Functional Learning among Children, Adolescents, and Young Adults

Autor/inn/en	Lafon, Peggy; Chasseigne, Gerard; Mullet, Etienne
Titel	Functional Learning among Children, Adolescents, and Young Adults
Quelle	In: Journal of Experimental Child Psychology, 88 (2004) 4, S.334-347 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2004.03.009
Schlagwörter	Hypothesis Testing; Cues; Young Adults; Adolescents; Children; Age Differences; Performance; Criterion Referenced Tests; Feedback; Predictive Measurement; Learning Processes; Learning Strategies; Foreign Countries; France + Suchen Sie Ihr Suchwort? Hypothesenprüfung; Hypothesentest; Stichwort; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied; Achievement; Leistung; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Frankreich
Abstract	This study examined age-related differences in functional learning performance manifested among children, adolescents, and young adults placed in a two-cue ecology involving cues with direct relation and inverse relations with the criterion. On each trial, participants were instructed to consider the values taken by two cues, predict from these two values the value of a criterion, and finally examine the corresponding feedback value (i.e., the correct value of the criterion for this situation). The authors' hypotheses were that: (a) very few children under 11 years of age would be able to learn how to use the inverse relation cue for predicting the criterion, although they would be able to correctly use the direct relation cue; (b) most adolescents and young adults over 17 years of age would be able to learn how to use the inverse relation cue and combine it with the direct relation cue; and (c) adolescents between 11 and 17 years of age would show various levels of achievement. In general, these predictions were confirmed. Not until 11 years was a substantial proportion of participants (23%) able to reject the direct relation hypothesis and select the inverse relation hypothesis during learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10