Interference and facilitation are two important aspects of automatic processes. Interference refers to the range to which one process hinders the performance of another, while facilitation indicates the extent to which one process helps the performance of another. Through practice and maturation, reading progresses from a controlled process to an automatic one, decreasing the demands on attention. resources. Stroop reported one of the first studies, which provided support for this, in 1935. He combined the dimensions of the word object/property in the same stimulus to create one of the most researched phenomena in cognitive psychology: the Stroop effect (MacLeod, 1991). He discovered that it was faster to read the words than to name the corresponding object or its properties, including color. Thanks to its key understanding of attention, the study that led to many other related investigations began by examining interference in the automaticity of reading. . Stroop furthered his research by creating tasks that involved naming and reading colors. He first compared the time it took to read color names printed with incongruent ink colors to baseline reading of color words. For the second part of his study, Stroop compared the time it took to name the ink color when congruent with the color word (e.g., blue printed with blue ink) to the time it took to name the ink color . Comparing response times in the interference conditions with the control conditions he found that people took longer to respond to the color of the ink when printed in a color incongruent to the word color (Stroop, 1995). Words interfere with the name of the color; however, the color does not interfere with reading the word. The nature of the Stroop effect turns out to be a consequence of automaticity. People have difficulty ignoring the meaning of a word because, with practice, reading has become an automatic process. The two main explanations explaining the Stroop effect in the past have been the cognitive-attentional processes involved in learning, controlled and automatic. As mentioned above, when a process is automatic (e.g. reading), it is not only faster; furthermore it does not rely on other cognitive resources. Controlled processes, such as naming colors, are slow and require more attentional resources. The theory is that an automatic process cannot be successfully suppressed without causing interference with a controlled process. The second explanation, relating to processing speed, holds that the two processes involved in color naming and word reading are performed in parallel, but that word reading is performed faster, assuming that the faster process will then interfere with slower ones like color. denomination (Dunbar and McLeod, 1984 as cited in Mel, 1997)