When it helps to be misled: Facilitative effects of increasing the frequency of conflicting stimuli in a Stroop-like task

Gordon D. Logan1, N. Jane Zbrodoff2
1Department of Psychology, Erindale College, University of Toronto, L5L 1C6, Mississauga, Ontario, Canada
2Department of Applied Psychology, Ontario Institute for Studies in Education, 252 Bloor Street West, M5S 1V6, Toronto, Ontario, Canada

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