The Effect of Verbalization in Children's Learning as a Function of Chronological Age

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Abstract
Children at chronological ages (CAs) 3, 5, 7 and 9 were trained to discriminate the correct member of 5 pairs of stimuli. Half of the Ss were instructed to name the stimulus prior to a response, while the other half learned the task without these instructions. Consistently better learning in the verbal groups and a curvilinear relationship between rate of learning and CA were obtained. The difference in rate of learning between the verbal and nonverbal groups was not found to vary significantly with CA.
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