Semantic knowledge influences various higher-ordercognitive processes; therefore, it is important to understandhow it changes with development. The Match-to-Sample taskis perhaps the most common paradigm for studying changesin semantic knowledge over development, yet this paradigmhas a number of limitations. Here we provide initial evidencevalidating a Visual Search paradigm as a measure of semanticknowledge in preschoolers, and discuss the potential of thisparadigm to address the limitations posed by the Match-to-Sample task to study semantic knowledge development.
