Suggests an increase with age in children's ability to focus on essential content from a media presentation. Children in early adolescence seemed better able than younger ones to ignore nonessential information. (WY)

Study demonstrates that the curvilinear relation between age and peripheral learning from films may not be so general a phenomenon as it appeared from previous research. (Author/CB)

The purpose of this research was to examine developmental changes in the knowledge about what variables affect performance on the incidental learning task. Kindergarteners, second graders, fifth graders, and college students indicated on a rating scale how many animals a hypothetical person would remember under easy and difficult levels of each…

Study was designed to investigate the effects of color cues and of subject-employed strategies in the development of selective attention in a short-term memory task. (Authors)

Strategies of allocating attention to information and incidental learning task performance were assessed among 60 children from grades 2, 5, and 8. Children's predictions about their recall of incidental objects and answers to a posttest questionnaire provided verbal measures of their understanding of attention. (Author/RH)

The incidental and intentional learning abilities of high- and low-test-anxious second, fourth, and sixth grade children were explored. (BRT)

Among elementary, junior high, and college students, intelligent retrieval methods for recalling 20 letters of the alphabet consisted either of mentally proceeding through the alphabet from the onset and writing down each previously written letter as encountered and recognized, or else first rote recalling some letters and then switching to the…

Results as a whole did not support the hypothesis that poor readers show deficits in selective attention relative to age-matched normal readers. (RH)

Study is an investigation of the effects of an attention-focusing variable--spatial separation of central and incidental cues--and a cognitive strategy factor--verbal labeling of central cues--and their interaction on the incidental learning of Ss younger than those previously tested with these manipulations. (Authors)

To examine selective memorization in a scene context in which the expectancy of items was manipulated, preschool children, young adults, and older adults viewed a series of familiar scenes and were asked to remember one item from each. Results for children contrasted with the typical result of selective memorization research. (Author/RH)