Color Word Meaning Science Fair Projects

Super Science Fair Projects :: Biology :: Color Word Meaning

How does color affect our perception of the meaning of a word?

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This abstract begins here... mismatched color meaning science fair projects.

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
2. Make sure that the student picks the color four times
3. Send out 23 permission slips to 10 girls and 13 boys
4. Create the Test Order Table for Word Tests A, B, and C to avoid having subjects take the tests in the same order (Word Test A could interfere with Word Tests B and C)
5. When signed permission slips are returned, randomly assign students to test groups 1, 2, and 3
6. Select a time with the teachers of the students
7. Test one student at a time in a quiet school area
8. Tell the student the instructions and answer questions
9. Give them the sample test and help them practice saying the color of the shape
10. If the student does not pass this test and has more then 10 colors than the student can finish the test but the information should be destroyed
11. Using the Test Order Table, give Word Test A, B, or C first
12. Start timing when you say go
13. Mark errors on the answer sheet as student says the colors
14. When they are done saying the colors of the words record the time on the answer sheet
15. Repeat steps 9 through 12 with the 2nd test from the Test Order Table
16. Repeat steps 9 through 12 with the 3rd test from the Test Order Table
17. Release student back to class
18. Repeat steps 6 through 16 with the rest of the subjects

RESULTS

The 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.

CONCLUSION

My 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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