References
Cortese, M. J., Khanna, M. M., Von Nordheim, D. Incidental memory for colour word associates processed in colour naming and reading aloud tasks: Is a blue ocean more memorable than a yellow one? Memory, 27(7), 924-930. http://doi.org/10.1080/09658211.2019.1607877
Geukes, S., Vorberg, D., Zwitserlood, P. Working memory load dissociates contingency learning and item-specific proportion-congruent effects. PLoS ONE, 14(5). http://doi.org.libproxy.csudh.edu/10.1371/journal.pone.0212714
​​Elhalal, A., Davelaar, E. J., & Usher, M. (2014). The role of the frontal cortex in memory: an investigation of the Von Restorff effect. Frontiers in Human Neuroscience, 8. https://doi.org/10.3389/fnhum.2014.00410

Pan, Y., Hun, Y., Zuo, W. The color-word Stroop effect driven by working memory maintenance. Attention, Perception, & Psychophysics, 81(8), 2722-2731. http://doi.org.libproxy.csudh.edu/10.3758/s13414-019-01780-x
Spinelli, G., Krishna, K., Perry, J. R., Lupker, S. J. Working memory load dissociates contingency learning and item-specific proportion-congruent effects. Journal of Experimental Psychology: Human Learning and Memory, 46(11), 2007-2033. http://doi.org.libproxy.csudh.edu/10.1037/xlm0000934

Bertrams, A., Althaus, L., Boss, T., Furrer, P., Jegher, L. C., Soszynska, P., & Tschumi, V. (2020). Using red font influences the emotional perception of critical performance feedback. Swiss Journal of Psychology, 79(1), 27–33. https://doi-org.libproxy.csudh.edu/10.1024/1421-0185/a000230

Bodner, G. E., Huff, M. J., & Taikh, A. (2020). Pure-list production improves item recognition and sometimes also improves source memory. Memory & Cognition, 48(7), 1281–1294. https://doi-org.libproxy.csudh.edu/10.3758/s13421-020-01044-2

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Halamish, V. (2018). Can very small font size enhance memory? Memory & Cognition, 46(6), 979–993. https://doi.org/10.3758/s13421-018-0816-6

Luna, K., Nogueira, M., & Albuquerque, P. B. (2018). Words in larger font are perceived as more important: explaining the belief that font size affects memory. Memory, 27(4), 555–560. https://doi.org/10.1080/09658211.2018.1529797

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The following is a guide for your Introduction Section. Use this to create your annotated outline
Introduction paragraph, 1-2 paragraphs
Sentence to capture the audience in your own words
Background of the problem, need for the study based on current research
Historical treatment of the problem being studied
Clearly defines a stated need (ex. replication of past study)
Based on citations from the literature
Literature is predominantly from past 5 years (2018-2022)
Review of literature topics <– not the section header
each subsection begins with an intro paragraph and ends with a summary paragraph that introduces the next section
Relevant to the topic; subsections
Past research if the topic has been studied (DV), tie in theory
Research that ties DV to brain structures, include relevant recent research
Each I.V. will have a subsection
Theoretical foundation (theories, models, concepts); conceptual framework that provides the foundation of the study – one theory
Example: I have used stereotype threat theory and social comparison theory — but that is for my study
In each section, include how past research supports either the variable (i.e., DV, the IV, or the IV-DV connections) – and discuss research that conflicts
your research is adding support, so showing there is conflicting evidence will be helpful
The current study
The rationale/purpose “The purpose of the present study is to …”
Tie-in variables being studied (do this specifically)
Hypotheses
“We hypothesize that …”
References Page — 10-15 references, minimum
Each reference will be included in one or more in-text citations
All references will be primary research
After 15 references, you may have 1-2 meta-analytic studies and/or literature reviews