Two Forms of the Stroop Test

1983 ◽  
Vol 57 (3) ◽  
pp. 879-882 ◽  
Author(s):  
Ann Taylor ◽  
P. B. Clive
Keyword(s):  
Stroop Effect ◽  
Word Reading ◽  
Color Word ◽  
Color Naming ◽  
Stroop Test ◽  
Verbal Response ◽  
Card Sorting ◽  
General Measure ◽  
Interference Test

16 subjects performed a conventional chart-form and a card-sorting form of the Stroop color-word interference test. Interference scores on the two forms were positively and significantly correlated, while neither word reading nor color naming scores showed a significant correlation. It is suggested that the ‘Stroop effect’ has some, but limited, generality and that forms not requiring verbal response may be more useful than the traditional chart version in providing a general measure of interference proneness.

Decrease in Stroop Effect by Reducing Semantic Interference

1973 ◽  
Vol 37 (1) ◽  
pp. 263-265 ◽  
Author(s):  
An-Yen Liu
Keyword(s):  
Stroop Effect ◽  
Word Reading ◽  
Color Naming ◽  
Stroop Test ◽  
Naming Time ◽  
Semantic Interference

Ss were instructed to hold the incongruous color words upside down while naming the color in which the word was printed. The color-naming time was significantly shorter than that of the conventional naming situation. This result seems to confirm the claim that reducing the distracting inadvertent word-reading involved in the task of color naming will decrease the interference in the Stroop test. This implies that the involuntary word-reading which introduces semantic interference to the required response is a source of the Stroop effect.

An Hebrew Language Version of the Stroop Test

1988 ◽  
Vol 67 (1) ◽  
pp. 187-192 ◽  
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.

Effects of Shock-Arousal on a Card-Sorting Test of Color-Word Interference

1964 ◽  
Vol 19 (3) ◽  
pp. 905-906 ◽  
Author(s):  
Joseph J. Tecce ◽  
Susan J. Happ
Keyword(s):  
Stroop Task ◽  
Color Word ◽  
Card Sorting ◽  
Interference Test ◽  
Sorting Test ◽  
Different Levels

A modified (card-sorting) form of the Stroop Color-Word Interference Test was used to evaluate the hypothesis that heightened arousal tends to narrow attention. Results support the hypothesis and suggest that the cardsorting Stroop task provides different levels of stimulus competition.

Color Priming Affects Stroop Interference

1983 ◽  
Vol 56 (2) ◽  
pp. 643-651 ◽  
Author(s):  
Lucinda McClain
Keyword(s):  
Stroop Task ◽  
Priming Effect ◽  
Word Reading ◽  
Color Word ◽  
Color Naming ◽  
Stroop Interference ◽  
Relative Speed ◽  
Discrete Trials ◽  
Color Priming

The effect of prior word and/or color activation on subsequent color naming was examined in a discrete-trials Stroop task. Both word and color primes increased color-word interference, and the magnitude of the priming effect increased as the number of priming dimensions increased. The maximal interference usually produced by incongruent Stroop stimuli was reduced when such stimuli were preceded by primes which activated both word and color dimensions. The results were discussed in terms of models which attribute color-word interference to the relative speed of word reading and color naming.

“Reverse” Stroop Effect in the Performance of Schizophrenics

1983 ◽  
Vol 56 (1) ◽  
pp. 99-106 ◽  
Author(s):  
Rudolf R. Abramczyk ◽  
Donald E. Jordan ◽  
Mark Hegel
Keyword(s):  
Stroop Effect ◽  
Group Performance ◽  
Color Word ◽  
Control Group ◽  
Test Results ◽  
Reverse Effect ◽  
Control Data ◽  
Interference Test ◽  
Schizophrenic Patients ◽  
Color Combinations

The hypothesis was tested that a group of 30 schizophrenic in contrast to a control group of 35 non-schizophrenic patients would demonstrate substantial and significantly more “Reverse” interference in reading incongruent word-color combinations on the Stroop Color-Word Interference Test. Results supported the hypothesis. A “reverse” interference of 19% and of 9% was observed in the groups' performances, respectively. The group performance differences were much larger on both the classical “Stroop” and “Reverse” interference tasks than on corresponding non-interference tasks. But these interactions were not statistically significant. Measures of absolute and proportional performance decrements on the interference tasks showed no correlations between “Stroop” and “Reverse” interference. Issues discussed included impaired selective attention in schizophrenics' performance, the unexpected high “Reverse” effect in control data and the psychodiagnostic applications of reverse interference.

Locus of Interference on the Stroop Test

1977 ◽  
Vol 45 (1) ◽  
pp. 263-266 ◽  
Author(s):  
Daniel D. Wheeler
Keyword(s):  
Stroop Effect ◽  
Random Sequence ◽  
Stroop Test ◽  
Verbal Response ◽  
Test Results ◽  
Push Button ◽  
Verbal Responses ◽  
Left Hand ◽  
Time Required ◽  
The Right

On the Stroop test subjects are presented with a random sequence of color names printed in random colors of ink. They are asked to go through the list twice, once reading the words aloud and once naming the ink colors. In this experiment 36 college students were also asked to go through the lists using their fingers to make push button responses. With verbal responses naming the ink colors took nearly twice as long as reading the words, thus replicating the usual Stroop test results. With either the left hand or the right there was no difference between the time required by the subjects to respond to the words and to the ink colors. The disappearance of the Stroop effect with finger responses suggests strongly that the interference normally shown on the Stroop test occurs primarily in the processing of the verbal response.

Time-Varied Noise Effects on Color-Word Test Performance

1979 ◽  
Vol 49 (3) ◽  
pp. 851-857
Author(s):  
George D. Ogden ◽  
Angela M. Rieck ◽  
Glynn D. Coates
Keyword(s):  
Test Performance ◽  
Word Reading ◽  
Color Word ◽  
Reaction Times ◽  
Color Naming ◽  
Low Noise ◽  
Broadband Noise ◽  
Noise Condition ◽  
Reading Task ◽  
Word Test

The effects of continuous and time-varied 85 dBA broadband noise on the performance of a Stroop-type color-word test and a related word-reading task were investigated. 10 subjects served in one of three groups receiving either continuous, periodic, or aperiodic noise. All subjects performed in both low noise (65 dBA) and high noise (85 dBA) conditions on 80 trials of both word reading and color naming. Median reaction times in the word-reading task were unaffected by either noise intensity or the time-varied aspects of the noise. However, median reaction times in the color-naming task were significantly elevated in the 85-dBA noise condition. Also, reaction times in the high aperiodic noise condition were significantly elevated relative to the continuous and periodic noise conditions. Results are discussed within the framework of arousal, filter, and information theories.

The Musical Stroop Effect

2013 ◽  
Vol 60 (4) ◽  
pp. 269-278 ◽  
Author(s):  
Laurent Grégoire ◽  
Pierre Perruchet ◽  
Bénédicte Poulin-Charronnat
Keyword(s):  
Stroop Task ◽  
Stroop Effect ◽  
Word Reading ◽  
Color Word ◽  
Literacy Skills ◽  
Verbal Task ◽  
Musical Notation

The usual color-word Stroop task, as well as most other Stroop-like paradigms, has provided invaluable information on the automaticity of word reading. However, investigating automaticity through reading alone has inherent limitations. This study explored whether a Stroop-like effect could be obtained by replacing word reading with note naming in musicians. Note naming shares with word reading the crucial advantage of being intensively practiced over years by musicians, hence allowing to investigate levels of automatism that are out of reach of laboratory settings. But the situation provides much greater flexibility in manipulating practice. For instance, even though training in musical notation is often conducted in parallel with the acquisition of literacy skills during childhood, many exceptions make that it can be easily decoupled from age. Supporting the possibility of exploiting note naming as a new tool for investigating automatisms, musicians asked to process note names written inside note pictures in incongruent positions on a staff were significantly slowed down in both a go/no-go task (Experiment 1) and a verbal task (Experiment 2) with regard to a condition in which note names were printed inside note pictures in congruent positions.

Effects of Response Type and Set Size on Stroop Color-Word Performance

1983 ◽  
Vol 56 (3) ◽  
pp. 735-743 ◽  
Author(s):  
Lucinda McClain
Keyword(s):  
Undergraduate Students ◽  
Stroop Task ◽  
Stroop Effect ◽  
Color Word ◽  
Verbal Response ◽  
Response Type ◽  
Response Condition ◽  
Discrete Trials ◽  
Verbal Responses ◽  
Set Size

The effect of several procedural variables was investigated in a discrete-trials Stroop task. Undergraduate students identified the color of four types of stimuli (asterisks, words unrelated to color, and incongruent and congruent Stroop stimuli) using verbal responses, buttons labeled with color words, and buttons labeled with colors. Set size was manipulated by presenting 2, 3, 4, or 5 different colors in a given trial block. A significant Stroop effect occurred in the verbal response condition, the size of the Stroop effect was reduced in the word-button condition, and the Stroop effect was eliminated in the color-button condition. Increases in set size produced linear increases in response time but did not influence the size of the Stroop effect.

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