NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
The Relationship between Cognition and Action: Performance of Children 3.5-7 Years Old on a Stroop-Like Day-Night Test.
Peer reviewed Peer reviewed
Gerstadt, Cherie L.; And Others – Cognition, 1994
Tested 160 children on a Stroop-like day-night test that involved 2 rules. Also tested for whether remembering two rules alone was sufficient to cause difficulty. Concludes that the requirement to learn and remember two rules is not in itself sufficient to account for the poor performance of younger children (under five) in the experiment. (DR)
Descriptors: Cognitive Development, Color, Elementary School Students, Performance Factors
Field Independence and Stroop Color-Word Performance
Peer reviewed Peer reviewed
Hochman, Sidney H. – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Processes, College Students, Color, Discrimination Learning
Relationship between Shyness in Children and Constricted Cognitive Control as Measured by the Stroop Color-Word Test.
Peer reviewed Peer reviewed
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