Abstract
The study examined the identification of pictures at different levels of fragmentation and distinctive feature emphasis by Zulu children from preschool to grade 4. Highly fragmented pictures were found to be more difficult to recognise than less highly fragmented pictures. Enhancing the proportion of line segments devoted to distinctive features had little facilitatory effect on recognition scores until grade 4. A follow‐up study examined the effects of previous exposure to different levels of fragmentation and distinctive feature emphasis on the recognition of highly fragmented pictures. This revealed that minimal training was sufficient to improve recognition scores.
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