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Does Language Help Regularity Learning? The Influence of Verbalizations on Implicit Sequential Regularity Learning and the Emergence of Explicit Knowledge in Children, Younger and Older Adults
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Ferdinand, Nicola K.; Kray, Jutta – Developmental Psychology, 2017
This study aimed at investigating the ability to learn regularities across the life span and examine whether this learning process can be supported or hampered by verbalizations. For this purpose, children (aged 8-10 years) and younger (aged 19-30 years) and older (aged 70-80 years) adults took part in a sequence learning experiment. We found that…
Descriptors: Sequential Learning, Verbal Communication, Children, Young Adults
Oculomotor and Manual Indexes of Incidental and Intentional Spatial Sequence Learning during Middle Childhood and Adolescence
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Karatekin, Canan; Marcus, David J.; White, Tonya – Journal of Experimental Child Psychology, 2007
The goal of this study was to examine incidental and intentional spatial sequence learning during middle childhood and adolescence. We tested four age groups (8-10 years, 11-13 years, 14-17 years, and young adults [18+ years]) on a serial reaction time task and used manual and oculomotor measures to examine incidental sequence learning.…
Descriptors: Adolescents, Intentional Learning, Incidental Learning, Children
Role of Imagery in Incidental Learning: Replication and Extension of an Effect
Sheehan, Peter W. – Journal of Experimental Psychology, 1972
Hypothesis was tested that more high-imagery-arousing than low-imagery-arousing noun stimuli will be recalled in incidental as compared to intentional learning. (Author)
Descriptors: Arousal Patterns, Comparative Analysis, Imagery, Incidental Learning