The relation between perceptual and conceptual knowledge is a longstanding research question in developmental psychology. Here we tested children's dependence on figurative information with a reaction time/accuracy task. A sample of 151 children from 5 to 10 years were assessed from two multicultural and multiracial schools in the London (UK) boroughs City of London and Harrow. A quarter of children in both schools were eligible for free school meals (national average 18.5%). The same 3 x 3 grid with nine individually colored places and a uniform black star as placeholder was tested in three different retrieval conditions: (a) same array as during presentation, (b) one place at a time with placeholder, and (c) one place at a time without placeholder. In a (d) control condition, individual shapes were of the same color as the colorful places. Bayes Factor analyses showed a more unified response toward figurative placeholders in 5- to 6-year-olds. Independently of age, colorful places without a placeholder were hardest to remember. Places were better remembered when a placeholder was added and still better when the spatial context of the entire array was available. Yet unique shapes with distinctive contours and colors as placeholders optimized place memory the most. While place memory accuracy increased with age, reaction times did not become faster. Instead, latencies were longer, the more visual information was available in the retrieval array. A larger perceptual effect was caused by the dynamic where-delay interference task, the sparser the amount of visual information in the retrieval array.