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,...

Background: Recent developments in flexible learning and online teaching due to the global COVID-19 pandemic have sought link attributes of high-quality instruction with social constructivists’ theories provide an ethical compass for navigating sustainable Multimedia Intentional Learning Ecosystems (MILES). Despite lingering doubts about design implementation such ecosystems, belief perceived b...

Exemplar sequencing effects in incidental and intentional unsupervised category learning were investigated to illuminate how people form categories without an external teacher. Stimuli were perfectly separable into 2 categories based on 1 of 2 dimensions of variation. Sequencing of the first 20 training stimuli was manipulated. In the blocked condition, 10 Category A stimuli were followed by 10...

In this paper, I propose a developmental explanation of the reliability of the intentional stance as an interpretive strategy, and by doing so counter an objection to Dennett’s intentional stance theory (i.e. the ‘If it isn’t true, why does it work?’ objection). Specifically, young children’s use of the intentional stance enables them to learn from and thereby to become more similar to the adul...

The ability to learn new tasks rapidly is a prominent characteristic of human behaviour. This ability relies on flexible cognitive systems that adapt in order to encode temporary programs for processing non-automated tasks. Previous functional imaging studies have revealed distinct roles for the lateral frontal cortices (LFCs) and the ventral striatum in intentional learning processes. However,...

The present study investigated the roles of pattern detection capacities and understanding of intentions in children's learning of linguistic rules. We taught two-year-olds a Hebrew morphological distinction between noun and verb forms using two different training protocols. The protocols were identical in all parameters except that only in an Intentional, but not in a Control condition, were c...

The spacing effect in list learning occurs because identical massed items suffer encoding deficits and because spaced items benefit from retrieval and increased time in working memory. Requiring the retrieval of identical items produced a spacing effect for recall and recognition, both for intentional and incidental learning. Not requiring retrieval produced spacing only for intentional learnin...