Stroop interference is a composite phenomenon: Evidence from distinct developmental trajectories of its components
Authors: Ferrand, L., Ducrot, S., Chausse, P., Maïonchi-Pino, N., O’Connor, R.J., Parris, B.A., Perret, P., Riggs, K.J. and Augustinova, M.
Journal: Developmental Science
Volume: 23
Issue: 2
eISSN: 1467-7687
ISSN: 1363-755X
DOI: 10.1111/desc.12899
Abstract:Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs further investigation; work that is further motivated by the possibility that any remaining differences would be caused by process(es) other than processing speed. Analysis of data from two experiments revealed that, even after controlling for processing speed using z-transformed reaction times, early developmental change persists such that the magnitude of overall Stroop interference is larger in 3rd- and 5th graders as compared to 1st graders. This pattern indicates that the magnitude of overall Stroop interference peaks after 2 or 3 years of reading practice (Schadler & Thissen, 1981). Furthermore, this peak is shown to be due to distinct components of Stroop interference (resulting from specific conflicts) progressively falling into place. Experiment 2 revealed that the change in the magnitude of Stroop interference specifically results from joint contributions of task, semantic and response conflicts in 3rd- and 5th graders as compared to a sole contribution of task conflict in 1st graders. The specific developmental trajectories of different conflicts presented in the present work provide unique evidence for multiple loci of Stroop interference in the processing stream (respectively task, semantic and response conflict) as opposed to a single (i.e. response) locus predicted by historically – favored response competition accounts.
https://eprints.bournemouth.ac.uk/32741/
Source: Scopus
Stroop interference is a composite phenomenon: Evidence from distinct developmental trajectories of its components.
Authors: Ferrand, L., Ducrot, S., Chausse, P., Maïonchi-Pino, N., O'Connor, R.J., Parris, B.A., Perret, P., Riggs, K.J. and Augustinova, M.
Journal: Dev Sci
Volume: 23
Issue: 2
Pages: e12899
eISSN: 1467-7687
DOI: 10.1111/desc.12899
Abstract:Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs further investigation; work that is further motivated by the possibility that any remaining differences would be caused by process(es) other than processing speed. Analysis of data from two experiments revealed that, even after controlling for processing speed using z-transformed reaction times, early developmental change persists such that the magnitude of overall Stroop interference is larger in 3rd- and 5th graders as compared to 1st graders. This pattern indicates that the magnitude of overall Stroop interference peaks after 2 or 3 years of reading practice (Schadler & Thissen, 1981). Furthermore, this peak is shown to be due to distinct components of Stroop interference (resulting from specific conflicts) progressively falling into place. Experiment 2 revealed that the change in the magnitude of Stroop interference specifically results from joint contributions of task, semantic and response conflicts in 3rd- and 5th graders as compared to a sole contribution of task conflict in 1st graders. The specific developmental trajectories of different conflicts presented in the present work provide unique evidence for multiple loci of Stroop interference in the processing stream (respectively task, semantic and response conflict) as opposed to a single (i.e. response) locus predicted by historically - favored response competition accounts.
https://eprints.bournemouth.ac.uk/32741/
Source: PubMed
Stroop interference is a composite phenomenon: Evidence from distinct developmental trajectories of its components
Authors: Ferrand, L., Ducrot, S., Chausse, P., Maionchi-Pino, N., O'Connor, R.J., Parris, B.A., Perret, P., Riggs, K.J. and Augustinova, M.
Journal: DEVELOPMENTAL SCIENCE
Volume: 23
Issue: 2
eISSN: 1467-7687
ISSN: 1363-755X
DOI: 10.1111/desc.12899
https://eprints.bournemouth.ac.uk/32741/
Source: Web of Science (Lite)
Stroop interference is a composite phenomenon: Evidence from distinct developmental trajectories of its components.
Authors: Ferrand, L., Ducrot, S., Chausse, P., Maïonchi-Pino, N., O'Connor, R.J., Parris, B.A., Perret, P., Riggs, K.J. and Augustinova, M.
Journal: Developmental science
Volume: 23
Issue: 2
Pages: e12899
eISSN: 1467-7687
ISSN: 1363-755X
DOI: 10.1111/desc.12899
Abstract:Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs further investigation; work that is further motivated by the possibility that any remaining differences would be caused by process(es) other than processing speed. Analysis of data from two experiments revealed that, even after controlling for processing speed using z-transformed reaction times, early developmental change persists such that the magnitude of overall Stroop interference is larger in 3rd- and 5th graders as compared to 1st graders. This pattern indicates that the magnitude of overall Stroop interference peaks after 2 or 3 years of reading practice (Schadler & Thissen, 1981). Furthermore, this peak is shown to be due to distinct components of Stroop interference (resulting from specific conflicts) progressively falling into place. Experiment 2 revealed that the change in the magnitude of Stroop interference specifically results from joint contributions of task, semantic and response conflicts in 3rd- and 5th graders as compared to a sole contribution of task conflict in 1st graders. The specific developmental trajectories of different conflicts presented in the present work provide unique evidence for multiple loci of Stroop interference in the processing stream (respectively task, semantic and response conflict) as opposed to a single (i.e. response) locus predicted by historically - favored response competition accounts.
https://eprints.bournemouth.ac.uk/32741/
Source: Europe PubMed Central
Stroop Interference is a Composite Phenomenon: Evidence from Distinct Developmental Trajectories of its Components.
Authors: Ferrand, L., Ducrot, S., Chausse, P., Maïonchi-Pino, N., O'Connor, R.J., Parris, B., Perret, P., Riggs, K.J. and Augustinova, M.
Journal: Developmental Science
Volume: 23
Issue: 2
ISSN: 1363-755X
Abstract:Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age-groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs further investigation; work that is further motivated by the possibility that any remaining differences would be caused by process(es) other than processing speed. Analysis of data from two experiments revealed that, even after controlling for processing speed using z-transformed reaction times, early developmental change persists such that the magnitude of overall Stroop interference is larger in 3rd - and 5th - graders as compared to 1st -graders. This pattern indicates that the magnitude of overall Stroop interference peaks after two or three years of reading practice (Schadler & Thissen, 1981). Furthermore, this peak is shown to be due to distinct components of Stroop interference (resulting from specific conflicts) progressively falling into place. Experiment 2 revealed that the change in the magnitude of Stroop interference specifically results from joint contributions of task, semantic and response conflicts in 3rd - and 5th -graders as compared to a sole contribution of task conflict in 1st -graders. The specific developmental trajectories of different conflicts presented in the present work provide unique evidence for multiple loci of Stroop interference in the processing stream (respectively task, semantic and response conflict) as opposed to a single (i.e., response) locus predicted by historically-favored response competition accounts. This article is protected by copyright. All rights reserved.
https://eprints.bournemouth.ac.uk/32741/
Source: BURO EPrints