Effects of Perceptual Training on the Salience of Information in a Recall Problem

Abstract

Kindergarten children were given a salience-assessment task to determine each child's salience hierarchy for the dimensions of form, color, and position. The children were then assigned to either a control condition or one of 3 conditions providing different types of perceptual training with the child's least salient dimension. In a subsequent location recall task, children in all 3 training groups made significantly fewer errors recalling values of their least salient dimension than children in the control group. The results indicated that perceptual exposure alone was sufficient to increase the perceptual salience of the least salient dimension and its subsequent conceptual evaluation.