3 groups of preschool children were trained in short-term memory for word sequences by three different methods of stimulus presentation: (1) vocalized auditory sequences, (2) vocalized sequences with simultaneous visual stimuli, (3) vocal stimuli followed immediately by visual stimuli. Four different delay intervals between stimulus and response were utilized. The word sequences were 2, 3, and 4 words in length. The duration of the delay interval and the number of words in the sequence affected performance level. Method of training did not affect performance level but did produce significantly different gains in performance over a four-day period.
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