Preschoolers' Learning of Brand Names from Visual Cues

Abstract

This research addresses the question of how perceptual cues affect preschoolers' learning of brand names. It is found that when visual cues are provided in addition to brand names that are prior-associated in children's memory structures, children better remember the brand names. Although two cues (a picture and a color) improve memory over the imposition of a single cue, extensive visual cues may overtax young children's processing abilities. The study contributes to our understanding of how visual cues increase the effectiveness of nonverbal communication.