Patterns of Adaptation and School Performance: A Pilot Study

Abstract

A group of 34 pupils from two school classes (Class 8, M=13.1 yr., SD = 0.5) were administered the Serial Color-Word Test to assess the pattern of adaptation during repeated exposure to the Stroop task (5 massed trials). The typological classification, centered on measures of linear (R) and nonlinear (V) change of reading times, employed norms derived from the medians of the group. The Stabilized primary pattern (low R and low V) corresponded to higher grades, compared with the other 3 primary patterns. Concerning the secondary classification across trials (based on the R and V of the 5 Rs, and on the R and V of the 5 Vs), better school performance was found among subjects with a linear increase of linear changes across trials (high R of the 5 Rs; CR pattern), compared with subjects with a nonlinear increase of linear changes (high V of the 5 Rs; DR and CDR patterns).