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...

The present study investigated differences in sequential learning between subjects who were or were not informed of the presence of a repeating sequence (intentional or incidental group, respectively). Subjects had to learn a 16-letter-long repeating sequence that was irregularly disrupted by deviating stimuli. Reaction times indicated that both groups learned the sequential regularities. Inten...

T1 paper reports ith-ree experiments concerning methodological issues in studies on incidental learning Izerformanpe which use verbal and nonverbil procedures and whiat appear `to be `hampered by differedces in stimulus materials, learning opportunities, and dependent measures. The first study, using 128 children from grades 3, 5, 7, and 9, attempted to determine it' differences in developmenta...

I assume in this paper that the proposition “I cannot know your intentional states” is true. I consider its consequences on the use of so-called “intentional concepts” for Requirements Engineering. I argue that if you take this proposition to be true, then intentional concepts (e.g., goal, belief, desire, intention, etc.) start to look less relevant (though not irrelevant), despite being the fo...

Recent findings [Turcotte, Gagnon, & Poirier, 2005. The effect of old age on the learning of supra-span sequences. Psychology and Aging, 20, 251-260.] indicate that incidental learning of visuo-spatial supra-span sequences through immediate serial recall declines with old age (Hebb's paradigm). In this study, we examined whether strategies induced by awareness of the repeated sequence might exp...