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首页> 外文期刊>Behavior Research Methods >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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The Lexical Stroop Sort (LSS) picture-word task: A computerized task for assessing the relationship between language and executive functioning in school-aged children

机译：词法Stroop排序（LSS）图片词任务：一种计算机化任务，用于评估学龄儿童的语言与执行功能之间的关系

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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.
机译：儿童的语言发展与执行功能（EF）之间的关系尚未得到很好的理解。 Lexical Stroop Sort（LSS）任务是一项计算机化的EF任务，旨在检查学龄儿童的口语发展与EF之间的关系。为了验证这项新措施，各种各样的学龄儿童样本完成了标准化的口语评估，LSS任务以及广泛使用的尺寸变更卡排序（DCCS; Zelazo，2006）任务。两项EF任务均要求儿童根据预定规则将刺激物分类。尽管DCCS主要依靠视觉刺激，但LSS还是利用儿童的语音环来访问他们的语义知识库。记录了两项任务的准确性和反应时间。儿童在LSS任务上的分数与他们在DCCS任务上的分数相关，并且儿童词汇量与两个EF任务之间出现了相似的关系，从而为LSS提供了收敛效度。但是，儿童的语音意识与他们在LSS上的分数有关，而与DCCS上的分数无关。此外，使用调解模型来阐明语音意识与儿童在LSS任务中的表现之间的预测关系，而儿童的词汇量则可以充分调解这种关系。还讨论了这种新创建并经过验证的LSS任务在不同人群（如学龄前儿童和双语者）中的使用。

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