Visual and phonetic memory in preschool children: evidence for coding flexibility

Abstract

This study examined visual and verbal (phonetic) memory coding in 22 preschool children 4 to 5 yr. of age. A major goal was to determine whether these children would code visual items phonetically during input in a short-term memory task as older children and adults often appear to do. Items to be remembered were visually presented letters that varied in visual as well as phonetic similarity. Subjects labeled each letter during presentation, and serial recall was probed either visually or verbally. Recall scores were analyzed according to planned individual comparisons and a 4-factor analysis of variance: probe modality (visual, verbal) X visual similarity (low, high) X phonetic similarity (low, high) x serial position (1, 2, 3, 4). Data indicated (1) a significant detrimental effect of high phonetic similarity for subjects whose recall was probed verbally, (2) a significant facilitating effect of high visual similarity, and (3) significant interactions indicating differential effects of phonetic similarity and probe modality on the serial position curve. These findings suggest flexibility of coding in children of the age range tested.