| Abstract: | In three experiments, 4‐, 5‐, 6‐ and 8‐year‐olds and adults were asked to draw hierarchical letter and geometric forms from memory. Across the experiments, the number of elements comprising the hierarchical models was systematically varied. For each drawing of a hierarchical form, the quality of the participant’s reproduction of global and local level information was evaluated separately. Results showed that young children demonstrated significant analytic competence. However, the data also suggested that changes in stimulus density were more disruptive, in specific ways, to 4‐ and 5‐year‐old children’s processing than to that of the older children and adults. |
