Abstract
The effects of different modes of verbalization on recognition memory of object detail were examined in first- and third-grade children and adults. The results indicated that both age of the subject and the type of verbalization used during initial picture viewing influenced recognition accuracy for object detail. When compared to nonverbal viewing groups, only specific types of verbalization increased recognition accuracy for third-grade and adult subjects. None of the modes of verbalization was effective in increasing first-grade recognition scores. The results indicate that general statements concerning the facilitating or inhibiting influence of verbalization on recognition memory must be qualified. In addition, the results showed that developmental differences in recognition accuracy are contingent upon the type of strategy used during the encoding process.
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