237
Views
6
CrossRef citations to date
0
Altmetric
Regular articles

Semantic interference in picture naming during dual-task performance does not vary with reading ability

, &
Pages 1758-1768 | Received 11 Jul 2014, Accepted 19 Oct 2014, Published online: 16 Dec 2014

REFERENCES

  • Abdel Rahman, R., & Melinger, A. (2009). Semantic context effects in language production: A swinging lexical network proposal and a review. Language and Cognitive Processes, 24, 713–734. doi: 10.1080/01690960802597250
  • Ayora, P., Peressotti, F., Alario, F.-X., Mulatti, C., Pluchino, P., Job, R., & Dell'Acqua, R. (2011). What phonological facilitation tells about semantic interference: A dual-task study. Frontiers in Psychology, 2(April), 1–10.
  • van den Bos, K., Zijlstra, B. J. H., & lutje Spelberg, H. C. (2002). Life-span data on continuous-naming speeds of numbers, letters, colors, and pictured objects, and word-reading speed. Scientific Studies of Reading, 6, 25–49. doi: 10.1207/S1532799XSSR0601_02
  • Brus, B., & Voeten, M. (1976). Een-Minuut-Test (EMT). Berkhout: Nijmegen.
  • Dell'Acqua, R., Job, R., Peressotti, F., & Pascali, A. (2007). The picture-word interference effect is not a Stroop effect. Psychonomic Bulletin & Review, 14, 717–722. doi: 10.3758/BF03196827
  • Denckla, M. B., & Rudel, R. (1974). Rapid “automatized” naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10, 186–202. doi: 10.1016/S0010-9452(74)80009-2
  • Glaser, W. R. (1992). Picture naming. Cognition, 42, 61–105. doi: 10.1016/0010-0277(92)90040-O
  • Janssen, N., Schirm, W., Mahon, B. Z., & Caramazza, A. (2008). Semantic interference in a delayed naming task: evidence for the response exclusion hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 249–256.
  • Kleinman, D. (2013). Resolving semantic interference during word production requires central attention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1860–1877.
  • La Heij, W., Dirkx, J., & Kramer, P. (1990). Categorical interference and associative priming in picture naming. British Journal of Psychology, 81, 511–525. doi: 10.1111/j.2044-8295.1990.tb02376.x
  • Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1–75.
  • Pashler, H. (1994). Dual-task interference in simple tasks: Data and theory. Psychological Bulletin, 116, 220–244. doi: 10.1037/0033-2909.116.2.220
  • Piai, V., & Roelofs, A. (2013). Working memory capacity and dual-task interference in picture naming. Acta Psychologica, 142, 332–342. doi: 10.1016/j.actpsy.2013.01.006
  • Piai, V., Roelofs, A., & Schriefers, H. (2011). Semantic interference in immediate and delayed naming and reading: Attention and task decisions. Journal of Memory and Language, 64, 404–423. doi: 10.1016/j.jml.2011.01.004
  • Piai, V., Roelofs, A., & Schriefers, H. (2014). Locus of semantic interference in picture naming: Evidence from dual-task performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 147–165.
  • Protopapas, A., Archonti, A., & Skaloumbakas, C. (2007). Reading ability is negatively related to Stroop interference. Cognitive Psychology, 54, 251–282. doi: 10.1016/j.cogpsych.2006.07.003
  • Protopapas, A., Vlahou, E. L., Moirou, D., & Ziaka, L. (2014). Word reading practice reduces Stroop interference in children. Acta Psychologica, 148, 204–208. doi: 10.1016/j.actpsy.2014.02.006
  • Roelofs, A. (1992). A spreading-activation theory of lemma retrieval in speaking. Cognition, 42, 107–142. doi: 10.1016/0010-0277(92)90041-F
  • Roelofs, A. (2003). Goal-referenced selection of verbal action: Modeling attentional control in the Stroop task. Psychological Review, 110, 88–125. doi: 10.1037/0033-295X.110.1.88
  • Roelofs, A. (2007). Attention and gaze control in picture naming, word reading, and word categorizing. Journal of Memory and Language, 57, 232–251. doi: 10.1016/j.jml.2006.10.001
  • Roelofs, A., Piai, V., & Schriefers, H. (2011). Selective attention and distractor frequency in naming performance: Comment on Dhooge and Hartsuiker (2010). Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1032–1038.
  • Rosinski, R. R. (1977). Picture-word interference is semantically based. Child Development, 48, 643–647. doi: 10.2307/1128667
  • Ruthruff, E., Allen, P. A., Lien, M.-C., & Grabbe, J. (2008). Visual word recognition without central attention: Evidence for greater automaticity with greater reading ability. Psychonomic Bulletin & Review, 15, 337–343. doi: 10.3758/PBR.15.2.337
  • Schnur, T. T., & Martin, R. (2012). Semantic picture-word interference is a postperceptual effect. Psychonomic Bulletin & Review, 19, 301–308. doi: 10.3758/s13423-011-0190-x
  • Schriefers, H., Meyer, A. S., & Levelt, W. J. M. (1990). Exploring the time course of lexical access in language production: Picture-word interference studies. Journal of Memory and Language, 29, 86–102. doi: 10.1016/0749-596X(90)90011-N
  • Spearman, C. (1904). “General intelligence”, objectively determined and measured. The American Journal of Psychology, 15, 201–292. doi: 10.2307/1412107
  • Starreveld, P. A., & La Heij, W. (1996). Time-course analysis of semantic and orthographic context effects in picture naming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 896–918.
  • Tombu, M., & Jolicœur, P. (2003). A central capacity sharing model of dual-task performance. Journal of Experimental Psychology: Human Perception and Performance, 29, 3–18.
  • Van Casteren, M., & Davis, M. H. (2006). Mix, a program for pseudorandomization. Behavior Research Methods, 38, 584–589. doi: 10.3758/BF03193889
  • Van Maanen, L., van Rijn, H., & Taatgen, N. (2012). RACE/A: An architectural account of the interactions between learning, task control, and retrieval dynamics. Cognitive science, 36(1), 62–101. doi: 10.1111/j.1551-6709.2011.01213.x
  • Wimmer, H., Mayringer, H., & Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92, 668–680. doi: 10.1037/0022-0663.92.4.668

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.