Distinct Discrimination Learning Strategies and Their Relation with Spatial Memory and Attentional Control in 4- to 14-Year-Olds

Autor/inn/en	Schmittmann, Verena D.; van der Maas, Han L. J.; Raijmakers, Maartje E. J.
Titel	Distinct Discrimination Learning Strategies and Their Relation with Spatial Memory and Attentional Control in 4- to 14-Year-Olds
Quelle	In: Journal of Experimental Child Psychology, 111 (2012) 4, S.644-662 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.10.010
Schlagwörter	Feedback (Response); Age; Testing; Learning Strategies; Discrimination Learning; Hypothesis Testing; Short Term Memory; Probability; Children; Child Development; Models; Mathematics Education; Spatial Ability; Attention; Experimental Psychology; Child Psychology + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Testdurchführung; Testen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernen; Lernprozess; Hypothesenprüfung; Hypothesentest; Kurzzeitgedächtnis; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Child; Kind; Kinder; Kindesentwicklung; Analogiemodell; Mathematische Bildung; Räumliches Vorstellungsvermögen; Aufmerksamkeit; Experimentelle Psychologie; Kinderpsychologie
Abstract	Behavioral, psychophysiological, and neuropsychological studies have revealed large developmental differences in various learning paradigms where learning from positive and negative feedback is essential. The differences are possibly due to the use of distinct strategies that may be related to spatial working memory and attentional control. In this study, strategies in performing a discrimination learning task were distinguished in a cross-sectional sample of 302 children from 4 to 14 years of age. The trial-by-trial accuracy data were analyzed with mathematical learning models. The best-fitting model revealed three learning strategies: hypothesis testing, slow abrupt learning, and nonlearning. The proportion of hypothesis-testing children increased with age. Nonlearners were present only in the youngest age group. Feature preferences for the irrelevant dimension had a detrimental effect on performance in the youngest age group. The executive functions spatial working memory and attentional control significantly predicted posterior learning strategy probabilities after controlling for age. (Contains 3 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10