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Abstract

The response latencies of learning disabled (LD) and normal control boys were compared on a picture-word interference task. A series of line drawings (pictures) with words imbedded in the center were presented. The embedded words either named the associated picture (C), were from the same category as the associated picture (IC), or were from a different category than the associated picture (IR). In separate conditions, the subjects' task was either to (a) name the word, (b) name the picture, (c) categorize the word, or (d) categorize the picture. Both LD and normal control boys exhibited greater interference effects (longer response latencies) when naming pictures (versus naming words) and when categorizing words (versus categorizing pictures). These results support Smith and Magee's (1980) two-process model of name and category activation. In addition, the LD boys experienced more interference than normal control boys whenever any irrelevant stimuli were present (IR and IU pairs). The nature of the attentional distractibility of LD children is discussed.

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Picture-Word Interference in Learning Disabled and Normal Children

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