Effect of encoding instructions on children's spatial and color memory: is there evidence for automaticity?

This experiment is concerned with assessing whether there is evidence for the automatic processing of spatial and color information by children and with the development of control of encoding operations. First, third, and fifth graders viewed pictures of simple objects that varied in color (red or green) and spatial location (left or right). Subjects were instructed to encode (a) only the item, (b) the item and its color, (c) the item and its position, (d) the item, its color, and its position. The data yielded evidence for nonchance incidental memory of spatial, but not color, information. The data also suggested that children at all age levels were able to control their encoding operations similarly, as there was no evidence for an interaction of development with encoding instructions. These findings are discussed with respect to a model for automatic encoding processes and work on memory for central and incidental information.