ABSTRACT
Engstler-Schooler, 1990; Schooler, Ryan, & Reder, 1990) as well as in other labs (e.g., R. Chaffin, personal communication, 1990; Dodson, Johnson, & Schooler, in press; C. Kelley, personal communication, 1991; Read & Schooler, 1994; Westerman, 1991). The verbal overshadowing effect can be conceptualized within a more general framework that assumes that many activities involve a combination of both verbalizable and nonverbalizable task components. For example, as discussed in more detail later, face recognition can involve both an attention to verbalizable features (e.g., moles, shape of nose, size of ears, color of eyes, etc.) as well as difficult to articulate configural characteristics (e.g., the relationship between the features). From this perspective, a reasonable account of the effects of verbalization is that verbalization causes subjects to emphasize the reportable task components, thereby deemphasizing (overshadowing) the nonreportable components.
