Color and Word Test.” Frontiers,

www.frontiersin.org, 1 Jan. 2001, https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00557/full.

Scarpina, Federica, and Sofia Tagini. “The Stroop Color and Word Test - PMC.” PubMed Central (PMC),

www.ncbi.nlm.nih.gov, 12 Apr. 2017, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5388755/.


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Title: PEBL version of Corsi block tapping test

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

Setting up & Arrangement

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

The participant is chosen based on convenience sampling.

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

reproduced correctly and ‘incorrect’ if the sequence reproduced incorrectly. On successful

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

terminated (Brunetti et al., 2014).

Instructions

The following instruction has to be given to the subject.

“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

any other clarifications that you have regarding this assessment.”

Controls/Precautions & Ethical Considerations

● Extraneous variables are to be controlled during the experiment.

● 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

could be addressed as well.

● The participant is allowed to try out the practice trials to understand the instructions

and use the mouse of the computer.

● The participant is debriefed after the experiment.

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

further interpret the participant’s performance.

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

Table 1: shows visual-spatial memory span of the participant

Participant Number of Memory Interpretation Average time taken


correct trials span across trials (ms)

GK 13 7.5 Above 6623


Average
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Table 2: shows visual-spatial memory span of the group

S.No Participant Memory Interpretation


span

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

10 AT 4.5 Below Average


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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

25 GK 7.5 Above Average

26 JK 5.5 Average

27 VR 5 Average

28 MV 5 Average

Mean 5.80

Std. 0.83
Dev.

Range 3

Table 3: shows group norms on the Corsi block tapping test

Score Interpretation

Below 4.97 Below average


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4.97-6.63 Average

Above 6.63 Above average

* Mean =5.8; Std Dev =0.83

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

that would otherwise be challenging or impossible. Additionally, compared to other automated or

digital versions of the CBTT, Corsi is more approachable and user-friendly.

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

information processing affects memory capacity.

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

factors affected the scoring.

References

Brunetti, R., Del Gatto, C., & Delogu, F. (2014). eCorsi: implementation and testing of the

Corsi block-tapping task for digital tablets. Frontiers in Psychology, 5,939.

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.

(2000). The Corsi block-tapping task: standardization and normative data.

Applied Neuropsychology, 7(4), 252-258.

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.

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