Correlation Study Involving a Stroop Test

Question 1

Aim

Answer 1

To study the relationship between impulsivity and Stroop Test performance

Question 2

Operationalisation of Co-Variable 1

Answer 2

Means time in milliseconds for incongruent colours (e.g red ink in a word spelling green) on an online stroop test. We operationalised the first co-variable this way as the online Stroop test will give us a reliable measurement of the time taken to complete the test.

Question 3

Operationalisation of Co-Variable 2

Answer 3

Total impulsivity scores on the Barratt personality test (30 questions on a scale 1-4 where 1= never to 4 = always.) We operationalised the second co-variable in this way as a Likert scale as it produces ordinal data that can be ranked from lowest to highest.

Question 4

Directional Hypothesis

Answer 4

There will be a significant negative correlation between mean times (in milliseconds) for incongruent colours on an online Stroop test and total impulsivity scores on the Barrat personality test (30 questions on a scale of 1-4) in college students. Thus the lower the time taken to complete the Stroop test the higher the impulsivity score.

Question 5

Justification

Answer 5

Previous research by Kirkby and Robinson in 2005 found a negative correlation between time taken on the Stroop test and levels of impulsivity.

Question 6

Null Hypothesis

Answer 6

There will be no significant correlation between mean times in milliseconds of incongruent colours on an online strop test and total impulsivity scores on the Barratt Personality test (30 questions on a scale of 1-4) in college students. Any correlation will be due to chance alone.

Question 7

Extraneous Variable

Answer 7

-affects every participant
-noisy environment
-if there is background noise when the participants are completing the Stroop test or the Barratt personality test this may distract them and negatively impact their results
-In particular the Stroop test requires a level of concentration and any distractions may increase the time taken by participants therefore reducing internal validity

Question 8

How was the 1st issue of validity dealt with?

Answer 8

conducting the tests in a quiet laboratory-style environment (an empty classroom) which allows researchers to minimise noise/distraction for all participants whilst they complete both the Stroop test and the Barratt personality test. This helps improve the internal validity of the mean times to complete the Stroop test and the impulsivity scores.

Question 9

2nd Extraneous Variable

Answer 9

-affects every participant
-access to the college wifi
-if there is poor wifi signal when the participants are completing the Stroop test or the Barratt personality test this may increase the times taken to complete the tests. In particular the Stroop test will time participants reactions and any disruptions in the wifi may increase the time taken by participants and therefore reduce the internal validity.

Question 10

How was this dealt with? (2nd one)

Answer 10

conducting the tests in a college classroom. This allowed the researchers to use a classroom opposed to the common room where there is full wifi signal. This helped to improve the internal validity of the times taken to complete the Stroop test and the impulsivity scores.

Question 11

Confounding Variable

Answer 11

Demand characteristics were a potential problem within this research. Certain participants such as psychology students might have guessed might have guessed the aim of the study and changed their responses to support it. For example some may have suspected lower times on the Stroop test will correlate with higher scores on the Barratt personality test and therefore answered questions to falsify their Barratt personality test to give a higher or lower levels of impulsivity. Thus reducing internal validity.

Question 12

How was the confounding variable dealt with

Answer 12

not using psychology students as participants and using deception whereby the true aim of the study was not disclosed until the participants were debriefed . In this case, the participants were informed the study was investigating whether on line psychology tests are easy to complete therefore improving validity.

Question 13

2nd Confounding variable

Answer 13

Social Desirability Bias was another potential problem within this research. Certain participants may have felt uncomfortable admitting that they are impulsive and therefore answered questions on the Barratt test to put themselves in a positive light ( providing answers to show lower levels of impulsivity.) Thus reducing internal validity.

Question 14

How was the 2nd confounding variable dealt with?

Answer 14

keeping all Barratt impulsivity test scores confidential and instead of recording student’s names each participant was given a number. Confidentiality should help participants feel more comfortable in providing honest answers. Thus improving validity.

Question 15

What is one issue of validity?

Answer 15

Demand characteristics
-if participants were psychology students they might have guessed the aim of the study and changed their responses to support it
-e.g some may have suspected that lower times on the stroop test will correlate with higher scores on Barratt personality test and therefore answered questions to falsify their Barratt personality test to give a higher or lower level of impulsivity therefore reducing internal validity

Question 16

How was this issue of validity dealt with?

Answer 16

not using psychology students as participants
using deception whereby the true aim of the study was not disclosed until participants were debriefed
participants were informed the study was investigating whether online psychology tests are easy to complete thus improving validity.

Question 17

What is the 2nd of issue of validity?

Answer 17

Social desirability bias
participants may feel uncomfortable admitting they are impulsive and therefore may have answered questions on the barratt test to put themselves in a positive light to show low levels of impulsivity reducing internal validity.

Question 18

How was the 2nd of issue of validity dealt with?

Answer 18

keeping all Barratt personality scores confidential and numbering participants. Confidentiality should help participants feel more comfortable in providing honest answers and improve validity.

Question 19

What is one way validity can be assessed?

Answer 19

Content validity could have been used to assess the validity of our research post data collection. In this case we could have taken out procedures and collected data from the correlation on Stroop test performance and impulsivity levels to a psychological expert (e.g university lecturer who has researched personality or cognition) and asked them to check our study was an accurate way of measuring times for incongruent colours on a Stroop test will negatively correlate with impulsivity scores on the Barratt personality test. If the expert agrees that it will measure this type of correlation then our study will have content validity.

Question 20

What is another way validity can be assessed in this study?

Answer 20

Construct validity could have also been used to assess the validity of our research post data collection. In this case, we would have compared our findings to the wider body of research that has previously been investigated on the correlation between the Stroop test performance and impulsivity. If both the wider body of research and our research showed negative correlation between times for incongruent colours on a Stroop test and impulsivity scores on the Barratt Personality test then our study could be seen as having construct validity.

Question 21

What is one issue of reliability?

Answer 21

The length of the questionnaire was a potential issue of internal reliability. We were concerned about the impulsivity questionnaire being too long causing participants to experience fatigue when answering it. Fatigue might mean their responses are inconsistent as participants may not put in the same level of effort or concentration towards the end of a very lengthy questionnaire.

Question 22

How can the 1st issue of reliability be dealt with?

Answer 22

selecting a questionnaire that was as short as possible. We selected to use the Barratt personality test as this consists of 30 simple one sentence statements with the same 4 point Likert scale applied across all questions. The consistent use of the Barratt test helped to ensure that the impulsivity scores were reliable.

Question 23

What is a second issue of reliability?

Answer 23

A lack of standardised instructions informing the participants of the requirements of the study could also reduce the internal reliability of the study. In this case the participants may have struggled to complete the tests as the procedures on the online Stroop test were unclear and the meanings of the likert scale on the Barratt personality test were easy to miss. This lack of clarity may have impacted on the reliability of participants answers.

Question 24

How can this issue of reliability be dealt with?

Answer 24

producing a set of standardised of instructions for each researcher to give to each participant. The instructions for the Stroop test stated that the keyboard must be used to identify the colour of the INK (where b = blue and y= yellow) and that for the Barratt test each statement should be rated using 1= never and 4=always. The standardised instructions helped ensure all results were reliable

Question 25

What is one way of assessing the internal reliability of this study?

Answer 25

Inter-rater reliability can be used after data collection whereby at least one of the two researchers will calculate the correlation co-efficient between the times for the incongruent colours on the Stroop test and impulsivity scores o the Barratt Personality Test. Both researchers will be asked to calculate the correlation coefficient using the Spearman's Rho test. If both researchers arrive at the same correlation coefficient then the study will be deemed internally reliable.

Question 26

What is one way of assessing the external reliability of this study?

Answer 26

Test-retest reliability can be used after data collection whereby the same participants (college students) will be asked to complete both the online stroop test and Barratt test a second time (e.g 2 weeks later.) The findings from the 1st study will be compared with the findings from the 2nd study. If they are similar in showing a negative correlation between times for incongruent colours on the Stroop test and impulsivity scores and the Barratt personality test can be deemed externally reliable.

Question 27

Research Method of this Investigation

Answer 27

-Correlational Investigation -This correlational study can be defined as a non-experimental research method where the researcher aimed to assess the relationship between 2 continuous co-variables-the mean times for incongruent colours on the Stroop test and impulsivity scores on the Barratt personality test. Related data was collected as all students were assessed on both the Stroop and Barratt tests.

Question 28

Justification of Research Method

Answer 28

One statistical test can be used to show both the direction and strength of the relationship between the 2 co-variables . In this case, whether there is a positive or negative correlation between times for incongruent colours on the stroop test and impulsivity scores and whether the correlation is strong, moderate or weak.

Question 29

Weakness of Research Method

Answer 29

they can only show whether there is a relationship between times for incongruent colours on the stroop test and impulsivity scores on the barratt personality test as they do not establish cause and effect. Therefore, even if a significant negative correlation is found we will not be able to state that impulsivity will cause a lower time on incongruent in a stroop test.

Question 30

Location of Research

Answer 30

conducted in a quiet laboratory-style environment e.g an empty classroom. This allowed the researcher to minimise noise/distractions for all participants whilst they complete both the Stroop test and the Barratt personality test. This helps improve internal validity.

Question 31

Research Design

Answer 31

Related data was collected as all students were assessed both on the stroop test and Barratt tests. Therefore, pairs of data were collected for each student - mean times for incongruent colours on the Stroop test and total impulsivity scores on the Barratt personality test.

Question 32

Justification for Research Design

Answer 32

any correlation identified between times for incongruent colours on the stroop test and impulsivity scores on the Barratt personality test will be meaningful as each participant has been assessed on both co-variables . This would not occur if independent data was used

Question 33

Weakness of Research Design

Answer 33

participants may experience order effects e.g fatigue and boredom as they are required to complete two tasks (The Stroop Test and the Barratt Personality Test.) This could impact on the validity of their scores on the 2nd test.

Question 34

Target Population/Sampling Frame

Answer 34

The target population has been defined as college students between the ages of 16-19. Our sampling frame has been defined as college students between the ages of 16-19 from the Gorseinon campus of Gower College Swansea.

Question 35

Sampling Method

Answer 35

Opportunity sampling was the sampling method used. This sampling method involved researchers using whoever was available and willing at the time of their research. In this case, researchers each asked one college student between the ages of 16-19 who attended the same college campus as them (Gorseinon.) A total of 18 participants were used.

Question 36

Justification of Sampling Method

Answer 36

The data could be collected very quickly . In this case each researcher was able to collect the data between lessons over a 2 week period. It was also a quick method as each researcher only needed to find one willing college student who attends the same campus as them.

Question 37

One strength of opportunity sampling

Answer 37

Easiest and less time consuming sampling method to use within research. This means participant’s were selected at the researcher’s convenience. In this case the researchers asked one college students from their own college campus who were available and willing to take part in their investigation and complete both the online Stroop Test and Barratt Personality Test.

Question 38

2nd strength of opportunity sampling

Answer 38

Researchers can easily identify potential participants within the target population. In this study the target population was college students between the ages of 16-19. The participants used were all students who attended the same college campus that runs courses for 16-19 learners.

Question 39

One weakness of opportunity sampling

Answer 39

Potential for researcher bias. In this case the researchers may show a preference for one participant over another. For example, asking students who they know to be highly impulsive as this could cause a bias in the Barratt Personality Test.

Question 40

2nd weakness of opportunity sampling

Answer 40

Each person does not have an equal chance of being selected making the sample unrepresentative. In this study only students who attend the Gorseinon Campus meaning that there would be disproportionate numbers selected from vocational subject areas.

Question 41

Lack of fully informed consent

Answer 41

Researchers had decided to deceive participants regarding the true nature of the study to prevent demand characteristics. In this case, they were informed that the study was investigating whether online psychology tests are easy to complete.

Question 42

How was ethical issue of fully informed consent dealt with?

Answer 42

Obtaining partial consent whereby standardised instructions informed the participant the full aim of the study had not been given and that this would only be disclosed during the debrief after the two tests had been completed. The debrief sheet stated that the true aim was to investigate whether there is a negative correlation between times for incongruent colours on a Stroop test and impulsivity scores on the Barratt Personality Test. The debrief sheet also enabled retrospective consent to be obtained from the participants.

Question 43

Lack of confidentiality

Answer 43

Each researcher asked a college student from the same college campus to complete the 2 tests; therefore they could be aware of their names and other personal information which could easily be shared with others.

Question 44

How was lack of confidentiality dealt with?

Answer 44

Informing participants within the standardised instructions that their names would not be recorded or discussed with anyone else who might be taking part in the investigation. For example, only their times for incongruent colours on a Stroop test and impulsivity scores on the Barratt personality test would be shared with other researchers and the psychology teacher.

Question 45

Risk of psychological harm

Answer 45

Some of the participants might have become stressed or upset if they thought they were not completing the Stroop test quickly enough or they thought their impulsivity score was too high.

Question 46

How was risk of psychological harm dealt with?

Answer 46

Informing participants within standardised instructions that the study is not designed to be stressful but if they feel uncomfortable in any way at anytime they have the right to withdraw. If they selected to withdraw then any data collected from booth the Stroop and Barratt tests would not be used.

Question 47

Procedures: step 1

Answer 47

We undertook background research on how a person’s performance on a Stroop test might be related to aspects of their personality.

Question 48

Procedures: step 2

Answer 48

Using Kirkeby and Robinson (2005) research we agreed on our aim to investigate whether there is a correlation between times taken on the Stroop test and levels of impulsivity.

Question 49

Procedures: step 3

Answer 49

A correlation Al study was designed where co-variable 1 was ‘mean times for incongruent colours on an online Stroop test’ and co variable 2 was total impulsivity scores on the online Barratt Personality test.

Question 50

Procedures: step 4

Answer 50

Related data was collected as all students were assessed on both co-variables- the Stroop and Barratt Tests.

Question 51

Procedures: step 5

Answer 51

Standardised instructions were written to ensure that each participant received exactly the same procedural information (to use the QR code to access and complete the same online Stroop and Barratt tests) and to ensure that all ethical issues were addressed (partial consent gained, confidentiality maintained and the right to withdraw stated.)

Question 52

Procedures: step 6

Answer 52

Opportunity sampling was used to collect data from 16 students between the ages of 16-19 who attend the Gorseinon campus of Gower College Swansea.

Question 53

procedures: step 7

Answer 53

Once the study was completed the participants were thanked and debriefed. Within the debrief participants were told that the true aim of the study was to investigate whether there is a negative correlation between time taken on the Stroop test and levels of impulsivity. Retrospective consent was also obtained.

Question 54

Procedures: step 8

Answer 54

the data from each researcher was collated and then analysed using the Spearman’s Rho test to see if there was a significant negative correlation between times taken on the Stroop test and levels of impulsivity on the Barratt test

Question 55

Justification of range

Answer 55

when calculating the scores for the 2 co-variables (times for incongruent colours on the Stroop test and impulsivity scores on Barratt personality test) the range was used as the measure of dispersion. The range can be used when ratio (times )ordinal (scores) has been collected.

Question 56

Range score

Answer 56

Range score for the times for incongruent colours on strop test was = 949 milliseconds Range score for impulsivity scores on the Barratt Personality test = 50 Showing the data for both co-variables vary considerably

Question 57

Strength of range

Answer 57

easy to calculate compared to standard variation compared to standard deviation therefore the statistics obtained on the dispersion of times for incongruent colours on the strop test and the impulsivity scores on the Barratt personality test was less likely to be biased human error.

Question 58

Justification of scatter graph

Answer 58

Selected to display our descriptive statistics within a scattergraph. Scattergraphs are an appropriate way of displaying the raw data collected from the two co variables (times for incongruent colours on the strop test and the impulsivity scores on the Barratt personality test.) They allow researchers to visualise the strength (strong moderate or weak) and direction (positive or negative) of the relationship between the 2 co-variables.

Question 59

Strength of scatter graph

Answer 59

Can be created using the exact values collected in this case the times for incongruent colours on the strop test and the impulsivity scores on the Barrett personality test allowing the researchers to visualise the strength (strong moderate or weak and direction (positive or negative) of the relationship between 2 co-variables.

Question 60

What statistical test was used for inferential statistics?

Answer 60

Spearman’s Rho Test

Question 61

One justification for statistical test used

Answer 61

The study was a test of correlation (times for incongruent colours on the strop test and impulsivity scores on the Barratt personality test.)

Question 62

2nd justification for statistical test used

Answer 62

the study used related data (22 GCS students were measured on both the strop and Barratt tests)

Question 63

3rd justification for justification used

Answer 63

collected at least ordinal data (times on the stroop test were measured in milliseconds and scores of the Barratt test could be between 30-120.

Question 64

Results for inferential statistics

Answer 64

As the observed value for rs (at -0.323) is less than the critical value for rs (at 0.429 where p=0.05 and n=16 for a one tailed test,) the findings are not statistically significant

Question 65

What do the results mean?

Answer 65

Is not 95% confident that the findings were not due to chance therefore the alternative hypothesis can be rejected and the null hypothesis is accepted. There is more than a 5% probability the results were due to chance factors therefore the null hypothesis accepted.

Question 66

What did the null hypothesis state?

Answer 66

The null hypothesis stated that ‘There will be no significant correlation between mean times (in milliseconds) of incongruent colours on an online Stroop test and total impulsivity scores on the Barrett personality test (30 questions on a scale 1-4) in college students. Any correlation will be due to chance alone.

Question 67

What is one conclusion that can be drawn from the descriptive statistics?

Answer 67

A.k.a the scatter graph No negative correlation between the times taken to complete the incongruent colours on the stroop tests and the impulsivity scores on the Barrett tests. This could be because participants were more focused on not making errors on the stroop test and this need took precedent over their impulsivity.

Question 68

2nd conclusion that can be drawn from the study from the inferential statistics.

Answer 68

no significant negative correlation between the times taken to complete the incongruent colours on the strop test and the impulsivity scores on the Barratt test. This may be because impulsivity is not a more dominant trait than accuracy. That is the need for accuracy on the stroop test overpowers the need to answer the questions on the stroop test quickly.

Question 69

3rd conclusion that can be drawn from the study from both the descriptive and inferential statistics?

Answer 69

Conclusions from the descriptive and inferential statistics support each other. Our overall conclusion is that there is no significant correlation between impulsivity and stroop test times. This may be because completing the troop test accurately is seen as more important than completing it quickly. The need for accuracy overpowers any impulsivity traits an individual has. Those who have higher impulsivity scores are not more likely to answer questions on the stroop test quickly because they value accuracy over speed.

Question 70

One limitation of the study

Answer 70

small sample size of participants used as we only collected data from 18 students at the Gorseinon campus of Gower college Swansea. The small sample size could impact upon the external validity of our research causing it to lack population validity not be generalisable to the wider population of GCS students.

Question 71

How could this limitation be improved (1st one)

Answer 71

Using a large sample of GCS students. In this case we could have used 16 students from each of the 6 college campuses giving us a total of 132 students. This would help us to generalise our findings to the wider population of college students improving population validity.

Question 72

Second limitation to the study

Answer 72

Relates to the use of an unfamiliar online test as we used an online stroop test. The lack of familiarity with the online test means that the students often took longer to complete the test as they were unclear on what they needed to do causing a lack of internal validity especially as timing was a crucial co-variable.

Question 73

Weakness of the study

Answer 73

By using a familiar online tests. In this case we could have i used a kahoot quiz to measure reaction times as teachers in GCS often use kahoot within their lessons to assess students. This would help us improve the internal validity of student’s reactions times.