ISSN 0439-755X
CN 11-1911/B

›› 2007, Vol. 39 ›› Issue (06): 1012-1024.

### The Impact of the Articulary Loop and Visuospatial Sketchpad on Phonemic and Semantic Fluency

Zhang Jijia,Lu Aitao

1. Department of Psychology，South China Normal University，Guangzhou 510631, China
• Received:2006-10-13 Revised:1900-01-01 Published:2007-11-30 Online:2007-11-30
• Contact: Zhang Jijia

Abstract: Verbal fluency is typically measured by generative naming tasks. The two types of verbal fluency that are generally tested are (1) phonemic fluency, in which the subjects generate words beginning with a particular letter, and (2) semantic fluency, in which the subjects produce items from a specified category. Most of the previous studies primarily focused on the contribution of the central executive function to phonemic and semantic fluency; however, little attention was paid to the contribution of the phonological loop and the visuospatial sketchpad.
Based on the work of Rende, the present study explored the effects of the articulary loop and visuospatial sketchpad on verbal fluency. The following two types of secondary tasks were used: (1) articulatory suppression and sound judgment and (2) grapheme judgment and rotation judgment.
Methods
Forty four undergraduates, including 22 women, participated in Exp.1. The writing speed of all participants was estimated. Subsequently, the participants were given a familiar topic, such as “my college life,” and were required to write as many words as possible in one minute. All of them produced more than 30 words per minute, which satisfied the experimental requirement. Thereafter, they were required to assess their Chinese language level based on a 5-point scale. The scores of all the participants were equal to or higher than 3. Exp. 2 involved 40 subjects, including 20 women. The participants were given the same topic as Exp.1 and were required to talk on the subject for one minute in order to test their oral speed. They spoke rather fluently and none of them stuttered or spoke slowly. Similar to Exp. 1, the Chinese level of all participants was equal to or higher than 3. Both experiments employed a two-factor within-subject design, 2 (phonemic and semantic fluency) × 2 (single- and dual-task conditions).
Results