Developmental Change in the Cross-Modal Stroop Effect

Eye movements during spoken word recognition in Russian children

“…This result suggests that the children were inefficient at suppressing the activation of the cohort competitor even after they had selected the target. This lingering competition effect resembles the extended time course of interference observed in 5-year-olds in a developmental study of the cross-modal Stroop effect (Hanauer & Brooks, 2003) where participants were instructed to name color patches (e.g., a red square) paired with either a color adjective (e.g., the word blue) or a noncolor adjective (e.g., the word dry) presented over headphones. Whereas adults and older children showed Stroop-like interference (i.e., longer latencies in naming color patches paired with color adjectives in comparison with noncolor adjectives) only when the auditory distractor and color patch occurred simultaneously, 5-year-olds showed interference even with the distractor preceding the color patch by 500 ms.…”

Sorting between dimensions: Conditions of cognitive flexibility in preschoolers

“…Furthermore, Hanauer and Brooks (2003) reported severe difficulties with selective attention in young preschoolers, with 3-year-olds (but not 4-yearolds) being unable to perform a cross-modal Stroop task where they needed to name color patches while hearing distractor words (color and noncolor words). Therefore, Brooks and colleagues (2003) argued that unidimensional reversal shift task was easier than the standard DCCS task because no irrelevant dimension needed to be ignored and not because no extradimensional shift was required.…”

Under what conditions do children have difficulty in inhibiting imitation? Evidence for the importance of planning specific responses

“…Response set effects have previously been observed in the day-night task in which the stimuli are pictures, responses are verbal, and naming is suppressed (Leeson et al, 2005;Montgomery et al, 2008;Simpson & Riggs, 2005;Simpson et al, 2011); the box search task in which the stimulus is an artifact, the response is manual, and the habitual action associated with the artifact's function is suppressed (Simpson & Riggs, 2007); a cross-modal Stroop task in which the stimuli are pictures, the responses are verbal, and repeating an acoustic word is suppressed (Hanauer & Brooks, 2003). Our findings reported here from the hand game, with manual gestures as the stimuli and responses and imitation being suppressed, add to the above list.…”