A developmental study of the effects of irrelevant information on speeded classification

Strutt, George F.; Anderson, Daniel R.; Well, Arnold D.

doi:10.1016/0022-0965(75)90032-6

Cited by 113 publications

(45 citation statements)

References 15 publications

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“…Although adults in that study showed no significant difference between sorting times in the control and orthogonal conditions, our subjects do show a significant difference [F(1,22)=41.51, p < .001], with orthogonal sorting times being longer than control sorting times. This (Enns & Girgus, 1985;Pick & Frankel, 1973;Strutt, Anderson, & Well, 1975;Vurpillot, 1976 In Experiment 1 we found two separate, although possibly related, effects. First, the grouping effect produced by the stimulus set in Figure 1 was related to reading ability.…”

Section: Resultsmentioning

confidence: 52%

Perceptual grouping in good and poor readers

Williams

Bologna

1985

Perception & Psychophysics

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A selective attention task was used to measure perceptual grouping processes in 9-to lO-yearold children who were classified as good, average, and poor readers. Results showed that there is a negative correlation between perceptual grouping effects and reading ability: Grouping effects are stronger for poor readers. This relationship is maintained whether or not an optimal strategy for performing the selective attention task is provided.

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Section: Resultsmentioning

confidence: 52%

Perceptual grouping in good and poor readers

Williams

Bologna

1985

Perception & Psychophysics

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“…Smith's finding that older subjects were generally able to classify the complex sets by identity along at least one component dimension provides some empirical support for this view. Moreover, Strutt, Anderson, and Well (1975) found no effect of number of varying irrelevant dimensions on adults' performance in a speeded selective-attention task, indicating that the ability to selectively attend to a separable dimension is independent of stimulus complexity.…”

Section: Resultsmentioning

confidence: 82%

A psychophysical approach to dimensional separability

Cheng

Pachella

1984

Cognitive Psychology

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“…Garner, 1970;Garner & Felfoldy, 1970). Moreover, the interference from the irrelevant dimension reduces with age (Ridderinkhof, van der Molen, Band, & Bashore, 1997;Shepp & Barrett, 1991;Strutt, Anderson, & Well, 1975), suggesting a developmental improvement in overcoming interference from conflicting information.…”

Section: Stimulus and Response Conflict In Childrenmentioning

confidence: 95%

Shifting development in mid-childhood: The influence of between-task interference.

Cragg

Nation²

2009

Developmental Psychology

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Performance on the task-switching paradigm is greatly affected by the amount of conflict between tasks. Compared to adults, children appear to be particularly influenced by this conflict, suggesting that the ability to resolve interference between tasks improves with age. We used the task-switching paradigm to investigate how this ability develops in mid-childhood. Experiment 1 compared 5-to 8-year-olds' and 9-to 11-year-olds' ability to switch between decisions about the colour of an object and its shape. The 5-to 8-year-olds were slower to switch task and experienced more interference from the irrelevant task than the 9-to 11-year-olds, suggesting a developmental improvement in resolving conflict between tasks during mid-childhood. Experiment 2 explored this further, examining the influence of stimulus and response interference at different ages. This was done by separating the colour and shape dimensions of the stimulus and reducing overlap between responses. The results supported the development of conflict resolution in task-switching during mid-childhood. They also revealed that a complex interplay of factors, including the tasks used and previous experience with the task, affected children's shifting performance.

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A developmental study of the effects of irrelevant information on speeded classification

Cited by 113 publications

References 15 publications

Perceptual grouping in good and poor readers

Perceptual grouping in good and poor readers

A psychophysical approach to dimensional separability

Shifting development in mid-childhood: The influence of between-task interference.

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