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Developmental Trends in Children's Incidental Learning: Some Critical Stimulus Differences.

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Title: Developmental Trends in Children's Incidental Learning: Some Critical Stimulus Differences.
Authors: Hale, Gordan A., Piper, Richard A., Educational Testing Service, Princeton, NJ.
Peer Reviewed: N
Page Count: 25
Publication Date: 1972
Report Number: ETS-RB-72-24
Descriptors: 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
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)
Journal Code: RIEFEB1973
Entry Date: 1973
Accession Number: ED068154
Database: ERIC
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  Data: Developmental Trends in Children's Incidental Learning: Some Critical Stimulus Differences.
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  Data: <searchLink fieldCode="AR" term="%22Hale%2C+Gordan+A%2E%22">Hale, Gordan A.</searchLink><br /><searchLink fieldCode="AR" term="%22Piper%2C+Richard+A%2E%22">Piper, Richard A.</searchLink><br /><searchLink fieldCode="AR" term="%22Educational+Testing+Service%2C+Princeton%2C+NJ%2E%22">Educational Testing Service, Princeton, NJ.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1972
– Name: NumberReport
  Label: Report Number
  Group: ID
  Data: ETS-RB-72-24
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+Variance%22">Analysis of Variance</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Bulletins%22">Bulletins</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Incidental+Learning%22">Incidental Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Stimulus+Devices%22">Stimulus Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
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  Label: Entry Date
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  Data: 1973
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  Data: ED068154
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED068154
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Analysis of Variance
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Bulletins
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Incidental Learning
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Recall (Psychology)
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Stimulus Devices
        Type: general
      – SubjectFull: Tests
        Type: general
      – SubjectFull: Visual Stimuli
        Type: general
    Titles:
      – TitleFull: Developmental Trends in Children's Incidental Learning: Some Critical Stimulus Differences.
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Educational Testing Service, Princeton, NJ.
      – PersonEntity:
          Name:
            NameFull: Hale, Gordan A.
      – PersonEntity:
          Name:
            NameFull: Piper, Richard A.
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          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 1972
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