SAT Reading & Writing · Rhetorical Synthesis
A student has researched the Stroop effect and compiled the following notes: - People are slower to name the ink color of a word when the…
A student has researched the Stroop effect and compiled the following notes:
- People are slower to name the ink color of a word when the word itself spells out a conflicting color name.
- Reading is a highly practiced skill that competes with the separate task of naming colors.
- The size of the effect can vary depending on a person's language proficiency and the specific design of the task.
- Extensive practice can reduce the interference effect but does not eliminate it entirely.
- Researchers use Stroop tasks to study cognitive control, a person's ability to manage competing mental processes.
- A person's reaction-time difference on a Stroop task is not considered a direct measure of general intelligence.
The student wants to caution against misinterpreting Stroop task performance as a measure of how intelligent someone is. Which choice most effectively uses relevant information from the notes to accomplish this goal?
- People are slower to name the ink color of a word when the word itself spells out a conflicting color name.
- Reading is a highly practiced skill that competes with the separate task of naming colors.
- The size of the effect can vary depending on a person's language proficiency and the specific design of the task.
- Extensive practice can reduce the interference effect but does not eliminate it entirely.
- Researchers use Stroop tasks to study cognitive control, a person's ability to manage competing mental processes.
- A person's reaction-time difference on a Stroop task is not considered a direct measure of general intelligence.
The student wants to caution against misinterpreting Stroop task performance as a measure of how intelligent someone is. Which choice most effectively uses relevant information from the notes to accomplish this goal?
Answer and explanation
Answer: C: Researchers use Stroop tasks to study cognitive control, a person's ability to manage competing mental processes, but the resulting reaction-time difference is not considered a direct measure of…
The goal specifically requires addressing the intelligence-measurement misconception, and C is the only choice that both names what the task actually measures, cognitive control, and explicitly states what it does not measure, general intelligence. A, B, and D each describe a true detail about the effect's mechanism or malleability without addressing the specific concern about misinterpreting scores as an intelligence measure.
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