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Related Experiment Video

Updated: May 22, 2026

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

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Published on: June 1, 2015

Sequence Learning Under Uncertainty in Children: Self-Reflection vs. Self-Assertion.

Christiane Lange-Küttner1, Bruno B Averbeck, Silvia V Hirsch

  • 1Faculty of Life Sciences, School of Psychology, London Metropolitan University London, UK.

Frontiers in Psychology
|May 8, 2012
PubMed
Summary

Stochastic feedback initially hinders deductive sequence learning in children. With practice, learning improves, and older children better reflect on errors, but struggle to assert correct guesses when feedback is misleading.

Keywords:
learning under uncertaintypositive and negative feedbacksequence learningstochastic feedback

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Area of Science:

  • Cognitive Development
  • Neuroscience
  • Developmental Psychology

Background:

  • Stochastic feedback is known to impair associative stimulus-response (S-R) learning in children.
  • The effect of stochastic feedback on sequence learning involving deductive reasoning remains unexplored.

Purpose of the Study:

  • To investigate the impact of stochastic versus deterministic feedback on deductive sequence learning in children.
  • To examine age-related differences in processing feedback during sequence learning.

Main Methods:

  • 171 children aged 8-11 learned a button-press sequence with either deterministic (100% accurate) or stochastic (85% accurate) feedback.
  • Feedback accuracy varied independently of age.
  • Children's learning performance and response to feedback were analyzed.

Main Results:

  • Sequence learning was significantly lower in the stochastic feedback group compared to the deterministic group initially.
  • Learning improved with practice in the stochastic condition.
  • Children showed age-dependent responses to feedback, improving in self-reflection but not self-assertion.

Conclusions:

  • Stochastic feedback poses a significant challenge to deductive sequence learning in children.
  • Practice can mitigate the negative effects of stochastic feedback on learning.
  • Developmental differences exist in how children interpret and utilize feedback, particularly regarding self-reflection and self-assertion.