Lemercier Céline
Université de Toulouse, France.
Percept Mot Skills. 2009 Jun;108(3):705-16. doi: 10.2466/PMS.108.3.705-716.
Two experiments refine the incidental learning hypothesis of incongruent items during color-naming. In Exp. 1, the size of the incongruent item set was manipulated in a manual Stroop task. In Version 4, four different incongruent items were presented; in Version 8, eight different incongruent items were presented; and in Version 12, 12 different incongruent items were presented. Analysis showed color-naming response time was roughly equivalent for neutral and incongruent items in Version 4. Conversely, the Stroop effect not only was manifest but also was equivalent in Versions 8 and 12. In Exp. 2, the role of the phonological loop in the Stroop effect was investigated using Version 4 of Exp. 1. The Experimental group repeated aloud the syllable "LA" during the Incongruent color-naming condition. Articulatory suppression resulted in a significant increase in Incongruent color-naming response time. Implications for the interpretation of Stroop data are discussed.
两项实验对颜色命名过程中不一致项目的附带学习假设进行了细化。在实验1中，在手动斯特鲁普任务中操纵了不一致项目集的大小。在版本4中，呈现了四个不同的不一致项目；在版本8中，呈现了八个不同的不一致项目；在版本12中，呈现了十二个不同的不一致项目。分析表明，在版本4中，中性项目和不一致项目的颜色命名反应时间大致相等。相反，斯特鲁普效应不仅在版本8和12中表现出来，而且是相当的。在实验2中，使用实验1的版本4研究了语音回路在斯特鲁普效应中的作用。实验组在不一致颜色命名条件下大声重复音节“LA”。发音抑制导致不一致颜色命名反应时间显著增加。讨论了对斯特鲁普数据解释的影响。
