初中生学习成绩与成就STROOP干扰

Achievement of Junior High School Students and Achievement Stroop Interference

取某普通中学初中学生129人,使用修正的Stroop任务,测试被试对积极关联词语、消极关联词语和中性词语的颜色命名的反应时间,结果发现,初中学生对成就关联词语的反应时间比中性词语长,特别是在消极关联词语方面,差异显著,表现出了典型的Stroop干扰;学习好的同学在所有词语方面的反应时间都比学习成绩差的同学反应时间长,特别是在成就关联词语方面,差异极显著,学习好的同学表现出了更加明显的Stroop干扰。学习成绩与成就关联词语的反应时间有显著的相关。女同学对所有词语的反应时间都比男同学时间长,特别是在高成就反应时间上,二者差异显著,女同学比男同学有更加明显的成就Stroop干扰。

129 junior high school students were selected. A version of the modified Stroop color-naming task was used to examine their reacting time on naming the color of different words, including high achievement-related words, low achievement-related words and neutral words. The results suggest that the students＇ reacting time toward achievement- related words is longer than that toward neutral words, especially for low achievement-related words. The difference between the two is significant, representing typical Stroop interference. RT of students with high scores is longer than that of students with low scores toward all 3 kinds of words. The difference is significant regarding achievement-related words. Students with high scores show more typical Stroop interference. Student performance correlates significantly with RT toward achievement-related words. RT of girl students is longer than that of bey students toward all 3 kinds of words. The difference is significant regarding high achievement-related words. Girl students show more significant Stroop interference than bey students.