Clinical Spanish Norms of the Stroop Test for Traumatic Brain Injury and Schizophrenia

AbstractThe Stroop Color-Word Test is a useful tool to evaluate executive attention and speed of processing. Recent studies have provided norms for different populations of healthy individuals to avoid misinterpretation of scores due to demographic and cultural differences. In addition, clinical norms may improve the assessment of cognitive dysfunction severity and its clinical course. Spanish normative data are provided for 158 closed traumatic brain injury (TBI) and 149 first-episode schizophrenia spectrum disorder (SCH) patients. A group of 285 Spanish healthy individuals (HC) was also considered for comparison purposes. Differences between groups were found in all Stroop scores with HC outperforming both clinical groups (p < .002 in all cases; d > .3 in all cases). TBI patients scored lower than SCH patients in word-reading (p < .001 and d = .6), and color-naming conditions (p < .001 and d = .4), but not in the color-word condition (p = .34 and d = .03). However, SCH patients exhibited a higher interference effect as compared to TBI (p < .002 and d = .5). Three sets of norms stratified by age and education (HC), and by education (TBI and SCH) are presented for clinical use.

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An Hebrew Language Version of the Stroop Test

Perceptual and Motor Skills ◽

10.2466/pms.1988.67.1.187 ◽

1988 ◽

Vol 67 (1) ◽

pp. 187-192 ◽

Cited By ~ 4

Author(s):

Loring J. Ingraham ◽

Frances Chard ◽

Marcia Wood ◽

Allan F. Mirsky

Keyword(s):

English Language ◽

Word Reading ◽

Color Word ◽

Color Naming ◽

Stroop Test ◽

Language Version ◽

Hebrew Language ◽

Stroop Color Word Test ◽

Lexical Content ◽

College Educated

We present normative data from a Hebrew language version of the Stroop color-word test. In this sample of college-educated Israeli young adults, 18 women and 28 men with a mean age of 28.4 yr. completed a Hebrew language Stroop test. When compared with 1978 English language norms of Golden, Hebrew speakers were slower on color-word reading and color naming, similar on naming the color of incongruently colored names of colors, and showed less interference. Slowed color-word reading and color-naming may reflect the two-syllable length of the Hebrew names for one-syllable length English language colors; reduced interference may reflect the exclusion of vowels in much Hebrew printing and subjects' ability to provide competing, nonconflicting words while naming the color of words in which the hue and the lexical content do not match.

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A-109 Anxiety Influences Traumatic Brain Injury Survivors and Healthy Comparison Adult Bilinguals Stroop Color Word Test Performance

Archives of Clinical Neuropsychology ◽

10.1093/arclin/acaa068.109 ◽

2020 ◽

Vol 35 (6) ◽

pp. 902-902

Author(s):

Torres E ◽

Lopez-Hernandez D ◽

Litvin P ◽

Cervantes R ◽

Rugh-Fraser R ◽

...

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Test Performance ◽

Color Word ◽

Depression Scale ◽

Performance Validity ◽

Validity Testing ◽

Word Test ◽

Stroop Color Word Test ◽

Performance Validity Testing

Abstract Objective We evaluated symptoms of anxiety (via the Hospital Anxiety and Depression Scale; HADS, HADS-A) on Stroop Color Word Test (SCWT) performances in traumatic brain injury (TBI) survivors, as compared to healthy comparison participants (HC). Method The sample consisted of 40 acute TBI survivors [ATBI; 30 normal symptoms of anxiety (NSA); 10 abnormal symptoms of anxiety (ASA)], 30 chronic TBI survivors (CTBI; 16 NSA; 14 ASA), and 50 HC’s (28 NSA; 22 ASA). All participants passed performance validity testing. The SCWT included the word (SCWT-W), color (SCWT-C), and color-word (SCWT-CW) conditions. A series of ANOVAs were used to evaluate SCWT performances. Results ANOVA revealed a main effect group on the SCWT-C, p = .011, and SCWT-CW, p = .018, with HC’s outperforming the ATBI group. Furthermore, HC outperformed both TBI groups on the SCWT-W, p = .004. We also found that the ASA outperformed the NSA group on the SCWT-W, p = .036. No interactions emerged between group and anxiety. Conclusion The HC group outperformed both TBI groups on the SCWT-W, but only the ATBI group on SCWT-C and SCWT-CW. Furthermore, we found that there were only differences between the anxiety groups on the SCWT-W. Our findings highlight that anxiety impacts HC and TBI groups differently on the SCWT.

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Age-Related Trends of Interference Control in School-Age Children and Young Adults in the Stroop Color–Word Test

Psychological Reports ◽

10.2466/04.10.22.pr0.108.2.577-584 ◽

2011 ◽

Vol 108 (2) ◽

pp. 577-584 ◽

Cited By ~ 23

Author(s):

Yoshifumi Ikeda ◽

Hideyuki Okuzumi ◽

Mitsuru Kokubun ◽

Koichi Haishi

Keyword(s):

Young Adults ◽

Middle Childhood ◽

Word Reading ◽

Color Word ◽

Color Naming ◽

Interference Control ◽

Word Test ◽

Incongruent Color ◽

Stroop Color Word Test ◽

Naming Tasks

In this cross-sectional study, differences in interference control, one component of executive function, were investigated among three age groups, 15 early childhood (7- to 8-yr.-olds), 25 middle childhood (9- to 12-yr.-olds), and 20 young adults (21- to 30-yr.-olds). Participants were administered a computer version of the Stroop color–word test with an oral response; correct responses, response time (RT), and the interference ratio were examined. The data indicated that (1) most of the participants showed no errors in word reading, color-naming, and incongruent color-naming tasks; (2) in word-reading and color-naming tasks, RT for 7- to 8-yr.-olds was longer than that for 9- to 12-yr.-olds, while RT of 9- to 12-yr.-olds and young adults were comparable; (3) in an incongruent color-naming task, RT for 7- to 8-yr.-olds was longer than RT for 9- to 12-yr.-olds, which was longer than RT for young adults; and (4) the interference ratio was higher in 7- to 8-yr.-olds than in 9- to 12-yr.-olds, which was higher than in young adults. These results suggested the difference in interference control between early and middle childhood reported on the go/no-go task and the stop-signal procedure would be observed in the Stroop color–word paradigm as well. The utility of this modified Stroop color–word test for those with intellectual and developmental disabilities was discussed.

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