THE BLUE STRAWBERRY AND A GIANT MOUSE? STROOP EFFECT IN ASSESSMENT OF INTERFERENCE CONTROL IN PREREADING CHILDREN
DOI:
https://doi.org/10.24919/2313-2094.4/36.98642Keywords:
interference control, inhibitory control, Stroop effect, cognitive development, preschool ageAbstract
The article presents theoretical introduction to the concept of a project which is aimed at preparation of set of tasks based on Stroop Effect, aimed at the diagnosis of the interference control in pre-reading children. Interference control depicts the ability to react adaptively while the perceptual conflict occurs. Interference control encompasses the ability to suppress a spontaneous/dominant response to the stimuli and to activate a response which is incongruent, non-automatic. For example, a person may be asked to name the real size of an animal which is printed in incongruent size (e.g. small mouse printed as large). The perceptual conflict results in most of examined persons latencies in response execution. The concept of interference control and methods of diagnosis of interference control in prereding children are discussed.
Better explanation of etiology of impulsive behaviors, deficits in attention, chaotic and unpredicted behaviors of children pose a challenge for contemporary developmental psychologists and clinicians. This problem stands in a complementary relationship to the tenets of educational psychology, preschool pedagogy, forming part of the processes of education, instruction and learning. Familiarity with the problem of interference control developmental patterns helps to create suitable conditions of education and instruction which allow teachers and parents to help children to acquire adaptive and well-organized behaviors which are important both for education and socialization. Acquiring strategies to cope with distractors is important when a child should focus attention on relevant instead of irrelevant facets of different mental tasks. Effective inhibitory processes are crucial in interpersonal functioning during problem solving, conflicts resolution and cooperation with others. It is assumed that project’s results may result in theoretical justification of methodical focus on training of inhibitory processes in kindergartens, with adequate techniques and didactic methods, as well as concise instructions for the parents.References
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