Screen time and Stroop test

• State the aim of your content analysis

  Does screen time affect a person’s cognitive performance?
• Describe the procedures you followed when you carried out your content analysis (6) - 1

  We conducted a study to investigate the relationship between mobile phone screen time and cognitive performance using the Stroop test. Participants were recruited through opportunity sampling by approaching Sixth Form students in communal areas. They were provided with an online Microsoft Forms questionnaire, which included a consent form, background questions (e.g. age, sleep, caffeine intake), and instructions for the Stroop test.
• Describe the procedures you followed when you carried out your content analysis (6) - 2

  Participants accessed an online Stroop test, where they first selected the word’s meaning and then the word’s ink colour, recording their reaction times for congruent and incongruent words. After completing the test, they returned to the questionnaire to submit their results. A debrief was provided, reassuring them of confidentiality and anonymity, and data was then collected and analysed.
• Explain one issue of validity in your content analysis (2)

  One threat to internal validity is demand characteristics, where participants may alter their behaviour to align with perceived expectations. Since we explained the study’s purpose, this could have influenced their responses.
• Explain how you dealt with the issue of validity identified.

  However, we minimised desirability bias by not fully describing the Stroop test procedures beforehand, preventing participants from adjusting their performance to fit expectations.
• What is the aim of this study?

  • To investigate whether there is a correlation between screen time and cognitive performance, as measured by reaction times on a Stroop test.
• What are the co-variables in this study?

  • Independent Variable (IV): Average daily screen time (measured in minutes).
  • Dependent Variable (DV): Time difference between congruent and incongruent word conditions in a Stroop test (measured in seconds).
• How were the co-variables operationalised in this study?

  • Screen time: Participants self-reported their average daily screen time using their mobile phone's built-in screen tracking feature.
  • Stroop test performance: Measured by the difference in reaction times between congruent (word and colour match) and incongruent (word and colour do not match) conditions.
• What is the null hypothesis in this study?

  There will be no significant correlation between average daily screen time and the time difference between congruent and incongruent word conditions on a Stroop test.
• What is the alternative hypothesis in this study?

  • Individuals with higher screen time will demonstrate a greater difference in reaction times between congruent and incongruent Stroop test conditions, indicating reduced cognitive control.
• Why was a directional hypothesis chosen?

  • A directional hypothesis was chosen because previous research suggests that increased screen time may negatively impact cognitive control and reaction times. A non-directional hypothesis would have been more appropriate if prior research had been unclear.
• What research design was used in this study?

  • A correlational study was used to examine the relationship between screen time and Stroop test performance.
• Why was a correlational design chosen?

  • a correlational design was chosen because it allows the examination of naturally occurring relationships without ethical concerns of manipulating screen time, which could negatively affect participants' well-being.
• What are the limitations of the correlational methodology used in this study?

  • Correlational studies cannot establish causation, only associations.
  • Extraneous variables, such as individual differences in cognitive ability or familiarity with the Stroop test, may influence results.
  • Self-reported screen time could introduce recall bias.
• What ethical considerations were taken into account in this study?

  • Informed consent: Participants signed a consent form detailing the study's purpose and right to withdraw.
  • Confidentiality: Data was anonymised and securely stored.
  • Right to withdraw: Participants could leave at any time.
  • Minimisation of harm: The cognitive task was designed to avoid excessive distress.
  • Data protection: All data was handled in accordance with GDPR.
• What improvements could be made to future research from an ethical standpoint?

  1. Minimise participant stress or anxiety.
  2. Provide fuller transparency in debriefing.
  3. Enhance confidentiality measures.
  4. Ensure equal accessibility for participants with disabilities.
  5. Provide support resources for participants concerned about their performance.
• What sampling method was used?

  • Opportunity sampling was used by selecting available participants from a Sixth Form student population.
• What are the advantages and disadvantages of using opportunity sampling?

  • Advantages: Quick, cost-effective, and easy to recruit.
  • Disadvantages: May introduce sample bias due to a homogenous sample, limiting generalisability.
• What were the characteristics of the sample?

  • Age: 16-17 years.

  • Gender: Mixed-gender sample.
  • Number of participants: 24.
  • Population: Sixth Form students, limiting generalisability.
• What was the step-by-step procedure for the study?

  1. Preparation: Gather materials and prepare a questionnaire.
  2. Recruitment: Invite Sixth Form students to participate.
  3. Consent and Questionnaire Administration: Ensure participants read and agree to the consent form and complete the questionnaire.
  4. Screen Time Measurement: Participants report their average daily screen time.
  5. Stroop Test Administration: Administer a digital Stroop test.
  6. Data Collection: Record and anonymise reaction times.
  7. Debriefing: Thank participants and provide study aims and results.
• What descriptive statistic was used in the analysis?

  • The mean reaction times were used to represent the central tendency of the data.
• Q: What type of graph was used to represent the data?

  • A scatter graph was used to visually represent the relationship between screen time and reaction time differences.
• Q: What inferential statistic was used in the analysis?

  • Spearman’s Rank Order Correlation Coefficient was used due to the ordinal nature of the data and non-normal distribution.
• What were the findings of the analysis?

  • The Spearman’s rho value was 0.171, which was lower than the critical value of 0.521. This suggests that there was no significant correlation between screen time and Stroop test performance.
• What conclusion can be drawn from the findings?

  • The null hypothesis cannot be rejected as there was no significant correlation between screen time and Stroop test performance. The study suggests that screen time does not significantly affect cognitive control in the given sample.
• What limitations should be considered in future research?

  • The sample size and population validity need to be improved.
  • Measurement accuracy should be enhanced using objective tracking data.
  • Confounding variables like sleep and attention should be controlled.
  • Alternative cognitive measures should be explored.
  • Longitudinal research could help assess long-term effects of screen time.