Verbal mediation of children's perception: The role of response variables.

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Abstract
Assessed the effects of linguistic predifferentiation of stimuli on 96 1st and 6th grade children's perceptual judgments, discrimination learning, and recognition behavior. A factorial design with stimuli at 2 levels of similarity was used. Findings indicate that distinctive labeling training elicited the greatest degree of perceptual modification for the younger Ss with highly similar stimuli. The performance of the 6th grade Ss with similar and dissimilar stimuli was relatively unaffected by labels. Perceptual judgment tasks appeared most sensitive and recognition tasks least sensitive to linguistic influence for younger Ss. Intercorrelations between tasks were fairly low, even under control conditions, suggesting that the various tasks are not tapping overlapping processes. (16 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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