Abstract
Experimental operations that typify studies in syntactic mediation were used in a study of 64 second-grade children split into four independent groups. Syntactic and imagery mediators were imposed on the learners. Both kinds of mediators were shown to facilitate the learning of noun pairs, but a minimal language cue (prepositional connective) was more effective than imagery. The results offer support for the hypothesis that verbalization is the preferred symbolic process in young children. In particular a recognition procedure ruled out a response availability hypothesis which has been held to account for the superiority of syntactic mediators.
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