Evidence regarding children's incidental learning has been derived largely from tasks in which the incidental stimulus features have been independent of the task-relevant information. The present study examined children's incidental learning with compound pictorial stimuli under conditions in which the relevant and incidental features were: (a)…

To study the development of selective attention in children a paradigm was developed in which certain features of the stimulus were designated as relevant for task performance while others were defined as incidental. Performance on the central task was assessed as well as later recall of information about the incidental stimuli, and these two…