Prevor Meredith B, Diamond Adele
Department of Psychology, University of Pennsylvania, PA, USA.
Cogn Dev. 2005 Jun;20(2):256-278. doi: 10.1016/j.cogdev.2005.04.001.
The Stroop color-word task cannot be administered to children who are unable to read. However, our color-object Stroop task can. One hundred and sixty-eight children of 3½-6½ years (50% female; 24 children at each 6-month interval) were shown line drawings of familiar objects in a color that was congruent (e.g., an orange carrot), incongruent (e.g., a green carrot), or neutral (for objects having no canonical color [e.g., a red book]), and abstract shapes, each drawn in one of six colors. Half the children were asked to name the color in which each object was drawn, and half were to name each object. Children's predominant tendency was to say what the object was; when instructed to do otherwise they were slower and less accurate. Children were faster and more accurate at naming the color of a stimulus when the form could not be named (abstract shape) than when it could, even if in its canonical color. The heightened interference to color-naming versus object-naming was not due to lack of familiarity with color names or group differences: Children in the color condition were as fast and accurate at naming the colors of abstract shapes as were children in the form condition at naming familiar objects.
对于不识字的儿童无法进行斯特鲁普颜色-文字任务。然而，我们的颜色-物体斯特鲁普任务则可以。研究人员向168名3.5至6.5岁的儿童（50%为女孩；每隔6个月为一组，每组24名儿童）展示了常见物体的线条图，这些物体的颜色分别为一致的（例如，橙色的胡萝卜）、不一致的（例如，绿色的胡萝卜）或中性的（针对没有标准颜色的物体[例如，红色的书]），还有抽象形状，每个都用六种颜色之一绘制。一半的儿童被要求说出每个物体所绘制的颜色，另一半则被要求说出每个物体是什么。儿童的主要倾向是说出物体是什么；当被指示做其他事情时，他们的速度会变慢且准确性降低。当刺激物的形状无法命名（抽象形状）时，儿童在说出刺激物颜色方面比形状可以命名时更快且更准确，即使形状是其标准颜色。与物体命名相比，对颜色命名的干扰增加并非由于对颜色名称不熟悉或组间差异：颜色条件组的儿童在说出抽象形状的颜色方面与形状条件组的儿童在说出常见物体的名称方面一样快速和准确。
