The Stroop Effect


How to Create Your Own Stroop Effect Experiment

Look at the image below and say aloud the color of each word. Do not read the words! Just say what color they are.

Was it more difficult that you expected? In this demonstration, you just experience what is known as the Stroop Effect. This term refers to a phenomenon in which it is easier to say the color of a word if it matches the semantic meaning of the word. For example, if someone asked you to say the color of the word “Black” that was also printed in blank ink, it would be much easier to say the correct color than if it were printed in green ink.

How Does the Stroop Effect Work?

The words themselves interfere with your ability to quickly say the correct color of the word. Two different theories have been proposed to explain this phenomenon:
Selective Attention Theory: According to this theory, naming the actual color of the words requires much more attention that simply reading the text.

Speed of Processing Theory: According to this theory, people can read words much faster than they can name colors. The speed at which we read makes it much more difficult to then name the color of the word.
Terms and Key Questions for Background Research

Before you begin your experiment, there are some key terms and concepts you should understand.
Selective Attention
Control Group
Independent Variable
Dependent Variable
What other variables might impact reaction times?
Performing Your Own Stroop Effect Experiment

There are a number of different approaches you could take in conducting your own Stroop Effect Experiment. The following are just a few ideas you might explore:
Compare reaction times among different groups of participants. Have a control group say the colors of words that match their written meaning. Then, have another group say the colors of words that differ from their written meaning. Finally, ask third group of participants to say the colors of random words that do not relate to colors. Then, compare your results.

Try the experiment with a young child that has not yet learned to read. How does the child’s reaction time compare to that of an older child who has learned to read?

Try the experiment with uncommon color names, such as lavender or chartreuse. How do the results differ from those who were shown the standard color names?

References and Further Reading

Stroop, JR (1935). Studies of interference in serial verbal reactions . Journal of Experimental Psychology, 18, 643-662.

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