Abstract
Presents results of 2 matching-to-sample experiments using color cues in Consonant-Vowel-Consonant stimulus words with kindergarten to third grade subjects. Color cues influenced Ss to match according to first letters. When the first letter of each stimulus word was underlined in red, kindergarten and first grade Ss' tendency to match according to first letters was increased; second and third grade Ss' tendency to match according to rhyme was decreased. In the second experiment, when red letters were varied according to letter position, color cues appearing in the first letter position were utilized most frequently by all grades. Control Ss in all grades matched according to the first letter more frequently than the second or third letters, which did not differ.