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Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation

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Abstract. In this study, we investigated the relationships between rapid naming of letters, digits and colours, and reading ability and executive function. We gave fifty-six grade three and four children rapid automatised naming tasks using letters and digits as stimuli, executive function measures including the Stroop task, a working memory task and the Trailmaking B task. The latter three tasks were used as measures of executive function. We also administered tests of verbal ability, reading and a behaviour checklist. The rapid naming of letters and digits was significantly correlated with reading, but not with executive function or behaviour ratings. The rapid naming of colours (from the Stroop task) was significantly correlated with the executive function tasks and the behaviour ratings but not with reading. We discuss the implications of this double dissociation for further studies of RAN.

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Authors and Affiliations

  1. Department of Educational and Counselling Psychology, McGill University, 3700 McTavish Street, Montreal, Québec, H3A 1Y2, Canada

    Ronald W. Stringer

  2. York University, Toronto, Ontario, Canada

    Maggie E. Toplak

  3. University of Toronto, Toronto, Canada

    Keith E. Stanovich

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  1. Ronald W. Stringer
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Stringer, R.W., Toplak, M.E. & Stanovich, K.E. Differential relationships between RAN performance, behaviour ratings, and executive function measures: Searching for a double dissociation. Reading and Writing 17, 891–914 (2004). https://doi.org/10.1007/s11145-004-2770-x

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