| Abstract: | Conducted 2 experiments to examine 192 8-, 11-, and 14-yr-old children's incidental learning with the central and incidental pictorial elements in each stimulus (a) presented as separate entities (standard condition), (b) depicted together in an action relation (2 types-weak action and strong action), or (c) depicted together in a static relation. Following a learning task in which attention to a single element in each stimulus was required, incidental learning was measured by having the S indicate the incidental feature associated with each central component. Results show that incidental learning was higher with the action than the standard materials, but the developmental trend in these scores was little affected by pictorial integration. While extending the generality of previous incidental learning results, these data contrast with evidence showing an increase with age in the effects of action portrayal on intentional learning of pictorial associations. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
