ERIC Number: ED191580
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Which Components of Task-Irrelevant Information Are Distracting?: A Developmental Study.
The present study was designed to determine if subjects of different ages are equally distracted by meaningless perceptual and by semantic features of potentially interfering information. In contrast to a Stroop-like task, figures instead of words were used as possibly interfering information. First graders, fourth graders, and college students labeled the color of background circles in four different conditions. In the baseline condition circles which were simply color patches were presented. In three interference conditions meaningless, meaningful, and colorful meaningful figures were embedded in the circles. The difference in naming latencies between the four conditions permitted the identification of the components of interference produced by the figures. Differences in naming latencies across grade levels within each experimental condition were investigated to determine developmental trends in speed of response. The response times of the first graders, but not of the fourth graders and college students, were increased by the presence of the embedded figures. The interference at the first grade level was based on the semantic aspect of the embedded figures. In all conditions speed of response increased as a function of age. (Author/MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Interference Effects; Stroop Color Word Test
Note: Paper presented at the Biennial Meeting of the Southwestern Society for Research in Human Development (Lawrence, KS, March 27-29, 1980).