The Stroop Effect And Visual Perception Overview 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. 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, .

1. The Stroop Effect And Visual Perception
Overview
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.
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.

2. ▪
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.

3. 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?"
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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.

4. •
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

5. 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?

6. 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.

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•
Cooper, D. B., Chau, P. M., Armistead-Jehle, P., Vanderploeg,
R. D., & Bowles, A. O. (2012).
Relationship between mechanism of injury and neurocognitive
functioning in OEF/OIF service members with mild traumatic
brain injuries
. Military Medicine , 177 (10), 1157–1160.
doi:10.7205/MILMED-D-12-00098
Course Library Guide
A Capella University library guide has been created specifically
for your use in this course. You are encouraged to refer to the
resources in the
PSYC-FP4310 – Biological Psychology Library Guide
to help direct your research.
Internet Resources
Access the following resources by clicking the links provided.

8. Please note that URLs change frequently. Permissions for the
following links have been either granted or deemed appropriate
for educational use at the time of course publication.
•
Segre, L. (n.d.).
Human eye anatomy: Parts of the eye
. All About Vision . http://www.allaboutvision.com/
resources/anatomy.htm
•
Kolb, H. (2014).
Photoreceptors
. Webvision . Retrieved from
http://webvision.med.utah.edu/book/part-ii-anatomy- and-
physiology-of-the-retina/photoreceptors/
Bookstore Resources
The resources listed below are relevant to the topics and
assessments in this course and are not required. Unless noted
otherwise, these materials are available for purchase from the
Capella University Bookstore
. When searching the bookstore, be sure to look for the Course
ID with the specific –FP (FlexPath) course designation.
• Garrett, B. (2015). Brain & behavior: An introduction to
biological psychology (4th ed.). Thousand Oaks, CA: Sage.
▪
Chapter 9, "Hearing and Language," explores the auditory
mechanism and how it works.
▪

9. Chapter 10, "Vision and Visual Perception," focuses on eye
structure and the major theories of color and form
vision.
Assessment Instructions
This assessment has two parts, Part A and Part B. Please
complete this assessment in one document. You are required to
use headings that stand alone and that are not incorporated into
the content of the answers. Required headings have been
provided for Part A, but you will need to use the questions from
Part B as the stand-alone headings.
Part A
The famous "Stroop Effect" is named after J. Ridley Stroop,
who discovered this strange phenomenon in the 1930s. For this
task, words are printed in various colors. It is easy to name the
printed colors of the words if the words are not color related or
if each word is the name of the color in which it is printed;
however, the task is very difficult when the words are color
names that conflict with their printed color, for example, RED
printed in blue ink. The discordant information (what the words
say and the color of the print) produces interference in the
brain. There are two hypotheses that may explain the Stroop
effect:
1.
Speed of Processing Hypothesis: the interference occurs
because words are read faster than colors are named.
2.
Selective Attention Hypothesis: the interference occurs because
naming colors requires more attention than reading

10. words.
The anterior cingulate is hypothesized to play a role in this task.
If you wish, you can research images from MRI scans of what
happens in the brain during a Stroop Test.
To inform your assessment, you may want to complete the
following tasks. You will need someone to assist you.
1.
Open Stroop Handout 1 (linked in the Resources). Ask someone
to time this exercise with a stopwatch while you complete it.
Begin by naming out loud as many of the COLORS on Handout
1 as fast as you can in 20 seconds. If you make an error, correct
it before moving on to the next word. Ask your assistant to keep
track of how many colors you name correctly. Write down the
results.
2.
Open Stroop Handout 2 (linked in the Resources). Repeat the
same task. Name as many colors on the handout out loud and as
fast as you can in 20 seconds. Write down the results.
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As an alternative, you may use the Internet to find information
about the Stroop test, such as a demo video or articles that
describe how it works and the various results people who have
taken the test have experienced.
After you have finished the two tasks listed above or conducted

11. your own research on the Stroop test, respond to the following.
Use the headings below to organize this part of your paper.
1.
Based on your own experience with the Stroop test or the
research you conducted about it, explain which of the two tasks
above would be harder and why.
2.
Briefly explain the role of the anterior cingulate in audiovisual
processing and the symptoms of brain injury to this area. Use
the Capella library to research the material and support your
answers.
3.
Discuss whether a person with dyslexia or a brain injury would
have more or less trouble with this task. Comment on how
someone would do on this task if he or she did not speak
English. What other observations did you have?
Below are the required headings for Part A of this assessment.
These should stand alone and should not be incorporated into
the content of the answer:
•
Which task would be harder? Why?
•
What is the role of the anterior cingulate in audiovisual
processing and the symptoms of brain injury to this area?
•
Discuss whether a person with dyslexia or a brain injury would
have more or less trouble with this task.
•
How would someone do on this task if he or she did not speak
English?
•
Other observations.
Part B

12. The blind spot is the area on the retina without photoreceptors.
Therefore, the part of an image that falls on this region will not
be seen. It is in this region that the optic nerve exits the eye on
its way to the brain. Humans may use different parts of their
brain to discriminate objects from people. In particular, we may
have specialized neurons for recognizing faces.
For this part of the assessment, answer the following questions.
Use the Capella library to research the material and support
your answers. Format your paper by using the questions as
headings; do not incorporate the questions into the content of
the answers.
1.
What is the problem of final integration of visual information?
2.
What kind of problem(s) does this present regarding our
understanding of how the brain works?
3.
Is this a problem that needs to be solved?
4.
What research has been conducted into this issue? Are there any
recent papers in the scientific literature that address
this issue?
Additional Requirements
•
Written Communication: Written communication should be free
of errors that detract from the overall message.
•
APA Formatting: Resources and citations should be formatted

13. according to APA (6th edition) style and formatting.
•
Font and Font Size: Times New Roman, 12-point font, and
double spaced. Use Microsoft Word to complete the
assessment.
•
Length: Write a minimum of 4 pages, excluding the title page
and reference page.