Presentational features for young children's production and recall of information

Abstract

Young children's production and recall of information presented at varying levels of action and verbal labels was compared on a computer versus a felt board. Forty children, equally distributed by Grades Preschool and Kindergarten, were randomly assigned to a computer or felt board condition. Within each condition, the same 24 objects (6 sets of 4 objects) were presented with or without action and verbal labels. Both action and labels increased children's recall of verbal information, regardless of the medium in which that information was presented. The results suggest that action facilitates, rather than disrupts, children's learning of verbal information.