Functional learning among children, adolescents, and young adults
This study examined age-related differences in functional learning performance manifested among children, adolescents, and young adults placed in a two-cue ecology involving cues with direct relation and inverse relations with the criterion. On each trial, participants were instructed to consider th...
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| Veröffentlicht in: | Journal of experimental child psychology 2004-08, Vol.88 (4), p.334-347 |
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| container_title | Journal of experimental child psychology |
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| creator | Lafon, Peggy Chasseigne, Gérard Mullet, Etienne |
| description | This study examined age-related differences in functional learning performance manifested among children, adolescents, and young adults placed in a two-cue ecology involving cues with direct relation and inverse relations with the criterion. On each trial, participants were instructed to consider the values taken by two cues, predict from these two values the value of a criterion, and finally examine the corresponding feedback value (i.e., the correct value of the criterion for this situation). The authors’ hypotheses were that: (a) very few children under 11 years of age would be able to learn how to use the inverse relation cue for predicting the criterion, although they would be able to correctly use the direct relation cue; (b) most adolescents and young adults over 17 years of age would be able to learn how to use the inverse relation cue and combine it with the direct relation cue; and (c) adolescents between 11 and 17 years of age would show various levels of achievement. In general, these predictions were confirmed. Not until 11 years was a substantial proportion of participants (23%) able to reject the direct relation hypothesis and select the inverse relation hypothesis during learning. |
| doi_str_mv | 10.1016/j.jecp.2004.03.009 |
| format | Article |
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On each trial, participants were instructed to consider the values taken by two cues, predict from these two values the value of a criterion, and finally examine the corresponding feedback value (i.e., the correct value of the criterion for this situation). The authors’ hypotheses were that: (a) very few children under 11 years of age would be able to learn how to use the inverse relation cue for predicting the criterion, although they would be able to correctly use the direct relation cue; (b) most adolescents and young adults over 17 years of age would be able to learn how to use the inverse relation cue and combine it with the direct relation cue; and (c) adolescents between 11 and 17 years of age would show various levels of achievement. In general, these predictions were confirmed. Not until 11 years was a substantial proportion of participants (23%) able to reject the direct relation hypothesis and select the inverse relation hypothesis during learning.</description><identifier>ISSN: 0022-0965</identifier><identifier>EISSN: 1096-0457</identifier><identifier>DOI: 10.1016/j.jecp.2004.03.009</identifier><identifier>PMID: 15265680</identifier><identifier>CODEN: JECPAE</identifier><language>eng</language><publisher>San Diego, CA: Elsevier Inc</publisher><subject>Adolescent ; Adolescents ; Adult ; Age Differences ; Age Factors ; Biological and medical sciences ; Child ; Child development ; Children ; Cognitive science ; Criterion Referenced Tests ; Cues ; Developmental psychology ; Environment ; Feedback ; Female ; Foreign Countries ; France ; Functional learning ; Fundamental and applied biological sciences. Psychology ; Humans ; Hypothesis Testing ; Learning ; Learning Processes ; Learning Strategies ; Lens model ; Male ; Noise ; Predictive Measurement ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Young Adults</subject><ispartof>Journal of experimental child psychology, 2004-08, Vol.88 (4), p.334-347</ispartof><rights>2004 Elsevier Inc.</rights><rights>2004 INIST-CNRS</rights><rights>Distributed under a Creative Commons Attribution 4.0 International License</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c437t-c02dded406fd5503d892c9ec604b7e3d39960fc8c5a61a8d83207af57d51ede03</citedby><cites>FETCH-LOGICAL-c437t-c02dded406fd5503d892c9ec604b7e3d39960fc8c5a61a8d83207af57d51ede03</cites><orcidid>0000-0002-1707-3914</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0022096504000645$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>230,314,776,780,881,3537,27901,27902,65306</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ730793$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=16034343$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15265680$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink><backlink>$$Uhttps://hal.science/hal-00105631$$DView record in HAL$$Hfree_for_read</backlink></links><search><creatorcontrib>Lafon, Peggy</creatorcontrib><creatorcontrib>Chasseigne, Gérard</creatorcontrib><creatorcontrib>Mullet, Etienne</creatorcontrib><title>Functional learning among children, adolescents, and young adults</title><title>Journal of experimental child psychology</title><addtitle>J Exp Child Psychol</addtitle><description>This study examined age-related differences in functional learning performance manifested among children, adolescents, and young adults placed in a two-cue ecology involving cues with direct relation and inverse relations with the criterion. On each trial, participants were instructed to consider the values taken by two cues, predict from these two values the value of a criterion, and finally examine the corresponding feedback value (i.e., the correct value of the criterion for this situation). The authors’ hypotheses were that: (a) very few children under 11 years of age would be able to learn how to use the inverse relation cue for predicting the criterion, although they would be able to correctly use the direct relation cue; (b) most adolescents and young adults over 17 years of age would be able to learn how to use the inverse relation cue and combine it with the direct relation cue; and (c) adolescents between 11 and 17 years of age would show various levels of achievement. In general, these predictions were confirmed. Not until 11 years was a substantial proportion of participants (23%) able to reject the direct relation hypothesis and select the inverse relation hypothesis during learning.</description><subject>Adolescent</subject><subject>Adolescents</subject><subject>Adult</subject><subject>Age Differences</subject><subject>Age Factors</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Children</subject><subject>Cognitive science</subject><subject>Criterion Referenced Tests</subject><subject>Cues</subject><subject>Developmental psychology</subject><subject>Environment</subject><subject>Feedback</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>France</subject><subject>Functional learning</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>Hypothesis Testing</subject><subject>Learning</subject><subject>Learning Processes</subject><subject>Learning Strategies</subject><subject>Lens model</subject><subject>Male</subject><subject>Noise</subject><subject>Predictive Measurement</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Young Adults</subject><issn>0022-0965</issn><issn>1096-0457</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kE1LxDAQhoMoun78ARHZiwfB1knTpC14WcRPFrzoOcTJVLN00yXpCv57U3bRmwQSJu_zDjMvY6cccg5cXS_yBeEqLwDKHEQO0OywCYdGZVDKapdNAIoiS7U8YIcxLgA4V6XYZwdcFkqqGiZsdr_2OLjem27akQne-Y-pWfbpxk_X2UD-amps31FE8kNMhbfT7349YnbdDfGY7bWmi3SyfY_Y2_3d6-1jNn95eLqdzTMsRTVkCIW1ZEtQrZUShK2bAhtCBeV7RcKKplHQYo3SKG5qW4sCKtPKykpOlkAcsctN30_T6VVwSxO-dW-cfpzN9fiX1gOpBP_iiS02LIY-xkDtr4GDHrPTCz1mp8fsNIjkbZLpfGNard-XZP8s27AScLEFTETTtcF4dPGPUyDKdBJ3tuEoOPyV754rAVUzyjdbOaX15SjoiI48knWBcNC2d_-N-QMk8ZT-</recordid><startdate>20040801</startdate><enddate>20040801</enddate><creator>Lafon, Peggy</creator><creator>Chasseigne, Gérard</creator><creator>Mullet, Etienne</creator><general>Elsevier Inc</general><general>Elsevier</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>1XC</scope><orcidid>https://orcid.org/0000-0002-1707-3914</orcidid></search><sort><creationdate>20040801</creationdate><title>Functional learning among children, adolescents, and young adults</title><author>Lafon, Peggy ; Chasseigne, Gérard ; Mullet, Etienne</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c437t-c02dded406fd5503d892c9ec604b7e3d39960fc8c5a61a8d83207af57d51ede03</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Adolescent</topic><topic>Adolescents</topic><topic>Adult</topic><topic>Age Differences</topic><topic>Age Factors</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child development</topic><topic>Children</topic><topic>Cognitive science</topic><topic>Criterion Referenced Tests</topic><topic>Cues</topic><topic>Developmental psychology</topic><topic>Environment</topic><topic>Feedback</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>France</topic><topic>Functional learning</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Humans</topic><topic>Hypothesis Testing</topic><topic>Learning</topic><topic>Learning Processes</topic><topic>Learning Strategies</topic><topic>Lens model</topic><topic>Male</topic><topic>Noise</topic><topic>Predictive Measurement</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Young Adults</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lafon, Peggy</creatorcontrib><creatorcontrib>Chasseigne, Gérard</creatorcontrib><creatorcontrib>Mullet, Etienne</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Hyper Article en Ligne (HAL)</collection><jtitle>Journal of experimental child psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lafon, Peggy</au><au>Chasseigne, Gérard</au><au>Mullet, Etienne</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ730793</ericid><atitle>Functional learning among children, adolescents, and young adults</atitle><jtitle>Journal of experimental child psychology</jtitle><addtitle>J Exp Child Psychol</addtitle><date>2004-08-01</date><risdate>2004</risdate><volume>88</volume><issue>4</issue><spage>334</spage><epage>347</epage><pages>334-347</pages><issn>0022-0965</issn><eissn>1096-0457</eissn><coden>JECPAE</coden><abstract>This study examined age-related differences in functional learning performance manifested among children, adolescents, and young adults placed in a two-cue ecology involving cues with direct relation and inverse relations with the criterion. On each trial, participants were instructed to consider the values taken by two cues, predict from these two values the value of a criterion, and finally examine the corresponding feedback value (i.e., the correct value of the criterion for this situation). The authors’ hypotheses were that: (a) very few children under 11 years of age would be able to learn how to use the inverse relation cue for predicting the criterion, although they would be able to correctly use the direct relation cue; (b) most adolescents and young adults over 17 years of age would be able to learn how to use the inverse relation cue and combine it with the direct relation cue; and (c) adolescents between 11 and 17 years of age would show various levels of achievement. In general, these predictions were confirmed. 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| subjects | Adolescent Adolescents Adult Age Differences Age Factors Biological and medical sciences Child Child development Children Cognitive science Criterion Referenced Tests Cues Developmental psychology Environment Feedback Female Foreign Countries France Functional learning Fundamental and applied biological sciences. Psychology Humans Hypothesis Testing Learning Learning Processes Learning Strategies Lens model Male Noise Predictive Measurement Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Young Adults |
| title | Functional learning among children, adolescents, and young adults |
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