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Drifting from Slow to "D'oh!": Working Memory Capacity and Mind Wandering Predict Extreme Reaction Times and Executive Control Errors
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McVay, Jennifer C.; Kane, Michael J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
A combined experimental, individual-differences, and thought-sampling study tested the predictions of executive attention (e.g., Engle & Kane, 2004) and coordinative binding (e.g., Oberauer, Suss, Wilhelm, & Sander, 2007) theories of working memory capacity (WMC). We assessed 288 subjects' WMC and their performance and mind-wandering rates…
Descriptors: Performance Factors, Reaction Time, Short Term Memory, Predictor Variables
The Relationship between Intelligence and Performance on the Stroop Color-Word Test in Second- and Fifth-Grade Children
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Friedman, Ronald – Journal of Genetic Psychology, 1971
Descriptors: Cognitive Processes, Intelligence, Performance Factors, Test Interpretation
Field Independence and Stroop Color-Word Performance
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Hochman, Sidney H. – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Processes, College Students, Color, Discrimination Learning
The Development of Automaticity in Accessing Number Magnitude.
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Girelli, Luisa; Lucangeli, Daniela; Butterworth, Brian – Journal of Experimental Child Psychology, 2000
Traced developmental changes in automatic and intentional processing of Arabic numerals using numerical-Stroop paradigm in two studies. In numerical comparison task, found that congruent physical sizes facilitated and incongruent sizes interfered with numerical comparison at all ages relative to neutral control. In physical comparison task, found…
Descriptors: Adults, Age Differences, Children, Cognitive Development
Relationship between Shyness in Children and Constricted Cognitive Control as Measured by the Stroop Color-Word Test.
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Ludwig, Robert P.; Lazarus, Philip J. – Journal of Consulting and Clinical Psychology, 1983
Investigated the relationship of shyness in children (N=103) to the constricted flexible dimension of cognitive control. Findings showed a significant difference in performance of the shy and nonshy group on the Stroop Color-Word Test. The shy group was less effective in maintaining performance in the presence of interfering stimuli. (JAC)
Descriptors: Cognitive Processes, Elementary School Students, Individual Differences, Intermediate Grades