title: Naming and categorizing objects: task differences modulate the polarity of semantic effects in the picture-word interference paradigm.
abstract: The picture-word interference paradigm is a prominent tool for studying lexical retrieval during speech production. When participants name the pictures, interference from semantically related distractor words has regularly been shown. By contrast, when participants categorize the pictures, facilitation from semantically related distractors has typically been found. In the extant studies, however, differences in the task instructions (naming vs. categorizing) were confounded with the response level: While responses in naming were typically located at the basic level (e.g., "dog"), responses were located at the superordinate level in categorization (e.g., "animal"). The present study avoided this confound by having participants respond at the basic level in both naming and categorization, using the same pictures, distractors, and verbal responses. Our findings confirm the polarity reversal of the semantic effects--that is, semantic interference in naming, and semantic facilitation in categorization. These findings show that the polarity reversal of the semantic effect is indeed due to the different tasks and is not an artifact of the different response levels used in previous studies. Implications for current models of language production are discussed.
authors.affiliation: Kognitionspsychologie, Institut für Psychologie, Universität Leipzig, Seeburgstraße 14-20, 04103 Leipzig, Germany. hantsch@uni-leipzig.de
authors.forename: Ansgar
authors.initials: A
authors.lastname: Hantsch
authors.forename: Jörg D
authors.initials: JD
authors.lastname: Jescheniak
authors.forename: Andreas
authors.initials: A
authors.lastname: Mädebach
mesh_terms: D001245:Association Learning; D001288:Attention; D003657:Decision Making; D006801:Humans; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D021641:Recognition, Psychology; D012660:Semantics; D014705:Verbal Behavior; D014706:Verbal Learning