Developmental trends in children's component selection

Hale, Gordon A.; Morgan, Judith S.

doi:10.1016/0022-0965(73)90151-3

Cited by 49 publications

(34 citation statements)

References 13 publications

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“…As observed in earlier studies using similar materials (Hale & Morgan, 1973;Hale & Taweel, in press), the subjects directed their attention primarily to shape rather than color, as only two of the 96 subjects given the colored shape materials failed to achieve a shape score higher than, or equal to, their color score (none in the component selection task).…”

Section: Component Scoressupporting

confidence: 56%

“…On the other hand, if a stimulus component is redundant with other features, then attending to all features can enhance the discriminability of the stimuli and thereby facilitate performance. Data from Hale and Morgan (1973) suggest the hypothesis that, as children grow older, they tend increasingly to distinguish between these two situations, deploying attention in a manner that best fits the demands of the task.…”

Section: Age Differences In Children's Performance On Measures Of Commentioning

confidence: 99%

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Age Differences in Children's Performance on Measures of Component Selection and Incidental Learning1

Hale

Taweel

1973

ETS Research Bulletin Series

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Children of ages 5 and 8 years were given one of three learning tasks: (a) a component selection problem, in which two stimulus components were redundant and (b) two incidental learning tasks, in which one component of the stimuli was task‐relevant and the other was incidental. A posttest, measuring the children's recall for information about each component separately, was assumed to reflect the degree of attention directed to each component during learning. Attention to the nondominant component was found to increase with age when this feature was redundant with the dominant component and could thus serve as a second functional cue (component selection task), but not when it was incidental. These results suggest a developmental increase in the flexibility of attention deployment, as the tendency for children to exercise selective attention varies with the requirements of the task.

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Section: Component Scoressupporting

confidence: 56%

Section: Age Differences In Children's Performance On Measures Of Commentioning

confidence: 99%

Age Differences in Children's Performance on Measures of Component Selection and Incidental Learning1

Hale

Taweel

1973

ETS Research Bulletin Series

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“…Un certain nombre d'études axées sur le développement mental ont indiqué que la performance visuelle des jeunes sujets est plus affectée par les caractéristiques physiques du stimulus visuel que les adultes (Wohlewill, I960 ;Gollin, 1961 ;Day, 1974). Hale et Morgan (1973) ont fait une revue exhaustive de la littérature sur l'attention visuelle ; leur conclusion laisse soupçonner la contribution potentielle de ce type de recherche sur la conception de matériels visuels à caractère didactique. En effet, selon eux, tout apprentissage basé sur l'utilisation d'un document didactique est tributaire de la sélection et de l'extraction des informations significatives de ce document ; d'où l'importance de connaître les facteurs qui gouvernent cette sélection.…”

Section: Activités Oculaires Et Cognitionunclassified

La communication AV vue à travers le prisme de la perception visuelle

Fleury

2009

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Cet article passe en revue les principaux travaux reliant la perception visuelle et la cognition. Après avoir tracé un tableau des efforts de recherche dans le domaine de l’analyse des mouvements oculaires, l’auteur souligne l’importance que représente l’étude du balayage visuel comme indicateur de l’organisation séquentielle de l’attention. Le développement d’échelles de mesure en psycho-physiologie permettrait, selon l’auteur, de mieux cerner les possibilités d’adaptation des écoliers aux diverses catégories de stimuli qui leur sont présentées quotidiennement.This paper reviews the principal studies relating visual perception and cognition. Following a description of research reports of eye movement analysis, the author stresses the importance of visual scanning studies as an indicator of the sequential organization of attention. According to the author, the development of measurement stages in psycho-physiology would permit a better understanding of the possibilities for students to adapt to the diverse categories of stimuli to which they are presently subjected.Este artículo hace una revisión de los principales trabajos que relacionan la percepción visual y el conocimiento. Después de haber trazado un cuadro sobre los esfuerzos de investigación realizados en el campo del análisis de los movimientos oculares, el autor subraya la importancia que representa el estudio del recorrido visual como indicador de la organización secuencial de la atención. El desarrollo de escalas de medidas en la psico-fisiologia permitiría, según el autor, de precisar las posibilidades de adaptación de los escolares a las diverses categorías de estímulos que les son presentados diariamente.Dieser Artikel untersucht eine Reihe wichtiger Arbeiten, welche das Sehen und die Erkenntnis in Verbindung bringen. Nach einer Übersich über die Untersuchungen auf dem Gebiet der Analyse der Augenbewegungen unterstreicht der Verfasser die Bedeutung des Studiums der raschen Bildfolge für die Messung des sequentiellen Aufbaus der Aufmerksamkeit. Der Verfasser ist der Meinung, dass die Entwicklung von Mess-Skalen in der Psycho-Physiologie eine bessere Erfassung der Anpassungsfähigkeit der Schüler an die ihnen täglich vorgesetzten verschiedenen Reizkategorien erlauben würde

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“…For the 9-and 12-year-olds given the six-stimulus task the shape scores were also reduced by the color instructions, although the effect only approached significance in this case (K(1,124) = 3.30,~< .10). Regarding the color component, the 9-year-01ds showed generally higher scores than did the 5-year-olds (age effect: K(1,124) = 20.42, £ < .001), reflecting a developmental increase in total stimulus learning (see also Hale & Morgan, 1973;Hale & Taweel, 1974, in press). The color instructions increased the color scores for both the five-and six-choice tasks (I(1,124) = 19.04 and 26.68, respectively, £ < .001; the simple effect was significant at every age level,~< .05).…”

Section: Instructional Conditionsmentioning

confidence: 98%

“…In each, the task was administered with instructions to attend to a single specified component, or (in Experiments 2 and 3) instructions to attend to both components, in contrast with the standard condition in which no reference was made to the individual stimulus features. The effects of these instructions were examined in children of ages 5-6 and 8-9, since previous component selection studies have indicated the early school years to be an important period in the development of attention (Hale & Morgan, 1973;Hale & Taweel, in press). Children of ages 9 and 12 were also compared in Experiment 2, to look for further developmental changes in attention between middle childhood and early adolescence.…”

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confidence: 99%

Flexibility of Children's Attention: Instructions Regarding Deployment of Attention in a Component Selection Task1

Hale

Taweel

Green

et al. 1974

ETS Research Bulletin Series

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The effects of instructions on children's component selection were examined in three experiments. In Experiment 1, 5‐ and 8‐year‐old children were given: (a) instructions to attend to the dominant stimulus component (shape), (b) instructions to attend to the nondominant or secondary feature (color), or (c) no instructions regarding the components of the stimuli. Both age groups showed an ability to vary their attention to the secondary feature in accord with the instructions. However, the 8‐year‐olds showed greater flexibility in that they employed a type of attentional trading–withdrawing attention from the dominant shape component in exchange for increased attention to color. Experiment 2 replicated conditions (b) and (c) above with 5‐, 9‐ and 12‐year‐olds and also included a condition requiring attention to both stimulus components. Again, only children beyond age 5 tended to withdraw attention from the dominant shape component as they increased attention to color. Instructions to attend to both features proved relatively unsuccessful with 5‐ and 9‐year‐olds and were accommodated with only moderate success by 12‐year‐olds. In Experiment 3 the latter instructions, applied to stimuli with spatially separated components, were accommodated quite successfully by 9‐year‐olds, although not by 6‐year‐olds. Active attention to two components is apparently within the capabilities of 9‐year‐old children when the components are spatially separated and can readily be viewed as independent entities. However, purposeful attention to two integrated features is believed to require additional analytic abilities which do not develop until a later age.

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Developmental trends in children's component selection

Cited by 49 publications

References 13 publications

Age Differences in Children's Performance on Measures of Component Selection and Incidental Learning1

Age Differences in Children's Performance on Measures of Component Selection and Incidental Learning1

La communication AV vue à travers le prisme de la perception visuelle

Flexibility of Children's Attention: Instructions Regarding Deployment of Attention in a Component Selection Task1

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