The Impact of Audiovisual Information on Children's Product-Related Recall

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Abstract
The research addresses the question of when children use visuals to improve their memory performance. In two studies, preschoolers and school-age children were found to encode information most effectively when the visual information was complete and overlapped the audio message. School-age children (seven and eight years old) were also found to recall target information in response to partial visuals paired with audio tracks. However, preschoolers (three, four, and five years old) succeeded in their recall only when complete visuals overlapped the audio information. The findings suggest that younger children's difficulties in encoding partial information can be traced to common types of processing deficits. In addition, the second study tested whether a “visual superiority effect” would be evidenced. Children who only heard and children who only saw the information (auditory or visual) performed equally well. This suggests that the critical element in children's processing is the comprehensibility of the information presented, rather than the modality per se.

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