An exploratory study was conducted to determine how certain stimulus characteristics affect recognition memory in 8- and 9-yr.-old children. 40 Ss were shown 15 letter-like forms for inspection. Later, the original stimuli were shown along with 15 new letter-like forms in a recognition test. Memory was a function of the stimulus characteristics. Prototypes which did not appear on the Inspection series were often responded to incorrectly. It is suggested that these prototypes had been abstracted from transformations of themselves which were present on the Inspection series.
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