In recent years, a number of memory span findings have been attributed to the operation of an articulatory loop (Baddeley & Hitch, 1974). These attributions have been made on the basis of finding a correspondence between span differences and pronunciation rate differences. This experiment explored articulatory loop explanations for two material effects in memory span: the word-frequency effect (span for high-frequency words is larger than span for low-frequency words) and the word-class effect (span for function words is smaller than span for either nouns or adjectives). The results indicate that it is possible to obtain span differences without finding corresponding pronunciation rate differences. Moreover, span differences were as pronounced under articulatory suppression conditions as they were under rehearsal conditions. Both of these results limit the generality of articulatory loop explanations of memory span.Explanations for performance on the memory span task have varied greatly over the years; however, recent evidence indicates that one of the best predictors of memory span is the time taken to pronounce the to-be-remembered items. Data from a number of studies suggest that span is equivalent to the number of items that can be pronounced in about 2 sec (Baddeley, Thomson, & Buchanan, 1975;Schweickert & Boruff, 1986;Standing, Bond, Smith, & Isley, 1980).The relationship between span and pronunciation rate was first noted by Baddeley et al. (1975). In a series of experiments, Baddeley et al. found that short words were better remembered than long words in the memory span task. Word length was measured in a couple of different ways: (1) the syllables in the word were counted, and (2) in the case where words had been matched for frequency, number of syllables, and number of phonemes, the length of pronunciation was estimated by measuring the waveform produced by the pronunciation of each tobe-remembered word. Baddeley et al. argued that this word-length effect was consistent with the operation of an articulatory loop. The articulatory loop had previously been proposed as the mechanism in working memory that underlies performance on the span task (Baddeley & Hitch, 1974). It was seen as a phonological store that was driven by an articulatory control process (Baddeley, 1986). In the span task, for visual presentation, items are registered on the loop by way of subvocalization. The items in the loop decay rapidly , but can be refreshed by rehearsal. Thus span recall is a function of rehearsal and decay rates, such that the more that can be rehearsed in a given period of time, the more will be remembered . The word-length effect is due, then, to the fact that more short words than long words can be rehearsed in any given unit of time . Additional confirming evidence for the operation of a rehearsal -driven articulatory loop is obtained when rehearsal is prevented by means of articulatory suppression. Under suppression conditions, at least for visual presentation, the word-length effect disappears. Furthermore, ...