DEVELOPMENTAL CHANGES IN EFFECT OF NONVERBAL CUES ON RETENTION

Based on theoretical discussions of the developmental change from ikonic to symbolic types of representation, a developmental hypothesis concerning the changing effects of nonverbal cues for retention was tested. 4 methods of giving instructions (concerning manipulation of familiar objects) were compared in terms of their effect on the nonverbal retention of 80 preschoolers (31/2-51/2 yr. old) and 44 2nd graders (7-8 yr. old). Results demonstrated that the presence of nonverbal cues during verbal instructions signficantly improved the retention of preschoolers and had little effect on the retention of 2nd graders. It was hypothesized that the young child has a means for representing information which, while qualitatively different from that of older children, is equally effective for some purposes. There were indications that different types of nonverbal cues aided the retention of younger and older preschool Ss and a possibility that these same nonverbal cues might aid the retention of older Ss in stressful situations. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1969 American Psychological Association.