The Stroop Effect And Visual Perception
Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
The Stroop Effect And Visual Perception Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.
▪ Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪ Discuss the results of the Stroop test.
• Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology. ▪ Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.
• Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology. ▪ Define the problem of final integration of visual information. ▪ Discuss whether there is a problem with final integration of visual information.
• Competency 6: Communicate effectively in a variety of formats.
▪ Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
▪ Use APA style and format. Context Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca’s and Wernicke’s areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists. Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, “Why might the brain specialize to the point where a single neuron is dedicated to the recognition of a specific object or person?” and “What factors or cues do you think would influence how these neurons specialize and what they ultimately respond to?”
Important information for writing discussion questions and participation
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
Hi Class,
Please read through the following information on writing a Discussion question response and participation posts.
Contact me if you have any questions.
Important information on Writing a Discussion Question
- Your response needs to be a minimum of 150 words (not including your list of references)
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
- Include in-text citations in your response
- Do not include quotes—instead summarize and paraphrase the information
- Follow APA-7th edition
- Points will be deducted if the above is not followed
Participation –replies to your classmates or instructor
- A minimum of 6 responses per week, on at least 3 days of the week.
- Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
- Each response needs to be at least 75 words in length (does not include your list of references)
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
- Follow APA 7th edition
- Points will be deducted if the above is not followed
- Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
- Here are some helpful links
- The is a great resource
The Stroop Effect And Visual Perception
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Questions To Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
• Do you think, with the differences in the processing of sensory input, all of us experience the world (that is, colors and smells) differently? Is it possible that the perception of sensory input is different for every person? If this is the case, then how can we know if there is a problem with final integration?
• How does the brain process what we see in the world? Resources Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. Capella Resources Click the links provided to view the following resources: • Stroop Handout 1 . • Stroop Handout 2 . Show More Library Resources The following e-books or articles from the Capella University Library are linked directly in this course:
• Mueller, J. A., & Dollaghan, C. (2013). A systematic review of assessments for identifying executive function impairment in adults with acquired brain injury . Journal of Speech, Language, And Hearing Research , 56 (3), 1051–1064.
• Constantinidou, F., Wertheimer, J. C., Tsanadis, J., Evans, C., & Paul, D. R. (2012). Assessment of executive functioning in brain injury: Collaboration between speech-language pathology and neuropsychology for an integrative neuropsychological perspective . Brain Injury , 26 (13/14), 1549–1563. doi:10.3109/02699052.2012.698786
• Spitz, G., Ponsford, J. L., Rudzki, D., & Maller, J. J. (2012). Association between cognitive performance and functional outcome following traumatic brain injury: A longitudinal multilevel examination . Neuropsychology , 26 (5), 604–612. doi:10.1037/a0029239
• McDonald, S., Gowland, A., Randall, R., Fisher, A., Osborne-Crowley, K., & Honan, C. (2014, May 12). Cognitive factors underpinning poor expressive communication skills after traumatic brain injury: Theory of mind or executive function? Neuropsychology . Advance online publication. doi:10.1037/neu0000089
• Hegedish, O., & Hoofien, D. (2013). Detection of malingered neurocognitive dysfunction among patients with acquired brain injuries: A Word Memory Test study . European Journal of Psychological Assessment , 29 (4), 253–262. doi:10.1027/1015-5759/a000154
• Yungher, D., & Craelius, W. (2012). Improving fine motor function after brain injury using gesture recognition biofeedback . Disability and Rehabilitation: Assistive Technology , 7 (6), 464–468. doi:10.3109/17483107.2011.650782
• Mendez, M. F., Owens, E. M., Berenji, G., Peppers, D. C., Liang, L., & Licht, E. A. (2013). Mild traumatic brain injury from primary blast vs. blunt forces: Post-concussion consequences and functional neuroimaging . NeuroRehabilitation , 32 (2), 397–407.
• Yi, A., & Dams-O’Connor, K. (2013). Psychosocial functioning in older adults with traumatic brain injury . NeuroRehabilitation , 32 (2), 267–273.