Sullivan, Anna
1.38 MB of textual records (PDF)
Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 1988. -- Submitted in partial fulfillment of course requirements for PSYC 4105. -- Includes figures. -- Contents: Literature review / Thesis.
Forty-three grade four English speaking students who are taught in French participated in this study. Subjects were asked to respond manually to a simple co computer program that contained the stroop effect. In order to measure the stroop effect, bilingual children were presented with a randomly mixed list of 64 words from 4 categories: 20 English non-color words, 20 French non-color words, 12 English color words and 12 French color words. Subjects initiated word presentation and, while ignoring the printed word, pressed a key identifying the color only. Subjects responded more quickly to non-color words than to color words. There was no difference in mean reaction time between French and English word identification. Subjects also responded with the same number of errors whether the word was in French or English. These results support the conclusion that early bilinguals don't show any difference in language interference as measured by the stroop effect.
