Executive effectiveness on Stroop type interference tasks. A validation study of a numerical and manual version (CANUM)
Supporting Agencies
- Universidad Nacional de Educación a Distancia
Abstract
This paper presents CANUM, a new numerical and manual version of Stroop interference task. The stimulus used replaces the classical color-word conflict by the numerosity-number conflict considering the interference generated between the symbolic value of the number and the amount of times it is repeated. CANUM also replaces the vocal answer by a simple right-left typing. The aim was twofold: first, to ensure a general measure of attentional control capacity not linked to the verbal factor; and second, to extent the population to whom the test would be applied, avoiding the restrictions on reading ability inherent to the classical Stroop task. The results obtained in a sample of school children reveal a high reliability in terms of internal consistency, as well as a significant predictive validity in relation to two criterial measures: general intelligence and working memory. This supports its usefulness as an instrument for the assessment of executive function and controlled attention applicable in a wide age range, both for research purposes as for clinical and educational goals.
Downloads
References
Algom, D., Dekel, A., & Pansky, A. (1996). The perception of number from the separability of the stimulus: The Stroop effect revisited. Memory & Cognition, 24, 557–572.
Baddeley, A. (1996). Exploring the central executive. The Quarterly Journal of Experimental Psychology: Human Experimental. Psychology, 49 (1), 5-28.
Banich, M. T., Milham, M. P., Atchley, R., Cohen, N. J., Webb, A., Wszalek, T., et al. (2000). FMRI studies of Stroop tasks reveal unique roles of anterior and posterior brain systems in attentional selection. Journal of Cognitive Neuroscience, 12, 988–1000.
Bohnen, N., Twijnstra, A. & Jollies, J. (1992). Performance in the Stroop Color Word Test in relationship to the persistence of symptoms following mild head injury. Acta Neurologica Scandinavica, 85, 16-121.
Bryant, P. (1996). Mathematical Understanding in the Nursery School Years. En Learning and Teaching Mathematics. An Internacional perspective, Psychology Press ltd, Publishers, United Kingdom, pp. 53-67.
Carriedo, N. & Rucian, M. (2009). Adaptación para niños de la prueba de amplitud lectora de Daneman & Carpenter (PALn). Infancia y Aprendizaje, 32 (3), 449-485.
Chaytor, N., Schmitter-Edgecombe, M., Burr, R. (2006). Improving the ecological validity of executive functioning assessment. Archives of Clinical Neuropsychology, 21, 217-227.
Chuderski, A. (2014). Which Working Memory Components Predict Fluid Intelligence: The Roles of Attention Control and Active Buffer Capacity. Psychology, 5, 328-339. http://dx.doi.org/10.4236/psych.2014.55043.
Chuderski, A., Taraday, M., Nęcka, E., & Smoleń, T. (2012). Storage Capacity Explains Fluid Intelligence while Executive Control Does Not. Intelligence, 40, 278-295. http://dx.doi.org/10.1016/j.intell.2012.02.010.
Conway, A. R. A., Jarrold, C., Kane, M. J., Miyake, A., & Towse, J. N. (Eds.) (2007). Variations in working memory. Oxford: Oxford University Press.
Conway, A. R. A., Kane, M. J. & Engle, R.W. (2003). Working memory capacity and its relation to general intelligence. Trends in Cognitive Sciences, 7 (12), 547-552.
Daneman, M. & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning & Verbal Behavior, 19 (4), 450-466.
Davidson, D. J., Zacks, R. T. & Williams, C. C. (2003). Stroop Interference, practice and aging. Aging Neuropsychology and Cognition, 10, 85-98.
Elosúa, M. R., Gutiérrez-Martínez, F., García-Madruga, J. A., Luque, J. L. & Gárate, M. (1996). Adaptación española del Reading Span Test de Daneman y Carpenter. Psicothema, 8, 383-395.
Engle, R. W. (2002). Working memory capacity as executive attention. Current Directions in Psychological Science, 11 (1), 19- 23.
Egner, T. (2007). Congruency sequence effects and cognitive control. Cognitive, Affective, & Behavioral Neuroscience, 7 (4), 380-390.
Eriksen, B. A., Eriksen, C. W. (1974). Effects of noise letters upon identification of a target letter in a non- search task. Perception and Psychophysics 16: 143–149. doi:10.3758/bf03203267
Eriksen, C.W. (1997). La tarea de los flancos y la competición de respuestas: Un instrumento útil para investigar una variedad de problemas cognitivos. Estudios de Psicología, 57, 93-108.
Flowers, J. H., Warner, J. & Polansky, M. (1979), Response and encoding factors in "ignoring" irrelevant information, Memory Cognition, 7, 86-94.
Fox, L A., Shor, R E. & Steinman, R L. (1971). Semantic gradients and interference in naming color, spatial direction, and numerosity. Journal of Experimental Psychology, 91, 59-65.
Friedman, N.P., Miyake, A., Corley, R.P., Young, S.E., DeFries, J.C., Hewitt, J.K., (2006). Not all executive functions are related to intelligence. Psychological Science, 17 (2), 172–179.
García-Molina, A., Tirapu-Ustárroz, J. & Roig-Rovira, T. (2007). Validez ecológica en la exploración de las funciones ejecutivas. Anales de psicología, 23-2, 289-299.
Gelman, R. & Gallistel, C. (1978). The child's understanding of number. Cambridge, Mass: Harvard University Press.
Gelman, R. y Meck, E. (1983). Preschooler's counting: principles before skill, Cognition, 13, 343-360.
Gutiérrez-Martínez, F. y Ramos, M. (2014). La memoria operativa como capacidad predictora del rendimiento escolar. Estudio de adaptación de una medida de memoria operativa para niños y adolescentes. Psicología Educativa, 20 (1), 1–10. http://dx.doi.org/10.1016/j.pse.2014.05.001
Gutiérrez-Martínez, F., García-Madruga, J. A., Carriedo, N., Vila, J. O. & Luzón, J. M. (2005). Dos pruebas de amplitud de memoria operativa para el razonamiento. Cognitiva, 17 (2), 183-207.
Heine, A. , Tamm, S. , De Smedt, B., Schneider, M. , Thaler, V. , Torbeyns, J. , Stern, E., Verschaffel, L. & Jacobs, A. (2010). The Numerical Stroop Effect in Primary School Children: A Comparison of Low, Normal, and High Achievers, Child Neuropsychology, 16: 5, 461 - 477. http://dx.doi.org/10.1080/09297041003689780
Hommel, B. (2011). The Simon effect as tool and heuristic. Acta Psychologica 136 (2011) 189–202.
Houx, P. J., Jolles, J., & Vreeling, F.W. (1993). Stroop Interference: Aging effects associated with the Stroop Color-WordTest. Experimental Aging Research, 19, 209-224.
Imbrosciano, A., & Berlach, R. G. (2005). The stroop test and its relationship to academic performance and general behaviour of young students. Teacher Development, 9 (1), 131-144. http://doi.org/10.1080/13664530500200234.
Kane, M. J. & Engle, R. W. (2002). The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: an individual-differences perspective. Psychonomic Bulletin & Review, 9, 637–671.
Kane, M. J., & Engle, R. W. (2003). Working-memory capacity and the control of attention: The contributions of goal neglect, response competition, and task set to Stroop interference. Journal of Experimental Psychology: General, 132, 47–70. doi:10.1037/0096-3445.132.1.47.
Lezak, M. D., Howieson, D. B., & Loring, D. W. (2004). Neuropsychological assessment (4th ed.). New York: Oxford University Press.
Long, D. L., & Prat, C. S. (2002). Working memory and Stroop interference: An individual differences investigation. Memory & Cognition, 30, 294–301. doi:10.3758/BF03195290
López-Villalobos, J. A., Serrano-Pintado, I., Andrés-De Llano, J. M., Delgado Sánchez-Mateos, J., Alberola-López, S. & Sánchez-Azón, M. I. (2010). Utilidad del test de Stroop en el trastorno por déficit de atención/hiperactividad. Revista Neurológica, 50 (6): 333-340.
Lu, C. H., & Proctor, R. W. (1995). The influence of irrelevant location information on performance: A review of the Simon and spatial Stroop effects. Psychonomic Bulletin & Review, 2, 174–207. http://dx.doi.org/10.3758/BF03210959
MacLeod, C. M. (1991). Half a century of research on the Stroop effect: An integrative review. Psychological Bulletin, 109, 163-203.
MacLeod, C. M., & Dunbar, K. (1988). Training and Stroop-like interference: Evidence for a continuum of automaticity. Journal of Experimental Psychology: Learning, Memory, & Cognition, 14, 126-135.
Meier, M. E. & Kane, M. J. (2013). Working Memory Capacity and Stroop Interference. Global vs. Local Indices of Executive Control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 3, 748–759.
Milham, M. P., Banich, M. T., & Barad, V. (2003). Competition for priority in processing increases prefrontal cortex’s involvement in top – down: an event – related fMRI study of the stroop task. Cognitive Brain Research, 17, 212–222. Doi: http://dx.doi.org/10.1016/S0926-6410(03)00108-3.
Mueller, S. T. & Piper, B. J. (2014). The Psychology Experiment Building Language (PEBL) and PEBL Test Battery. Journal of Neuroscience Methods, 30, 222: 250–259. doi:10.1016/j.jneumeth.2013.10.024.
Posner, M. I., & Snyder, C. R. R. (1975). Attention and cognitive control. In R. L. Solso (Ed.), Information processing and cognition: The Loyola Symposium (pp. 55-85). Hillsdale, NJ: Erlbaum.
Protopapas, A., Archonti, A., & Skaloumbakas, C. (2007). Reading ability is negatively related to Stroop interference. Cognitive Psychology, 54, 251–282. doi:10.1016/j.cogpsych.2006.07.003
Raven, J. C., Court, J. H. & Raven J. (1996). Matrices progresivas. Publicaciones de psicología aplicada. Madrid: TEA.
Sedó, M. A. (2004).Test de las cinco cifras: una alternativa multilingüe y no lectora al test de Stroop. Revista de Neurología, 38 (9): 824-828.
Shor, R. E. (197 I). Symbol processing speed differences and symbol interference effects in a variety of concept domains. Journal of General Psychology, 85,187-205.
Simon, J. R. (1990). The effects of an irrelevant directional cue on human information processing. In R. W. Proctor & T. G. Reeve (Eds.), Stimulus-response compatibility: An integrated perspective (pp. 31-86). Amsterdam: North-Holland.
Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 28, 643−662.
Tang, J., Critchley, H. D., Glaser, D. E. Dolan, R. J., & Butterworth, B. (2006). Imaging informational conflict: A functional magnetic resonance imaging study of numerical Stroop. Journal of Cognitive Neuroscience, 15, 2049–2062.
Uttl, B., & Graf, P. (1997). Color-Word Stroop test performance across the adult life span. Journal of Clinical and Experimental Neuropsychology, 19, 405-420.
Van der Elst, Van Boxtel, Van Breukelen, & Jolles, 2006. The Stroop Color-Word Test Influence of Age, Sex, and Education; and Normative Data for a Large Sample Across the Adult Age Range. Assessment 13 (1), 62-79. DOI: 10.1177/1073191105283427.
Windes, L. D. (1968). Reaction time for numerical coding and naming of numerals. Journal of Experimental Psychology, 78, 318-322.
Wolach, A. H., McHale, M. A. &Tarlea, A. (2004). Numerical stroop effect. Perceptual and Motor Skills, 98 (1): 67-77.
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. The works are published in the online edition of the journal under a Creative Commons Reconocimiento-CompartirIgual 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.
