The development of strategy use in a spatial task

The ability of kindergarten, first grade, and third grade boys and girls to use a mnemonic strategy in a spatial task was investigated. Children (N = 90) were asked to replicate a model zoo. Use of an organizational strategy based on an object frame f reference was either required of the child, suggested, or not mentioned on the first trial. A second trial was conducted inwhich no strategy information was given. Analysis of the number of incorrect placements of model items indicated that the instruction had the greatest effect on the performance of the kindergarten children. Strategy instructions were also beneficial in reducing the time the children used to place items in the model but had no consistent effect on the amount of time the children used to examine the prototype.