Facilitative effects of labeling on preschool children's copying of simple geometric forms

A total of 150 children between 2.5 and 5 yr. of age were tested on one of three conditions (one experimental and two control) of a copying task adapted from the 1982 Developmental Test of Visual Motor Integration of Beery. In the experimental condition, the geometric forms were labeled with the names of familiar objects. Analysis of scores indicated that introduction of verbal labels on the copying task facilitated preschool children's ability to reproduce geometric forms. The effect was consistent across the ages tested but was limited in that facilitation was observed only for those forms just beyond the child's demonstrated level of mastery. These results suggested that the verbal labels evoked a representational context which provided children with additional information necessary for accurate reproduction of the forms. Two alternative interpretations of this finding are discussed.