Normal schoolchildren aged 9 to 11 years were tested on Warrington's Recognition Memory Test for words and faces (Warrington, 1984) which was originally designed for use with neurological patients. Amongst the schoolchildren, there was an overall task advantage for words over faces, which was of greater magnitude than that previously recorded for adults. Whilst boys and girls performed at comparable levels for recognition memory for faces, there is a significant female advantage on recognition memory for words. The material‐specific task effects suggest that distinct processing mechanisms are involved in analysing these two sets of visually complex objects and support modularity in the development of cognitive functions.
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Temple et al. (1993) studied this question.