Research finds that boys and girls are overwhelmingly alike in their cognitive abilities (Brannon, 2002). Few gender differences even exist in the various types of learning and memory. Girls seem more likely to report that they used the strategy of learning landmarks on a route; boys were more likely to report that they used a spatial orientation strategy. Some boys and girls use the strategy more typical of the other gender. The development of cognitive abilities occurs as children mature and interacts with the world, forming an increasingly complex and accurate understanding of their bodies and the world.

When it comes to verbal performance girls and women have some advantage. These advantages include the rapidity and proficiency with which girls acquire language compared to boys, an advantage that girls maintain throughout grade school (Moreno, 1999). However, boys have more advantage over girls when it comes to reading skills and verbal reasoning. That raised a question when performing such tests as the Stroop Test. But other studies have proven that provide real biological differences that can make boys more impulsive, more vulnerable to benign neglect, less efficient classroom-learners (Mulrine, 2001).

The primary purpose of this study was to identify whose role in gender performed better, when we modified the Stroop Test. Specifically the modified Stroop Test is to show a significant difference between boys and girls. It has been suggested by previous research that an upward comparison explains gender differences when performing the Stroop Test. This study will help to clarify the existence of the above relationship. Additionally, the study will attempt to show a significant difference with a specific gender. Piaget believed that once children reach cognitive maturity, at around age 11 or 12 years, they no longer have any cognitive limitations on their understanding, and since the study consists of that age range, finally we will hope to assist with knowing what gender is more developed in areas of abilities with the modified Stroop Test.

PARTICIPANTS
Fifth grade students from a private local grade school are going to participate in the modified Stroop task (See Appendix) and it is not yet known whether they will receive extra credit for participating.

MATERIALS

PROCEDURE
Each participant will be asked to take the modified Stroop test by reading the first column and reading the color associated with the word of another color then the participant will be asked to read the word of a color in the second column and the participants will be timed as well as number of errors counted for. After the data is collected from the fifth graders, we will compare the results from those of the female aspect and the male aspect of the study. The subjects will be numbered one or two depending on male or female.

A second 2 x 2 mixed design ANOVA was calculated to examine the effects of the task and gender on time. A significant gender x task interaction was present (F(1,1)=42.627, p>.05). The main effect for the time was significant (F(1, 33)=5.343, p>.05). With the Stroop Task taking more time with boys than the normal test given. The main effect for gender was significant (F(1, 33)=5.343, p>.05).

The average time for females for the Stroop Test was 11.074 seconds and average time for the normal test was 5.1665 seconds. The average time for the boys for the Stroop Test was 17.7233 and for the normal test 5.3407 seconds. For females, the average number of errors performing the Stroop Test was .65 and for the normal test there were no errors present. For the boys, the average number of error performing the Stroop Test was .7333 and for the normal test there were also no errors present.

Many different things could have altered the results of this study. We did not considered if some of the boys were color blind or not, or how intelligent each student was.

It is possible that if we were to do this same study again and did the exact same procedure we could get different results. The time of day could have made a difference in the child’s performance meaning how well the student could read or comprehend.

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Modified Stroop Test

Blue Green

Green Orange

Purple Orange

Green Blue

Red Red

Gray Gray

Red Blue

Blue Purple

Time/Seconds______ Time/Seconds______

Errors___________ Errors_________