Cognitive Psychology Unit, Faculty of Social Sciences, Leiden University, P.O. Box 9555, 2300 RB Leiden, The Netherlands.
Percept Mot Skills. 2013 Feb;116(1):78-90. doi: 10.2466/27.10.24.PMS.116.1.78-90.
Children 5 to 8 years of age find it harder to name the color of a meaningful picture (e.g., of a table) than to name the color of an abstract form. Previous research suggests that this color-object interference effect is most likely due to competition between the task set of color-naming and the children's prepotent tendency to name the picture's identity. The present article examined whether color-object interference diminishes when cues are provided that have been shown to facilitate the segregation of the relevant (color) attribute and the irrelevant (form) attribute of the stimulus. Experiment 1 examined the effect of a spatial separation, and Experiment 2 the effect of a temporal separation between color and picture. Both manipulations resulted in the elimination of color-object interference, suggesting that children 5 to 8 years old were able to use these cues to overcome task competition.
5 到 8 岁的儿童发现，要说出有意义的图片（例如桌子）的颜色比说出抽象形状的颜色更难。先前的研究表明，这种颜色-物体干扰效应很可能是由于颜色命名任务集与儿童命名图片身份的优势倾向之间的竞争造成的。本文研究了当提供已被证明可以促进刺激的相关（颜色）属性和不相关（形状）属性分离的线索时，颜色-物体干扰是否会减少。实验 1 检验了空间分离的效果，实验 2 检验了颜色和图片之间的时间分离的效果。这两种操作都消除了颜色-物体干扰，这表明 5 到 8 岁的儿童能够使用这些线索来克服任务竞争。
