Analogous auditory and visual central-incidental learning tasks were administered to 24 students from each of the second, fourth, and sixth grades. The visual tasks served as another modification of Magens central-incidental learning paradigm, with the interpretation that focal attention processes continue to develop until the age of 12 or 13 years. The auditory tasks were administat;Led to the...

Traditional classification learning studies tell us that people learn to attend to the diagnostic features of exemplars (Kruschke, 1992; Medin & Schaffer, 1978; Shepard, Hovland, & Jenkins, 1961). But recent research has discovered that the learning task influences what information people learn about categories (Markman & Ross, 2003). A learning task can either be the primary goal or be inciden...

Incidental and intentional learning and memory for 2 novel flavors were compared in young and elderly subjects. Incidental and intentional learning groups rated 2 new soups on acceptability for different occasions and were tested for memory the next day. On the first day, only the intentional group was asked to memorize the stimuli. With incidental learning, elderly and young were equally good,...

There is ongoing debate about the contribution of explicit processes to incidental learning, particularly attention, working memory and control mechanisms. Studies generally measure explicit process contributions to incidental learning by comparing dual- to single-task sequence learning on some variant of a Serial Reaction Time (SRT), usually adopting an auditory tone counting task as the secon...

This paper discusses how the particular features of mobile learning can be harnessed to provide new informal learning opportunities in relation to context aware and location based learning. The MASELTOV project is developing representations of an incidental learning framework to enable software developers and researchers to both design and analyse learning journeys to support social inclusion a...

It is unclear how children develop the ability to learn words incidentally (i.e., without direct instruction or numerous exposures). This investigation examined the early achievement of this skill by longitudinally tracking the expressive vocabulary and incidental word-learning capacities of a hearing child of Deaf adults who was natively learning American Sign Language (ASL) and spoken English...

Spatial properties of stimuli are sometimes encoded even when incidental to the demands of a particular learning task. Incidental encoding of spatial information may interfere with learning by (i) causing a failure to generalize learning between trials in which a cue is presented in different spatial locations and (ii) adding common spatial features to stimuli that predict different outcomes. H...