Developmental differences using a nonverbal Stroop task

Post date: Nov 6, 2011 2:26:08 AM

Poster prestented at the 19th Annual Conference on Object Perception, Attention, & Memory, November 3, 2011 (Seattle, WA)

Christopher Koch¹, Jacob Lowen¹, & Michelle McWilliams²

¹George Fox University ²Newberg School District

Abstract: Color-word Stroop interference increases with reading ability until approximately third grade. The present study was conducted to examine developmental trends using a nonverbal Stroop task. Thirty-six 36 first-graders, 24 third-graders, 19 fifth-graders, and 18 college students volunteered for the study. Participants sorted cards by target color. One set of cards had congruent color blocks while the other set had incongruent color blocks. Results indicate that cards with incongruent colors take significantly longer to sort. Interference was also significantly greater for first-graders compared to all other age groups. These findings are consistent with the developmental findings for the color-word Stroop task.