Stroop test creativity

Question 1

State co-variables

Answer 1

Creativity : score on northwestern creativity scale out of 116

Stroop effect : time taken to complete stroop test in seconds

Question 2

State operationalised alternative hypothesis

Answer 2

There will be a significant relationship between the score out of 116 on the northwestern creativity scale and the time taken to complete stroop test in seconds

Question 3

Why choose a non directional hypothesis

Answer 3

Previous research by Edl et al (2014) found a correlation between creativity and stroop effect.
However the way in the stroop test is operationalised varies significantly between studies - eg. stroop test was modified and the effect was referred to as ‘stronger cognitive control’

Question 4

Characteristics of participants

Answer 4

Bilborough college students, male and female, 16-18yrs old, 30 participants

Question 5

Sampling method

Answer 5

Opportunity

Question 6

2 advantages of sampling technique

Answer 6

More convenient technique than self select because students may not read online invites via school email making it more difficult to create sample

Less time consuming than self select as do not need to create invites and send them out to students via school email

Question 7

2 limitations of sampling technique

Answer 7

Inevitably biased because the sample is drawn from a small part of bilborough college and therefore not generalisable results on correlation between creativity and stroop test

Just because students are available does not mean they are willing to participate in study

Question 8

2 advantages of correlation

Answer 8

Identifying whether there is a relationship and the strength of it by calculating a correlation coefficient

can be replicated to confirm findings

Question 9

2 limitations of correlation

Answer 9

cause and effect cannot be established

may be other intervening variables that explain why the co-variables are linked

Question 10

Identify appropriate descriptive statistics to describe data collected

Answer 10

Creativity : range and median
stroop test : mean and sd

Question 11

Explain choice of descriptive statistics

Answer 11

Creativity measured on northwestern creativity scale (1-116) so ordinal data therefore central tendency measure is median and dispersion is range as cannot find SD without mean

Stroop : time is ratio data therefore central tendency is mean and dispersion is SD as already calculated mean

Question 12

State appropriate graphical representation

Answer 12

Scatter graph

Question 13

Why choice of graphical representation is appropriate

Answer 13

Conducted a correlation with co-variables of creativity score and time in seconds on the stroop task so each participant has two pieces of data. These will be plotted on a scatter graph to see the strength of the relationship between creativity and the stroop effect

Question 14

Inferential statistic

Answer 14

Spearman’s rank

Question 15

Why inferential statistic chosen is appropriate

Answer 15

All students did both the northwestern creativity test and stroop test so data is related

Looking at relationship between the score on the northwestern creativity scale and the time taken to complete the stroop test so the study is correlational

Data is at least ordinal as the creativity score is measured on a scale of 116 and the stroop effect was measured by time in seconds

Question 16

Summarise findings

Answer 16

Mean time : 19.6s
SD : 7.83
Median : 58
Range : 37
Correlation coefficient : 0.0136
Critical value : 0.362

Question 17

Explain conclusions drawn from these findings

Answer 17

As calculated value was 0.0136 which is less than the critical value of 0.362 the findings are not significant at p<0.05 therefore the null hypothesis was accepted, there will be no significant relationship between the creativity score out of 116 and the time in seconds taken to complete the stroop test

Question 18

2 issues of reliability

Answer 18

Cannot check the external reliability as only carrying out the stroop test and creativity test with each student once

Not standardised, tests performed in different locations not replicable

Question 19

How have you established your research was reliable

Answer 19

All participants performed tasks in the same order stroop first then creativity test

All participants had same experience, briefing and debriefing statement was the same for all ps

Question 20

2 issues of validity

Answer 20

Lack of population validity: all ps from Bilborough college in a specific region of the Uk in the same age range

Variety of different measures for creativity had to make sure it accurately reflected creativity so used an already established creativity test

Question 21

How established research was valid

Answer 21

Stroop effect is a well established psychological occurrence and by using the stroop test to measure this - good construct validity

Used online stroop test where p’s would press stop when finished more accurately measured time taken to complete stroop test

Question 22

2 ethical issues

Answer 22

Deception - disclosing to students that one of the co-variables is creativity

Confidentiality - allowing the students the right to anonymity and making them untraceable from findings of research - their scores

Question 23

How you dealt with these ethical issues

Answer 23

Debriefed participants telling them that the aim of the study is to find the relationship between creativity and performance on stroop test

Numbered students 1-30 instead of using their names for anonymity and did not disclose their individual scores with third parties

Question 24

2 ways to improve research

Answer 24

Improve population validity by using a sampling method that is less likely to be affected by researcher bias and ce more representative than opportunity eg using a generator to pick students from a register of the college - random

Asking students to complete the creativity test and stroop test a month after initial research to produce more than one score from each participant on each co-variable to improve external reliability