Ontogenetic differences in variability on simple measures of learning: theoretical and practical implications.

M J Wenger; D L McKinzie

doi:10.1002/(sici)1098-2302(199604)29:3<219::aid-dev3>3.0.co;2-u

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Ontogenetic differences in variability on simple measures of learning: theoretical and practical implications.

M J Wenger·D L McKinzie

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Abstract

Data from a variety of sources, including a number of tasks and dependent measures, suggests that a systematic inverse relationship exists between age and the amount of variability observed on simple measures of learning. Implications for general theoretical perspectives concerning ontogenetic differences in stimulus and response selection, acquired knowledge or experience, and general speed of information processing are discussed. It is argued that such a regularity offers possibilities for both methodological and theoretical explorations.

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M J Wenger, D L McKinzie. 1996. Ontogenetic differences in variability on simple measures of learning: theoretical and practical implications.. https://doi.org/10.1002/(sici)1098-2302(199604)29%3A3%3C219%3A%3Aaid-dev3%3E3.0.co%3B2-u

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