Abstract
The manipulation of unseen object pairs has been shown to facilitate the paired-associate learning of 5-year-olds, and has been interpreted as supporting Piaget's contention that mental imagery is based in the overt activity of the child. In the present study, we examined the child's ability to generate memory-enhancing interactions between object pairs when either visual contact with the objects, tactual contact, or both were absent. The paired-associate performance of each of these activity groups (Visual-Tactual, Visual-No Tactual, No Visual-Tactual, and No Visual-No Tactual) was compared with corresponding control groups which received imagery instructions, but had no opportunity to manipulate the object pairs. Rated quality of overt manipulation was lowered by the absence of tactual contact with the objects, but not by the absence of visual contact. Quality of manipulation was positively related to amount of facilitation of paired-associate performance. These results demonstrate the kindergarten child's relative inability to produce ongoing thematic activity when this activity is physically separated from the objects involved.
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