Color–object interference in young children: A Stroop effect in children 3½–6½ years old
Identifieur interne : 000D04 ( Ncbi/Merge ); précédent : 000D03; suivant : 000D05Color–object interference in young children: A Stroop effect in children 3½–6½ years old
Auteurs : Meredith B. Prevor [États-Unis] ; Adele Diamond [Canada]Source :
- Cognitive development [ 0885-2014 ] ; 2005.
Abstract
The Stroop color–word task cannot be administered to children who are unable to read. However, our color–object Stroop task can. One hundred and sixty-eight children of 3½–6½ years (50% female; 24 children at each 6-month interval) were shown line drawings of familiar objects in a color that was congruent (e.g., an orange carrot), incongruent (e.g., a green carrot), or neutral (for objects having no canonical color [e.g., a red book]), and abstract shapes, each drawn in one of six colors. Half the children were asked to name the color in which each object was drawn, and half were to name each object. Children’s predominant tendency was to say what the object was; when instructed to do otherwise they were slower and less accurate. Children were faster and more accurate at naming the color of a stimulus when the form could not be named (abstract shape) than when it could, even if in its canonical color. The heightened interference to color-naming versus object-naming was not due to lack of familiarity with color names or group differences: Children in the color condition were as fast and accurate at naming the colors of abstract shapes as were children in the form condition at naming familiar objects.
Url:
DOI: 10.1016/j.cogdev.2005.04.001
PubMed: 18079980
PubMed Central: 2134842
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PMC:2134842Le document en format XML
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<author><name sortKey="Diamond, Adele" sort="Diamond, Adele" uniqKey="Diamond A" first="Adele" last="Diamond">Adele Diamond</name>
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<front><div type="abstract" xml:lang="en"><p id="P1">The Stroop color–word task cannot be administered to children who are unable to read. However, our color–object Stroop task can. One hundred and sixty-eight children of 3½–6½ years (50% female; 24 children at each 6-month interval) were shown line drawings of familiar objects in a color that was congruent (e.g., an orange carrot), incongruent (e.g., a green carrot), or neutral (for objects having no canonical color [e.g., a red book]), and abstract shapes, each drawn in one of six colors. Half the children were asked to name the color in which each object was drawn, and half were to name each object. Children’s predominant tendency was to say what the object was; when instructed to do otherwise they were slower and less accurate. Children were faster and more accurate at naming the color of a stimulus when the form could not be named (abstract shape) than when it could, even if in its canonical color. The heightened interference to color-naming versus object-naming was not due to lack of familiarity with color names or group differences: Children in the color condition were as fast and accurate at naming the colors of abstract shapes as were children in the form condition at naming familiar objects.</p>
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<title-group><article-title>Color–object interference in young children: A Stroop effect in children 3½–6½ years old</article-title>
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<contrib-group><contrib contrib-type="author"><name><surname>Prevor</surname>
<given-names>Meredith B.</given-names>
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<xref rid="A1" ref-type="aff">a</xref>
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<contrib contrib-type="author"><name><surname>Diamond</surname>
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<xref rid="FN1" ref-type="author-notes">*</xref>
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<aff id="A1"><label>a</label>
Department of Psychology, University of Pennsylvania, PA, USA</aff>
<aff id="A2"><label>b</label>
Department of Psychiatry, University of British Columbia, 2255 Wesbrook Mall, Vancouver, BC, Canada V6T 2A1</aff>
<author-notes><corresp id="FN1">* Corresponding author. Tel.: +1 604 822 7220. <italic>E-mail address:</italic>
<email>adele.diamond@ubc.ca</email>
(A. Diamond).</corresp>
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<pub-date pub-type="nihms-submitted"><day>12</day>
<month>4</month>
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<pub-date pub-type="ppub"><month>6</month>
<year>2005</year>
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<pub-date pub-type="pmc-release"><day>12</day>
<month>12</month>
<year>2007</year>
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<volume>20</volume>
<issue>2</issue>
<fpage>256</fpage>
<lpage>278</lpage>
<abstract><p id="P1">The Stroop color–word task cannot be administered to children who are unable to read. However, our color–object Stroop task can. One hundred and sixty-eight children of 3½–6½ years (50% female; 24 children at each 6-month interval) were shown line drawings of familiar objects in a color that was congruent (e.g., an orange carrot), incongruent (e.g., a green carrot), or neutral (for objects having no canonical color [e.g., a red book]), and abstract shapes, each drawn in one of six colors. Half the children were asked to name the color in which each object was drawn, and half were to name each object. Children’s predominant tendency was to say what the object was; when instructed to do otherwise they were slower and less accurate. Children were faster and more accurate at naming the color of a stimulus when the form could not be named (abstract shape) than when it could, even if in its canonical color. The heightened interference to color-naming versus object-naming was not due to lack of familiarity with color names or group differences: Children in the color condition were as fast and accurate at naming the colors of abstract shapes as were children in the form condition at naming familiar objects.</p>
</abstract>
<kwd-group><kwd>Shape bias</kwd>
<kwd>Inhibition</kwd>
<kwd>Executive function</kwd>
<kwd>Color-form</kwd>
<kwd>Attention</kwd>
<kwd>Binding</kwd>
</kwd-group>
<contract-num rid="HD1">R01 HD035453-11</contract-num>
<contract-sponsor id="HD1">National Institute of Child Health & Human Development : NICHD</contract-sponsor>
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