Literaturnachweis - Detailanzeige
| Autor/inn/en | Goldfarb, Liat; Aisenberg, Daniela; Henik, Avishai |
|---|---|
| Titel | Think the Thought, Walk the Walk--Social Priming Reduces the Stroop Effect |
| Quelle | In: Cognition, 118 (2011) 2, S.193-200 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0010-0277 |
| DOI | 10.1016/j.cognition.2010.11.004 |
| Schlagwörter | Reading Difficulties; Task Analysis; Visual Stimuli; Behavior; Priming; Dyslexia; Social Behavior; Influences; Cognitive Processes; Identification; Evaluation Methods |
| Abstract | In the Stroop task, participants name the color of the ink that a color word is written in and ignore the meaning of the word. Naming the color of an incongruent color word (e.g., RED printed in blue) is slower than naming the color of a congruent color word (e.g., RED printed in red). This robust effect is known as the Stroop effect and it suggests that the "intentional" instruction--"do not read the word"--has limited influence on one's behavior, as word reading is being executed via an automatic path. Herein is examined the influence of a "non-intentional" instruction--"do not read the word"--on the Stroop effect. Social concept priming tends to trigger automatic behavior that is in line with the primed concept. Here participants were primed with the social concept "dyslexia" before performing the Stroop task. Because dyslectic people are perceived as having reading difficulties, the Stroop effect was reduced and even failed to reach significance after the dyslectic person priming. A similar effect was replicated in a further experiment, and overall it suggests that the human cognitive system has more success in decreasing the influence of another automatic process via an automatic path rather than via an intentional path. (Contains 3 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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