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Two experiments are reported in which the role of attribute exposure duration in naming performance was examined by tracking eye movements. Participants were presented with color-word Stroop stimuli and left-or right-pointing arrows on different sides of a computer screen. They named the color attribute and shifted their gaze to the arrow to manually indicate its direction. The color attribute (Experiment 1) or the complete color-word stimulus (Experiment 2) was removed from the screen 100 ms after stimulus onset. Compared with presentation until trial offset, removing the color attribute diminished Stroop interference, as well as facilitation effects in color naming latencies, whereas removing the complete stimulus diminished interference only. Attribute and stimulus removal reduced the latency of gaze shifting, which suggests decreased rather than increased attentional demand. These results provide evidence that limiting exposure duration contributes to attribute naming performance by diminishing the extent to which irrelevant attributes are processed, which reduces attentional demand.Keywords: attention, exposure duration, eye movements, naming, Stroop Attention in attribute naming performance has been studied extensively by using one of the most widely employed tasks in academic and applied psychology, the color-word Stroop task (Stroop, 1935). In a commonly used version of this task, participants name the color attribute of colored congruent or incongruent color words (e.g., the words GREEN or RED in green ink, respectively; say "green") or neutral series of Xs. Response time (RT) in Stroop task performance is longer in the incongruent than the neutral condition, descriptively called interference, and often shorter in the congruent than the neutral condition, descriptively called facilitation (for reviews, see Glaser & Glaser, 1989;MacLeod, 1991).Since the beginning of experimental psychology, researchers have examined the influence of signal exposure duration on human performance (e.g., Wundt, 1900; see Woodworth, 1938, for a review of the early literature). More recent research has demonstrated that attribute exposure duration influences how quickly attributes are named in the Stroop task, as reflected in the mean RTs. When the color attribute of the color-word Stroop stimuli is removed (i.e., changed into neutral white color on a dark computer screen) 120 or 160 ms after stimulus presentation onset (e.g., RED in green ink is changed into RED in neutral white ink), the magnitude of Stroop interference is reduced compared with the standard continuous presentation of the color until trial offset (La Whereas the only stimulus attribute present on the screen for most of the trial is an incongruent word, Stroop interference is less. The finding can be explained, however, if one assumes that removing the color attribute hampers the grouping of the color and word attributes into one perceptual object (i.e., a colored word) to which visual attention is allocated (cf. Kahneman & Henik, 1981;La Heij et al., 2001;. ...
Two experiments are reported in which the role of attribute exposure duration in naming performance was examined by tracking eye movements. Participants were presented with color-word Stroop stimuli and left-or right-pointing arrows on different sides of a computer screen. They named the color attribute and shifted their gaze to the arrow to manually indicate its direction. The color attribute (Experiment 1) or the complete color-word stimulus (Experiment 2) was removed from the screen 100 ms after stimulus onset. Compared with presentation until trial offset, removing the color attribute diminished Stroop interference, as well as facilitation effects in color naming latencies, whereas removing the complete stimulus diminished interference only. Attribute and stimulus removal reduced the latency of gaze shifting, which suggests decreased rather than increased attentional demand. These results provide evidence that limiting exposure duration contributes to attribute naming performance by diminishing the extent to which irrelevant attributes are processed, which reduces attentional demand.Keywords: attention, exposure duration, eye movements, naming, Stroop Attention in attribute naming performance has been studied extensively by using one of the most widely employed tasks in academic and applied psychology, the color-word Stroop task (Stroop, 1935). In a commonly used version of this task, participants name the color attribute of colored congruent or incongruent color words (e.g., the words GREEN or RED in green ink, respectively; say "green") or neutral series of Xs. Response time (RT) in Stroop task performance is longer in the incongruent than the neutral condition, descriptively called interference, and often shorter in the congruent than the neutral condition, descriptively called facilitation (for reviews, see Glaser & Glaser, 1989;MacLeod, 1991).Since the beginning of experimental psychology, researchers have examined the influence of signal exposure duration on human performance (e.g., Wundt, 1900; see Woodworth, 1938, for a review of the early literature). More recent research has demonstrated that attribute exposure duration influences how quickly attributes are named in the Stroop task, as reflected in the mean RTs. When the color attribute of the color-word Stroop stimuli is removed (i.e., changed into neutral white color on a dark computer screen) 120 or 160 ms after stimulus presentation onset (e.g., RED in green ink is changed into RED in neutral white ink), the magnitude of Stroop interference is reduced compared with the standard continuous presentation of the color until trial offset (La Whereas the only stimulus attribute present on the screen for most of the trial is an incongruent word, Stroop interference is less. The finding can be explained, however, if one assumes that removing the color attribute hampers the grouping of the color and word attributes into one perceptual object (i.e., a colored word) to which visual attention is allocated (cf. Kahneman & Henik, 1981;La Heij et al., 2001;. ...
Cognitive control allows humans to direct and coordinate their thoughts and actions in a flexible way, in order to reach internal goals regardless of interference and distraction. The hallmark test used to examine cognitive control is the Stroop task, which elicits both the weakly learned but goal-relevant and the strongly learned but goal-irrelevant response tendencies, and requires people to follow the former while ignoring the latter. After reviewing the existing computational models of cognitive control in the Stroop task, its novel, integrated utility-based model is proposed. The model uses 3 crucial control mechanisms: response utility reinforcement learning, utility-based conflict evaluation using the Festinger formula for assessing the conflict level, and top-down adaptation of response utility in service of conflict resolution. Their complex, dynamic interaction led to replication of 18 experimental effects, being the largest data set explained to date by 1 Stroop model. The simulations cover the basic congruency effects (including the response latency distributions), performance dynamics and adaptation (including EEG indices of conflict), as well as the effects resulting from manipulations applied to stimulation and responding, which are yielded by the extant Stroop literature.
The aim of this study was to explore automaticity of lexical access and executive functions of language learners and bilinguals while considering their language automaticity. Three groups of youths aged 14 to 18 were tested: Croatian-German early bilinguals, Croatian high school students who participated in a German immersion programme at school and Croatian high school students of German as a foreign language. The participants were tested on a modified version of the Stroop test (i.e., a Stroop-like test). It presented pictures of an animal or an object with names of an animal or an object written over the picture. The names were written in Croatian or German and were either congruent or incongruent. Lexical access was slower for the bilinguals in both Croatian and German, which suggests that they used more of their cognitive resources because both of their languages were highly active, and more executive control was required to complete the task.
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