Visual and Verbal Processes Involved in the Development of Picture-Recognition Skills

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Abstract
Children aged 4-5, 6-7 and 8-9 yr were given picture-recognition tasks in which recognition stimuli were systematically varied with respect to familiarization stimuli. Subjects were required either to verbalize or remain silent during familiarization and to identify either central figure only or whole picture during recognition. Young children based recognition primarily on the central figure whereas older children were more likely to utilize the entire stimulus array. Younger children were more likely than older children to use spoken labels as a basis for recognition when they verbalized during familiarization.

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