Orthographic Reading Deficits in Dyslexic Japanese Children: Examining the Transposed-Letter Effect in the Color-Word Stroop Paradigm

Implicit learning of color-word associations using a Stroop paradigm.

Journal of Experimental Psychology Learning Memory and Cognition ◽

10.1037/0278-7393.19.4.789 ◽

1993 ◽

Vol 19 (4) ◽

pp. 789-798 ◽

Cited By ~ 23

Author(s):

Gail Musen ◽

Larry R. Squire

Keyword(s):

Implicit Learning ◽

Color Word ◽

Word Associations ◽

Stroop Paradigm

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Heart-Rate Indices of Hemispheric Asymmetry in a Discrete-Trials Stroop-Paradigm

Perceptual and Motor Skills ◽

10.2466/pms.1987.64.3c.1203 ◽

1987 ◽

Vol 64 (3_suppl) ◽

pp. 1203-1211 ◽

Cited By ~ 4

Author(s):

Kenneth Hugdahl ◽

Mikael Franzon

Keyword(s):

Heart Rate ◽

Hemispheric Asymmetry ◽

Color Word ◽

Verbal Information ◽

Discrete Trials ◽

Incongruent Color ◽

Stroop Paradigm ◽

Relative Inability ◽

The Right ◽

Central Fixation

Heart-rate changes were recorded in a discrete-trials Stroop-paradigm where slides with color-words written in an incongruent color were briefly flashed (200 msec.) either to the left or to the right of a central fixation point. Subjects were required to attend only to the color, ignoring the color-word. The logic behind the paradigm is that a greater conflict should occur for the Stroop-words presented in the right visual half-field due to the relative inability of the left hemisphere to suppress the verbal information. By recording phasic heart-rate it would be possible to elucidate 1982 findings of Walker and Sandman that changes in heart-rate are differentially related to the right and left cerebral hemispheres. The results showed a significant initial deceleration during the first trialblock only to stimuli presented in the left half-field. Asymmetrical effects were demonstrated for heart-rate.

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Stroop Interference as a Function of Percentage of Congruent Items

Perceptual and Motor Skills ◽

10.2466/pms.1986.63.3.1087 ◽

1986 ◽

Vol 63 (3) ◽

pp. 1087-1096 ◽

Cited By ~ 11

Author(s):

Michael J. Zajano ◽

Anne Gorman

Keyword(s):

Selective Attention ◽

Response Time ◽

Irrelevant Dimension ◽

Color Word ◽

Response Times ◽

Response Competition ◽

Color Naming ◽

Time Function ◽

Response Time Function ◽

Stroop Paradigm

Color-word interference in the traditional Stroop paradigm was investigated as a function of the percentages of congruent and incongruent items. Over-all color-naming times decreased with increasing percentages of congruent items. The response time function was significantly deviant from linearity, suggesting the existence of sources of interference other than just response competition. While the pattern of response times was consistent with the notion that effects of selective attention may be enhanced by inhibition of information from the irrelevant dimension of words, data for errors did not support a stronger test of the inhibition concept. Topics discussed include the insensitivity of measurements of error and relatedness to other recent Stroop experiments and theories.

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Hearing Screening Failure Among Students With Reading Impairment: Rate and Relation to Specific Reading Deficits

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00163 ◽

2020 ◽

Vol 5 (5) ◽

pp. 1212-1220

Author(s):

Krystal L. Werfel ◽

Laura Peek ◽

Gabriella Reynolds ◽

Sydney Bassard

Keyword(s):

Hearing Screening ◽

Literacy Assessment ◽

Poor Reading ◽

Reading Deficits ◽

Reading Impairment ◽

Underlying Factor ◽

Specific Reading ◽

Comprehension Skills ◽

Preliminary Study ◽

Reading Impairments

Background The purpose of this preliminary study was to explore one potential underlying factor that may contribute to poor reading outcomes: minimal hearing loss. Additionally, we compared decoding and comprehension deficits in students who passed or failed the hearing screening. Method Forty-three school-age students completed a hearing screening and a literacy assessment. Results Fifty-four percent of children with reading impairments failed the hearing screening, compared to only 21% of children with typical reading. Additionally, students who failed the hearing screening were more likely to exhibit decoding deficits; comprehension skills between the hearing screening groups did not differ. Conclusions Thus, children with reading impairments are more likely to fail hearing screenings than children with typical reading, and the deficits of those who fail hearing screenings appear to center on decoding rather than comprehension skills. Supplemental Material https://doi.org/10.23641/asha.12818252

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11.1 Prevalence of the brugada-type ECG in Japanese children

EP Europace ◽

10.1016/s1099-5129(02)90080-2 ◽

2003 ◽

Vol 4 ◽

pp. A18

Author(s):

Y YAMAKAWA

Keyword(s):

Japanese Children

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Semantic Conflict Processing in the Color-Word Stroop and the Emotional Stroop

Journal of Psychophysiology ◽

10.1027/0269-8803/a000100 ◽

2013 ◽

Vol 27 (4) ◽

pp. 149-164 ◽

Cited By ~ 10

Author(s):

Montserrat Zurrón ◽

Marta Ramos-Goicoa ◽

Fernando Díaz

Keyword(s):

Stroop Task ◽

Color Word ◽

Event Related Potentials ◽

Semantic Content ◽

Emotional Stroop ◽

Semantic Equivalence ◽

Incongruent Color ◽

Semantic Conflict ◽

Related Potentials ◽

Temporal Locus

With the aim of establishing the temporal locus of the semantic conflict in color-word Stroop and emotional Stroop phenomena, we analyzed the Event-Related Potentials (ERPs) elicited by nonwords, incongruent and congruent color words, colored words with positive and negative emotional valence, and colored words with neutral valence. The incongruent, positive, negative, and neutral stimuli produced interference in the behavioral response to the color of the stimuli. The P150/N170 amplitude was sensitive to the semantic equivalence of both dimensions of the congruent color words. The P3b amplitude was smaller in response to incongruent color words and to positive, negative, and neutral colored words than in response to the congruent color words and colored nonwords. There were no differences in the ERPs induced in response to colored words with positive, negative, and neutral valence. Therefore, the P3b amplitude was sensitive to interference from the semantic content of the incongruent, positive, negative, and neutral words in the color-response task, independently of the emotional content of the colored words. In addition, the P3b amplitude was smaller in response to colored words with positive, negative, and neutral valence than in response to the incongruent color words. Overall, these data indicate that the temporal locus of the semantic conflict generated by the incongruent color words (in the color-word Stroop task) and by colored words with positive, negative, and neutral valence (in the emotional Stroop task) appears to occur in the range 300–450 ms post-stimulus.

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