Correlation of Reaction Time Differences in Naïve vs. Scientific Concept Conflict Task with the Stroop Interference Effect: Exploring the Concepts that “Moving Things are Alive” or “Stationary Things are Not”

ABSTRACT Recent studies have proposed that the automatic activation of naïve concepts, which persist even after learning scientific concepts, must be inhibited to successfully output scientific concepts. This model assumes that individual differences in inhibitory control (IC) within executive functions represent differences in conceptual change. However, the reported correlations between concept conflict and IC tasks are weak, casting doubt on this assumption. This study improves on previous methodologies by focusing on the performance of adult subjects in living and nonliving concept tasks presumed to have successfully achieved conceptual change and quantifying semantic‐level IC through the Stroop interference effect. The results revealed that the correlations between the Stroop interference effect and reaction time (RT) differences between conditions of the concept conflict task, which are assumed to represent the time required to inhibit naïve concepts, were relatively stronger compared with findings reported in previous studies. These findings suggest that individual differences in fluent inhibition of naïve concepts after acquiring scientific concepts align with those in IC, thereby supporting the validity of the inhibition model of naïve concepts.