Tazume H
Department of Child Psychology, Faculty of Education, Hiroshima University, Higashihiroshima.
Shinrigaku Kenkyu. 1997 Oct;68(4):272-80. doi: 10.4992/jjpsy.68.272.
This study examined the difference between preschool (6-year-olds) children and adults in semantic information processing in line-drawn picture naming, using two types of Stroop-like picture naming tasks. In Experiment 1, voices (i.e., lexical information), and in Experiment 2, pictures (i.e., semantic information) were used as distracters. Subjects were asked to name target pictures as quickly as possible, ignoring distracters. To clarify the effect of semantic relations on the amount of interference, four types of target-distracter semantic relations were used as experimental conditions: same stimulus (SS), same category (SC), different category (DC), and control (C). To investigate the time course of processing, stimulus onset asynchrony (SOA) between target and distracter was varied. The results indicated that the patterns of reaction time showed more remarkable difference between children and adults in Experiment 1 than in Experiment 2. These results were discussed on the basis of Glaser and Glaser (1989)'s model in which semantic memory and lexicon were separate.
本研究使用两种类似斯特鲁普效应的图片命名任务，考察了学龄前儿童（6岁）和成年人在线条画命名中语义信息处理方面的差异。在实验1中，语音（即词汇信息）作为干扰项，在实验2中，图片（即语义信息）作为干扰项。要求被试尽快说出目标图片的名称，忽略干扰项。为了阐明语义关系对干扰量的影响，使用了四种目标-干扰项语义关系作为实验条件：相同刺激（SS）、同一类别（SC）、不同类别（DC）和控制组（C）。为了研究处理的时间进程，改变了目标和干扰项之间的刺激呈现异步性（SOA）。结果表明，与实验2相比，实验1中儿童和成年人的反应时间模式差异更为显著。基于格拉泽和格拉泽（1989）提出的语义记忆和词汇表相互独立的模型，对这些结果进行了讨论。
