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Direct linkSuh, Jihyun; Bugg, Julie M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Existing approaches in the literature on cognitive control in conflict tasks almost exclusively target the outcome of control (by comparing mean congruency effects) and not the processes that shape control. These approaches are limited in addressing a current theoretical issue--what contribution does learning make to adjustments in cognitive…
Descriptors: Cognitive Processes, Comparative Analysis, Conflict, Learning Processes
Meier, Matt E.; Kane, Michael J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Two experiments examined the relations among working memory capacity (WMC), congruency-sequence effects, proportion-congruency effects, and the color-word Stroop effect to test whether congruency-sequence effects might inform theoretical claims regarding WMC's prediction of Stroop interference. In Experiment 1, subjects completed either a…
Descriptors: Short Term Memory, Interference (Learning), Color, Task Analysis
Abrahamse, Elger L.; Duthoo, Wout; Notebaert, Wim; Risko, Evan F. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Proportion congruency effects represent hallmark phenomena in current theorizing about cognitive control. This is based on the notion that proportion congruency determines the relative levels of attention to relevant and irrelevant information in conflict tasks. However, little empirical evidence exists that uniquely supports such an attention…
Descriptors: Attention, Experimental Psychology, Influences, Prediction
The Stroop Test and Its Relationship to Academic Performance and General Behaviour of Young Students
Imbrosciano, Anthony; Berlach, Richard G. – Teacher Development, 2005
The test developed by Stroop some 70 years ago is used, among other purposes, as an indicator of attention disorder and general mood fluctuations. The present research attempted to determine whether a correlation existed between the Stroop Test, student ability as defined by a standardised IQ test, and general classroom behaviour. This study…
Descriptors: Socioeconomic Status, Academic Achievement, Intelligence Quotient, Correlation
