| Abstract: | Attempted to determine when children develop adultlike strategies in word recognition and use the entire configuration as a basis for a response rather than individual letters. A total of 144 kindergartners, 1st-6th graders, and undergraduates were asked to choose an alternative which most resembled a stimulus trigram, quadrigram, or quingram. Ss could respond on the basis of individual letter position and overall word shape. There was a clear developmental trend such that, with increasing age, Ss were more likely to choose alternatives with the same shape as the stimulus. There was also a tendency to choose response alternatives with the same 1st letter as the stimulus through 4th grade, followed by a decreasing tendency to rely on the 1st letter starting with the 5th grade. Results are considered supportive of E. J. Gibson's (see record 1972-22179-001) hypothesis of a developmental change with increasing age and schooling in feature analysis and extraction. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
