We investigated the relationship between the phonological and orthographic representations of new words for adult learners. Three groups of native English speakers learned a set of auditorily-presented pseudowords along with pictures indicating their "meanings". They were later tested on their memory of the words via an auditory word-picture matching test. While all three groups of participants heard the same auditory stimuli and saw the same pictures, the groups differed with respect to the written stimuli that accompanied each item during training. Some participants were presented with written forms for the auditory labels that were consistent with English spelling conventions (e.g., spelled form

Descriptors: Conferences (Gatherings), Auditory Stimuli, Spelling, Objective Tests, Adult Basic Education, Adult Learning, Adult Students, English (Second Language), Phonology, Interference (Language)

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