Immediate and delayed recall of incidentally learned material: A comparison of paradigms across three developmental levels

Stephen N. Elliott, James L. Carroll

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Memory of incidentally learned material was investigated across three developmental levels in immediate and delay conditions. Subjects (56 first graders, 56 sixth graders, and 56 college students) were assigned randomly within developmental level to one of four experimental conditions: Type I immediate, Type I delay, Type II immediate, or Type II delay. In the Type I paradigm, subjects looked at pictures but were given no explicit instruction to remember, and in the Type II paradigm, subjects were instructed to remember specific pictures when shown all stimuli. Paradigm interacted with recall condition and significant amounts of incidental learning proved durable for sixth graders and college students. Incidental learning increased with age in both paradigms, suggesting that previously reported divergent developmental trends may not be the result of the type of paradigm.

Original languageEnglish (US)
Pages (from-to)357-364
Number of pages8
JournalContemporary Educational Psychology
Volume7
Issue number4
DOIs
StatePublished - Oct 1982
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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