The effects of color on the moods of

The aim of study is toinvestigate the effects of color on the moods of university students.

Theexperiment would be conduct at university ground. Ten fully saturated chromaticcolors will choose from the Munsell Color System: red, yellow, green, blue,purple, yellow-red, green-yellow, blue-green, purple-blue, and red-purple.Apart from these ten hue groups, three achromatic colors (white, black andmiddle gray) will also use.

There will be 30 participants and each of themshown color cards. All participants age varied from 18-35 years-old accordingto WHO. All participants will be completing the given conditions. Theconvenience sampling technique would be used to draw the sample.

The researchdata of this study will be analyzed through Independent Sample t-test in SPSS.Introduction:This is our preliminaryexperimental research project examined the effects of color on the moods. Toconduct this study, researcher surveyed young adults and used a statisticalanalysis computer program todetermine the preliminary results.

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In recent years,a great deal of research effort has been directed towards understanding theeffects of colors on the moods of human beings. We live in a world of color(Huchendorf, 2007, p. 1).

According to the various researches, the color thatsurrounds us in our daily lives has a profound effect on our mood and on ourbehavior (e.g., Babin, Hardesty, &Suter, 2003; Kwallek, Lewis, &Robbins, 1988; Kwallek, Woodson, Lewis, & Sales, 1997; Rosenstein, 1985).In clothing, interiors, landscape, and even natural light, a color can changeour mood from sad to happy, from confusion to intelligence, from fear to confidence.It can actually be used to “level out” emotions or to create different moods(Aves & Aves, 1994, p. 120).

Definition of Color:Color is the visualperceptual property corresponding in humans to the categories called red,green, blue, and others. Color derives from the spectrum of light (distributionof light energy versus wavelength) interacting in the eye with the spectralsensitivities of the light receptors (Brodie, n.d.).The seven colors of the spectrum are produced by light waves of varied lengthsthat reflect off tangible animate and inanimate objects (Marberry, 1995,p.

15). Light and color are simply a matter of vibrational frequency.Chromatics, the science of color, is the study of this relationship (Graham, 1990).Thenarrow band of energy that the human eye can detect extends from 380 nm at thered end to 760 nm at the violet end. Sunlight produces all color wavelengths.When human eyes interpret the wavelengths of light reflected from an object,they see color (Day & Rich, 2009).

 Wright (2008) definescolor as, “color is light, which travels to us in waves from the sun, on thesame electro-magnetic spectrum as radio and television waves, micro waves,x-rays etc.” The human eye is capable of seeing over 7 million colors. Thesecolors are gotten from the basic blocks of the primary, secondary, and tertiarycolors.The primary colors:Theprimary colors are the three basic hues red, blue, and yellow (Aves& Aves, 1994).These colors cannot be created by mixing others, and they are the basis of allthe other shades of colors which they generated.

If the primary colors aremixed in equal amounts, the resulting color is always black.The secondary colors:Theseare the colors that are achieved by mixing equal amounts of two primaries.There are three secondary colors: green (a mixture of red and yellow), orange(a mixture of blue and yellow), and violet (a mixture of red and blue).

The tertiary colors:Tertiarycolors are achieved by mixing equal amount of primary and secondary hues. Thereare six tertiary colors which are lime as a mixture of green with yellow,purple as a mixture of violet with red, saffron as a mixture of orange and red,lavender as a mixture of violet with blueLiterature review:Numerous researches have beenconducted on color effects on moods of human beings. The objective of thisstudy was to investigate the colors effects on psychological processing. Coloris an important part of human perception. Many everyday objects have beendesigned to convey a message through color. The way that colors effectspsychological processing has not been fully explained.

In particular, paststudies on the effect of color on cognitive tasks have presented contradictingresults. These studies have often only assessed two of the three primary colorsat a time and still had contradicting results. Most studies focus on comparingred to either blue or green.

The results from this studies have been a mix withsome of the studies showing red to enhance cognitive task performance over blueor green and the other studies showing the opposite effect (Mehta & Zhu,2009).The objective of thisstudy was to investigate the effect of color on expression of joy andsadness.The paper describes an approach to learn how to use color to influencethe perception of emotions in virtual humans. First, a model of lighting andfilters inspired on the visual arts is integrated with a virtual human platform to manipulate color. Next, an evolutionary model, based on geneticalgorithms, is created to evolve mappings between emotions and lighting andfilter parameters. A first study is, then, conducted where subjects evolvemappings for joy and sadness without being aware of the evolutionary model. Ina second study, the features which characterize the mappings are analyzed. Theindependent t- test were used to compute result.

Results show that virtualhuman images of joy tend to be brighter, more saturated and have more colorsthan images of sadness (Celso M. de Melo& Jonathan Gratch, 2009).This research aims todiscover the psychological effects of colors on individuals, using thestudents’ union complex in a university campus.

This building was chosen due toits richness in color variances. The research method is survey, andquestionnaires were drawn up and distributed to an even range of students,comprising both international and local students; undergraduate and graduate.Questionnaires have been collected and analyzed to find out the effectsdifferent colors had on students’ moods in different spaces of the students’union complex. This research would contribute to understand more about colorsand how they affect our feelings and therefore to make better decisions andincrease the use of spaces when choosing colors for different spaces to suitthe purpose for which they are designed (Sevinc Kurt and Kelechi KingsleyOsueke, 2014).Two experimentsexplored the hypothesis that colors produce different cognitive learningmotivations: red produces an avoidance motivation and blue produces an approachmotivation. The avoidance motivation results in better performance ondetail-oriented tasks, and the approach motivation results in betterperformance on creative tasks. To test this prediction, the first study used asignal detection task manipulating word valence and color to independentlymeasure (a) the ability to discriminate previously seen words from new wordsand (b) response bias. The second study used process dissociation, a methodthat separates conscious recollection from unconscious memory, to measure theeffect of color and divided vs.

full attention on a word-stem completion task.In both studies the effect of color was found to be non-significant while thesecondary effects (word valence in the first study and attention in the secondstudy) were found to be significant. These studies call into question the ideathat color strongly influences cognitive task performance (Jennifer Olsen,2010).

This paper examines howan individual’s emotional state influences his or her preferences for colorsthat have either congruent or incongruent emotional tones. Based on the emotionliterature, three alternative hypotheses are contrasted: emotion-judgmentcongruence, emotion-target congruence, and emotion-target incongruence.Evidence of emotion-target congruence is observed Experiments 1 and 2. Thiseffect, however, is moderated by emotion specificity and the type of coloredobject. Attitudinal commitment is proposed as the key underlying mechanism.

When the negative emotional reaction reflects a committed (not committed)attitude toward the situation, the emotion-target congruence (incongruence)effect occurs Experiment 3. Similarly, emotion-target congruence takes place(disappears) when the colored object signals (does not signal) people’sattitudes and tastes Experiment 4. The paper concludes with a discussion on howthe proposed mechanism can explain part of the inconsistencies previouslyobserved in the emotion and aesthetics literature (Chan Jean Lee, Eduardo B.Andrade, Stephen Palmer, 2009).Conclusion:From all aboveexperimental researches we conclude that he concept of color psychology hasbecome a hot topic in marketing, art, design, and other areas. Much of theevidence in this emerging area is anecdotal at best, but researchers andexperts have made a few important discoveries and observations about the psychologyof color and the effect it has on moods, feelings, and behaviors. Of course,your feelings about color are often deeply personal and rooted in your ownexperience or culture.

For example, while the color white is used in manyWestern countries to represent purity and innocence, it is seen as a symbol ofmourning in many Eastern countries.Objective:·        To determine the effect of bright andlight colors on human mind·        To determinepsychological effects of different colors·        To discuss the significance and proper use of colors to havepositive effect on human mind·        Toexamine the color-emotion associations among university students, referencingcolor stimuli from the standardized Munsell Color System.Hypothesis:Ø  Thereare likely to be gender differences in perceiving colors.Ø  Femalesare more likely to be have higher emotional feelings than malesØ  Brightcolors are likely to be related with pleasure in males and femalesMethod:The site chosen for this research is the playground inuniversity campus with daylight and comfortable environment (same environmentfor all participants). Stimuli:Ten fully saturatedchromatic colors were chosen from the Munsell Color System: red, yellow, green,blue, purple, yellow-red, green-yellow, blue-green, purple-blue, andred-purple. Apart from these ten hue groups, three achromatic colors (white,black and middle gray) were also used.Subject:The purpose to thisstudy to find out the effects of color on moods in university students.

Therewill be 30 participants and each of them shown color cards. All participantsage varied from 18-35 years-old. Sample:For the present studythe sample comprised of 30 (15=males, 15=females) university students. The agerange of the participants is 18-35 years according to WHO. Sampling strategy:The sampling techniqueswill be non–probability; Conveniencesampling technique would be used to drawthe sample.

Inclusion criteria:·        Only willing participant will beincluding.·        Only university students will beincluding.·        Only young adults (18-35 years accordingto World Health Organization) will be including.·        The participants were restricted tothose that were not color blindExclusion criteria:·        Participants with any disability willnot be including in the study.

·        Participants above or below young adultswill not be including. ·        Unwilling participant will not beincluding in this study.   Apparatus (measure):·        Ten fully saturated chromatic colorswere chosen from the Munsell Color System: red, yellow, green, blue, purple,yellow-red, green-yellow, blue-green, purple-blue, and red-purple.·        Blank paper·        Pen ·        Clip board Procedure:Color cards will begiven to the participants and ask them about their moods after seeing the cards.Provide them Blank papers on which they will have to give explanation about thefeelings they face.

Also ask them to see the surroundings and give explanationsabout any color which they like or don’t like and what they feel after seeingthe color. Order of presentation of the color samples was randomized acrossparticipants. Participants were asked, “What emotional response do youassociate with this color? How does this color make you feel?” and “whydo you feel this way?’ These questions were adapted from Boyatzis and Varghese(1994) and Hemphill (1996). Students were allowed to state only one emotionalresponse for each color. Their answers were recorded on an observation sheet.

Each experimental session lasted for about ten minutes.Descriptive statisticswill be used to summarize data. Based on the results obtained from thestudent’s responses, a total of twenty-two emotions were gathered Some of theemotions had the same meaning (e.g., empty, void) and some were overlapped(e.g., happy, happiness, joy), so they were grouped under the same emotioncategory.

There was also a category for those responses that indicated noemotional responseEthical Consideration:Ethical considerationswere as following:·        All the participants were informed thattheir identification will be kept anonymous.·        For the sample taken from the communitythe individuals were asked to put the filled in questionnaires in an enveloperesting on the desk to reinforce anonymity. They were given the option towithdraw from the study at any time.Suggested Statistical Analysis:Following analysis willbe conducted for research·        The research data of this study will be analyzedthrough Independent Sample t-test in SPSS.