Oculomotor and Manual Indexes of Incidental and Intentional Spatial Sequence Learning during Middle Childhood and Adolescence

Autor/inn/en	Karatekin, Canan; Marcus, David J.; White, Tonya
Titel	Oculomotor and Manual Indexes of Incidental and Intentional Spatial Sequence Learning during Middle Childhood and Adolescence
Quelle	In: Journal of Experimental Child Psychology, 96 (2007) 2, S.107-130 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2006.05.005
Schlagwörter	Adolescents; Intentional Learning; Incidental Learning; Children; Reaction Time; Sequential Learning; Eye Movements; Cognitive Structures; Age Groups; Spatial Ability; Comparative Analysis; Learning Processes + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intentionales Lernen; Inzidentelles Lernen; Child; Kind; Kinder; Reaktionsvermögen; Didaktische Sequenzierung; Lernsequenz; Augenbewegung; Cognitive structure; Kognitive Struktur; Age grop; Altersgruppe; Räumliches Vorstellungsvermögen; Learning process; Lernprozess
Abstract	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. Participants were also administered a trial block in which they were explicitly instructed to learn a sequence. Replicating our previous study with adults, oculomotor anticipations and response times showed learning effects similar to those in the manual modality. There were few age-related differences in the sequence learning indexes during incidental learning, but intentional learning yielded differences on all indexes. Results indicate that the search for regularities and the ability to learn a sequence rapidly under incidental conditions are mature by 8 to 10 years of age. In contrast, the ability to learn a sequence intentionally, which requires cognitive resources and strategies, continues to develop through adolescence. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10