Publications-Theses

題名 由Stroop叫色作業探討注意力的發展
作者 林子誠
貢獻者 林美珍
林子誠
關鍵詞 Stroop中文叫色作業
Stroop干擾效果
注意力
中性作業
練習
自動化
處理的相對速度
整合性不和諧作業
分離性不和諧作業
注意區域
位置不確定性
閱讀速度
Stroop Chinese task
Stroop interference
Stroop effect
attention
neutral task
practice
automaticity
relative speed of processing
integrated incongruent task
separated incongruent task
attended location
locational uncertainty
reading speed
日期 2004
上傳時間 17-Sep-2009 13:12:20 (UTC+8)
摘要 本研究以Stroop中文叫色作業,測驗兒童和成人在Stroop作業之練習和刺激向度分離等情形下,其干擾效果的變化情形。共執行兩個實驗,實驗一中的受試者先接受中性刺激和不和諧刺激的測驗,然後對兩類作業練習8日,其後再測驗一次,探討受試者在練習前、後之干擾效果的變化情形。另一組受試接受實驗二中,中性刺激、整合性不和諧刺激和分離性不和諧刺激等作業的測驗,藉以比較整合性干擾和分離性干擾的差異。兩組受試者皆接受文字閱讀的速度測驗。
結果發現,小學二年級兒童的Stroop干擾效果最大,六年級兒童次之,成人最小,這與之前文獻上所載的研究一致,同時也證實,練習確能降低干擾效果,但仍不能使其完全消失,且練習後,三組受試間的干擾效果已無顯著差異。在實驗二的結果顯著,刺激向度分離的干擾效果仍然存在,但比整合性干擾效果小,且受試者間的分離性干擾也沒有顯著差異。而所有受試的閱讀速度均快於叫色速度。
The study was used the Stroop Chinese task to examine the course of the Stroop interference among second, sixth grade children and adults. Two experiments were conducted. In experiment I, participants were tested with neutral and incongruent tasks and practiced with the same tasks for the following 8 days. They were tested neutral and incongruent tasks again. Then examined the course of the Stroop interference among children of second, sixth grade children and adults, they were test with neutral and incongruent tasks again. Then examine the course of the Stroop interference in between children and adult during before and after practice. The other group of participants took part in experiment II. They were presented with three tasks consist of neutral, integrated and separated incongruent tasks. Then examine the difference of the interference among children of second, sixth grade and adult during integrated and separated incongruent tasks. Two groups of participants were presented word reading speed of task.
The finding of the study was Stroop interference increased from the adults through the sixth grade children and finally to the second grade children is in line with previous finding. We have confirmed that although interference decreases with practice, it is very resistant to eradication. After practice, the interference between children and adults is not significant difference. In the experiment II, it was that separated Stroop stimulus showed interference, and the amount was relatively small. The interference of separated Stroop task among children of second, sixth grade and adults were not significant difference. All participants took longer to name color than to read words.
參考文獻 鄭昭明 (1993)。認知心理學 台北市:桂冠圖書公司
Ashcraft, M. H.(2004)。認知心理學 陳學志、邱發忠、劉政宏、林宜利、陳萩卿、林奕宏、陳淑蓉譯。 台北市:學富文化
Eysenck, M. W., & Keane, M. T.(2003)。認知心理學 (4th ed.) 李素卿譯。 台北市:五南圖書公司
Siegler, R. S. (2004)原著。兒童認知發展(4th ed.) 林美珍編譯。 台北市:心理出版社
Ackerman, P. L., & Schneider, W. (1984). Practice effects and a model for Stroop interference. Paper presented at the annual meeting of the Psychonomic Society, San Antonio.
Alwitt, L. F. (1966). Attentionin a visual task among non-readers and readers. Perceptual and Motor Skills, 23, 361-362.
Balaban, M. T., Snidman, N., & Kagan, J. (1997). Attention, emotion, and reactivity in infancy and early childhood, In P. J. Lang & R. E. Simons (Eds.), Attention and orienting: Sensory and motivational processes (pp. 369-391). Hillsdale, NJ: Erlbaum.
Bassett, J. E., & Schellman, G. C. (1976). Performance of retardates on the Stroop color-word test. Perceptual and Motor Skills, 43, 1259-1262.
Bradlyn, A. S., & Rollins, H. A. (1988). Incidental memory for the color-word association in the Stroop Color-Word Test. Bulletin of the Psychonomic Society, 16, 269-272.
Broadbent, D. E. (1958). Perception and Communication. London: Pergamon press.
Bryson, S. E. (1983). Interference effects in autistic children: Evidence for the comprehension of single stimuli. Journal of Abcdrmal Psychology, 92, 250-254.
Bub, D. N., Masson, M E. J., and Lalonde, C. (2005). Cognitive control in children: Stroop Interference and Suppression of Word Reading. Psychological Science, (in press-accepted May 2005)
Carter, C. S., Mintun, M., & Cohen, J, D. (1995). Interference and facilitation effects during selective attention: An H2150 PET study of Stroop task performance. NeuroImage, 2, 264-272.
Cattell, J. M. (1886). The time it takes to see and name objects. Mind, 11, 63-65.
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Gatti, S. V., & Egeth, H. E. (1978). Failure of spatial selectivity in vision. Bulletin of the Psychonomic Society, 11, 181-184.
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Golinkoff, R. M., & Rosinski, R. R. (1976). Decoding, semantic processing, and reading comprehension skill. Child Development, 47 252-258.
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Kahneman, D. (1973). Attention and effort. Englewood Cliffs, NJ: Prentice-Hall.
Kahneman, D., & Chajczyk, D. (1983). Tests of the automaticity of reading: Dilution of Stroop effects by color-irrelevant stimuli. Journal of Experimental Psychology: Human Perception and Perfornance, 9, 497-509.
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Lee, T. M. C., & Chan, C. C. H. (2000). Stroop interference in Chinese and English. Journal of Clinical and Experimental Neuropsychology, 22, 465-471.
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Logan, G. D. (1985). Skill and automaticity: Relations, implications, and future directions. Canadian Journal of Psychology, 39, 367-386.
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MacLeod, C. M. (1991). Half a century of research on the Stroop effect: An integrative review. Psychological Bulletin, 109, 163-203.
MacLeod, C. M. (1991). John Ridley Stroop: Creator of a landmark cognitive task. Canadian Psychology, 32:3, 521-524.
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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.
MacLeod, c. M., & MacDonald, P. A. (2000). Interdimensional interference in the Stroop effect: Uncovering the cognitive and neural anatomy of attention. Trends in Cognitive Sciences, 4(10), 383-391.
McClelland, J. L., & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic finding. Psychological Review, 88, 375-407.
Menard-Buteau, C., & Cavanagh, P. (1984). Localization of the form/colour interference at the perceptual level in a Stroop task with stimuli drawings. Canadian Journal of Psychology, 38, 421-439.
Morton, J., & Chambers, S. M. (1973). Selective attention to words and colours. Quarterly Journal of Experimental Psychology, 25, 387-397.
Milliken, B., & Tipper, S. P. (1998). Attention and inhibition. In H. Pashler (Ed.). Attention (pp. 191-222). Hove, Sussex: Psychology Press.
Nielsen, G. D. (1975). The locus and mechanism of the Stroop color word effect (Doctoral dissertation, University of Wisconsin----Madison, 1974). Dissertation Abstracts International, 35, 5672-B.
Ogura, C. (1980). Formation of learning-set in the task of Stroop color-word test. Journal of Child Development, 16, 30-36.
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描述 碩士
國立政治大學
心理學研究所
89752010
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0089752010
資料類型 thesis
dc.contributor.advisor 林美珍zh_TW
dc.contributor.author (Authors) 林子誠zh_TW
dc.creator (作者) 林子誠zh_TW
dc.date (日期) 2004en_US
dc.date.accessioned 17-Sep-2009 13:12:20 (UTC+8)-
dc.date.available 17-Sep-2009 13:12:20 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 13:12:20 (UTC+8)-
dc.identifier (Other Identifiers) G0089752010en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32472-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 心理學研究所zh_TW
dc.description (描述) 89752010zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本研究以Stroop中文叫色作業,測驗兒童和成人在Stroop作業之練習和刺激向度分離等情形下,其干擾效果的變化情形。共執行兩個實驗,實驗一中的受試者先接受中性刺激和不和諧刺激的測驗,然後對兩類作業練習8日,其後再測驗一次,探討受試者在練習前、後之干擾效果的變化情形。另一組受試接受實驗二中,中性刺激、整合性不和諧刺激和分離性不和諧刺激等作業的測驗,藉以比較整合性干擾和分離性干擾的差異。兩組受試者皆接受文字閱讀的速度測驗。
結果發現,小學二年級兒童的Stroop干擾效果最大,六年級兒童次之,成人最小,這與之前文獻上所載的研究一致,同時也證實,練習確能降低干擾效果,但仍不能使其完全消失,且練習後,三組受試間的干擾效果已無顯著差異。在實驗二的結果顯著,刺激向度分離的干擾效果仍然存在,但比整合性干擾效果小,且受試者間的分離性干擾也沒有顯著差異。而所有受試的閱讀速度均快於叫色速度。
zh_TW
dc.description.abstract (摘要) The study was used the Stroop Chinese task to examine the course of the Stroop interference among second, sixth grade children and adults. Two experiments were conducted. In experiment I, participants were tested with neutral and incongruent tasks and practiced with the same tasks for the following 8 days. They were tested neutral and incongruent tasks again. Then examined the course of the Stroop interference among children of second, sixth grade children and adults, they were test with neutral and incongruent tasks again. Then examine the course of the Stroop interference in between children and adult during before and after practice. The other group of participants took part in experiment II. They were presented with three tasks consist of neutral, integrated and separated incongruent tasks. Then examine the difference of the interference among children of second, sixth grade and adult during integrated and separated incongruent tasks. Two groups of participants were presented word reading speed of task.
The finding of the study was Stroop interference increased from the adults through the sixth grade children and finally to the second grade children is in line with previous finding. We have confirmed that although interference decreases with practice, it is very resistant to eradication. After practice, the interference between children and adults is not significant difference. In the experiment II, it was that separated Stroop stimulus showed interference, and the amount was relatively small. The interference of separated Stroop task among children of second, sixth grade and adults were not significant difference. All participants took longer to name color than to read words.
en_US
dc.description.tableofcontents 摘要 ………………………………………………………………………… Ⅰ
Abstract ……………………………………………………………………Ⅱ
圖目錄 ……………………………………………………………………… Ⅲ
表目錄 ……………………………………………………………………… Ⅳ

壹、緒論
一、研究動機……………………………………………………………… 1
二、研究目的……………………………………………………………… 6
三、名詞釋義……………………………………………………………… 7

貮、文獻探討
一、Stroop的經典研究…………………………………………………… 9
二、解釋Stroop效果的探討
(一)處理的相對速度(relative speed of processing)……… 12
(二)自動化(automaticity) ……………………………………… 13
(三)平行模式(parallel models):獲取跡證
(evidence)做決定………………………………………………16
(四)平行分配處理模式
(parallel distributed of processing model)…………… 17
三、Stroop作業的年齡差……………………………………………… 21
四、練習對Stroop作業的影…………………………………………… 24
五、刺激向度整合和分離效…………………………………………… 27



參、研究架構……………………………………………………………… 30

實驗一、不同年級小學生與成人受試在Stroop中文叫色作業
的干擾效果及練習效果………………………………………… 33
1. 練習前Stroop干擾效果…………………………………………… 36
2. 練習後Stroop干擾效果…………………………………………… 40
3. Stroop干擾之練習效果…………………………………………… 43
4. 文字閱讀速度……………………………………………………… 47

實驗二、刺激向度之整合或分離對不同年級小學生及成人受
試在Stroop中文作業之干擾效果 ………………………………… 35
1. 整合性干擾效果…………………………………………………… 54
2. 分離性干擾效果…………………………………………………… 57
3. 整合性與分離性干擾效果之比較………………………………… 59
4. 文字閱讀速度……………………………………………………… 62

肆、綜合討論 …………………………………………………………… 41
一、結果之摘要…………………………………………………………… 65
二、討論…………………………………………………………………… 67

伍、建議…………………………………………………………………… 74

參考文獻…………………………………………………………………… 75
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0089752010en_US
dc.subject (關鍵詞) Stroop中文叫色作業zh_TW
dc.subject (關鍵詞) Stroop干擾效果zh_TW
dc.subject (關鍵詞) 注意力zh_TW
dc.subject (關鍵詞) 中性作業zh_TW
dc.subject (關鍵詞) 練習zh_TW
dc.subject (關鍵詞) 自動化zh_TW
dc.subject (關鍵詞) 處理的相對速度zh_TW
dc.subject (關鍵詞) 整合性不和諧作業zh_TW
dc.subject (關鍵詞) 分離性不和諧作業zh_TW
dc.subject (關鍵詞) 注意區域zh_TW
dc.subject (關鍵詞) 位置不確定性zh_TW
dc.subject (關鍵詞) 閱讀速度zh_TW
dc.subject (關鍵詞) Stroop Chinese tasken_US
dc.subject (關鍵詞) Stroop interferenceen_US
dc.subject (關鍵詞) Stroop effecten_US
dc.subject (關鍵詞) attentionen_US
dc.subject (關鍵詞) neutral tasken_US
dc.subject (關鍵詞) practiceen_US
dc.subject (關鍵詞) automaticityen_US
dc.subject (關鍵詞) relative speed of processingen_US
dc.subject (關鍵詞) integrated incongruent tasken_US
dc.subject (關鍵詞) separated incongruent tasken_US
dc.subject (關鍵詞) attended locationen_US
dc.subject (關鍵詞) locational uncertaintyen_US
dc.subject (關鍵詞) reading speeden_US
dc.title (題名) 由Stroop叫色作業探討注意力的發展zh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 鄭昭明 (1993)。認知心理學 台北市:桂冠圖書公司zh_TW
dc.relation.reference (參考文獻) Ashcraft, M. H.(2004)。認知心理學 陳學志、邱發忠、劉政宏、林宜利、陳萩卿、林奕宏、陳淑蓉譯。 台北市:學富文化zh_TW
dc.relation.reference (參考文獻) Eysenck, M. W., & Keane, M. T.(2003)。認知心理學 (4th ed.) 李素卿譯。 台北市:五南圖書公司zh_TW
dc.relation.reference (參考文獻) Siegler, R. S. (2004)原著。兒童認知發展(4th ed.) 林美珍編譯。 台北市:心理出版社zh_TW
dc.relation.reference (參考文獻) Ackerman, P. L., & Schneider, W. (1984). Practice effects and a model for Stroop interference. Paper presented at the annual meeting of the Psychonomic Society, San Antonio.zh_TW
dc.relation.reference (參考文獻) Alwitt, L. F. (1966). Attentionin a visual task among non-readers and readers. Perceptual and Motor Skills, 23, 361-362.zh_TW
dc.relation.reference (參考文獻) Balaban, M. T., Snidman, N., & Kagan, J. (1997). Attention, emotion, and reactivity in infancy and early childhood, In P. J. Lang & R. E. Simons (Eds.), Attention and orienting: Sensory and motivational processes (pp. 369-391). Hillsdale, NJ: Erlbaum.zh_TW
dc.relation.reference (參考文獻) Bassett, J. E., & Schellman, G. C. (1976). Performance of retardates on the Stroop color-word test. Perceptual and Motor Skills, 43, 1259-1262.zh_TW
dc.relation.reference (參考文獻) Bradlyn, A. S., & Rollins, H. A. (1988). Incidental memory for the color-word association in the Stroop Color-Word Test. Bulletin of the Psychonomic Society, 16, 269-272.zh_TW
dc.relation.reference (參考文獻) Broadbent, D. E. (1958). Perception and Communication. London: Pergamon press.zh_TW
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