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Related Experiment Videos

Developmental differences in encoding length series.

J Perner, D G Mansbridge

    Child Development
    |June 1, 1983
    PubMed
    Summary
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    Young children and college students exhibit different memory strategies for learning length relationships. Interlinked pairs were harder for children, but easier for college students, suggesting distinct cognitive approaches.

    Area of Science:

    • Cognitive Psychology
    • Developmental Psychology
    • Learning and Memory

    Background:

    • Children often struggle with learning series compared to adults.
    • Previous research suggests potential limitations in attention, motivation, or memory capacity in children.
    • The cognitive strategies employed by different age groups in relational learning tasks are not fully understood.

    Purpose of the Study:

    • To investigate age-related differences in memory for length relationships.
    • To compare children's and college students' performance on tasks with interlinked versus unrelated pairs.
    • To explore the underlying cognitive mechanisms influencing relational learning across development.

    Main Methods:

    • Participants (children aged 6-13 and college students) memorized length relationships of stick pairs.

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  • Two tasks were employed: one with interlinked pairs (A>B, B>C, C>D) and another with unrelated pairs (A>B, C>D, E>F).
  • Linguistic question format and the number of stick lengths were varied to ensure result stability.

    • Main Results:

    • 6-7-year-old children found interlinked pairs significantly more difficult to retain than unrelated pairs.
    • College students demonstrated the opposite pattern, finding interlinked pairs easier to remember than unrelated pairs.
    • These age-specific patterns remained consistent across variations in task parameters.

    Conclusions:

    • Children's difficulties in learning length series are not solely attributable to attention or memory limitations.
    • A fundamental difference in cognitive approach to relational learning tasks exists between children and adults.
    • Developmental changes in cognitive strategies significantly impact performance on comparative judgment and memory tasks.