Attention,spatial integration,and the tail of response time distributions in Stroop task performance

A few studies have examined selective attention in Stroop task performance through ex-Gaussian analyses of response time (RT) distributions. It has remained unclear whether the tail of the RT distribution in vocal responding reflects spatial integration of relevant and irrelevant attributes, as suggested by Spieler, Balota, and Faust (2000 Spieler, D. H., Balota, D. A. and Faust, M. E. 2000. Levels of selective attention revealed through analyses of reaction time distributions. Journal of Experimental Psychology: Human Perception and Performance, 26: 506–526. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Here, two colour–word Stroop experiments with vocal responding are reported in which the spatial relation between colour and word was manipulated. Participants named colours (e.g., green; say “green”) while trying to ignore distractors that were incongruent or congruent words (e.g., red or green), or neutral series of Xs. The vocal RT was measured. Colour words in colour, white words superimposed onto colour rectangles (Experiment 1), and colour rectangles combined with auditory words (Experiment 2) yielded Stroop effects in both the leading edge and the tail of the RT distributions. These results indicate that spatial integration is not necessary for effects in the tail to occur in vocal responding. It is argued that the findings are compatible with an association of the tail effects with task conflict.     

The effects of high-preference problems on the completion of nonpreferred mathematics problems

Failure to initiate and remain engaged in academic tasks can have long-lasting effects for students. In this study, we investigated the effects of high-preference sequences on both digits correct per minute and latency to initiate nonpreferred mathematics problems for 3 students with emotional and behavioral disorders. We found that high-preference sequences had negligible positive effects on rate of problem completion but had larger effects on problem initiation. This study replicates and extends prior work on the effects of high-preference sequences on mathematics problem initiation and completion.     

The inter-item standard deviation (ISD): An index that discriminates between conscientious and random responders

Although random responding is prevalent and increases Type II errors, most psychologists avoid trying to identify it because the means to do so are extremely limited. We propose the inter-item standard deviation (ISD), a statistical index of response variance, is suited for this task. We hypothesized that random responders produce large ISDs because they respond to items all over a measure’s response range, whereas conscientious responders produce small ISDs because they respond to items more consistently. We administered a questionnaire containing the NEO-FFI-3 and an embedded validity scale to 134 university students. Another 134 responders were created using a random number generator. For all 268 responders, the ISD was calculated for each of the NEO-FFI-3′s five subscales and an aggregated ISD was calculated by averaging the five ISD indexes. Results showed that (1) random responders produce significantly larger ISDs than conscientious responders, (2) the ISDs were strongly correlated with the embedded validity scale and with one another, and (3) the ISDs correctly identified responders with greater than 80% classification accuracy. The mean ISD yielded greater than 95% classification accuracy. This study shows that responders can be identified by quantifying inter-item response variance.