Journal
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY
Volume 96, Issue 2, Pages 107-130Publisher
ELSEVIER SCIENCE INC
DOI: 10.1016/j.jecp.2006.05.005
Keywords
development; sequence learning; incidental learning; intentional learning; serial reaction time (SRT); eye movements; anticipatory responses; visual-spatial attention
Ask authors/readers for more resources
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. Participants were also administered a trial block in which they were explicitly instructed to learn a sequence. Replicating our previous study with adults, oculomotor anticipations and response times showed learning effects similar to those in the manual modality. There were few age-related differences in the sequence learning indexes during incidental learning, but intentional learning yielded differences on all indexes. Results indicate that the search for regularities and the ability to learn a sequence rapidly under incidental conditions are mature by 8 to 10 years of age. In contrast, the ability to learn a sequence intentionally, which requires cognitive resources and strategies, continues to develop through adolescence. (c) 2006 Elsevier Inc. All rights reserved.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available