Modulation of Word Reading Following Resolution of Stroop Interference

2004 ◽  
Author(s):  
Michael E. J. Masson ◽  
Daniel N. Bub
Keyword(s):  
Word Reading ◽  
Stroop Interference

scholarly journals Cognitive and Motor Norms for Huntington’s Disease

2020 ◽  
Vol 35 (6) ◽  
pp. 671-682
Author(s):  
James A Mills ◽  
Jeffrey D Long ◽  
Amrita Mohan ◽  
Jennifer J Ware ◽  
Cristina Sampaio
Keyword(s):  
Huntington's Disease ◽  
Huntington’S Disease ◽  
Rating Scale ◽  
Word Reading ◽  
Natural Aging ◽  
Color Naming ◽  
Stroop Interference ◽  
Healthy Controls ◽  
Aging Effects ◽  
Motor Score

Abstract Background The progression of Huntington’s disease (HD) for gene-expanded carriers is well-studied. Natural aging effects, however, are not often considered in the evaluation of HD progression. Objective To examine the effects of natural aging for healthy controls and to develop normative curves by age, sex, and education from the distribution of observed scores for the Symbol Digit Modalities Test, Stroop Word Reading Test, Stroop Color Naming Test, Stroop Interference Test, Total Motor Score, and Total Functional Capacity (TFC) from the Unified Huntington’s Disease Rating Scale (UHDRS) along with a composite score. Methods After combining longitudinal REGISTRY and Enroll-HD data, we used quantile regression and natural cubic splines for age to fit models for healthy controls (N = 3,394; N observations = 8,619). Normative curves were estimated for the 0.05, 0.25, 0.50, 0.75, and 0.95 quantiles. Two types of reference curves were considered: unconditional curves were dependent on age alone, whereas conditional curves were dependent on age and other covariates, namely sex and education. Results Conditioning on education was necessary for the Symbol Digit, Stroop Word, Stroop Color, Stroop Interference, and composite UHDRS. Unconditional curves were sufficient for the Total Motor Score. TFC was unique in that the curve was constant over age with its intercept at the maximum score (TFC = 13). For all measures, sex effects were minimal, so conditioning on sex was unwarranted. Conclusions Extreme quantile estimates for each measure can be considered as boundaries for natural aging and scores falling beyond these thresholds are likely the result of disease progression. Normative curves and tables are developed and can serve as references for clinical characterization in HD.

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.

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

scholarly journals Word reading practice reduces Stroop interference in children

2014 ◽  
Vol 148 ◽  
pp. 204-208 ◽  
Author(s):  
Athanassios Protopapas ◽  
Eleni L. Vlahou ◽  
Despoina Moirou ◽  
Laoura Ziaka
Keyword(s):  
Word Reading ◽  
Stroop Interference ◽  
Reading Practice

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

The Relation Between Linguistic Awareness Skills and Spelling in Adults: A Comparison Among Scoring Procedures

2020 ◽  
Vol 63 (4) ◽  
pp. 1240-1253
Author(s):  
Victoria S. Henbest ◽  
Lisa Fitton ◽  
Krystal L. Werfel ◽  
Kenn Apel
Keyword(s):  
Phonemic Awareness ◽  
Concurrent Validity ◽  
Word Reading ◽  
Continuous Measure ◽  
Scoring Methods ◽  
Syntactic Awareness ◽  
Scoring Method ◽  
Spelling Performance ◽  
Linguistic Awareness ◽  
Average Readers

Purpose Spelling is a skill that relies on an individual's linguistic awareness, the ability to overtly manipulate language. The ability to accurately spell is important for academic and career success into adulthood. The spelling skills of adults have received some attention in the literature, but there is limited information regarding which approach for analyzing adults' spelling is optimal for guiding instruction or intervention for those who struggle. Thus, we aimed to examine the concurrent validity of four different scoring methods for measuring adults' spellings (a dichotomous scoring method and three continuous methods) and to determine whether adults' linguistic awareness skills differentially predict spelling outcomes based on the scoring method employed. Method Sixty undergraduate college students who were determined to be average readers as measured by a word reading and contextual word reading task were administered a spelling task as well as morphological, orthographic, phonemic, and syntactic awareness tasks. Results All four scoring methods were highly correlated suggesting high concurrent validity among the measures. Two linguistic awareness skills, morphological awareness and syntactic awareness, predicted spelling performance on both the dichotomous and continuous scoring methods. Contrastively, phonemic awareness and orthographic awareness predicted spelling performance only when spelling was scored using a continuous measure error analysis. Conclusions The results of this study confirm that multiple linguistic awareness skills are important for spelling in adults who are average readers. The results also highlight the need for using continuous measures of spelling when planning intervention or instruction, particularly in the areas of orthographic and phonemic awareness.

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

The Effects of Grouping and Selection on the Magnitude of Stroop Interference

2000 ◽  
Author(s):  
Shai Danziger ◽  
Paloma Mari Beffa ◽  
Angeles Estevez
Keyword(s):  
Stroop Interference
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