The impact of spatial cues on preschoolers' selective attention

The effects of spatial arrangement on preschool children's ability to selectively attend were investigated. Three- and 4-year old children were shown a multicolor dollhouse room intended to serve as a special place containing miniature chairs and models of animals. One category of objects was designated as relevant and 1 as irrelevant. Relevant items were placed in each of the apparatus's corners or in the middle of its walls. Children in the corners condition correctly relocated more relevant items than children in the wall or control conditions. The findings suggest that for both age groups, the ability to recall relevant items may be independent of their ability to demonstrate a selective attention strategy.