TY - JOUR
T1 - Word naming and memory load
T2 - Still searching for an individual differences explanation
AU - Pexman, Penny M.
AU - Lupker, Stephen J.
PY - 1998/7
Y1 - 1998/7
N2 - S. E. Bernstein and T. H. Carr (1996) and P. M. Pexman and S. J. Lupker (1995) suggested that classifiable individual differences in word-naming performance can account for the varied findings on the naming and memory load task (NMLT; K. R. Paap & R. W. Noel, 1991). Bernstein and Carr's technique of testing their explanation by using performance on part of the NMLT to classify participants is problematic, however. To remedy this, in the present study participants were classified on the basis of performance on a priori tasks: Participants completed a naming task, a naming task with low memory load, and the NMLT. Performance on the NMLT was not predicted by performance on either a priori task, thus providing no support for either Bernstein and Carr's or Pexman and Lupker's individual differences accounts.
AB - S. E. Bernstein and T. H. Carr (1996) and P. M. Pexman and S. J. Lupker (1995) suggested that classifiable individual differences in word-naming performance can account for the varied findings on the naming and memory load task (NMLT; K. R. Paap & R. W. Noel, 1991). Bernstein and Carr's technique of testing their explanation by using performance on part of the NMLT to classify participants is problematic, however. To remedy this, in the present study participants were classified on the basis of performance on a priori tasks: Participants completed a naming task, a naming task with low memory load, and the NMLT. Performance on the NMLT was not predicted by performance on either a priori task, thus providing no support for either Bernstein and Carr's or Pexman and Lupker's individual differences accounts.
UR - http://www.scopus.com/inward/record.url?scp=0032382203&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0032382203
SN - 0278-7393
VL - 24
SP - 803
EP - 821
JO - Journal of Experimental Psychology: Learning, Memory, and Cognition
JF - Journal of Experimental Psychology: Learning, Memory, and Cognition
IS - 4
ER -