ACTIVITY PLANNING INSTRUCTIONS
Psyched for Research
The Stroop Effect
In this activity, students will apply the knowledge they have acquired about scientific methodology to carry out a classic experiment from the field of cognitive psychology, the Stroop Effect. This experiment models the classic 1935 experiment performed by Ridley Stroop, where it is critical that one be able to name the color ink a word is printed in, irrespective of the color name the word spells out. Continuing in line with the first two activities, this activity will give students another opportunity to dabble in yet another field of scientific experimentation. At this point, review of research methods will be minimal, while review of statistical methods and the creation of illustrations will become key concepts. Students will be expected to provide a full APA-formatted lab report by the end of Unit 1 of the ARM, detailing their background research, methods, and results of the Stroop Effect. This activity will be a bit more lenient in that portions of the paper will not have extremely strict deadlines; this is purposed to be more fun and practice.
NYS Standards: Content Knowledge & Inquiry, Analysis, and Design
Students will be introduced more specific principles of research in terms of ethical issues, confounds, and methodology. Students will also focus more on learning statistical tests, and how to illustrate their results.
Common Core Learning Standards
Common Core reading and writing standards will be addressed, as students are expected to locate, read, analyze, break down, and understand scientific journal articles as they relate to the Stroop Effect. They are expected to locate a number of articles that they can link together to form a coherent APA-formatted review of the topic. They will also be expected to present potential variations on the original 1935 Stroop Experiment.
Common Core speaking, listening, and language standards will be tested throughout this activity, as students will use feedback they receive from their peers and mentors to continuously improve their presentation and writing skills.
Goals: Process Skills (Basic & Integrated) and Attitudes/ (Enduring Understandings & Essential Questions)
Students will practice conducting basic methodology of scientific inquiry including data collection and analysis. Students will use their data to conduct basic statistical tests. Additionally, students will illustrate their methods and data by creating the appropriate diagrams, figures, and tables. Students will continue to develop a sense of critical thinking and questioning required for successful scientific inquiry.
Universal Design for Learning/Differentiation
Students will begin with a lesson on the background of the classic 1935 Stroop experiment. Then, using a computer program (CogLab 2.0), students will carry out the experiment (either in class if possible or at home). They will report their data to the instructor, and will be given a copy of the final data spreadsheet cialis otc canada. This will enable them to practice data analysis and illustration creation. The final paper for this project does not have a strict due date, and can be determined by the instructor as they see fit.
Materials required for this activity include the 1935 Ridley Stroop article on attentional interference, provided to the class by the instructor. Additionally, students must have access to a computer, and a lab notebook to take detailed notes of their work. Finally, the software program CogLab 2.0 should be available, along with the instruction manual for this program.
Estimated Length of Activity:
The class discussion portion of this activity will take approximately two 40-minute periods. The actual experiment will take approximately one 40 minute class period.
Students should read the classic 1935 Stroop article, the instructions that go along with the CogLab 2.0 experiment, and review research methods and statistics.
The instructor should begin this activity by first reviewing Stroop’s 1935 rendition of this experiment. They should then discuss relevant details that students should be aware of in order to carry out the experiment (things such as ethical concerns and precise methodology).
Students should then conduct the experiment and report their results.
The instructor should review statistics with the class, and then have the students attempt the statistical analysis for this data.
Students should then be made aware of the exact expectations for the APA-formatted lab report, including a finalized due date.
Other relevant class discussions relating to proper APA format and citations, and any other student requested material will be reviewed when appropriate.
Students will be required to keep very detailed notes of their work in their lab notebooks.
Assessment and Reflection
Students can discuss any problems they encounter with this activity during their biweekly conferences with the instructor.
Students must be familiar with various search engines and scientific journal databases. Students should also have a working knowledge of Microsoft Word and Excel. Limited instruction on these topics will be available during class, and out-of-class tutoring should also be available. Students should also have access to computers in the school with these programs installed.
Instructors can rearrange the layout/specific assignments as they see fit.