Dse212

Bianca Thomas-Elliott A7309421 DSE212 – Exploring Psychology TMA 03 Appendice 1 The table below shows the results gathered, following the experiment/study using neutral and colour associated words. Participant number | Age (years) | Sex (male/female) | Condition 1 (colour-related words) time (seconds) | Condition 2 (neutral words) time (seconds) | 1 | 48 | female | 16 | 14 | 2 | 25 | female | 31 | 26 | 3 | 38 | female | 24 | 18 | 4 | 31 | male | 14 | 14 | 5 | 18 | female | 19 | 15 | 6 | 38 | female | 30 | 23 | 7 | 39 | male | 34 | 28 | 8 | 27 | male | 22 | 24 | 9 | 53 | female | 30 | 19 | 10 | 42 | male | 18 | 22 | 11 | 55 | female | 22 | 23 | 12 | 68 | male | 37 | 35 | 13 | 20 | female | 29 | 20 | 14 | 69 | male | 31 | 25 | 15 | 18 | female | 35 | 28 | 16 | 40 | female | 30 | 27 | 17 | 47 | female | 30 | 22 | 18 | 42 | male | 17 | 20 | 19 | 36 | male | 21 | 19 | 20 | 19 | female | 18 | 21 | Page 1 Bianca Thomas-Elliott A7309421 DSE212 – Exploring Psychology TMA 03 Title A quantitive study using 20 participants who will be asked to describe the colour ink that one set of associated words is printed in and also the colour ink that a set of neutral words is printed in, whilst being timed. Abstract An experiment was conducted, using a group of participants, of both sexes and of varied ages. Results were gathered by the participants being asked to describe the colour ink that was used for two sets of words, one set being related to the ink colour and the other being a set of neutral words. The participants were given a number (1-20) and those with an odd number completed the first set of words (Condition 1) first, followed by the second set of words (Condition 2), whereas those with even numbers completed condition 2 first, followed by condition 1. This was done to even the balance of the results and to give variation. Following the results being placed on a data table, they were also plotted on a scatterplot graph, to discover the relationship status between the two sets of results. The Independent Variable used was the time it took participants to describe each set of words, to the nearest second. The dependant variable used was the participant’s age, to see if age made a difference to the time it took participants to complete the study (were older people slower due to slower brain activity or did younger participants struggle to concentrate'). The results did in fact show that age didn’t appear to make a difference to the time taken to read out the sets of words. It was thought that participants may take more time to complete the first condition that they read, due to them not knowing what to expect, but the results actually showed that this was not the case (see Append ice 1). The majority of participants completed the neutral set of words quicker than the colour associated words, whether they read the neutral words first or second. Out of 20 participants, 15 completed the set of neutral words quicker than the colour associated words, with only 1 participant recording times that were exactly the same. (Append ice 1, participant number 4) Introduction Twenty participants were asked to look at two sets of 30 words. These were known as Condition 1 and Condition 2. All words were printed in a varied colour of inks. One set of words were associated with the colour ink that they were printed in, for example – Blood printed in red ink. The other set of words were printed in different colour inks but were totally neutral (not associated with the colour ink that they were printed in). The experiment involved participants stating what colour ink the words were printed in, whilst being timed. To try and vary the results, participants who were given an odd number (1, 3, 5 and so on) read out words from condition 1 first and were timed, followed by condition 2. All participants with even numbers (2, 4, 6 and so on) read the words from condition 2 first, followed by condition 1, whilst being timed. All 20 participants were of both male and female sexes and of no set age. All results collected were then put on, firstly, a data table and then a scatterplot graph, using a dependant and an independent variable, the dependant being the time taken, to the nearest second and the independent variable being the age and sex of each Page 2 Participant. All participants were required to give their consent to complete the study, in accordance with the BPS Code of Ethics and Conducts and the Code of Research Ethics. The experiment and its content were explained, in full, to each participant and ethical consideration was practised at all times. Participants were given the choice to withdraw from the study, at any point and were informed that should they choose to withdraw then all information held would be destroyed in an appropriate manner. At the end of the study, participants were offered time for de-briefing, should they require it. Other studies that have taken place that this experiment is closely linked to are: The Perception of Casualty (Heider and Simmel, 1944) – Participants were shown a simple animated cartoon in which three shapes moved around a large rectangular box, which on one side opened up like a boor on a hinge. Three groups of participants were asked to basically say what they saw, to interpret the movements, the third group were asked to do the same as the second, but while the film was run backwards. The findings in the experiment are relevant to Psychologists understanding of what takes place in courtrooms, whether it be allocating responsibility, various kinds of problem solving, how risks are assessed and how decisions are made on the levels of risk that are acceptable in particular societies. Summarising this experiment, Heider suggested that “People generally operate like naïve psychologists: they try to make sense of the world in terms of regularity, predictability and, particularly, cause and effect” (Edgar. G, Chapter 7, p-62, Mapping Psychology, Milton Keynes, The Open University). The Self-Confirming Nature of Schemas (Darley and Gross, 1983) – This experiment demonstrated assumptions embodied in schemas within society and how they influence our assumptions. Two videos were shown, of a girl called Hannah. In one video Hannah was portrayed as having a high Socio-economic status (living with professional parents in a wealthy suburban area). The other video showed Hannah being portrayed in a lower socio-economic status (living with working class parents in a run- down urban area). The two videos were shown as introduction videotapes. Another film was then shown of Hannah answering questions in an oral exam and the examiner informing Hannah as to whether each answer was right or wrong. Two groups of participants were used in the experiment. One group were shown the introduction video and asked to comment on Hannah’s academic ability, based on the information shown. Irrespective of the version of the introduction tape that was watched, participants rated Hannah with an average ability. That is Hannah’s socioeconomic status (and any stereotypical assumptions that might be triggered by it) appeared to have no influence on the judgment. The participants that watched the high socioeconomic status video plus the oral exam naturally/predictably said that Hannah had a higher ability and participants showed the exam and video of lower socioeconomic status, interpreted that Hannah would have a lower ability, confirming that the assumption was made that people from a lower socioeconomic background have a lower academic ability. (Chapter 7, p-66, Mapping Psychology, Milton Keynes, The Open University). The experiments shown above are similar to this experiment shown in this report, in that the results may be predicted just by reading the content of the experiment. Having completed the study and recorded the results, the data showed something completely different to that of the predictions. You Page 3 would expect participants to take longer in recognising the colour of the words in the first condition, than the second due to participants being more knowledgeable in the second condition (and having better practise second time around). Neither predictions nor results were affected by the age and/or sex of the participants as such. Method The study of colour-related words is designed to discover whether participants recognise the colour ink that the words in conditions 1 and 2 contain as oppose to the actual words themselves. Having timed how long it takes each participant to recognise to separate sets of words, the quicker the time, the easier the participant finds it to understand the task that is before them and can concentrate on what they are being asked to do. That isn’t to say that participants who complete the task in a slower time don’t know what they are doing, just that they are taking their time to complete the study. The fact that the words in condition 1 are connected in that the word is related to the colour ink that it is printed in and the words in condition 2 are completely neutral, could make a difference in how long the participants take to complete the study and also whether they recognise the connection or not. So how did we come to get the results' Twenty people were asked to participate in a study where they were given two sets of completely different words that are printed in a variety of coloured inks (this is known as the Stimuli). Each participant had to read out the colour that each word had been printed in and this was timed using a standard stopwatch. As has been said, two sets of words were used and these were known as Condition 1 and Condition 2. To respect privacy and confidentiality, participants names were not used in the study, instead each person were given a number from 1-20. In order to try and vary the study, participants who were given odd numbers (1, 3, 5 and so on) began by reading condition 1 followed by condition 2. Participants with even numbers (2, 4, 6 and so on) began with condition 2 and then condition 1. Each set of words was timed and all of the results were recorded in a data table and also a scatterplot graph in order that they could be studied and compared. This was done to try and find the differences and similarities in the results (for example were men quicker than women') and also to conclude as to whether the correlation plots on the graph show a strong, medium or weak relationship and whether the results are positive or negative. Results All 20 participants completed the study in full, so giving a full set of results for both conditions 1 and 2. The results in the data table showed that the majority of participants completed condition 2 (using neutral words) quicker than condition 1, whether they read from condition2 first or second. Out of the 20 participants, 15 of them completed condition 2 faster out of the two. Condition 2 used completely neutral words as oppose to the words in condition 1 that were colour related words. This shows possible evidence that the participants were slightly fazed by the words in condition 1, possibly due to the relation between the word and the ink colour used. Neither the age nor the sex of the participants had any bearing on the results collected. Having drawn up the results on the scatter plot graphs, using a dependant variable of age and an independent variable of time in seconds (all results were rounded off to the nearest, whole second) it was found that the relationship between the variables were positive, both variables increased at Page 4 at the same time and that there was a coefficient of +0.3. This shows that despite participants completing condition 2, on average, faster than condition 1 and there being a varied range of times, the results worked out to be quite evenly matched, so having a strong relationship. Discussion The experiment was designed as a version similar to that of the Stroop effect, to work out whether participants would find it more difficult to name what colour ink a word is written in when the word itself is related to the colour (for example the word ‘blood’ written in red ink) as oppose to the word being neutral (no connection at all between word and colour, for example the word ‘blame’ written in red ink). In the case of this study, more participants completed the list of neutral words quicker than the list of colour connected words, thus showing evidence that participants found it easier to concentrate on the neutral words due to them not being connected by description and colour and the colour associated words caused participants to take more time to think about the answers. This proved the null hypothesis to be accepted in the case of this study and its results. Throughout the study/experiment, no problems arose and all of the participants were able to complete the study, fully. All ethics were respected and all participants were offered time for de-briefing following their individual completion of the requested task. Appendices Append ice 1 – Data table showing results gathered in the colour related words study. References Heider and Simmel, 1944. Edgar. G, Chapter 7, p-62, Mapping Psychology, Milton Keynes, The Open University. Darley and Gross, 1983. Chapter 7, p-66, Mapping Psychology, Milton Keynes, The Open University. Word Count - 1955