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Mini: Stroop Test · Why We Do What We Do

• 0:03
  Speaker 1: You're listening to Why we do what we do? Welcome
• 0:15
  Speaker 1: to Why we do what we do Mini. I am
• 0:18
  Speaker 1: your host, Abraham.
• 0:19
  Speaker 2: And I'm your host Shane.
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  Speaker 1: We are a psychology podcast, and on Monday's we're a
• 0:24
  Speaker 1: short psychology podcast, not height wise, but lengthwise. We talk
• 0:28
  Speaker 1: about the things that humans and non human animals do,
• 0:31
  Speaker 1: and in mini as we do that in just like
• 0:33
  Speaker 1: fifteen minutes or less as the goal. Sometimes we go
• 0:35
  Speaker 1: a little long, sometimes we go a little short, but
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  Speaker 1: it's not like a huge time commitment, and that's why
• 0:40
  Speaker 1: it's a mini or a miniature as you might say.
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  Speaker 2: Yeah, exactly.
• 0:44
  Speaker 3: So today we're covering the stroop test, not the stroop
• 0:48
  Speaker 3: waffle test. If we were doing stroop waffles, that'd be
• 0:50
  Speaker 3: a different conversation.
• 0:51
  Speaker 1: That would be that would be a fun conversation. So
• 0:53
  Speaker 1: not that this won't be. You might also call it
• 0:56
  Speaker 1: the stroop effect topic or whatever. So stroop test, strip
• 0:59
  Speaker 1: of effect, whatever, that's what we're doing. All right. If
• 1:02
  Speaker 1: you are joining us for the first time, then welcome.
• 1:04
  Speaker 1: We hope you enjoy what you hear in this discussion.
• 1:06
  Speaker 1: And if you're a returning person, then welcome back. Thank
• 1:09
  Speaker 1: you for continuing to hang with us and either way,
• 1:12
  Speaker 1: if you'd like to support us, you can join us
• 1:13
  Speaker 1: on Patreon, leave us a rating and a review like subscribe,
• 1:17
  Speaker 1: tell a friend. I will talk more about those things
• 1:20
  Speaker 1: after this discussion, because it's a mini and we need
• 1:23
  Speaker 1: to get started. Is there anything that I'm missing or
• 1:26
  Speaker 1: you'd like to add before we dive into our topic?
• 1:28
  Speaker 2: Not right now.
• 1:28
  Speaker 1: I'll add stuff as we go, Shane, have you ever
• 1:31
  Speaker 1: taken a strip test?
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  Speaker 2: I it's possible.
• 1:34
  Speaker 1: Okay, you might recognize it as we talk through this
• 1:37
  Speaker 1: to a particular topic. But the question I have then,
• 1:41
  Speaker 1: with respect to you, our listener, is can you say
• 1:44
  Speaker 1: the color of a text when the text spells a
• 1:47
  Speaker 1: different color? For instance, if the word green is written
• 1:52
  Speaker 1: in blue font, can you say blue and avoid saying
• 1:55
  Speaker 1: green even though the word says green. You think it can,
• 1:59
  Speaker 1: but it's actually significantly more difficult than it sounds.
• 2:02
  Speaker 2: Oh my god, it's so hard. I have so I
• 2:04
  Speaker 2: have done this, and yeah, it's infuriating.
• 2:08
  Speaker 1: It is a little bit frustrating. Yes.
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  Speaker 3: So this phenomena is called the Stroop test or the
• 2:13
  Speaker 3: strip effect, which measures your ability to behave with respect
• 2:16
  Speaker 3: to incongruencies and stimulus presentations.
• 2:20
  Speaker 1: Yes, so that's our intro. Let's talk about it. It's like,
• 2:26
  Speaker 1: I feel like there's more to say, but I mean
• 2:27
  Speaker 1: that just kind of the beginning. So yeah, that's the beginning.
• 2:30
  Speaker 1: Let's get to the middle, the top of the sandwich.
• 2:35
  Speaker 1: Now we're in the middle of the sandwich.
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  Speaker 2: Yeah, we're in the We're in the fun part of
• 2:38
  Speaker 2: the sandwich.
• 2:39
  Speaker 1: Yeah, this is where the party is happening. Okay, let's
• 2:44
  Speaker 1: start by unpacking philosophically an understanding of just general human behavior,
• 2:50
  Speaker 1: and that is that we as humans and pretty much
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  Speaker 1: all animals do this too. We use a variety of
• 2:56
  Speaker 1: cues and stimuli to do the things that we do,
• 2:59
  Speaker 1: and when we increase our fluency and our competency with
• 3:03
  Speaker 1: certain tasks, it actually decreases the amount of cognitive energy
• 3:08
  Speaker 1: it takes to perform those tasks. It might same counterintuitive,
• 3:12
  Speaker 1: but the better you get at doing things, the more
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  Speaker 1: easy they are for you. They don't require as much
• 3:17
  Speaker 1: deliberate thinking or efforts. They just become something that you do.
• 3:22
  Speaker 2: Right.
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  Speaker 3: So that is, when we become fluent in something, we
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  Speaker 3: condense large behavioral repertoires into relatively compact chains that are
• 3:29
  Speaker 3: then performed more like a single response than multiple responses.
• 3:33
  Speaker 3: So when you think about behavior, it is made up
• 3:34
  Speaker 3: of smaller behaviors that make up a larger behavior, usually
• 3:37
  Speaker 3: when you're fluent, and so that's kind of what we're
• 3:39
  Speaker 3: getting out here, is like when you're fluent, you don't
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  Speaker 3: even notice those small little links along the way.
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  Speaker 1: Yeah, if you think about someone who you have probably
• 3:45
  Speaker 1: seen who is very fluent at typing, then them typing
• 3:49
  Speaker 1: entire sentence, they just kind of roll their fingers along
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  Speaker 1: the board and it like it produces a sentence. Maybe
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  Speaker 1: there's a typo here and there, but like they can
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  Speaker 1: just do it. For someone who's disfluent to typing, it's
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  Speaker 1: very obvious that eat which key stroke is a very
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  Speaker 1: deliberate individual response, right, they have to like find and
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  Speaker 1: press each individual key versus someone who's a fluent typer.
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  Speaker 1: They are just like again almost those said they're rolling
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  Speaker 1: their fingers on the board or just like a really
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  Speaker 1: quick succession of tapping, and each the unit of response
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  Speaker 1: becomes essentially the word or even the sentence that they're typing,
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  Speaker 1: as opposed to each individual keystroke. So why am I
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  Speaker 1: talking about that? When we started by talking about naming colors,
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  Speaker 1: because it's important to understand the fluency component of those things.
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  Speaker 1: Our relative fluency in those skills determines how effectively we
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  Speaker 1: can parse multiple stimulus functions, which is to say, features
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  Speaker 1: of the thing we're responding to as part of our performance.
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  Speaker 1: The more fluently we can respond to familiar features of things.
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  Speaker 1: Let me say that again, the more fluently we can
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  Speaker 1: respond to familiar features of things, the less able we're
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  Speaker 1: able to treat those things as if they had different properties.
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  Speaker 1: Makes sense.
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  Speaker 2: Sure, yeah, that makes sense.
• 5:01
  Speaker 1: So history time, history time.
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  Speaker 2: Here we go.
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  Speaker 3: So in nineteen thirty five, John Ridley Scott, I mean sorry,
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  Speaker 3: John Ridley's Stroop, who went by Jay Ridley Stroop, which,
• 5:10
  Speaker 3: Oh my gosh, that is such a that sounds like
• 5:13
  Speaker 3: that sounds like it would go on a bottle of tonic,
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  Speaker 3: like hair Tonic, like Jay Ridley's Troops, like magnificance, harotonic love.
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  Speaker 1: Those nineteen thirties names.
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  Speaker 2: Oh my god, the nineteen thirty names are so fantastic.
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  Speaker 3: So Jay Ridley Stroop published an article in the Journal
• 5:28
  Speaker 3: of Experimental Psychology outlining a new implementation paradigm of an
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  Speaker 3: effect commonly referred to as interference at the time.
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  Speaker 2: Specifically, yeah, this.
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  Speaker 3: Phenomenon showed that changing common associations with two uncommon associations
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  Speaker 3: slowed down people's reaction speed to those things, and they
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  Speaker 3: made more errors.
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  Speaker 1: So specifically, he arranged three tests to measure this interference
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  Speaker 1: of one stimulus property over another, one feature with respect
• 5:54
  Speaker 1: to another. And the first test he had participants read
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  Speaker 1: words that were the names of colors, but regardless of
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  Speaker 1: the font the color of the font that those colors
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  Speaker 1: were written in. So, for example, the word yellow, but
• 6:06
  Speaker 1: as the word yellow has purple font, right, sure, so
• 6:11
  Speaker 1: it spells out yellow, but the color of that is purple,
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  Speaker 1: So the participants would still say yellow because that's the
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  Speaker 1: word that is written. So that's test one is doing that.
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  Speaker 3: In the second test, the participants were asked to review
• 6:24
  Speaker 3: a bunch of ads and then say what that was
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  Speaker 3: in the ad, describing it in detail. Despite the fact
• 6:30
  Speaker 3: that the ad was bad and they wanted good reviews,
• 6:34
  Speaker 3: I don't know, I had no good transition for that.
• 6:36
  Speaker 2: Here's an ad.
• 6:45
  Speaker 1: We're back. So we did the first test. They were
• 6:47
  Speaker 1: just reading words that were in different colors, but they
• 6:49
  Speaker 1: just read the words and that's what happened.
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  Speaker 3: Yes, So In the second test, the actual test, participants
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  Speaker 3: were asked to say the color of the font and
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  Speaker 3: ignore the word itself. The words were getting printed in
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  Speaker 3: a different color what was written for the word, and
• 7:01
  Speaker 3: using the previous example, if the word was yellow but
• 7:04
  Speaker 3: written in purple font, the participant should say purple to
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  Speaker 3: respond to the font color instead of the text.
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  Speaker 1: And then in the last test, and just as a reminder,
• 7:14
  Speaker 1: this is the original version of this. People don't do
• 7:16
  Speaker 1: it quite this way anymore. But in the last test,
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  Speaker 1: he tested different stages of practice, using the stimuli and
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  Speaker 1: response from both tests to measure learning as they got
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  Speaker 1: better at this overtime.
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  Speaker 3: Yes, So what he found was that participants were less
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  Speaker 3: accurate and significantly slower at saying the font color than
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  Speaker 3: reading the text. And using the previous example, saying yellow
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  Speaker 3: if the word was yellow but written in purple font
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  Speaker 3: was easier than saying purple if the word was yellow
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  Speaker 3: and written in purple font.
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  Speaker 1: Yeah, so either way the word says yellow. To just
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  Speaker 1: just look at it, people would be able to immediately
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  Speaker 1: say yellow regardless of the font color. But if the
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  Speaker 1: word was yellow and they were asked to say the
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  Speaker 1: font color and the font color was purple. The tendency
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  Speaker 1: was they'd either say yellow even though they were supposed
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  Speaker 1: to say purple, or they would just take a long
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  Speaker 1: time and eventually say purple, but not as quickly easily
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  Speaker 1: as they would have said yellow. Right now, In recent years,
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  Speaker 1: the more common set up for this paradigm as two tests.
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  Speaker 1: The first one, what you do is you have colors
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  Speaker 1: written in their matching color font. The word blue in
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  Speaker 1: blue font. Okay, And for the first test, which is timed,
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  Speaker 1: you see how quickly you can read through those words.
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  Speaker 1: And it's like as soon as you start the test,
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  Speaker 1: the timer starts, you read through the words. You're just
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  Speaker 1: saying the words. The colors match the word. All the
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  Speaker 1: words are colors, by the way, the words. It's like red, pink, white, yellow, green, blue,
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  Speaker 1: those are all the words that you're reading, and the
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  Speaker 1: font color matches them. Okay. The second test is the
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  Speaker 1: same thing, except that now all the colors do not
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  Speaker 1: match the words. The words are still the names of colors,
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  Speaker 1: but they now printed a different color font, and you're
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  Speaker 1: to say the font color when the written word does
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  Speaker 1: not match that font color. If the word says blue
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  Speaker 1: but it's written in green, you should say green again,
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  Speaker 1: they time it to compare this to the previous time.
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  Speaker 3: Right, and reliably, reliably, people perform worse when one part
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  Speaker 3: of the stimulus feature does not match the text part
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  Speaker 3: of the stimulus itself. So people have also expanded this
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  Speaker 3: to include a variety of different incongruent stimuli. So one
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  Speaker 3: is location where the words up, down, left, and right
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  Speaker 3: are inside of a box where the word is located
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  Speaker 3: in a location other than what the word says. So
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  Speaker 3: if the word is up, it's on the bottom. If
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  Speaker 3: the word is left, then it's at the top, or
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  Speaker 3: it's on the right. Yep, something along those lines where
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  Speaker 3: it's changing the location in that.
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  Speaker 1: Box exactly right. Yeah, they just move the word around
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  Speaker 1: and then they don't match where the word is located,
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  Speaker 1: and you're trying to say where it's located and not
• 9:43
  Speaker 1: what the word says. And that's a lot trickier than
• 9:45
  Speaker 1: it sounds. There's one with the number, and this is
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  Speaker 1: where you say the number of times the word is written,
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  Speaker 1: which might not match what number is spelled out. So
• 9:55
  Speaker 1: you might have the number one, it's like spelled out
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  Speaker 1: it says one, but it's written three times, and they
• 10:01
  Speaker 1: want the participant to say three because it's written three times,
• 10:05
  Speaker 1: and ignore what the text actually says. Again, people are
• 10:08
  Speaker 1: slower and less accurate when they have to do that
• 10:10
  Speaker 1: when they don't match right.
• 10:12
  Speaker 3: There's also the shape test, where the name of the
• 10:14
  Speaker 3: shape is inside of a different shape. So the word
• 10:17
  Speaker 3: square is inside of a circle, the word triangles inside
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  Speaker 3: of a square, so on and so forth.
• 10:22
  Speaker 1: Yeah, and then they would be saying the name of
• 10:23
  Speaker 1: the actual shape, not the word that's in it. That's
• 10:26
  Speaker 1: the test part, right. They've also done this with animals.
• 10:29
  Speaker 1: They have the name of an animal that's written as
• 10:31
  Speaker 1: a label on a different animals animal. So for example,
• 10:34
  Speaker 1: they might have the word dog labeled on the picture
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  Speaker 1: of a cow, right, and so they would then want
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  Speaker 1: to say cow and not the word dog, which is
• 10:43
  Speaker 1: the thing that is written, even though there's a picture
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  Speaker 1: of a cow.
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  Speaker 2: Right.
• 10:46
  Speaker 1: So in all of these it's set up so the
• 10:49
  Speaker 1: first test is always congruent. So the name of the
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  Speaker 1: correct animal is on the animal that it's supposed to be,
• 10:54
  Speaker 1: that the name of the shape is on the shape
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  Speaker 1: it's supposed to be the name of the number is
• 10:58
  Speaker 1: written the number of times that are et cetera. But
• 11:01
  Speaker 1: when they do the test, they then change it so
• 11:03
  Speaker 1: it's incongruent. They no longer match, they are different from
• 11:07
  Speaker 1: each other.
• 11:08
  Speaker 3: Right, So psychologists like to argue that this shows how
• 11:11
  Speaker 3: our brains process information and handled distraction. So really it
• 11:14
  Speaker 3: is a test to show how fluent you are in
• 11:16
  Speaker 3: certain performances. But it's kind of less intuitive than you
• 11:18
  Speaker 3: might think. It is actually that the less fluent you
• 11:22
  Speaker 3: are in reading text, the easier it is to perform
• 11:24
  Speaker 3: each task similarly, because the reading portion has less dominance
• 11:28
  Speaker 3: in your attention than the labeling portion.
• 11:31
  Speaker 1: Yeah, so actually people who have dyslexia actually do better
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  Speaker 1: on this than people who don't because these struggles to
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  Speaker 1: read the words, and they can more easily orient sometimes
• 11:41
  Speaker 1: to just a different feature of the text itself, depending
• 11:44
  Speaker 1: on the form of dyslexia and how severe it is
• 11:46
  Speaker 1: and their history with reading, et cetera. So they're like,
• 11:48
  Speaker 1: it's not a guarantee. But they specifically find that younger children,
• 11:52
  Speaker 1: people with language delays, and non native language learners, when
• 11:56
  Speaker 1: the test is conducted in a language other than their
• 11:58
  Speaker 1: first language, they show less difference in their performance across
• 12:03
  Speaker 1: the tests than people who are fluent in reading that language.
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  Speaker 1: Interesting because Again, they're less dominant with that one particular skill,
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  Speaker 1: so they can shift to a different feature more easily
• 12:17
  Speaker 1: because the text portion of it is not controlling their
• 12:20
  Speaker 1: behavior as powerfully as would someone who is a very
• 12:24
  Speaker 1: fluent reader. So actually being a fluent reader makes this
• 12:27
  Speaker 1: effect more pronounced.
• 12:29
  Speaker 2: Wow, that makes sense. That makes sense now.
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  Speaker 3: They also apply the Stroop test as part of the
• 12:34
  Speaker 3: assessment process for ADHD. Would people be better or worse
• 12:38
  Speaker 3: at the Stroop test?
• 12:39
  Speaker 1: What do you think, Shane? Before you read what do
• 12:41
  Speaker 1: you think?
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  Speaker 3: I think that people of ADHD would be worse and
• 12:47
  Speaker 3: I think it's because of a lack of stimulus control.
• 12:53
  Speaker 1: Yes, you are correct. Apparently people with an ADHD diagnosis
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  Speaker 1: do perform worse on this test. They are more likely
• 13:01
  Speaker 1: to go slower and make more errors, or go fast
• 13:04
  Speaker 1: and make a lot of errors, or go slower and
• 13:05
  Speaker 1: make fewer errors. But they slow down quite a bit
• 13:08
  Speaker 1: for what it's worth, which is little in my humble opinion,
• 13:12
  Speaker 1: Researchers tend to attribute this difference in their performance to
• 13:15
  Speaker 1: deficits in impulse control and with respect to selective attention,
• 13:21
  Speaker 1: there's a bunch of hypothetical constructs do with at what
• 13:23
  Speaker 1: you will sure, but that is the expectation is that
• 13:27
  Speaker 1: they do tend to perform worse on this test, so
• 13:29
  Speaker 1: they do sometimes use it as a part of the
• 13:31
  Speaker 1: assessment batter. Actually frequently use this as a part of
• 13:33
  Speaker 1: the assessment battery for ADHD.
• 13:36
  Speaker 2: Right, okay, yeah, it makes sense.
• 13:38
  Speaker 3: So it's important though that the results have been mixed
• 13:41
  Speaker 3: on this with respect to people with ADHD, So you
• 13:43
  Speaker 3: might have some folks that actually do pretty well on this,
• 13:46
  Speaker 3: but it's kind of like a mixed bag overall.
• 13:49
  Speaker 1: Yeah, I mean, it is a fairly standard to do
• 13:53
  Speaker 1: this as part of an evaluation, but it is not
• 13:56
  Speaker 1: so consistent that if you were to worse on this
• 14:01
  Speaker 1: test that that would definitely mean that you do have ADHD,
• 14:03
  Speaker 1: or if you were to perform well in the test
• 14:05
  Speaker 1: to mean that you definitely don't have ADHD. It is
• 14:08
  Speaker 1: a little bit mixed results on that, but it is
• 14:11
  Speaker 1: part of a common assessment piece for that, right, For
• 14:13
  Speaker 1: those people who are interested in this sort of thing.
• 14:16
  Speaker 1: fMRIs have shown stronger activation during this test in the
• 14:20
  Speaker 1: anterior singulate coretex, which for those of you, which is
• 14:24
  Speaker 1: probably most of course, of course, it does that particular
• 14:27
  Speaker 1: part of the brain is associated with allocating attention and
• 14:29
  Speaker 1: selecting an appropriate response. And the other part that they
• 14:33
  Speaker 1: mentioned is the dor solateral prefrontal cortex, which is associated
• 14:37
  Speaker 1: with resolving conflicts and catching errors. There are other parts
• 14:43
  Speaker 1: of the brain that people have identified as being important.
• 14:46
  Speaker 1: Those are just like the two most sort of widely
• 14:48
  Speaker 1: acknowledged pieces. Of course, whenever we do any particular task,
• 14:52
  Speaker 1: we are using our entire brain, because our brain does
• 14:55
  Speaker 1: a lot of things to keep us alive and kicking
• 14:58
  Speaker 1: and doing things in the world. And just because it
• 15:02
  Speaker 1: sometimes activates other parts with respect or more than others
• 15:06
  Speaker 1: with respect to certain tasks, doesn't mean those are the
• 15:08
  Speaker 1: only parts that are important, right, And so there is
• 15:11
  Speaker 1: that to know. But that is the Stroop test. If
• 15:14
  Speaker 1: you've never heard of it, you can go if you
• 15:15
  Speaker 1: google this, you can find free practice tests that will
• 15:18
  Speaker 1: run you through the pretty much the exact thing, just
• 15:21
  Speaker 1: as a warning. As soon as you click start at
• 15:23
  Speaker 1: the timer starts, so like if you if you do
• 15:26
  Speaker 1: want to like legitimately engage in it, then just no
• 15:29
  Speaker 1: going into it. That that's the ones that I found
• 15:31
  Speaker 1: at least, like they jump right into it. Yeah, yeah,
• 15:34
  Speaker 1: I'm going to link all of these. So if you
• 15:35
  Speaker 1: are wherever you're listening to this. If you just scroll
• 15:38
  Speaker 1: down to like the text portion of the description, you
• 15:41
  Speaker 1: should find these links if you want to click on
• 15:43
  Speaker 1: them and go try it out, or just do a
• 15:44
  Speaker 1: Google search, find it on your own and check them out.
• 15:47
  Speaker 1: They are annoyingly difficult to do, but a lot of
• 15:49
  Speaker 1: people like the challenge of saying, like, I bet I'd
• 15:53
  Speaker 1: be better at this than they think, and maybe you will,
• 15:54
  Speaker 1: but maybe you won't. So just be prepared for that
• 15:57
  Speaker 1: and have fun, like to see you try, let's see
• 16:00
  Speaker 1: you try.
• 16:01
  Speaker 2: It is really fun.
• 16:01
  Speaker 3: It's really fun because you go, oh wow, like it's
• 16:04
  Speaker 3: you discover, you discover, Like it's always fun finding like
• 16:07
  Speaker 3: a skill deficit where you go like, oh, I guess
• 16:09
  Speaker 3: I can't do that that well, you know, like you think,
• 16:11
  Speaker 3: like I love, I love challenging myself on that.
• 16:13
  Speaker 1: Oh I guess I did.
• 16:14
  Speaker 2: I guess I don't do that as well as I
• 16:15
  Speaker 2: thought I did.
• 16:16
  Speaker 1: You know, I think most people do not have the
• 16:18
  Speaker 1: same experiences as you. That's join finding a skill deficit
• 16:22
  Speaker 1: for themselves.
• 16:23
  Speaker 2: That's true, that's fair, that's fair.
• 16:25
  Speaker 1: But nevertheless, I do think people will find the challenging
• 16:28
  Speaker 1: fun either way. Yes, you know the one I actually
• 16:31
  Speaker 1: did the worst on that I thought I would do
• 16:32
  Speaker 1: the best on as the animal one. Oh interesting, it
• 16:35
  Speaker 1: really surprised me. I actually kind of do okay at
• 16:37
  Speaker 1: the color one. But anyway, that's what we have to
• 16:39
  Speaker 1: say about the strip test. We already ran a little long.
• 16:41
  Speaker 1: If you'd like to tell us your thoughts on the
• 16:43
  Speaker 1: stroop test or any other discoveries therein or whatever, report
• 16:47
  Speaker 1: your scores to us. We're happy to hear those things,
• 16:49
  Speaker 1: and if you want, we might even read those things
• 16:51
  Speaker 1: as part of a listener mail in an episode or not.
• 16:54
  Speaker 1: You know, it depends on how interesting and useful big
• 16:57
  Speaker 1: of the contribution it is, but you can write to
• 16:59
  Speaker 1: us either way. We definitely I love hearing from people.
• 17:01
  Speaker 1: Email us directly at info at WWDWWD podcast dot com,
• 17:05
  Speaker 1: or reach us on the social media platforms. You can
• 17:07
  Speaker 1: support us directly by going to Patreon. If you do that,
• 17:10
  Speaker 1: you'll get some extra goodies and I will read your
• 17:12
  Speaker 1: name at the end of our full length discussions and
• 17:15
  Speaker 1: a list of the names of people who support us,
• 17:16
  Speaker 1: and we really appreciate all of them. So you can
• 17:18
  Speaker 1: do that thing. You can also just like subscribe, leave
• 17:21
  Speaker 1: a rating or a review, go tell a friend, and
• 17:23
  Speaker 1: all that stuff helps us as well. Thank you to
• 17:26
  Speaker 1: my team of people for helping me with the show.
• 17:27
  Speaker 1: Thank you for recording with me today, Shane.
• 17:29
  Speaker 2: Thanks any time for having me. I mean, I'm as sia.
• 17:32
  Speaker 2: Thanks any time for having me what they say.
• 17:35
  Speaker 1: Thanks any time for having me stroop sentence.
• 17:39
  Speaker 3: Yeah, I'm not fluent, and thank you apparently I'm happy
• 17:42
  Speaker 3: to be here.
• 17:43
  Speaker 2: Thank you for having me.
• 17:44
  Speaker 1: Very welcome. Our social media coordinator is Emma Wilson, and
• 17:48
  Speaker 1: our extraordinarily wonderful producer Emperor is Justin who does all
• 17:53
  Speaker 1: the audio stuff to make this sound like two people
• 17:55
  Speaker 1: talking to each other and it's a bunch of garbled nonsense.
• 18:00
  Speaker 3: Yeah, he does the whole He does all of it.
• 18:01
  Speaker 3: He does all of it, even he even puts voice
• 18:03
  Speaker 3: modulation on.
• 18:04
  Speaker 1: And there's music and effects. It's it's really quite a show. Yeah,
• 18:08
  Speaker 1: all right, I think that's everything. Anything that you would
• 18:11
  Speaker 1: like to add that I forgot before we say goodbyes, Nope,
• 18:13
  Speaker 1: that covers it. Thank you all for listening this, Abraham,
• 18:15
  Speaker 1: this is Shane. Why we do what we do? Mini
• 18:18
  Speaker 1: is out Bye. You've been listening to Why we do
• 18:22
  Speaker 1: what we do.
• 18:23
  Speaker 3: You can learn more about this and other episodes by
• 18:25
  Speaker 3: going to WWD WWWD podcast dot com. Thanks for listening,
• 18:31
  Speaker 3: and we hope you have an awesome day.