Journal of Applied Developmental Psychology 35 (2014) 148–155 Author's personal copy

Young children's production and recall of information presented at varying levels of action and verbal labels was compared on a computer versus a felt board. Forty children, equally distributed by Grades Preschool and Kindergarten, were randomly assigned to a computer or felt board condition. Within each condition, the same 24 objects (6 sets of 4 objects) were presented with or without action and verbal abels. Both action and labels increased children's recall of verbal information, regardless of the medium in which that information was presented. The results uggest hat action facilitates, rather than disrupts, children's learning of verbal information. Children's recall of information depends, in part, on the link between how information is presented and the ways children have to think about, encode, and retrieve that information. More specifically, effective recall requires a match between the demands of an information-processing situation and children's cog-nitive skills. Although young children have often been characterized asenactive and ico-nic, visual information processors (Bruner, Olver, & Greenfield, 1966), recent debates have centered on the extent o which such tendencies interfere with their ability to process verbal linguistic content (Calvert, Huston, & Wright, 1987