TY - JOUR
T1 - Individual differences in children's performance during an emotional Stroop task
T2 - A behavioral and electrophysiological study
AU - Pérez-Edgar, Koraly
AU - Fox, Nathan A.
N1 - Funding Information:
We would like to thank Stacey Barton-Bowers, Genevieve Erb, Cindy Polak, Ariana Shahinfar, and Katherine Wallner for their assistance in data collection. We would especially like to thank the parents of the children who participated and continue to participate in our studies. Portions of these data were presented at the Society for Psychophysiological Research Annual Meeting in October 2000. This research was partially supported by grants from the National Institute of Health (HD# 32666 and HD# 17899) to Nathan A. Fox.
PY - 2003/6
Y1 - 2003/6
N2 - Two studies using the emotional Stroop with 11-year-old children were completed. In Study 1, children were assigned to either the "interference group" or the "facilitation group" based on their performance on the task. The interference group was slower to respond to emotion words (positive and negative) versus control words. The facilitation group was faster to respond to the emotion words. The groups were then compared on a set of cognitive, emotional, and social measures collected at ages 4, 7, and 11. The interference group showed greater signs of emotional and social, but not cognitive, maladjustment across time. Study 2 replicated the findings of Study 1. In addition, event-related potentials (ERPs) were collected in Study 2. The ERP data replicated earlier traditional Stroop studies. In addition, positive and negative words showed differences in processing across components. In particular, negative words appeared to tax attentional and processing resources more than positive words.
AB - Two studies using the emotional Stroop with 11-year-old children were completed. In Study 1, children were assigned to either the "interference group" or the "facilitation group" based on their performance on the task. The interference group was slower to respond to emotion words (positive and negative) versus control words. The facilitation group was faster to respond to the emotion words. The groups were then compared on a set of cognitive, emotional, and social measures collected at ages 4, 7, and 11. The interference group showed greater signs of emotional and social, but not cognitive, maladjustment across time. Study 2 replicated the findings of Study 1. In addition, event-related potentials (ERPs) were collected in Study 2. The ERP data replicated earlier traditional Stroop studies. In addition, positive and negative words showed differences in processing across components. In particular, negative words appeared to tax attentional and processing resources more than positive words.
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U2 - 10.1016/S0278-2626(03)00007-1
DO - 10.1016/S0278-2626(03)00007-1
M3 - Article
C2 - 12812803
AN - SCOPUS:0037940024
SN - 0278-2626
VL - 52
SP - 33
EP - 51
JO - Brain and cognition
JF - Brain and cognition
IS - 1
ER -