Intra- and Intersensory Matching by Nursery School Children

Abstract

Nursery school children (27 boys, 27 girls) were tested on two intrasensory and one intersensory equivalence tasks. Matching ability was examined in the context of successive and simultaneous methods of presenting stimuli. It was concluded that success in discrimination was not dependent on method of presentation but was related to modality. Visual-visual comparisons were significantly easier for preschoolers than either visual-tactual or tactual-tactual comparisons. No age or sex differences were obtained.