Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Information Processing Approach

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Long-term real-world evidence of CPX-351 of high-risk patients with AML identified high rate of negative MRD and prolonged OS.

Blood advances·2024

Same author

The effects of age on objective and subjective recollection after visiting a virtual apartment.

Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition·2023

Same author

Real-life experience with CPX-351 and impact on the outcome of high-risk AML patients: a multicentric French cohort.

Blood advances·2021

Same author

BAM conditioning before autologous transplantation for lymphoma: a study on behalf of the Francophone Society of Bone Marrow Transplantation and Cellular Therapy (SFGM-TC).

Annals of hematology·2019

Same author

A complex mutational profile and a distinct clonal evolution during NPM1 myeloid sarcoma.

Leukemia & lymphoma·2019

Same author

The Role of Self-Transcendence and Cognitive Processes in the Response Expectancy Effect.

Psychologica Belgica·2018

Search research articles

Related Experiment Video

Updated: Apr 24, 2026

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Published on: July 16, 2015

Age difference in dual-task interference effects on procedural learning in children.

Caroline Lejeune¹, Lise Desmottes¹, Corinne Catale¹

¹Department of Psychology, Behavior, and Cognition, University of Liège, 4000 Liège, Belgium.

Journal of Experimental Child Psychology

|September 11, 2014

Summary

Ten-year-olds rely more on explicit learning mechanisms than seven-year-olds during initial procedural learning, as shown by a dual-task study. This suggests younger children

Keywords:

Child Development Dual task Interference task Mirror tracing task Procedural learning

More Related Videos

Revised and Neuroimaging-Compatible Versions of the Dual Task Screen

Revised and Neuroimaging-Compatible Versions of the Dual Task Screen

Published on: October 5, 2020

Investigating Motor Skill Learning Processes with a Robotic Manipulandum

Investigating Motor Skill Learning Processes with a Robotic Manipulandum

Published on: February 12, 2017

Related Experiment Videos

Last Updated: Apr 24, 2026

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Published on: July 16, 2015

Revised and Neuroimaging-Compatible Versions of the Dual Task Screen

Revised and Neuroimaging-Compatible Versions of the Dual Task Screen

Published on: October 5, 2020

Investigating Motor Skill Learning Processes with a Robotic Manipulandum

Investigating Motor Skill Learning Processes with a Robotic Manipulandum

Published on: February 12, 2017

Area of Science:

Cognitive Development
Neuroscience
Developmental Psychology

Background:

Procedural learning is crucial for skill acquisition.
The role of explicit versus implicit mechanisms in childhood procedural learning is not fully understood.
Dual-task paradigms can reveal cognitive resource allocation during learning.

Purpose of the Study:

To investigate age-related differences in explicit mechanisms during procedural learning in children.
To examine the impact of an interference task on procedural learning in 7- and 10-year-olds.
To differentiate between explicit and implicit contributions to procedural skill acquisition.

Main Methods:

A mirror tracing task was used to assess procedural learning.
A dual-task paradigm with an interference task was employed.
Two age groups (7 and 10 years) participated in early and late learning phases.

Main Results:

The 10-year-olds' performance was significantly impaired by the interference task in the early learning phase.
The 7-year-olds showed no performance difference between single- and dual-task conditions.
No age-related differences were found in the rate of acquisition, suggesting explicit mechanisms may not influence learning curves.

Conclusions:

Procedural learning in younger children (7-year-olds) is predominantly implicit.
Older children (10-year-olds) engage higher-level explicit mechanisms early in the learning process.
Explicit mechanisms influence performance but not necessarily the learning rate in children's procedural acquisition.