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.

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.

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

2014 ◽  
Vol 17 ◽  
Author(s):  
Genny Lubrini ◽  
José A. Periañez ◽  
Marco Rios-Lago ◽  
Raquel Viejo-Sobera ◽  
Rosa Ayesa-Arriola ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Word Reading ◽  
Color Word ◽  
Color Naming ◽  
First Episode ◽  
Healthy Individuals ◽  
Schizophrenia Spectrum ◽  
Stroop Color Word Test ◽  
First Episode 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.

Examination of Some Aspects of the Stroop Color-Word Test

1966 ◽  
Vol 23 (3_suppl) ◽  
pp. 1211-1214 ◽  
Author(s):  
E. C. Dalrymple-Alford ◽  
Bushra Budayr
Keyword(s):  
Color Word ◽  
Color Naming ◽  
Stroop Test ◽  
Word Test ◽  
Stroop Color Word Test ◽  
Color Combinations ◽  
Test Color

In the Stroop Test color naming is found to be slower when the colors are those in which non-corresponding color names are written. A similar result was found when the incongruent word-color combinations were presented individually. When presented in lists, the structure of the lists was found to contribute to impairment of color naming.

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

2011 ◽  
Vol 108 (2) ◽  
pp. 577-584 ◽  
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.

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.

scholarly journals Specific Aspects of Executive Functioning Impacted in HIV and Cocaine Dependence

2020 ◽  
Author(s):  
Sarah E. Nigro ◽  
Minjie Wu ◽  
Alinda Lord ◽  
Atash Sabet ◽  
Anthony Juliano ◽  
...  
Keyword(s):  
Executive Functioning ◽  
Word Reading ◽  
Color Naming ◽  
Cocaine Dependence ◽  
People Living With Hiv ◽  
Targeted Interventions ◽  
Premorbid Intelligence ◽  
Z Scores ◽  
Stroop Color Word Test ◽  
Trail Making

Abstract Background: Our study aimed to understand the effects of HIV and cocaine dependence (CD) on discrete aspects of executive functioning via the Stroop Color-Word Test and the Trail Making Test (TMT). We recruited 101 participants (26 HIV+/CD+; 18 HIV+/CD-; 30 HIV-/CD+; and 27 HIV-/CD-. Methods: We utilized a series of 2 (HIV: yes/no) × 2 (Cocaine: yes/no) ANCOVA’s while controlling for age and premorbid intelligence on the Stroop trials (i.e., color-naming, word reading, interference), and ANOVA’s were used to test for group differences on TMT-A and TMT-B z-scores, the number of errors, and the B/A ratio score. Results: We found a significant main effect of HIV on the Stroop Interference (p = 0.012) and the TMT B/A ratio (p = 0.017), these findings are consistent with difficulties in cognitive flexibility. On the Color-Naming and Interference trials, individuals with CD made significantly more errors than non-users (p = 0.028), demonstrating difficulties with inhibition. Conclusions: Our results show HIV and CD are associated with different underlying cognitive processes which impact overall executive functioning. Understanding the different cognitive factors impacting executive functioning can help formulate tailored treatment recommendations and targeted interventions for people living with HIV and those with cocaine dependence.

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.

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 RELATIONSHIP BETWEEN ANXIETY AND COGNITIVE STYLE MEASURED ON THE STROOP TEST

2004 ◽  
Vol 32 (3) ◽  
pp. 283-293 ◽  
Author(s):  
Bader Alansari
Keyword(s):  
Cognitive Style ◽  
Color Word ◽  
Stroop Test ◽  
Anxiety Scale ◽  
Interference Effects ◽  
Kuwait University ◽  
Word Test ◽  
Significant Difference ◽  
Stroop Color Word Test ◽  
The Relationship

This study examines the relationship between anxiety and cognitive style, as measured on the Stroop Color-Word Test. A sample of 253 respondents, selected on the basis of their anxiety scores, were administered the Stroop Test and Kuwait University Anxiety Scale (KUAS). The subjects were divided into two groups, the most and the least anxious, depending upon their anxiety scores on the KUAS. The results showed no significant difference between the most and least anxious groups in cognitive style, indicating increased interference in both groups. These findings suggest the susceptibility of both groups to constricted cognitive style, and their propensity to interference effects on the Stroop test.

Stroop Interference and Color-Word Similarity

1996 ◽  
Vol 7 (3) ◽  
pp. 150-157 ◽  
Author(s):  
Dale S. Klopfer
Keyword(s):  
Word Reading ◽  
Color Word ◽  
Color Naming ◽  
Neutral Stimulus ◽  
Stroop Interference ◽  
Conceptual Level ◽  
Word Similarity ◽  
Incongruent Color

Stroop interference refers to the finding that it takes longer to name the color of an incongruent color word (e g, the word blue shown in green) than it does to name the color of a neutral stimulus (e g, a series of number signs shown in green) Incongruent color-word stimuli can differ in the similarity between the color in which the word is printed and the color denoted by the word (e g, the word blue shown in green vs yellow) This research shows that the amount of interference obtained is related to color-word similarity, suggesting that word-reading and color-naming processes interact at a conceptual level prior to response emission

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