Abstract
A total of 102 undergraduate students performed the Letter Number Sequencing (LNS) task in addition to a series of other measures of reading, working memory, motor execution, visuo-spatial memory, and executive functions. Performance on the LNS was uniquely contributed to by reading level, digit span forward and backward, arithmetic, visual spatial learning, and by performance on the Symbol Search subtest of the WAIS-III. The results indicate that while much of the variance on the LNS task is explained by performance on the traditional measures of digit span, additional unique contributions to prediction of LNS performance are provided by measures of processing speed and visual spatial working memory.
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