The Author Recognition Task: Does Presentation Matter? Public Deposited

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  • May 1, 2020
  • Reeder, Liz C.
    • Affiliation: College of Arts and Sciences, Department of Psychology and Neuroscience
  • The Author Recognition Task (ART) developed by Stanovich and West in 1989 is a common measure of print exposure used in language research. The task has high construct validity as it correlates strongly with reading comprehension, vocabulary, observations of natural reading behavior, reading rate, and other reading related skills (Acheson, Wells, & MacDonald, 2008; Martin-Chang & Gould, 2008; Moore & Gordon, 2014; West, Stanovich, & Mitchell 1993; Payne, Goa, Noh, Anderson, & Stine-Morrow, 2012). We investigate if presentation matters in the ART; specifically, we ask if presenting the names one at a time (Serial-View) would 1) produce higher scores than presenting the names in a columned list (List-View), and 2) be a more valid measure of print exposure than List-View. A 2x2 within-subjects design was of presentation (Serial-View vs List-View) and stimulus set (Set 1 vs Set 2 of authors and foils) was employed. This experimented was completed by UNC students in a laboratory setting and by participants online via Amazon Mechanical Turk. The experiment was repeated with new stimulus sets for Experiment 2. Results suggested that while Serial-View does produce higher scores, the effect is only present under certain stimulus set and order conditions. There is evidence that both Serial-View and List-View have construct validity. MTurk participants scored higher on ART and vocabulary measures than UNC students, likely due to age and thus higher exposure to print. Serial-View was the more valid presentation mode for Experiment 1, MTurk and Experiment 2, UNC; List-View was more valid for Experiment 1, UNC and Experiment 2, MTurk. These inconsistent findings suggest that both modes are valid, though the scores themselves vary.
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Rights statement
  • In Copyright
  • Funding: David Bray Peele Memorial Research Award; Office of Undergraduate Research Travel Award
  • Arnold, Jennifer
  • Bachelor of Science
Academic concentration
  • Psychology
Honors level
  • Honors
Degree granting institution
  • University of North Carolina at Chapel Hill
Graduation year
  • 2017
  • English

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