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Attention
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
In visual color word Stroop task, participants are asked to name the color of a word, irrespective of the word itself, e.g., naming the color of word green written in blue ink. Since word reading has prepotent response than color naming, and naming colors requires more attention than reading words, word reading interfere with color naming. The difference in reaction time (RT) between color naming in the two situations is taken as a measure of inhibitory ability (SI).
Techniques for inducing stress
Published in Philip N. Murphy, The Routledge International Handbook of Psychobiology, 2018
Mark A. Wetherell, Olivia Craw, Michael A. Smith
A range of tasks that require effort, mental demand and concentration have therefore been developed for use in acute laboratory conditions. These tasks are typically derived from standard cognitive performance tests, successful completion of which requires sustained mental effort. For example, the Stroop task, which measures the ability to selectively attend to the colour in which a word is written, rather than the meaning of the word itself, requires sustained cognitive effort and elicits robust activation of SAM responding, including increases in heart rate, blood pressure and catecholamine activity (e.g. Boutcher & Boutcher, 2006). Similarly, mirror tracing tasks, which require the accurate tracing of a shape through looking at the reflection of the shape in a mirror, require perceptual skill and cognitive effort and lead to moderate increases in SAM axis responding (e.g. Steptoe et al., 2007).
Caffeine, Mood, and Performance: A Selective Review
Published in Barry D. Smith, Uma Gupta, B.S. Gupta, Caffeine and Activation Theory, 2006
Lorenzo D. Stafford, Jennifer Rusted, Martin R. Yeomans
In tasks of focused attention, the evidence is less clear. In such tasks, subjects must direct attention toward one group of information while ignoring competing information groups. An example of this is the Stroop task (Stroop, 1935). Evidence has been found that a 250-mg dose of caffeine can impair (Foreman et al., 1989) and enhance (Hasenfratz & Bättig, 1992) performance. When numeric and color versions of the Stroop task are compared, again evidence indicates no differences between caffeine and placebo at doses of 125 and 250 mg (Edwards, Brice, Craig, & Penri–Jones, 1996) and also offers support for benefits of 250 mg on reaction times on the color Stroop (Kenemans, Wieleman, M. Zeegers, & Verbaten, 1999).
The relationship between executive functions and chronotype in healthy siblings of children with autism spectrum disorder
Published in Chronobiology International, 2023
Murat Yaşar, Fatih Hilmi Çetin, Serhat Türkoğlu, Halit Necmi Uçar
The Stroop test is used to assess cognitive functions such as response inhibition, attention, cognitive flexibility, and working memory (Scarpina and Tagini 2017). The Stroop test consists of five sections using four white cards. There are six lines of four items on each card. In the Stroop test form, there are color names (red, blue, yellow and green) printed in black on a white background on the first card, and color names printed in red, blue, yellow and green on the second card. On the third card are circles printed in red, blue, yellow and green. The fourth card has neutral words printed in red, blue, yellow and green. The second card is used twice, in the second part to read the words and in the fifth part, to say the colors of the words. In the Stroop test form, the time points are calculated for each section from the “start” command to the completion of the last item of the card, and the number of errors and corrections within this period for each section is obtained (Kılıç et al. 2002).
Chronotype and time of day effects on verbal and facial emotional Stroop task performance in adolescents
Published in Chronobiology International, 2022
The use of a between-subjects design for the time-of-day testing factor precluded comparisons on emotion processing by the same individual in the morning and afternoon. The chronotype and time of day interaction on PSQI and DASS instruments suggests evening types may display diurnal changes in mood-congruent memory bias that requires further external validation. Prior research on threat-related attentional biases included fearful stimuli. The lack of a fear stimulus in the present study precluded comparisons between the two threat-related signals. The translated version of the Verbal Emotional Stroop Task was not validated and may explain the lack of effects found in this study. Time of the test was restricted to the daytime and not evening as the study was conducted in school setting during the school hours. The MEQ scores were transformed into a chronotype group at point of data entry and raw scores were not recorded digitally for use as a continuous variable.
Acute effects of combined Bacopa, American ginseng and whole coffee fruit on working memory and cerebral haemodynamic response of the prefrontal cortex: a double-blind, placebo-controlled study
Published in Nutritional Neuroscience, 2021
Talitha Best, Chantelle Clarke, Nathan Nuzum, Wei-Peng Teo
Stroop task. For the Stroop task, the congruent Stroop acted as the ‘rest’ block and the incongruent Stroop the ‘active’ blocks for fNIRS analysis purposes. For the congruent Stroop task, the words yellow, blue, green or red were presented to participants and were written in their correct respective colours. When presented with a stimulus, participants had to respond by pressing the correct arrow key (keys were labelled with the four separate colours). Thirty stimuli were randomly presented in each work block with an approximately even number of stimuli from each word/colour. Each stimulus was present on the screen until participants pressed a key, with 1000 msec between each stimulus. The same test parameters were used in the incongruent part of the task, except the word that appeared was never written in its respective colour and instead was randomly presented as one of the other three respective colours. Participants were instructed to press the arrow key that matched the colour of the word (keys were colour coded accordingly) and not what the word said. Before the actual task begun a short practice was provided to participants to familiarise them with the task.