Verbal working memory is involved in associative word learning unless visual codes are available

Duyck, Wouter [Ghent University] Szmalec, Arnaud [UCL] Kemps, Eva [Ghent University] Vandierendonck, André [Ghent University]

Baddeley, Gathercole, and Papagno (1998) proposed a model of associative word learning in which the phonological loop, as defined in Baddeley's working memory model, is primarily a language learning device, rather than a mechanism for the memorization of familiar words. Using a dual-task paradigm, Papagno, Valentine, and Baddeley (1991) found that articulatory suppression, loading verbal working memory, had an effect on the memorizing of word-nonword pairs, but not on the memorizing of word-concrete word pairs. The present work explored the potential for visual codes in unfamiliar word learning. In a first experiment, we replicated the results of Papagno et al. for both nonwords and highly imageable nouns. In addition, we found that articulatory suppression disrupted the memorizing of word-abstract word pairs, suggesting that phonological involvement may be triggered by the absence of visual representations for the abstract words. Experiment 2 showed that an artificially induced association between a nonword and a non-nameable visual image was sufficient to compensate for diminished verbal working memory resources due to articulatory suppression. In a third experiment, we demonstrated that our results generalize to other types of abstract words (i.e., function words), auditory stimulus presentation, and to word learning in children. © 2002 Elsevier Science (USA). All rights reserved.