Incidental learning research with mentally retarded children has produced findings inconsistent with those reported for the intellectually normal population. This study was designed to further investigate the efficacy of incidental semantic classification instructions relative to taxonomic classification instructions or superficial color…

The purpose of the study was to examine test bias and the "non-effects" of schooling. Teachers were given a list of words selected from standardized vocabulary tests and asked to indicate the words they had taught. The words were classified by the grade level at which they were first introduced. Ninety-five third-grade students in four schools…

The mnemonic consequences of semantic, acoustic, and orthographic encoding and the relationships between encoding and retrieval cues were investigated in an incidental-learning experiment involving 24 first-, third-, and fifth-grade pupils. Each child was asked one orienting question for each of 18 words; the questions differed in the type of…

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)…

A series of papers will be written to review in a comprehensive fashion the literature related to 3 categories of variables in concept learning: task variables, stimulus variables, and learner variables. This paper, the first of the series, focuses on task variables. Research dealing with instructions, temporal factors, and feedback is critically…

An incidental memory paradigm was used to study involuntary encoding processes and voluntary retrieval strategies in children's memory. Subjects were 16 preschool children and 16 kindergarten children. (Author/MP)

The locus of control of subjects may be the confounding variable affecting the acceptance of motivational cues in intentional-incidental (INT-INC) learning studies, and thus the reason for conflicting results in "funneling effect" (leaning toward intentional learning as a function of motivation) experiments. 96 female college students selected for…

Tests second- and sixth-grade students' incidental memory for words under acoustic- and semantic-processing conditions. The findings were predicted by an associative-processing account of incidental memory previously advanced by Ghatala (1981) and indicate that both knowledge-base development and processing activity determine children's incidental…

Two types of questions were inserted in reading material either before or after certain text segments to see how they affected learning. (MM)

The von Restorff effect was clearly demonstrated in intentional learning and in Type 2 incidental learning, extrinsic case, of children. (Author)

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)

In this study of incidental learning effects upon listening ability, 135 eleventh grade students participated in a program of testing and training in note-taking skills. (Authors)

Memory of incidentally learned material was investigated across three developmental levels in immediate and delay conditions. Incidental learning increased with age with or without specific instructions, suggesting that previously reported divergent developmental trends may not be the result of the type of paradigm. (Author.PN)

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