The Influence of Stimulus Discriminability on Young Children's Interference Control in the Stroop-Like Happy-Sad Task

Journal of Cognition and Development

Volumn 15, Issue 3, 2014, Pages 437-452

  Bluell, Alexandra M ^a   Montgomery, Derek E ^a  

^a BRADLEY UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84904283773     PISSN: 15248372     EISSN: 15327647     Source Type: Journal    
DOI: 10.1080/15248372.2013.767261     Document Type: Article

References (43)

1. Banich, M. T. (2009). Executive function: The search for an integrated account. Current Directions in Psychological Science, 18, 89 - 94. doi: 10.1111/j.1467-8721.2009.01615.x
2. Barrouillet, P., Bernardin, S., Portrat, S., Vergauwe, E., & Camos, V. (2007). Time and cognitive load in working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 570 - 585. doi: 10.1037/0278-7393.33.3.570
3. Berlin, L., & Bohlin, G. (2002). Response inhibition, hyperactivity, and conduct problems among preschool children. Journal of Clinical Child and Adolescent Psychology, 31, 242 - 251. doi: 10.1207/153744202753604511
4. Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29, 180 - 200. doi: 10.1016/j.dr.2009.05.002
5. Caramazza, A., & Costa, A. (2000). The semantic interference effect in the picture-word interference paradigm: Does the response set matter? Cognition, 75, B51-B64. doi: 10.1016/S0010-0277(99)00082-7
6. Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72, 1032 - 1053. doi: 10.1111/1467-8624.00333
7. Caron, R. F., Caron, A. J., & Myers, R. S. (1982). Abstraction of invariant face expressions in infancy. Child Development, 53, 1008 - 1015. doi: 10.2307/1129141
8. Coldren, J. T., & Colombo, J. (2009). Attention as a cueing function during kindergarten children's dimensional change task performance. Infant and Child Development, 18, 441 - 454. doi: 10.1002/icd.632
9. Deák, G. O., & Narasimham, G. (2003). Is perseveration caused by inhibition failure? Evidence from preschool children's inferences about word meanings. Journal of Experimental Child Psychology, 86, 194 - 222. doi: 10.1016/j.jecp.2003.08.001
10. Denham, S. A., & Couchoud, E. A. (1990). Young preschoolers' understanding of emotions. Child Study Journal, 20, 171 - 192.
11. Diamond, A., Kirkham, N., & Amso, D. (2002). Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Developmental Psychology, 38, 352 - 362. doi: 10.1037/0012-1649.38.3.352
12. Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4-12 years old. Science, 333, 959 - 964. doi: 10.1126/science.1204529
13. Dunn, J., Bretherton, I., & Munn, P. (1987). Conversations about feeling states between mothers and their young children. Developmental Psychology, 23, 132 - 139. doi: 10.1037/0012-1649.23.1.132
14. Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31 - 60. doi: 10.1037/0033-2909.134.1.31
15. Gerstadt, C., Hong, Y., & Diamond, A. (1994). The relationship between cognition and action: Performance of children 3 1/2-7 years old on a Stroop-like day-night test. Cognition, 53, 129 - 153. doi: 10.1016/0010-0277(94)90068-X
16. Hanania, R., & Smith, L. B. (2010). Selective attention and attention switching: Towards a unified developmental approach. Developmental Science, 13, 622 - 635. doi: 10.1111/j.1467-7687.2009.00921.X
17. Hanauer, J. B., & Brooks, P. J. (2003). Developmental change in the cross-modal Stroop effect. Perception & Psychophysics, 65, 359 - 366. doi: 10.3758/BF03194567
18. Hanauer, J. B., & Brooks, P. J. (2005). Contributions of response set and semantic relatedness to cross-modal Stroop-like picture-word interference in children and adults. Journal of Experimental Child Psychology, 90, 21 - 47. doi: 10.1016/j.jecp.2004.08.002
19. Harris, C. R., & Pashler, H. (2004). Attention and the processing of emotional words and names: Not so special after all. Psychological Science, 15, 171 - 178. doi: 10.1111/j.0956-7976.2004.01503005.x
20. Herd, S. A., Banich, M. T., & O'Reilly, R. C. (2006). Neural mechanisms of cognitive control: An integrative model of Stroop task performance and fMRI data. Journal of Cognitive Neuroscience, 18, 22 - 32. doi: 10.1162/089892906775250012
21. Kannass, K. N., Colombo, J., & Wyss, N. (2010). Now, pay attention! The effects of instruction on children's attention. Journal of Cognition and Development, 11, 509 - 532. doi: 10.1080/15248372.2010.516418
22. Kendler, T. S., Kendler, H. H., & Wells, D. (1960). Reversal and nonreversal shifts in nursery school children. Journal of Comparative and Physiological Psychology, 53, 83 - 88. doi: 10.1037/h0039068
23. Lagattuta, K. H., Sayfan, L., & Monsour, M. (2011). A new measure for assessing executive function across a wide age range: Children and adults find happy-sad more difficult than day-night. Developmental Science, 14, 481 - 489. doi: 10.1111/j.1467-7687.2010.00994.x
24. Merckelbach, H., Kenemans, J., Dijkstra, A., & Schouten, E. (1993). No attentional bias for pictorial stimuli in spider-fearful subjects. Journal of Psychopathology and Behavioral Assessment, 15, 197 - 206. doi: 10.1007/BF01371378
25. Miller, P. H., Haynes, V. F., DeMarie-Dreblow, D., & Woody-Ramsey, J. (1986). Children's strategies for gathering information in three tasks. Child Development, 57, 1429 - 1439. doi: 10.2307/1130421
26. Montgomery, D. E., Anderson, M., & Uhl, E. (2008). Interference control in preschoolers: Factors influencing performance on the day-night task. Infant and Child Development, 17, 457 - 470. doi: 10.1002/icd.559
27. Montgomery, D. E., & Koeltzow, T. (2010). A review of the day-night task: The Stroop paradigm and interference control in young children. Developmental Review, 30, 308 - 330. doi: 10.1016/j.dr.2010.07.001
28. Munakata, Y. (2001). Graded representations in behavioral dissociations. Trends in Cognitive Sciences, 5, 309 - 315. doi: 10.1016/S1364-6613(00)01682-X
29. Nelson, C. A., Morse, P. A., & Leavitt, L. A. (1979). Recognition of facial expressions by seven-month-old infants. Child Development, 50, 1239-1242. doi: 10.2307/1129358
30. Pellicano, E., & Rhodes, G. (2003). Holistic processing of faces in preschool children and adults. Psychological Science, 14, 618 - 622. doi: 10.1046/j.0956-7976.2003.psci_1474.x
31. Qu, L., & Zelazo, P. (2007). The facilitative effect of positive stimuli on 3-year-olds' flexible rule use. Cognitive Development, 22, 456 - 473. doi: 10.1016/j.cogdev.2007.08.010
32. Rennie, D. C., Bull, R., & Diamond, A. (2004). Executive functioning in preschoolers: Reducing the inhibitory demands of the Dimensional Change Card Sort Task. Developmental Neuropsychology, 26, 423 - 443. doi: 10.1207/s15326942dn2601_4
33. Simpson, A., & Riggs, K. J. (2005). Factors responsible for performance on the day-night task: Response set or semantics? Developmental Science, 8, 360 - 371. doi: 10.1111/j.1467-7687.2005.00424.x
34. Simpson, A., Riggs, K. J., Beck, S. R., Gorniak, S. L., Wu, Y., Abbott, D., & Diamond, A. (2012). Refining the understanding of inhibitory processes: How response prepotency is created and overcome. Developmental Science, 15, 62 - 73. doi: 10.1111/j.1467-7687.2011.01105.x
35. Smith, J., & Kemler Nelson, D. G. (1988). Is the more impulsive child a more holistic processor? A reconsideration. Child Development, 59, 719 - 727. doi: 10.2307/1130571
36. Smith, L. B. (1989). A model of perceptual classification in children and adults. Psychological Review, 96, 125 - 144. doi: 10.1037/0033-295X.96.1.125
37. Thorell, L. B. (2007). Do delay aversion and executive function deficits make distinct contributions to the functional impact of ADHD symptoms? A study of early academic skill deficits. Journal of Child Psychology and Psychiatry, 48, 1061 - 1070. doi: 10.1111/j.1469-7610.2007.01777.x
38. von Stauffenberg, C., & Campbell, S. B. (2007). Predicting the early developmental course of symptoms of attention deficit hyperactivity disorder. Journal of Applied Developmental Psychology, 28, 536 - 552. doi: 10.1016/j.appdev.2007.06.011
39. Wickens, C. D. (1991). Processing resources and attention. In D. L. Damons (Ed.), Multiple-task performance (pp. 3 - 34). London, UK: Taylor & Francis.
40. Wilson, M. (1988). MRC Psycholinguistic Database: Machine-usable dictionary, Version 2.00. Behavior Research Methods, Instruments & Computers, 20, 6 - 10.
41. Wolfe, C. D., & Bell, M. A. (2004). Working memory and inhibitory control in early childhood: Contributions from physiology, temperament, and language. Developmental Psychobiology, 44, 68 - 83. doi: 10.1002/dev.10152.
42. Woody-Ramsey, J., & Miller, P. H. (1988). The facilitation of selective attention in preschoolers. Child Development, 59, 1497 - 1503. doi: 10.2307/1130664
43. Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature Protocols, 1, 297 - 301.