Evertson, C. M. & Wicker, F. W. (1974). Pictorial concreteness and mode of elaboration in children's learning. Journal of Experimental Child Psychology, 17, 264-270.

Paired-associate learning by children was investigated as a function of age (4 vs 7yr), stimulus type (line drawing, color photograph, or objects) and mode of elaboration (visual or verbal). Photographs and objects were associated with more learning than drawings at both ages and with both types of mediational elaboration. Only indirect evidence could be obtained for the prediction that differences among the three types of pictorial stimuli decrease with age. A previously reported Age X Elaboration interaction suggesting a relative disadvantage of visual elaboration for the younger children was not replicated.