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Does Language Help Regularity Learning? The Influence of Verbalizations on Implicit Sequential Regularity Learning and the Emergence of Explicit Knowledge in Children, Younger and Older Adults

Peer reviewed

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Ferdinand, Nicola K.; Kray, Jutta – Developmental Psychology, 2017

This study aimed at investigating the ability to learn regularities across the life span and examine whether this learning process can be supported or hampered by verbalizations. For this purpose, children (aged 8-10 years) and younger (aged 19-30 years) and older (aged 70-80 years) adults took part in a sequence learning experiment. We found that…

Descriptors: Sequential Learning, Verbal Communication, Children, Young Adults

Modification of Concept Identification Performance in Older Adults

Peer reviewed

Sanders, Jo Ann Clawson; And Others – Developmental Psychology, 1975

A sequential training procedure combining operant and cumulative learning hierarchy principles was found effective in reducing the decrement in concept identification performance typically observed in older adults. (JMB)

Descriptors: Cognitive Development, Concept Formation, Older Adults, Operant Conditioning