Forty predominantly Black third grade children were randomly assigned to eight groups and were asked a question regarding the relationship of elements in Hudson'-s pictorial depth perception task. The question varied in terms of "which (looks or is), (nearer or farther) to (you or man), the elephant or the antelope?" Performance in terms of ability to perceive depth was statistically significantly higher when Ss were asked "which looks/is farther... rather than nearer." No other effects were significant. Results are discussed in terms of the effects of lexical marking and attentional factors inherent in the relational words used in the question.
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