Abstract
The effects of attention and memory cues on concept learning performance were investigated as a function of task complexity and grade level of Ss. It was found that: (1) the attention and memory cues were closely interrelated in their effects upon performance with both significantly improving performance at all but the lowest levels of complexity; (2) both types of cues considerably lessened the effect of stimulus complexity upon performance; and (3) the attention cue elicited the best performance from Ss in the first through ninth grades, while the memory cue elicited the best performance from 4-year-old and kindergarten Ss.
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Thanks are given to the staff and students of Casady School, Oklahoma City, Oklahoma, for their cooperation and participation.
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Pishkin, V., Rasmussen, E.A. Attention and memory cues in concept learning as a function of task complexity and age. Memory & Cognition 2, 349–352 (1974). https://doi.org/10.3758/BF03209008
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DOI: https://doi.org/10.3758/BF03209008