Wang Shinmin, Gathercole Susan E
a Department of Psychology , University of York , York , UK.
Child Neuropsychol. 2015;21(4):418-31. doi: 10.1080/09297049.2014.918594. Epub 2014 May 23.
Two studies investigated whether the greater Stroop interference reported in children with reading difficulties compared to typical readers of the same age represents a generalized deficit in interference control or a consequence of their reading problems. In Study 1, a color-word Stroop task and a nonverbal task involving responses to locations associated with pictures were administered to 23 children with single word reading difficulties and 22 typically developing children matched for age and nonverbal ability. Children with reading difficulties showed disproportionate interference effects in the color-word Stroop but not the nonverbal task. In Study 2, groups of poor and typical readers completed a spatial Stroop task with printed input that did not require a verbal response and a nonverbal analogue. Both groups showed comparable interference in these two tasks. Thus, the reported problems in the color-word Stroop task in children with reading difficulties do not appear to entail general impairments in interference control.
两项研究探讨了与同龄正常阅读者相比，阅读困难儿童所表现出的更大的斯特鲁普干扰效应，是代表了干扰控制方面的普遍缺陷，还是其阅读问题的结果。在研究1中，对23名单词阅读困难儿童和22名年龄及非语言能力相匹配的正常发育儿童进行了颜色-单词斯特鲁普任务和一项涉及对与图片相关位置做出反应的非语言任务。阅读困难儿童在颜色-单词斯特鲁普任务中表现出不成比例的干扰效应，但在非语言任务中则没有。在研究2中，阅读能力差的儿童组和正常阅读者组完成了一项不需要言语反应的印刷输入空间斯特鲁普任务和一项非语言类似任务。两组在这两项任务中表现出相当的干扰。因此，阅读困难儿童在颜色-单词斯特鲁普任务中所报告的问题似乎并不意味着干扰控制方面的普遍损害。
