Internal Assessment
Psychology SL
An experiment to investigate the effect of color
on memory
Ψ
Subject and Level: Psychology SL
Date of Submission:
Word Count:
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ABSTRACT
The purpose of this experiment was to examine how color effect memorization. This
experiment was originally done by Wendy M. Sleeth (2009), The Use of Color to Increase
Memorization.
The independent variable of this experiment was the color of the words, which were red and
black, and dependent variable was the number of recalled words. This experiment focused on
the cause and effect relationships. Independent measure design was used with opportunity
sampling methodology. There were two groups of 9th grade high school students who ranged
from 14 to 16 year-old. There were 17 males and 28 females. There were 22 students in
Group 1 and 23 students in Group 2. Both groups were tested in same condition and were
given to memorize same list of 20 words, but with different color of the words. Group 1 was
tested with black words and Group 2 was tested with red words. Participants were asked to
recalled 25 words that were on the list after looking it over for one minute.
The result of this experiment corresponded to Sleeth (2009). The experiment showed a slight
difference of memorization between two colors.
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INTRODUCTION
Memory plays a great part in our life. It gives us ability to store, retain, and recall new or old
information. However, memory can be affected many different ways. Thus, something simple
as color can trigger one’s memory.
It is widely known that different colors have different affects on people, and there have been
numerous studies and researches on the relationship between color and behavior. In The
Color of Learning (J. Myers 2004) describes that different colors have cause certain
behaviors on human. He explains how colors cause one to trigger brain to release certain
hormones and causes certain behaviors. For example, color red release hormones called
adrenaline. Adrenaline is result of high stress and causes increase of heartbeats. Other colors
like blue, triggers hormones that calm people. Colors also affect people’s arousal. G.D.
Wilson (1966) experimented on twenty college students to investigate color’s affect on
arousal. Students were asked to look at a slide show of two color; red, a warm color, and
green, a cool color, while He use galvanic skin response to measure the participants’ arousal
through the electrical conductivity of their skins. As a result, he found that students were
more aroused when looking at warm color, red, than color green. This experiment supports
Faber Birren (1950), which describes that warm colors cause more arousal than cool colors.
Birren describes that warm colors are “advance in space” while cool colors are “recede in
space”. Also, Roozendaal (2002) describes affect of arousal on memorization. He explains the
increase of arousal causes increase of memorization. When people experiences arousal,
hormones changes and causes increase on development of memmory.
Wendy M. Sleeth (2009) states the relationship between color and memorization. She used
single blind methodology with independent measure. 41 student of Missouri Western State
College participated on her experiment and she divided them in three different groups. Her
independent variable was the color of the word, red or black, and her dependent variable was
the number of the words that were recalled from the students. She used list of 12 words and
Group One was tested with black list of words, Group Two was tested with same list of words
but in red, and Group three was also tested with the same list of words except half of the
words were in black and the other half was in red. She tested on the cause-and-effect
relationship between two colors. She was aiming to investigate if red would increase one’s
memorization. This was supported by her result as she found. She found higher mean of
number of the words recalled from Group two than the other groups. This showed a
difference on the number of words recalled from red and black words.
This experiment was to replicate Sleeth (2009). The aim of this experiment was to see if color
effect memorization, and if it does, how do color affect one’s memorization.
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METHOD
DESIGN
The methodology of this experiment is single blind experiment. Independent measure was
used in this experiment. The independent variable was the color of the words. Color black
and red was used as the color of the words. The dependent variable was the number of words
that participants recalled. The words used were chosen to limit any relation one might have to
another, i.e. car and wheels would not be included on the list because they are related to each
other. Also, the words were assured that they did not have a clear colored image of the words,
i.e. apple could not be used because it has a red colored image. Experimenters used the script
(Appendix 2) to give out instruction to the participants.
Participants had to have consent forms (Appendix 1) signed by the participant and their
guardians. The consent forms were done to inform the participants about the experiment.
Physical and emotional harm was avoided during the experiment and participants were
capable to withdraw from the experiment. Also, results of the experiment remained
confidential and participants were debriefed with the experiment.
PARTICIPANTS
By using opportunity sampling, 9th grade high school students, who range from 14 to 16 yearold, were the participants of this experiment. Opportunity sampling was convenient, available
at the time, and it was easier to use with school schedule. However, this type of sampling can
be very biased and unrepresentative since participants are chosen who will be helpful to the
experiment. There were two groups; Group 1 was experimented with a list of black words
and Group 2 was experimented with list of red words. There were 22 participants in Group;
12 males and 10 females; 14 fourteen year-old, 7 fifteen year-old, and 1 sixteen year-old. 23
participants were in Group 2; 5 males and 18 females; 18 fourteen year-old and 5 fifteen
year-old.
MATERIALS
- Consent forms (Appendix 1)
- Script (Appendix 2)
- 2 Lists of 25 words (Appendix 4)
One in Red and one in Black
- Stop watch
PROCECEDURES
The experiment was done in a classroom under teacher’s supervision around 7:30 to 8:30 in
the morning. Consent forms (Appendix 1), which were signed by the participants and their
guardians, were collected before performing the experiments.
Instructions were read directly off of the given script. (Appendix 2)
The participants were reminded again with ethical guidelines; participants were permitted to
withdraw during the experiment, they were informed that results of the experiments will stay
confidential. They were also informed that it was a simple memory experiment. Participants
were asked to clear their desks and take out a piece of paper and writing utensil.
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Participants were asked to take few minutes to write down their name and gender on the top
right corner of their paper and no other personal information.
Participants were asked to remain quiet throughout the experiment.
List of twenty-five black or red words (Appendix 4) were shown front of the classroom where
all participants were able to see. Participants were given one minute to look over the words.
The list of the words was taken down and participants were asked to write down as much as
word they could recall on their piece of paper. After two minutes were passed, the papers that
participants have written on were collected.
When all the papers were collected from the participants, debriefing of the experiment was
done.
These procedures were repeated once more for the other group.
RESULTS
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In this experiment two groups received different condition of the test. Group 1 received Black
words and their results, number of words that are recalled by participants, varied from 5 to 18
words. Group 2 received red words for the experiment and their result varied from 7 to 15.
The range of Group 1, Black Word, was 13, and the range of Group 2, Red Words, was 8. The
range of a data is difference between the maximum and minimum of the data.
Standard deviation is found by using different statistic formula (Appendix 7). The standard
deviation shows variation and the spread of the data.
Standard deviation was used to relate the sample to the groups’ dispersion.
Group that was tested with black words showed greater range and standard deviation than the
group tested with red words. This show that group that was tested with black words were
more dispersed than the group that was tested with red words.
Black
Words
Red
Words
Range
13
8
StDev
2.82
2.39
Mean of the results, which is the average number of words recalled, are calculated by using
the statistic formula (Appendix 6). The mean gives the measure of central tendency and the
bar graph was used to compare and show the differences between the groups.
Mean
Black
Red
Words
Words
10.14
10.17
The graph below shows the differences of the mean between the result black words and red
words.
Mean Difference: Black words vs.
Red words
10.175
10.17
10.165
10.16
10.155
10.15
10.145
10.14
10.135
10.13
10.125
Mean
Black Words
Red Words
The difference in the graph shows there were difference between red and black words.
Students who were tested with red words had higher number of recalled words than students
tested with black words.
DISUSSION
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This experiment supports Sleeth (2009) experiment. Like Sleeth (2009) there was difference
on numbers of recalled words between red and black words. There was a little difference in
the mean; red words resulted on higher mean on recalled words than the black words. This
demonstrates, in average, students who were tested with the red words were able to recall
more words that students who were tested with the black words. Therefore, colors had caused
some impact on memorization.
The strength of this experiment was the independent measure design. This type of design
helped experimenters to avoid some cofounding variables. Since different groups were used,
order effects, which are boredom, fatigue, and learning, were unlikely to affect the result.
Demand characteristics were also less likely to influence the result, because different groups
were used in each condition, it was less likely for participants to guess the aim of the
experiment. Experimenters were able to use same list of words were used for both groups so
both group received same level of words; one group did not receive harder list of words than
the other. The experiment was done in same day and time of the day, so was able to face less
confounding variables.
On the other hand, the weakness of this experiment was that because it was independent
measures and not repeated, there are differences of individual between two groups. Thus
different characteristics of the individual, subject variable (i.e. gender, age, intelligence, etc.)
is not kept constant. Moreover, this was not a field or natural experiment. Therefore,
participants could have reacted differently to how they would have reacted in real life.
To avoid these weaknesses, repeated measure could be used. So there would be one group
that is tested with split list of words, half being black and other half being red.
Overall, the experiment corresponds to Sleeth (2009). There were differences on number of
recalled words between colors of the words.
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REFERENCES
Wendy M. Sleeth (2009) The Use of Color to Increase Memorization. Missouri Western State
University.
Myers, J. (2004). The color of learning. Fundamentals, Training and Development. February
2004, 19-20.
G.D. Wilson (1966) Arousal properties of red versus green. Perceptual and Motor Skill
Birren, F. (1950). Color psychology and color therapy. New York: McGraw-Hill.
Roozendaal, B. (2002). Stress and memory: opposing effects of glucocorticoids on memory
consolidation and memory retrieval. Neurobiology of Learning and Memory, 78, 578-596.
APPENDICES
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Appendix1
CONSENT FORM
Researcher: Byeolah Henson
I______________________________________, (Participant’s Name) give my consent and agree to participate in a simple memory
experiment as a volunteer participant. I understand that I am giving consent for my results to be used in the experiment. I
understand that participating in this experiment that my results will be kept completely confidential between the
researcher (above), IB Psychology Instructor Mrs. Patterson, and the International Baccalaureate Internal Assessment panel.
I understand that I can withdraw out of the experiment at any time and my results that will be dismissed. I also
acknowledge that the experiment will not cause me any physical, emotional, or social harm. If I have any questions or
concerns at any time before or during the experiment, I may contact Mrs. Patterson at 215-0054.
Participant/Student Signature: _______________________________
Parent/Guardian Signature: __________________________________
Appendix2
SCRIPT
Hello,
My name is Byeolah Henson. Today I am going to perform a simple memory experiment. If anyone wants to
withdraw from the experiment, you will not be penalized. Remember, your experiment result will be kept completely
confidential.
Please remain quiet throughout the presentation and if you have any questions please raise your hand and I will
come to you.
Please clear your desk and take out a pen or pencil.
First, I will pass out a blank piece of paper.
Please take couple minutes to write your gender and age on the top right hand corner.
Do not write your name. Then after writing the information asked, turn over paper and do not write anything
until I say so.
In a little while I will display list of words on the board that you will look at. You will have one minute to look
over this list of words. I will tell you when to start writing. Remember to remain quiet through this experiment.
Start.
(After one minute.) Stop. Now turn over your paper and begin to write down as many words as you can
remember. You will have couple of minute to write the words down.
(After one minute.) Stop writing. Turn over your paper. Now I will collect the paper from you.
In this simple memory experiment, I have either given you a list of words in black or the same list of words in
red. This study you participated in shows if color increases memorization. If the black words show more remembrance or
the red words show more remembrance.
Thank you for your cooperation and for participating in this experiment. Please
do not share this information with other students, because it can cause false result and it will break the confidentiality.
Appendix3
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Debriefing
“In this simple memory experiment, I have either given you a list of words in black or the same list of words in
red. This study you participated in shows if color increases memorization. If the black words show more remembrance or
the red words show more remembrance.
Thank you for your cooperation and for participating in this experiment. Please
do not share this information with other students, because it can cause false result and it will break the confidentiality.”
-
It is the last paragraph of the script.
Appendix4
List of words
1. Camera
2. Wallet
3. Lamp
4. Chair
5. Book
6. Car
7. Rug
8. Shell
9. Basket
10. Belt
11. Plug
12. Coupon
13. Receipt
14. Umbrella
15. Fork
16. Kite
17. Guitar
18. Badge
19. Crayon
20. Mailbox
21. Flower
22. Suitcase
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23. Ship
24. Phone
25. Dress
Appendix 4
Raw Data; experiment Group 1; Black Words
Participant no.
Number of words
recalled
1
2
3
4 5
6
7 8
9
10
9 18 7 8 11 5 9 10
10 11 12 13 14 15 16 17 18 19 20 21 22
8
11 12
9
12
8
13 12 14
7
9
12
9
Appendix5
Raw Data; experimt Group 2; Red Words
Participan no.
Number of words
recalled
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
14 11 15 10 7 12 15 11 8
8
10 10 11
9
9
7
11
9
10 12
7
Appedix6
Mean: μ = Σx / n
Experimental Group1 (Black Words): Σx = 223 words, n = 22 participants
223
Mean =
words = 10.13 words
22
Experimental Group 2 (Black): Σx = 234 words, n = 23 participants
234
Mean =
words = 10.17 words
23
Mean percentage difference between Group 1 and Group 2:
Appendix7
10.17  10.13
 100 = 0.4%
10.13
    
2
Standard deviation:  
n  1
Standard deviation in experimental Group 1 (Black Words): 2.82
Standard deviation in experimental Group 2 (Red Words): 2.39
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7
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