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…

The current research starts from the observation that low-qualified employees hold a vulnerable position on the labour market. It has been argued that learning and development can decrease this vulnerability; unfortunately research has shown that low-qualified employees participate considerably less in learning activities in comparison with…

Problem Statement: Students may behave differently from each other during the learning process. While some of them struggle to conceive the subject with all respects (the deep studying approach), the others just memorize it without any effort to comprehend (the surface studying approach). Today, students usually learn the strategies on their own…

Adults in their twenties and sixties were tested for free recall, cued recall, and recognition of words that they had studied in an intentional memory task or generated associations to in an incidental orienting task. Significant age-related declines in performance on intentional items were observed regardless of type of memory test. (Author)

The incidental learning paradigm supports two findings concerning selective attention: (1) the difference between central and incidental task performance increases with age, and (2) the correlation between central and incidental performance decreases with age. Neither of these findings clearly supports the view that attentional selectivity…

Eighty-three children from grades 2 through 5 were administered measures of social egocentrism and moral judgment. Methodological improvements in the moral judgment measure were introduced. (Author/MP)

In three experiments, memory for intentionally encoded words was compared with memory for encodings, induced by asking semantic, phonemic, or surface questions. Subjects were second-, fourth-, and sixth-grade students, and junior and senior high school students. (Author/MP)

Recent findings [Turcotte, Gagnon, & Poirier, 2005. The effect of old age on the learning of supra-span sequences. "Psychology and Aging," 20, 251-260.] indicate that incidental learning of visuo-spatial supra-span sequences through immediate serial recall declines with old age (Hebb's paradigm). In this study, we examined whether…