Individual differences in perceptual information processing were tested using 327 ten year old children, with verbal tasks representing successive information processing and spatial tasks representing simultaneous information processing. Three sets of tasks, (1) visual/reconstruction (V/R), (2) visual/verbal (V/VL), and (3) verbal/reconstruction (VL/R), were used to assess the interaction of verbal and spatial information processing. Significant spatial verbal interaction was obtained for V/VL and VL/R sets of tasks. Verbal coding of simultaneous information posed more difficulty for the subjects than non-verbal coding of verbal information. (STS)