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Article dans une revue

Perceptual and positional saliencies influence children’s sequence learning differently with age and instructions at test

Abstract : There is growing evidence that, faced with a complex environment, participants subdivide the incoming information into small perceptual units, called chunks. Although statistical properties have been identified as playing a key role in chunking, we wanted to determine whether perceptual (repetitions) and positional (initial units) features might provide immediate guidance for the parsing of information into chunks. Children aged 5 and 8 years were exposed to sequences of 3, 4, or 5 colours. Sequence learning was assessed either through an explicit generation test (Experiment 1) or through a recognition test (Experiment 2). Experiment 1 showed that perceptual and positional saliencies benefited learning and that sensitivity to repetitions was age dependent and permitted the formation of longer chunks (trigrams) in the oldest children. Experiment 2 suggested that children became sensitive to perceptual and positional saliencies regardless of age and that the both types of saliencies supported the formation of longer chunks in the oldest children. The discussion focuses on the multiple factors intervening in sequence learning and their differential effects as a function of the instructions used at test to assess sequence learning.
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Article dans une revue
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https://hal-univ-bourgogne.archives-ouvertes.fr/hal-01426559
Contributeur : Lead - Université de Bourgogne <>
Soumis le : mercredi 4 janvier 2017 - 16:21:47
Dernière modification le : mercredi 28 août 2019 - 11:20:04

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Arnaud Witt, Annie Vinter. Perceptual and positional saliencies influence children’s sequence learning differently with age and instructions at test. Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2017, 70 (11), pp.2219-2233. ⟨10.1080/17470218.2016.1230141⟩. ⟨hal-01426559⟩

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