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The role of perceptual salience in the development of analysis and synthesis processes.

The ability of 6- and 11-year-old children to solve problems requiring the analysis or the synthesis of salience-assessed stimulus relations was investigated. The relative salience of the relations of form, color, and position was assessed and a salience hierachy determined for each child. Following salience assessment, children were given a recall problem in which the salience of the relations and the type of evaluation required for solution were varied. In analysis problems, the relative salience of the irrelevant relation was either higher or lower than that of the relevant relation. In synthesis problems, the two relations to be evaluated were either more or less salient. Both younger and older children were able to solve problems requiring the analysis or the synthesis of relations, but the rate of solution varied as a function of the salience of the relations involved. There was no evidence that either analysis or synthesis preceded the other in the course of development.