Abstract
The effect of verbal and nonverbal redundancy on the retention of 30 4-year-old children was examined to determine if the type of redundancy, as opposed to redundancy perse, facilitated the retention of this age child. The results demonstrated that the representational abilities of the child determine what type of redundant information will aid retention.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
BRUNER, J. S. The course of cognitive growth. American Psychologist, 1964, 19, 1–15.
BRUNER, J. S., Olver, R. R., & Greenfield, P. M., et al. Studies in cognitive growth. New York: Wiley, 1966.
CORSINI, D. A. The effect of nonverbal cues on the retention of kindergarten children. Child Development, 1969a, 40, 599–607.
CORSINI, D. A. Developmental changes in the effect of nonverbal cues on retention. Developmental Psychology, 1969b, 1, 425–435.
CORSINI, D. A. Developmental changes in the use of different stimulus cues for retention. Unpublished manuscript, University of Georgia, 1969.
FLAVELL, J. H. The developmental psychology of Jean Piaget. New Jersey: Van Nostrand, 1963.
PIAGET, J. The psychology of intelligence. (Originally published 1947) Ames, Iowa: Littlefield, Adams, 1963.
Author information
Authors and Affiliations
Additional information
This study was supported in part by the Office of General Research and the Research and Development Center in Educational Stimulation, University of Georgia. The help of Wayne Helms is gratefully acknowledged.
Rights and permissions
About this article
Cite this article
Corsini, D.A. The effect of type of redundancy on retention in preschool children. Psychon Sci 19, 117–118 (1970). https://doi.org/10.3758/BF03337450
Published:
Issue Date:
DOI: https://doi.org/10.3758/BF03337450