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Article Evaluation- Emotional Stroop Test
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To Do List- Emotional Stroop Test

 * Change article wording so that Emotional Stroop Test vs Emotional Stroop Task is consistent
 * Add section for studies/clinical applications rather than just having it as a part of the introduction. These items will need to be moved from the introduction to the new section.
 * Examine articles listed on the talk page and citations already used, make sure they make sense/ if things can be worded in a way that is clearer

Introduction
In psychology, the emotional Stroop task is used as an information-processing approach to assessing emotions. Like the standard Stroop effect, the emotional Stroop test works by examining the response time of the participant to name colors of words presented to them. Unlike the traditional Stroop effect, the words presented either relate to specific emotional states or disorders, or they are neutral (e.g., "watch", "bottle", "sky"). For example, depressed participants will be slower to say the color of depressing words rather than non-depressing words. Non-clinical subjects have also been shown to name the color of an emotional word (e.g., "war", "cancer", "kill") slower than naming the color of a neutral word (e.g., "clock", "lift", "windy"). Negative words selected for the emotional Stroop task can be either preselected by researchers or taken from the lived experiences of participants completing the task. Typically, when asked to identify the color of the words presented to them, participants reaction times for negative emotional words is slower than the identification of the color of neutral words. While is has been shown that those in negative moods tend to take longer to respond when presented with negative word stimuli, this is not always the case when participants are presented with words that are positive or more neutral in tone.

While the emotional Stroop task and the classic Stroop effect elicit similar behavioral outcomes (a slowing in response times to colored words), these tests engage different mechanisms of interference. The classic Stroop test creates a conflict between an incongruent color and word (the word "RED" in font color blue) but the emotional Stroop involves only emotional and neutral words—color does not affect slowing because it does not conflict with word meaning. In other words, studies show the same effects of slowing for emotional words relative to neutral even if all the words are black. Thus, the emotional Stroop does not involve an effect of conflict between a word meaning and a color of text, but rather appears to capture attention and slow response time due to the emotional relevance of the word for the individual. Both the standard Stroop effect and the emotional Stoop task have high test-retest reliability. It should be noted that there are variations to the emotional Stroop task; participants may not always be asked to identify the color of the word presented to them, but instead they may be asked to respond to other stimuli present.

Clinical Applications
Both the classic and the emotional Stroop tasks involve the need to suppress responses to distracting word information, while selectively maintaining attention on the color of the word to complete the task. However, the emotional Stroop task has been used broadly in clinical studies using emotional words related to a particular individual's area of concern, such as alcohol-related words for someone who is alcoholic, or words involving a particular phobia for someone with anxiety or phobic disorders. The emotional Stroop task has been used to assess the risk for suicide college students. It has been examined in relation to veterans with PTSD;those with PTSD had slower response times to words related to the disorder than neutral or unrelated negative words when compared to veterans without PTSD.

The emotional Stroop task has also been used to examine participants with Body Dysmorphic Disorder

Gender & Age Differences
It has been shown that there are differences in performance on the emotional Stoop task when comparing across genders and age groups. However, findings examining these differences are mixed. For example, in a study examining how older adults and younger adults differ in speed of responses on an emotional Stroop task containing both emotional words and faces, both younger and older adults took longer to respond to stimuli when asked to identify positive words paired with negative faces. This suggests that there is no difference among older and younger adults. Other studies have found different results, with results suggesting that older adults are older adults are more affected by negative words in the emotional Stoop task than younger adults.

In terms of gender differences between men and women, it has been shown that females perform worse than men when it comes to responding to aggressive words but only marginally so.

Potential Citations for EST
Chung, Y., & Jeglic, E. L. (2017). Detecting Suicide Risk Among College Students: A Test of the Predictive Validity of the Modified Emotional Stroop Task. Suicide and Life-Threatening Behavior, 47(4), 398–409. https://doi.org/10.1111/sltb.12287

Dalgleish, T. (1995). Performance on the emotional stroop task in groups of anxious, expert, and control subjects: A comparison of computer and card presentation formats. Cognition & Emotion, 9(4), 341–362. https://doi.org/10.1080/02699939508408971

Dresler, T., Mériau, K., Heekeren, H. R., & van der Meer, E. (2009). Emotional Stroop task: Effect of word arousal and subject anxiety on emotional interference. Psychological Research, 73(3), 364–371. https://doi.org/10.1007/s00426-008-0154-6

Kappes, C., & Bermeitinger, C. (2016). The emotional Stroop as an emotion regulation task. Experimental Aging Research, 42(2), 161–194. https://doi.org/10.1080/0361073X.2016.1132890

Larsen, R. J., Mercer, K. A., & Balota, D. A. (2006). Lexical characteristics of words used in emotional Stroop experiments. Emotion, 6(1), 62–72. https://doi.org/10.1037/1528-3542.6.1.62

Liu, X., Yang, Y., Jiang, S., & Li, J. (2018). The facilitating effect of positive emotions during an emotional Stroop task: NeuroReport, 29(11), 883–888. https://doi.org/10.1097/WNR.0000000000001048

Price, S. A., Beech, A. R., Mitchell, I., & Humphreys, G. W. (2014). Measuring deviant sexual interest in adolescents using the emotional Stroop task. Sexual Abuse: Journal of Research and Treatment, 26(5), 450–471. https://doi.org/10.1177/1079063213495897

Price, S. A., Beech, A. R., Mitchell, I. J., & Humphreys, G. W. (2012). The promises and perils of the emotional Stroop task: A general review and considerations for use with forensic samples. Journal of Sexual Aggression, 18(3), 253–268. https://doi.org/10.1080/13552600.2010.545149

Smith, P., & Waterman, M. (2005). Sex Differences in Processing Aggression Words Using the Emotional Stroop Task. Aggressive Behavior, 31(3), 271–282. https://doi.org/10.1002/ab.20071

Strauss et al. - 2005 - Test-Retest Reliability of Standard and Emotional .pdf. (n.d.). Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/1073191105276375

Strauss, G. P., Allen, D. N., Jorgensen, M. L., & Cramer, S. L. (2005). Test-Retest Reliability of Standard and Emotional Stroop Tasks: An Investigation of Color-Word and Picture-Word Versions. Assessment, 12(3), 330–337. https://doi.org/10.1177/1073191105276375

Toh, W. L., Castle, D. J., & Rossell, S. L. (2017). Attentional biases in body dysmorphic disorder (BDD): Eye-tracking using the emotional Stroop task. Comprehensive Psychiatry; New York, 74, 151–161. http://dx.doi.org/10.1016/j.comppsych.2017.01.014

Wingenfeld, K., Bullig, R., Mensebach, C., Hartje, W., Driessen, M., & Beblo, T. (2006). Attention bias towards personally relevant stimuli: The individual emotional Stroop task. 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