Effect of stimulus presentation modes on children’s recall and clustering

Abstract

Kindergarten and third-grade Ss were presented stimuli via visual, auditory, and audio-visual modes. Half of the Ss in each mode were instructed to label the stimuli overtly. In recall, older Ss did better than younger Ss, labelers performed better than nonlabelers, visual and audio-visual modes were more effective than the auditory mode; there was no Age by Mode interaction nor support for the additivity-of-cues hypothesis. Regarding clustering in recall, there were significant Mode, Trial, and Mode by Trial effects; however, contrary to previous findings, no Age or Age by Mode effects were found.