Article (Scientific journals)
Age difference in dual-task interference effects on procedural learning in children
Lejeune, Caroline; Desmottes, Lise; Catale, Corinne et al.
2014In Journal of Experimental Child Psychology
Peer Reviewed verified by ORBi
 

Files


Full Text
version Post-print (C. LEJEUNE).docx
Author postprint (70.43 kB)
Download

All documents in ORBi are protected by a user license.

Send to



Details



Keywords :
procedural learning; child; development; interference task; dual-task; mirror tracing
Abstract :
[en] The present study aimed to investigate the role played by explicit mechanisms during procedural learning in two age groups of children (7 and 10 years old), using a dual-task paradigm. To do this, we explored the effect of an interference task during the early and late phases of a mirror tracing learning task. The results showed a differential impact of the secondary task on the two age groups, but only during the first learning phase: the performance of 10-year-olds was affected by the second task, whereas in 7-year-olds no performance difference was found between the single- and dual-task conditions. Overall, our study suggests that there are differences in the amount of effortful processing that 7- and 10-year-olds engage at the beginning of the learning process: Procedural learning in young children is mainly implicit, as attested by its lesser sensitivity to an interference task, whereas high-level explicit mechanisms seem to contribute to the procedural performance of 10-year-old children. However, these explicit mechanisms, even if they have an effect on performance, may not have an impact on the learning curve because no difference in rate of acquisition was found between age groups. These findings are discussed in the light of classical conceptions of procedural learning.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Lejeune, Caroline ;  Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie
Desmottes, Lise ;  Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Logopédie clinique
Catale, Corinne ;  Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Département de Psychologie : cognition et comportement
Meulemans, Thierry ;  Université de Liège - ULiège > Doyen de la Faculté de Psychologie et des sc. de l'éducation
Language :
English
Title :
Age difference in dual-task interference effects on procedural learning in children
Publication date :
2014
Journal title :
Journal of Experimental Child Psychology
ISSN :
0022-0965
eISSN :
1096-0457
Publisher :
Academic Press, New York, United States - New York
Peer reviewed :
Peer Reviewed verified by ORBi
Available on ORBi :
since 09 October 2014

Statistics


Number of views
141 (4 by ULiège)
Number of downloads
56 (1 by ULiège)

Scopus citations®
 
10
Scopus citations®
without self-citations
9
OpenCitations
 
11

Bibliography


Similar publications



Contact ORBi