Serial and subjective clustering on a verbal learning test (VLT) in children aged 5–15: The nature of subjective clustering

Meijs, Celeste; Hurks, Petra P. M.; Rozendaal, Nico; Jolles, Jelle

doi:10.1080/09297049.2012.670215

Cited by 9 publications

(12 citation statements)

References 28 publications

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“…The girl advantage in LDST performance may also be related to sex differences in verbal learning, as the ability to manipulate and associate verbal material is an important determinant of successful coding task performance (Piccinin and Rabbitt, 1999; Joy et al, 2004; Cepeda et al, 2013). It has been well-established by cognitive research that girls are better verbal learners than boys (Anderson et al, 2001; Lowe et al, 2003; Meijs, 2008). Congruent with these findings, brain imaging studies have shown both structural (Schlaepfer et al, 1995; Harasty et al, 1997; Luders et al, 2005; Chen et al, 2007; Brun et al, 2009) and functional (Majeres, 1997; Baxter et al, 2003; Clements et al, 2006) differences in brain areas involved in higher order verbal functioning.…”

Section: Discussionmentioning

confidence: 99%

Coding task performance in early adolescence: a large-scale controlled study into boy-girl differences

Dekker¹,

Krabbendam²,

Aben

et al. 2013

Front. Psychol.

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This study examined differences between boys and girls regarding efficiency of information processing in early adolescence. Three hundred and six healthy adolescents (50.3% boys) in grade 7 and 9 (aged 13 and 15, respectively) performed a coding task based on over-learned symbols. An age effect was revealed as subjects in grade 9 performed better than subjects in grade 7. Main effects for sex were found in the advantage of girls. The 25% best-performing students comprised twice as many girls as boys. The opposite pattern was found for the worst performing 25%. In addition, a main effect was found for educational track in favor of the highest track. No interaction effects were found. School grades did not explain additional variance in LDST performance. This indicates that cognitive performance is relatively independent from school performance. Student characteristics like age, sex, and education level were more important for efficiency of information processing than school performance. The findings imply that after age 13, efficiency of information processing is still developing and that girls outperform boys in this respect. The findings provide new information on the mechanisms underlying boy-girl differences in scholastic performance.

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Section: Discussionmentioning

confidence: 99%

Coding task performance in early adolescence: a large-scale controlled study into boy-girl differences

Dekker¹,

Krabbendam²,

Aben

et al. 2013

Front. Psychol.

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“…Care was taken to avoid pictures with possible emotional connotations. The pictures were presented in the same order in each trial ( Meijs et al, 2009 , 2013 , 2016 ).…”

Section: Methodsmentioning

confidence: 99%

“…This is different from incidental learning, which is the accidental learning of information while actually concentrating on other information ( Thomas and Rohwer, 1986 ; Lezak et al, 2012 ; Hampshire et al, 2016 ; Ahmed, 2017 ; Kontaxopoulou et al, 2017 ). The ability of intentional learning typically improves with experience and with age ( Meijer et al, 2006 , 2007 ; Meijs et al, 2013 , 2016 ; Blachstein and Vakil, 2016 ). It appears that there are major individual differences in the pace at which intentional learning develops at the end of childhood and the beginning of adolescence ( Meijer et al, 2007 ; Jolles, 2016 ; Meijs et al, 2016 ; Juraska and Willing, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

2018

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This large-scale cross-sectional study of schoolchildren aged 8–12 years (N = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child’s sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time.

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“…Lyric A: Music presentation in the same order in which they were presented in the original stimulus (Meijs, Hurks, Rozendaal, & Jolles, 2013). For example, with the original lyrics reading, "she just looked out the window…" a participant would receive one point for "looked out the window."…”

Section: Sessionmentioning

confidence: 99%

Institutional Review Board: Ally Not Adversary

Rodríguez¹,

Corralejo²,

Vouvalis³

et al. 2017

PsiChiJournal

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Serial and subjective clustering on a verbal learning test (VLT) in children aged 5–15: The nature of subjective clustering

Cited by 9 publications

References 28 publications

Coding task performance in early adolescence: a large-scale controlled study into boy-girl differences

Coding task performance in early adolescence: a large-scale controlled study into boy-girl differences

Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

Institutional Review Board: Ally Not Adversary

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