What Stroop tasks can tell us about selective attention from childhood to adulthood.
A rich body of research concerns causes of Stroop effects plus applications of Stroop. However, several questions remain. We included assessment of errors with children and adults ( N = 316), who sat either a task wherein each block employed only trials of one type (unmixed task) or where every bloc...
| Publicado en: | British Journal of Psychology Vol. 108; no. 3; pp. 583 - 608 |
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| Formato: | Artículo |
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Wiley-Blackwell
Aug2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=123928880&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 123928880 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00071269 BJP jtl: British Journal of Psychology issn: 00071269 maglogo: Y pubinfo: dt: Aug2017 vid: 108 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 123928880 10.1111/bjop.12230 ppf: 583 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: P size: 323KB tig: atl: What Stroop tasks can tell us about selective attention from childhood to adulthood. aug: au: Wright, Barlow C. affil: Division of Psychology, Brunel University London, Uxbridge UK su: Age distribution Attention Reading Semantics Hypothesis Reaction time Human error sug: subj: Age distribution Attention Reading Semantics Hypothesis Reaction time Human error keyword: Children Facilitation Interference Selective Attention Stroop Errors Children Facilitation Interference Selective Attention Stroop Errors ab: A rich body of research concerns causes of Stroop effects plus applications of Stroop. However, several questions remain. We included assessment of errors with children and adults ( N = 316), who sat either a task wherein each block employed only trials of one type (unmixed task) or where every block comprised of a mix of the congruent, neutral, and incongruent trials. Children responded slower than adults and made more errors on each task. Contrary to some previous studies, interference (the difference between neutral and incongruent condition) showed no reaction time (RT) differences by group or task, although there were differences in errors. By contrast, facilitation (the difference between neutral and congruent condition) was greater in children than adults, and greater on the unmixed task than the mixed task. After considering a number of theoretical accounts, we settle on the inadvertent word-reading hypothesis, whereby facilitation stems from children and the unmixed task promoting inadvertent reading particularly in the congruent condition. Stability of interference RT is explained by fixed semantic differences between neutral and incongruent conditions, for children versus adults and for unmixed versus mixed task. We conclude that utilizing two tasks together may reveal more about how attention is affected in other groups. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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