Stimulus Mode and Concept Formation in Preschool Children

Examined effects of stimulus mode (objects vs pictures) on the acquisition, generalization, and transfer of novel concepts. 65 preschoolers were taught animal- and machine-like concepts and then given generalization and recognition tests. On these tests, item mode was either consistent or inconsistent with training mode (object–object, object–picture, picture–object, picture–picture). Neither training nor recognition was affected by stimulus mode. On generalization, however, modality interacted with training mode and level of elaboration. At low elaboration levels, generalization was less for objects than for pictures and was depressed by object training