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Aktywność mózgu podczas wykonywania testu Stroopa u osób z depresją w przebiegu choroby afektywnej jedno- i dwubiegunowej – przegląd wyników badań neuroobrazowych

100%
Markowska A., Tomaszewska M., Borkowska A.
Polskie Forum Psychologiczne
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2012
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vol. XVII
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issue 2
260-275
EN
The article is a review of neuroimaging studies performed during the Stroop paradigm based tasks among individuals suffering from unipolar and bipolar depression. The aim of the article is to highlight the validity od Stroop paradigm in neuropsychological and neuropsychiatric diagnosis of depressin, used as a tool for assessing cognitive functioning, but also claryfying the etiopathology of depressive disorders. The first of the article is a review of previous reports, describing resting brain activity abnormalities in affective disorders called neurocorrelates of depression. Then the most common cognitive dysfunctions represented by unipolar and bipolar patents will be discussed brefly and the impact of these dysfuctionts on Stroop test performance. In the last two parts of the article you can find a review of neuroimaging studies during Stroop task performance among healthy individuals and also the comparisons of brain activity during the Stroop interference effect in the group of healthy and depressive subjects. Different brain activity during stroop task among patients suffering from depression comaring with healthy individuals and some differences in brain pattern during the same cognitive task among unipolar and bipolar individuals may indicate the validity of Stroop test in neuropsychological and neuropsychiatric diagnosis.
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Interference Effect and Reading Skills in Children with Attention Disorders

88%
Okuniewska H.
Polish Psychological Bulletin
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2009
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issue 4
88-95
EN
Aim of this study was to examine the performance on Polish experimental version of classical Stroop test in 36 ADHD-C children in comparison with 35 healthy children matched for age and IQ WISC-R. It was hypothesized that children with ADHD will exhibit diminished ability to control interference and will make more errors than their healthy counterparts. In contradictory with expectations, there was showed little if any evidence for specific deficit in interference control in this ADHD sample. A remarkable finding of this study was to demonstrate the developmental differences in reading skills in age range 8-11 years between typically developing children and ADHD group which displays a virtually no progress in reading automaticity and color naming speed over the period.
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