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Mismatched Color Meaning Science Fair ProjectsHave fun with these 7th grade mismatched color meaning science fair projects!
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Super Science Fair Projects :: Biology ::
In learning words, who is most affected by colors?
Color Psychology Symbolism is a part of human language. Colors, shapes and orientations of objects all give an object or an action additional meaning. Colors in particular are used by humans to add meaning to objects, including the written language. PURPOSEThe first purpose of this experiment was to determine whether for seventh grade boys and girls, a word’s color would be harder to state when the meaning was a mismatched word.The second purpose of this experiment was to see if the seventh grade boys would have more difficulty speaking the color of words with a mismatched meaning than the seventh grade girls. I became interested in this idea when I was in my mom’s eighth grade classroom. I saw a list of words printed in colors that didn’t match the actual word. I tried to say the word’s color, but found it was very hard to do. I wondered, “If I try this on other people will they state the word, or the word’s color?” The information gained from this experiment could inform students, and teachers who are interested in how the human’s brain prioritizes stimuli.
HYPOTHESISMy first hypothesis was that for seventh grade boys and girls, a word’s printed color would be harder to state when the meaning was a mismatched color word.My second hypothesis was that 7th grade boys would have more difficulty speaking the color of words with a mismatched than the seventh grade girls. I based my first hypothesis on Bryanna Bruskland’s results from similar testing in 2003-2004. Her results indicated that the Stroop color affected both the seventh grade boys and girls. I also based my second hypothesis on Bryanna Bruskland’s project when she tested to see whether or not boys would say the color faster than the girls would. Her results indicated that girls could say the color faster than the boys could. EXPERIMENT DESIGNThe constants in this study were:• Amount of words in test number 1 (32) • Amount of words in test number 2 (32) • Amount of words in test number 3 (32) • The colors of the words and the words in test number 1 • The colors of the words and the words in test number 2 • The colors of the words and the words in test number 3 • The grade of the students (seventh) • Room tested in (Team 5 Activity Room) • The instructions • The example test • Color of paper (white) • The font type and size • Number of seventh grade boys (10) • Number of seventh grade girls (13) The manipulated variable was the match and mismatch of the word’s color to the word’s meaning. The responding variables were how fast it took the seventh grade students to state the word’s color and the number of errors To measure the responding variable, I used a stopwatch to time how long it took the student to say the word list. I tallied the errors as they gave their responses. MATERIALSQuantity Item Description23 Permission Slips 23 Parent Slips 1 Matched Stimuli Test 1 Unrelated Stimuli Test 1 Mis-Matched Stimuli Test 1 Sample Test 1 Testing Room 1 Stop Watch 1 Data Sheet 69 Answer Sheets for Experimenter to tally errors PROCEDURES 1. Create Word Tests A, B, and C by writing all the colors on a piece of scrap paper and have a student randomly pick color from a coffee mug RESULTSThe first original purpose of this experiment was to determine whether for seventh grade boys and girls, a word’s color would be harder to state when the meaning was a mismatched word.The second purpose of this experiment was to see if the seventh grade boys would have more difficulty speaking the color of words with a mismatched meaning than the seventh grade girls. The results of the experiment showed that the girls and boys together performed better on the Matched Stimuli, then the Unrelated Stimuli, and then the Mis-Matched Stimuli. The results for the word testing for the Matched Stimuli was that the overall average for errors was 0.1, the girl’s average was 0.1, and the boy’s average was 0.1 also. For the response time the overall average was 14.3 seconds, the girl’s average was 13.3 seconds, and the boy’s average was 15.7 seconds. On the testing for the Unrelated Stimuli, the overall average for the number of errors was 0.7, the girl’s average was 0.3, and the boy’s average was 1.3. For the response time the overall average was 22 seconds, the girl’s average was 22.1 seconds, and the boy’s average was 21.9 seconds. The testing for the Mis-Matched Stimuli, the overall average for the number of errors was 1.9, the girl’s average was 1.9, and the boy’s average was 1.9. For the response time the overall average was 28.3 seconds, the girl’s average was 28.7 seconds, and the boy’s average was 27.7 seconds. CONCLUSIONMy first hypothesis was that for seventh grade boys and girls, a word’s printed color would be harder to state when the meaning was a mismatched color word.The results indicate that this hypothesis should be accepted, because on the test called, “Matched Stimuli,” the average number of errors was 0.1 and the number of seconds was 14.3, but on the word test called, “Mis-matched Stimuli,” the average number of errors were 1.9 and the number of seconds was 28.3. That proves that when the meaning is a mismatched color word it will be more difficult for the student to state the printed color. The second hypothesis was that seventh grade boys would have more difficulty speaking the color of words with a mismatched meaning than the seventh grade girls. My results indicate that this hypothesis should be rejected because on all the word tests, the boy’s seemed to get a better score than the girl’s. For example, on the word test named, “Mis-Matched Stimuli,” the boy’s took on average 27.7 seconds to tell me the printed color word, but the girl’s took on average 28.7 seconds. That shows that the boy’s were faster than the girl’s on telling me the printed color word, and the number of errors was about the same. After thinking about the results of this experiment, I wonder if third graders, seventh graders, and eleventh graders would compare. If I were to conduct this project again I would try to have many more subject than I had this time. I would try to have a more equal number of boys and girls, I would also use more words per test so that I can have more results to prove my purpose and my hypothesis. 3rd party contributor
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