本研究采用emotional Stroop范式要求8-12岁学校恐惧儿童和控制组儿童对计算机上呈现的红色或绿色的学校相关词或家庭相关词的颜色尽可能快地做出判断。结果发现，学校恐惧儿童对学校相关词具有反应偏向，随着刺激重复次数的增多，这种反应偏向消失了，而在控制组儿童身上始终未观察到其对学校相关词具有反应偏向。表明，学校恐惧儿童与控制组儿童对学校相关刺激具有不同的认知加工模式，学校相关刺激在学校恐惧儿童身上获得优先加工，产生反应偏向，并且这种反应偏向随着刺激重复次数的增多由趋近变为回避。

The aim of the study was to clarify whether cognitive processing bias toward school-related information could be observed in school phobic children. School phobic children and control group aged 9 years were tested by means of an emotional Stroop task. A bias for school words was observed in school phobic children ,who were slower in colour-naming school-relevant words compared to control words during the first half of the experiment, while the processing bias disappeared during the second half of the experiment., the processing bias was not found in control group all the time. These results indicated that school phobic children give high priority to the processing of information related to school, after a number of word presentation, they found a way to avoid the threatening stimuli. The Cognitive bias only occur in school phobic children.