Spatial and verbal abilities in children's crossmodal recognition: A dual coding approach.

Conducted 2 experiments to study the relative importance of visuospatial (VSAs) and verbal referential abilities (VRAs) to 184 English-speaking children's (aged 4 yrs 11 mo to 8 yrs) crossmodal performance under imagery, naming, and control instructions. Using the Minnesota Paper Form(s) Board Test Revised, imagery instructions induced Ss to implement a visual imagery strategy that depended primarily on VSA, whereas naming instructions promoted use of a naming strategy that depended relatively more on VRA. No instructions resulted in use of a verbal/naming strategy similar to that used by naming Ss. (French abstract) (PsycINFO Database Record (c) 2011 APA, all rights reserved)