Models of statistical learning do not place constraints on the complexity of the memory structure that is formed during statistical learning, while empirical studies using the statistical learning task have only examined the formation of simple memory structures (e.g., two-way binding). On the contrary, the memory literature, using explicit memory…

First, third, and eighth graders performed four different orienting activities to different words. Under an incidental learning paradigm, the children's recognition was tested after the orienting activity. Age differences in recognition were absent, and the effect of the orienting activity responses on recognition supported depth of processing…

Age differences in recognition and recall of common nouns were studied using three groups of fifty students, with mean ages of 6.7, 11.4, and 16.9. Subjects were randomly placed in either an incidental or intentional learning condition. All subjects were questioned about the physical, phonemic, and semantic aspects of the same words, in the same…