The Color of Two Alphabets for a Multilingual Synesthete

Perception ◽  
10.1068/p3429 ◽  
2002 ◽  
Vol 31 (11) ◽  
pp. 1371-1394 ◽  
Author(s):  
Carol Bergfeld Mills ◽  
Meredith L Viguers ◽  
Shari K Edelson ◽  
Amanda T Thomas ◽  
Stephanie L Simon-Dack ◽  
...  
Keyword(s):  
Color Naming ◽  
Letter Naming ◽  
Print Color

Interviews with a multilingual synesthete (MLS), who experiences colored letters for Roman and Cyrillic alphabets and for digits, revealed stable synesthetic experiences over 2½ – 5 years. Colors of Cyrillic letters were based on Roman letters. Four Stroop tests involving both types of letters showed that MLS was able to name print color faster if the colors matched her synesthetic colors, showing that synesthesia is automatic. Letter-naming times for blocks of color were slower than those of actual letters, supporting unidirectionality of synesthesia. Stroop tests with Roman, but not Cyrillic, letters showed MLS acquired new temporary letter–color pairings and her color-naming times for these were not different from those for her original synesthetic colors.

Evaluating a Technique for Improving Letter Memory in At-Risk Kindergarten Students

2014 ◽  
pp. 355-372
Author(s):  
Carol Stockdale
Keyword(s):  
Color Naming ◽  
Receptive Language ◽  
Reading Program ◽  
Kindergarten Students ◽  
Receptive Vocabulary ◽  
Kindergarten Children ◽  
Control Group ◽  
Distinctive Features ◽  
Treatment Groups ◽  
Letter Naming

This chapter focuses on a process for improving letter naming. Numerous studies have established the correlation between fluent letter naming and reading in young children (Badian, 2000; Catts, 2001; Faust, Dimitrovsky, & Shacht, 2003; Terepocki, Kruk, & Willows, 2002; Mann & Foy, 2003). Two schools using the same reading program were selected for the study. The 125 kindergarten children attending these schools were screened for letter naming fluency. The low scoring individuals in each school were randomly assigned either to a treatment or control group for the study. Pretesting addressed rapid letter recall, color naming, object naming, and receptive vocabulary. The children in the treatment groups received twelve twenty-minute instructional sessions teaching the children to attend to the distinctive features (unique parts) of each letter. The students in the treatment groups made significant gains in letter naming speed and accuracy compared to the control groups. Receptive language scores improved. Other measures had no significant correlation with letter naming proficiency in posttests.

Evaluating a Technique for Improving Letter Memory in At-Risk Kindergarten Students

2016 ◽  
pp. 2214-2234
Author(s):  
Carol Stockdale
Keyword(s):  
Color Naming ◽  
Receptive Language ◽  
Reading Program ◽  
Kindergarten Students ◽  
Receptive Vocabulary ◽  
Kindergarten Children ◽  
Control Group ◽  
Distinctive Features ◽  
Treatment Groups ◽  
Letter Naming

This chapter focuses on a process for improving letter naming. Numerous studies have established the correlation between fluent letter naming and reading in young children (Badian, 2000; Catts, 2001; Faust, Dimitrovsky, & Shacht, 2003; Terepocki, Kruk, & Willows, 2002; Mann & Foy, 2003). Two schools using the same reading program were selected for the study. The 125 kindergarten children attending these schools were screened for letter naming fluency. The low scoring individuals in each school were randomly assigned either to a treatment or control group for the study. Pretesting addressed rapid letter recall, color naming, object naming, and receptive vocabulary. The children in the treatment groups received twelve twenty-minute instructional sessions teaching the children to attend to the distinctive features (unique parts) of each letter. The students in the treatment groups made significant gains in letter naming speed and accuracy compared to the control groups. Receptive language scores improved. Other measures had no significant correlation with letter naming proficiency in posttests.

Implicit stereotyping and prejudice and the primed Stroop task

1999 ◽  
Vol 58 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Kerry Kawakami ◽  
Kenneth L. Dion ◽  
John F. Dovidio
Keyword(s):  
Stroop Task ◽  
Color Naming ◽  
Stereotype Activation ◽  
Racial Categories ◽  
Black And White ◽  
Automatic Activation ◽  
Black Stereotypes ◽  
Implicit Prejudice ◽  
Implicit Stereotyping ◽  
Naming Latencies

In the present study, automatic stereotype activation related to racial categories was examined utilizing a primed Stroop task. The speed of participants' ink-color naming of stereotypic and nonstereotypic target words following Black and White category primes were compared: slower naming times are presumed to reflect interference from automatic activation. The results provide support for automatic activation of implicit prejudice and stereotypes. With respect to prejudice, naming latencies tended to be slower for positive words following White than Black primes and slower for negative words following Black than White primes. With regard to stereotypes, participants demonstrated slower naming latencies for Black stereotypes, primarily those that were negatively valenced, following Black than White category primes. These findings provide further evidence of the automatic activation of stereotypes and prejudice that occurs without intention.

Multidimensional Anxiety and Content-specificity Effects in Preferential Processing of Threat

2003 ◽  
Vol 8 (4) ◽  
pp. 252-265 ◽  
Author(s):  
Manuel G. Calvo ◽  
P. Avero ◽  
M. Dolores Castillo ◽  
Juan J. Miguel-Tobal
Keyword(s):  
Selective Attention ◽  
Cognitive Biases ◽  
Naming Task ◽  
Color Naming ◽  
Memory Bias ◽  
Ego Threat ◽  
Phobic Anxiety ◽  
Relative Contribution ◽  
Content Specificity ◽  
Specificity Effects

We examined the relative contribution of specific components of multidimensional anxiety to cognitive biases in the processing of threat-related information in three experiments. Attentional bias was assessed by the emotional Stroop word color-naming task, interpretative bias by an on-line inference processing task, and explicit memory bias by sensitivity (d') and response criterion (β) from word-recognition scores. Multiple regression analyses revealed, first, that phobic anxiety and evaluative anxiety predicted selective attention to physical- and ego-threat information, respectively; cognitive anxiety predicted selective attention to both types of threat. Second, phobic anxiety predicted inhibition of inferences related to physically threatening outcomes of ambiguous situations. And, third, evaluative anxiety predicted a response bias, rather than a genuine memory bias, in the reporting of presented and nonpresented ego-threat information. Other anxiety components, such as motor and physiological anxiety, or interpersonal and daily-routines anxiety made no specific contribution to any cognitive bias. Multidimensional anxiety measures are useful for detecting content-specificity effects in cognitive biases.

A Unique Asymmetrical Stroop Effect in Absolute Pitch Possessors

2012 ◽  
Vol 59 (5) ◽  
pp. 272-278 ◽  
Author(s):  
Lilach Akiva-Kabiri ◽  
Avishai Henik
Keyword(s):  
Selective Attention ◽  
Stroop Task ◽  
Stroop Effect ◽  
Congruency Effect ◽  
Absolute Pitch ◽  
Naming Task ◽  
Color Naming ◽  
Reading Task ◽  
Pitch Processing ◽  
Reverse Pattern

The Stroop task has been employed to study automaticity or failures of selective attention for many years. The effect is known to be asymmetrical, with words affecting color naming but not vice versa. In the current work two auditory-visual Stroop-like tasks were devised in order to study the automaticity of pitch processing in both absolute pitch (AP) possessors and musically trained controls without AP (nAP). In the tone naming task, participants were asked to name the auditory tone while ignoring a visual note name. In the note naming task, participants were asked to read a note name while ignoring the auditory tone. The nAP group showed a significant congruency effect only in the tone naming task, whereas AP possessors showed the reverse pattern, with a significant congruency effect only in the note reading task. Thus, AP possessors were unable to ignore the auditory tone when asked to read the note, but were unaffected by the verbal note name when asked to label the auditory tone. The results suggest that pitch identification in participants endowed with AP ability is automatic and impossible to suppress.

Implicit associative learning in an incongruent color-naming task

2001 ◽  
Author(s):  
Celine Lermercier ◽  
Thierry Bouillot ◽  
Sandrine Cogniard
Keyword(s):  
Associative Learning ◽  
Naming Task ◽  
Color Naming ◽  
Incongruent Color

Absolute pitch ability is not associated with advantage in musical tension processing

2020 ◽  
Author(s):  
Linshu Zhou ◽  
Fang Liu ◽  
Tang Hai ◽  
Jun Jiang ◽  
Dongrui Man ◽  
...  
Keyword(s):  
Detection Threshold ◽  
Absolute Pitch ◽  
Discrimination Threshold ◽  
Pitch Change ◽  
Letter Naming ◽  
Direction Discrimination ◽  
Pitch Direction ◽  
Lower Accuracy ◽  
Tonal Hierarchy ◽  
The Stability

Absolute pitch (AP), a superior ability of pitch letter naming in the absence of a reference note, has long been viewed as an indicator of human musical talent and thus as evidence for the adaptationist hypothesis of music evolution. Little is known, however, whether AP possessors are superior to non-AP possessors in music processing. The present study investigated whether the AP ability facilitates musical tension processing in perceptual and experienced tasks. Twenty-one AP possessors and 21 matched non-AP possessors were tested using novel melodies in C and non-C contexts. Results indicated that the two groups provided comparable ratings of perceived and felt tension for melodies in both contexts. While AP possessors demonstrated lower accuracy with longer reaction time than non-AP possessors in naming movable solfège syllables for pitch in the pretest, their tension rating profiles showed a similar tonal hierarchy as non-AP possessors in regard to the stability of the ending tones of the melodies in both major and minor keys. Correlation analyses suggested that musical tension ratings were not significantly related to performance in pitch letter, movable solfège syllable naming, pitch change detection threshold, or pitch direction discrimination threshold for either group. These findings suggest that pitch naming abilities (either pitch letter or movable solfège syllable naming) do not benefit processing of perceived or felt musical tension, providing evidence to support the hypothesis that AP ability is not associated with advantage in music processing.

Color naming by art students and science students: A comparative study

Semiotica ◽  
1981 ◽  
Vol 35 (3-4) ◽  
Author(s):  
ANDRÉ VON WATTENWYL ◽  
HEINRICH ZOLLINGER
Keyword(s):  
Comparative Study ◽  
Color Naming ◽  
Science Students ◽  
Art Students
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