60 sixth-grade children were shown unrelated objects presented as an integrated scene, in a horizontal row or serially. Half of the children were presented a relational verbal prompt which was omitted for the remaining children. Measures of clustering and recall indicated that free recall and clustering increased with degree of organization of the objects. Presentation of the verbal prompt produced better recall and higher clustering than its absence. The lack of an interaction between verbal prompting and type of object display was interpreted as indicating the relative independence of verbal/auditory and visual processing.
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