A group of 34 pupils from two school classes (Class 8, M=13.1 yr., SD = 0.5
1 were administered the Serial Color-Word Test to assess the pattern of ada
ptation during repeated exposure to the Stroop task (5 massed trials). The
typological classification, centered on measures of linear (R) and nonlinea
r (V) change of reading limes, employed norms derived from the medians of t
he group. The Stabilized primary pattern (low R and low V) corresponded to
higher grades, compared with the other 3 primary patterns. Concerning the s
econdary classification across trials (based on the R and V of the 5 It, an
d on the R and V of the 5 Vs!, better school performance was found among su
bjects with a linear increase of linear changes across trials thigh R of th
e 5 Rs; 6x pattern), compared with subjects with a nonlinear increase of li
near changes (high V of the 5 Rs; D-R; and CDR patterns).