Stroop interference is often taken as evidence for reading automaticity even though young and poor readers, who presumably lack reading automaticity, present strong interference. Here the relationship between reading skills and Stroop interference was studied in a 7th-grade sample. Greater interference was observed in children diagnosed with reading disability (dyslexia) than in unimpaired children. Moreover, poorer reading skills were found to correlate with greater Stroop interference in the general school population. In correlation and regression analyses, interference was primarily associated with reading speed, with an additional unique contribution of reading accuracy. Color naming errors were few and not comparably related to reading skills. The relation of reading skill to Stroop interference was examined in computational modeling simulations. The production model of Roelofs [Roelofs, A. (2003). Goal-referenced selection of verbal action: modeling attentional control in the Stroop task. Psychological Review, 110, 88-125], in which interference is primarily due to word stimuli having direct access to word form encoding whereas color naming must pass through concept activation and lemma selection, was found to account well for the human data after imposing covariation constraints on parameters controlling word processing and blocking latency, in modifications not affecting the model's previous fit to other data. The connectionist model of Cohen, Dunbar, and McClelland [Cohen, J. D., Dunbar, K., & McClelland, J. L. (1990). On the control of automatic processes: a parallel distributed processing account of the Stroop effect. Psychological Review, 97, 332-361], in which interference is caused by differential route strength, implementing an automaticity account, approximated the observed patterns with network-wide parameter manipulations not specific to reading, such as processing speed and response threshold, likely to affect previously optimized performance. On the basis of the empirical and modeling data we argue for a direct link between reading skill and interference, beyond the effects of executive functioning.

中文翻译：

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阅读能力与Stroop干扰呈负相关

Stroop 干扰通常被视为阅读自动性的证据，尽管可能缺乏阅读自动性的年轻和贫穷的读者表现出强烈的干扰。在这里，在一个 7 年级的样本中研究了阅读技巧和 Stroop 干扰之间的关系。在诊断为阅读障碍（阅读障碍）的儿童中观察到的干扰比未受损的儿童更大。此外，发现较差的阅读技能与普通学校人群中更大的 Stroop 干扰相关。在相关性和回归分析中，干扰主要与阅读速度有关，对阅读准确性有额外的独特贡献。颜色命名错误很少，并且与阅读技能没有可比性相关。在计算建模模拟中检查了阅读技能与 Stroop 干扰的关系。Roelofs 的生产模型 [Roelofs, A. (2003)。目标参考的言语行为选择：在 Stroop 任务中建模注意力控制。Psychological Review, 110, 88-125]，其中干扰主要是由于单词刺激可以直接访问单词形式编码，而颜色命名必须通过概念激活和引理选择，被发现在施加协变后可以很好地解释人类数据对控制字处理和阻塞延迟的参数的约束，在不影响模型先前拟合其他数据的修改中。Cohen、Dunbar 和 McClelland 的联结主义模型 [Cohen, JD, Dunbar, K., & McClelland, JL (1990)。关于自动化过程的控制：Stroop 效应的并行分布式处理帐户。Psychological Review, 97, 332-361]，其中干扰是由不同的路由强度引起的，实施自动化帐户，使用非特定于阅读的网络范围参数操作来近似观察到的模式，例如处理速度和响应阈值，可能影响先前优化的性能。在实证和建模数据的基础上，我们认为阅读技能和干扰之间存在直接联系，超出了执行功能的影响。例如处理速度和响应阈值，可能会影响之前优化的性能。在实证和建模数据的基础上，我们认为阅读技能和干扰之间存在直接联系，超出了执行功能的影响。例如处理速度和响应阈值，可能会影响之前优化的性能。在实证和建模数据的基础上，我们认为阅读技能和干扰之间存在直接联系，超出了执行功能的影响。