Developmental Trends in Children's Incidental Learning: Some Critical Stimulus Differences. [Report No.: ETS-RB-72-24

Autor/inn/en	Hale, Gordan A.; Piper, Richard A.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Developmental Trends in Children's Incidental Learning: Some Critical Stimulus Differences. [Report No.: ETS-RB-72-24
Quelle	(1972), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Analysis of Variance; Attention; Bulletins; Child Development; Grade 3; Grade 7; Incidental Learning; Learning Processes; Recall (Psychology); Research; Stimulus Devices; Tests; Visual Stimuli + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Aufmerksamkeit; Kindesentwicklung; School year 03; 3. Schuljahr; Schuljahr 03; School year 07; 7. Schuljahr; Schuljahr 07; Inzidentelles Lernen; Learning process; Lernprozess; Abberufung; Forschung; Examination; Prüfung; Examen
Abstract	Incidental learning in 8- and 12-year-old children was assessed with a variety of stimulus materials. Experiment 1 compared two types of material; (a) geometric figures, whose central and incidental components were shape and color, respectively and (b) stimuli whose components were separate pictures, as in the typical developmental study of this topic. Incidental learning was found to increase significantly across ages when measures with the colored shapes but not with the pictorial materials. To identify the factors responsible for this difference, Experiment 2 employed these same two types of stimulus along with three others, including shape outlines on colored backgrounds. Again, the task with colored shapes proved to be unique, in that the incidental learning scores for this measure tended to increase across ages and were significantly higher overall than those for the other tasks. Also, correlational analyses based on data from both experiments indicated a positive relation between central and incidental learning with the colored shapes but not with the pictorial materials. These results were interpreted to suggest that stimulus materials whose components are integrated into a single unit, such as color and shape, are functionally different from stimuli with spatially or conceptually independent components. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01