The Lexical Stroop Sort (LSS) picture-word task: a computerized task for assessing the relationship between language and executive functioning in school-aged children |
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Authors: | Wilbourn Makeba Parramore Kurtz Laura E Kalia Vrinda |
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Institution: | Department of Psychology and Neuroscience, Duke University, 417 Chapel Drive, 208 Soc-Psych Building, Durham, North Carolina 27708, USA. makeba.wilbourn@duke.edu |
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Abstract: | The relationship between language development and executive function (EF) in children is not well understood. The Lexical
Stroop Sort (LSS) task is a computerized EF task created for the purpose of examining the relationship between school-aged
children’s oral language development and EF. To validate this new measure, a diverse sample of school-aged children completed
standardized oral language assessments, the LSS task, and the widely used Dimensional Change Card Sort (DCCS; Zelazo, 2006) task. Both EF tasks require children to sort stimuli into categories based on predetermined rules. While the DCCS largely
relies on visual stimuli, the LSS employs children’s phonological loop to access their semantic knowledge base. Accuracy and
reaction times were recorded for both tasks. Children’s scores on the LSS task were correlated with their scores on the DCCS
task, and a similar pattern of relationships emerged between children’s vocabulary and the two EF tasks, thus providing convergent
validity for the LSS. However, children’s phonological awareness was associated with their scores on the LSS, but not with
those on the DCCS. In addition, a mediation model was used to elucidate the predictive relationship between phonological awareness
and children’s performance on the LSS task, with children’s vocabulary fully mediating this relationship. The use of this
newly created and validated LSS task with different populations, such as preschoolers and bilinguals, is also discussed. |
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