Both task-irrelevant and task-relevant information trigger reactive conflict adaptation in the item-specific proportion-congruent paradigm
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Abstract:
Adapting attention flexibly is a fundamental ability of the human control system. In the color-word Stroop task, for example, congruency effects are typically smaller for colors and words that appear mainly in incongruent stimuli (mostly-incongruent items) than for colors and words that appear mainly in congruent stimuli (mostly-congruent items). At least part of this item-specific proportion-congruent (ISPC) effect is due to a process of reactive conflict adaptation that affords higher selectivity (i.e., more efficient selection of task-relevant information) when a specific stimulus is presented that is frequently associated in the experiment with conflicting task-irrelevant information. What is unclear, however, is whether, normally, this stimulus-specific adaptation is triggered by the task-relevant component, the task-irrelevant component, or both components of the stimulus. In two experiments, using modified color-word (Experiment 1) and spatial (Experiment 2) Stroop tasks that allowed task-relevant and task-irrelevant triggering processes to be dissociated, we found that the two processes have approximately equivalent impacts. Because these results were obtained in experiments imposing no limitations on the processes potentially contributing to the ISPC effect, these results challenge claims that the ISPC effect involves conflict-adaptation processes only in special situations. The ISPC effect may involve conflict-adaptation processes in most situations, with both task-relevant and task-irrelevant information triggering such processes.Keywords:
Stroop effect
Stimulus (psychology)
The color-word Stroop task requires an individual to ignore one piece of information (word) while responding to another (color). Since self-monitors are good at adapting their responses to fit a situation and those high in need for cognition carefully think through information before responding, this study explored the relationship between self-monitoring and need for cognition using Stroop interference. It was anticipated that self-monitoring would reduce Stroop interference, while need for cognition would increase Stroop interference. 23 General Psychology students (10 men, 13 women, M(age) = 18.8 yr.) participated. Participants were given the Self-monitoring Scale, the Need for Cognition Scale, and the Stroop Color-Word Test. Analysis indicated that Need for Cognition was not correlated with Stroop interference (r = .31) but higher scores on Self-monitoring were correlated with lower Stroop interference (r = .43). Implications for research are suggested.
Stroop effect
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In making a study of The Stroop Color-Word Test(CWT),the United States psychologist John Rid-dly Stroop initially revealed the brain's control of interference effects(The stroop interfere effect),along with the development of neuropsychological science,the study on information processing work principle and control of in-terference effects has been deepened daily.The use of STROOP test has become more and more popular,but as an in-depth study,the disputes arising have been increased.
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The authors examined the cross-task consistency of the ability to inhibit the processing of irrelevant information. They compared interference scores on 2 widely used inhibition tasks and found that color word Stroop interference scores correlated with emotion word Stroop interference scores. An examination of physiological reactivity showed that, in general, the color Stroop was more arousing than was the emotion Stroop, most likely due to increased response conflict.
Stroop effect
Reactivity
Color term
Negative emotion
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Stroop effect
Color term
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The Stroop test was originally invented by Stroop to measure selective attention and cognitive flexibility and various versions of this test have been developed by many other researchers. Since the Stroop test requires the examinee's sustained efforts, it is not readily applicable to children with developmental disorders. In order to overcome this weakness, a modified Stroop test by reducing the total number of stimulations from 300 to 72 was proposed for clinical use. This study was performed to obtain the standard value of the modified Stroop test, and also to clarify the developmental changes in indices of interference effect. Two hundred eighty one normal children and adults, ranging from 6 to 20 years of age were examined. A simple regression analysis was performed to examine the relation between age and the score of indices such as Incongruent Color Naming (ICN), ICN--Color Naming (CN), ICN/CN. The results from this analysis showed significant age-related changes. Subjects between sixteen and seventeen showed the best score in each index. These findings suggest that a brain region and/or functional system of late maturation might participate in the execution of the interference task.
Stroop effect
Cognitive flexibility
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Stroop effect
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To examine whether participants with ADHD showed a deficit in Stroop/reverse-Stroop interference by comparing them to non-ADHD participants.A group with ADHD, primarily inattentive type (n = 15), and a paired non-ADHD group (n = 15) completed the group version of the Stroop/reverse-Stroop test.Asymmetric interference was observed between the Stroop test and the reverse-Stroop test in ADHD participants, presenting evidence contrary to Barkley's behavioral inhibition model of ADHD in which response inhibition deficits pertained only to the ADHD-C subtype.Participants with ADHD showed a control deficit in reverse-Stroop interference but not in Stroop interference.
Stroop effect
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Age-related factors in the reduction of Stroop interference with practice were examined in 3 studies. Young and old adults received extensive practice on a modified version of the Stroop task. Both groups showed reduced interference on the Stroop task with practice. Results suggest that young adults' reduction in Stroop interference was due to general task factors plus the development of a reading suppression response. The old adults' reduction in Stroop interference was attributed primarily to general task factors. Results indicate that old adults have greater difficulty than young adults in developing new automatic processes and modifying existing automatic processes. The implication of these findings for current models of Stroop interference is that, in addition to automatic processing, attentional mechanisms must be incorporated to account for the age-related differences.
Stroop effect
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The color-word Stroop task requires an individual to ignore one piece of information (word) while responding to another (color). Since self-monitors are good at adapting their responses to fir a situation and those high in need for cognition carefully think through information before responding, this study explored the relationship between self-monitoring and need for cognition using Stroop interference. It was anticipated that self-monitoring would reduce Stroop interference, while need for cognition would increase Stroop interference. 23 General Psychology students (10 men, 13 women, Mage = 18.8 yr.) participated. Participants were given the Self-monitoring Scale, the Need for Cognition Scale, and the Stroop Color-Word Test. Analysis indicated that Need for Cognition was not correlated with Stroop interference (r = .31) but higher scores on Self-monitoring were correlated with lower Stroop interference (r = .43), Implications for research are suggested.
Stroop effect
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Abstract Stroop–reverse‐Stroop interference is a phenomenon based on word‐reading skill acquisition, especially the original color–word interference task. Few studies have examined preschool children, probably because early childhood school education is a requirement for the occurrence of Stroop–reverse‐Stroop interference and because of difficulties in application to young children. However, many Japanese students have begun to acquire word‐reading skills in preschool. To estimate the age at which Stroop interference occurs, standardized Stroop–reverse‐Stroop interference tests were conducted of 58 kindergarten children using a blinker board to facilitate attentional stability. Results revealed the presence of Stroop interference among participants in the 4–5‐year and 5–6‐year age groups, although no reverse‐Stroop interference was found. Developmental perspectives related to an older age group for Stroop–reverse‐Stroop interference are discussed.
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