1 دانشیار دانشکده روان شناسی و علوم تربیتی دانشگاه تهران
2 دانشیار دانشکده روانشناسی و علوم تربیتی دانشگاه تربیت معلم تهران
3 کارشناس ارشد روانشناسی بالینی
4 کارشناس ارشد روانشناسی
عنوان مقاله [English]
In the present study, 600 pupils (300 boys and 300 girls) were randomly selected from Tehran elementary schools participating in two perceptual cue task (initial letters) and conceptual cue task (categories). In the perceptual cue task, letters were presented to participants to generate words beginning with the letters. In the conceptual cue task, different categories were individually presented to each participant to produce the words belonging to these categories. The results showed that the numbers of words have had an increasing trend from grades 1 to 5, in both perceptual and conceptual cue tasks. The results also revealed a significant difference for conceptual cue tasks between boys and girls but no such difference was found on the perceptual cue task. There was a main difference between girls and boys, in the category cues which means that the girl pupils produced more words than boys.