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This study examined the difference between preschool (6-year-olds) children and adults in semantic information processing in line-drawn picture naming, using two types of Stroop-like picture naming tasks. In Experiment 1, voices (i.e., lexical information), and in Experiment 2, pictures (i.e., semantic information) were used as distracters. Subjects were asked to name target pictures as quickly as possible, ignoring distracters. To clarify the effect of semantic relations on the amount of interference, four types of target-distracter semantic relations were used as experimental conditions: same stimulus (SS), same category (SC), different category (DC), and control (C). To investigate the time course of processing, stimulus onset asynchrony (SOA) between target and distracter was varied. The results indicated that the patterns of reaction time showed more remarkable difference between children and adults in Experiment 1 than in Experiment 2. These results were discussed on the basis of Glaser and Glaser (1989)'s model in which semantic memory and lexicon were separate.

Information processing in Stroop-like picture naming tasts by preschool children.