Stroop test creativity Flashcards
State co-variables
Creativity : score on northwestern creativity scale out of 116
Stroop effect : time taken to complete stroop test in seconds
State operationalised alternative hypothesis
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
Why choose a non directional hypothesis
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’
Characteristics of participants
Bilborough college students, male and female, 16-18yrs old, 30 participants
Sampling method
Opportunity
2 advantages of sampling technique
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
2 limitations of sampling technique
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
2 advantages of correlation
Identifying whether there is a relationship and the strength of it by calculating a correlation coefficient
can be replicated to confirm findings
2 limitations of correlation
cause and effect cannot be established
may be other intervening variables that explain why the co-variables are linked
Identify appropriate descriptive statistics to describe data collected
Creativity : range and median
stroop test : mean and sd
Explain choice of descriptive statistics
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
State appropriate graphical representation
Scatter graph
Why choice of graphical representation is appropriate
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
Inferential statistic
Spearman’s rank
Why inferential statistic chosen is appropriate
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
Summarise findings
Mean time : 19.6s
SD : 7.83
Median : 58
Range : 37
Correlation coefficient : 0.0136
Critical value : 0.362
Explain conclusions drawn from these findings
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
2 issues of reliability
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
How have you established your research was reliable
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
2 issues of validity
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
How established research was valid
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
2 ethical issues
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
How you dealt with these ethical issues
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
2 ways to improve research
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
