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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
Implicit Sequence Learning in Children.
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Meulemans, Thierry; Van der Linden, Martial; Perruchet, Pierre – Journal of Experimental Child Psychology, 1998
Examined implicit learning ability in 6- and 10-year olds and adults as assessed by a serial reaction-time task, along with retention of knowledge after one week and explicit knowledge developed by children. Found no age-related difference in serial reaction-time performance, consistent with the idea that implicit learning abilities may be…
Descriptors: Adults, Age Differences, Children, Learning Processes
The Use of Verbal Mediation in the Retarded as a Function of Developmental Level and Response Availability
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Gordon, Donald A.; Baumeister, Alfred A. – Journal of Experimental Child Psychology, 1971
The focus of the study was on the paired-associate performance of retarded subjects of different levels of mental age under various instructional conditions. (WY)
Descriptors: Learning Processes, Mediation Theory, Mental Retardation, Paired Associate Learning
Serial Reaction Time Learning in Preschool- and School-Age Children.
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Thomas, Kathleen M.; Nelson, Charles A. – Journal of Experimental Child Psychology, 2001
Two experiments assessed visuomotor sequence learning in 4- to 10-year-olds using a serial reaction time (SRT) task with random and sequenced trials. Found that children demonstrated sequence-specific decreases in RT. Participants with explicit awareness of the sequence at the session's end showed larger sequence-specific RT decrements than…
Descriptors: Age Differences, Children, Comparative Analysis, Knowledge Level
A Dynamic Model of Reaction Time in a Short-Term Memory Task.
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Cooney, John B; Troyer, Rod – Journal of Experimental Child Psychology, 1994
Illustrates some of the analytic tools and conventions associated with the construction and evaluation of dynamic models of the processes underlying learning, memory, and development. Describes a study finding that children may exhibit slower disintegration of verbatim memory traces than adults due to interference; however, adults may be more…
Descriptors: Adults, Chaos Theory, Cognitive Development, Epistemology