Young children's coding and storage of visual and verbal material.
36 preschool children (mean age 4.2 years) were each tested on 3 recognition memory lists differing in test mode (visual only, verbal only, combined visual-verbal). For one-third of the children, original list presentation was visual only, for another third, presentation was verbal only, and the final third received combined visual-verbal presentation. The subjects generally performed at a high level of correct responding. Verbal-only presentation resulted in less correct recognition than did either visual-only or combined visual-verbal presentation. However, because performances under both visual-only and combined visual-verbal presentation were statistically comparable, and a high level of spontaneous labeling was observed when items were presented only visually, a dual-processing conceptualization of memory in 4-year-olds was suggested.
D000161:Acoustic Stimulation; D002657:Child Development; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007257:Information Theory; D008297:Male; D008568:Memory; D010775:Photic Stimulation; D014706:Verbal Learning; D014796:Visual Perception