Learning to Inhibit: Moving from Fable to Fact?
Document Type
Article
Publication Date
2006
Abstract
Kuhn and Pease (p. 279, this issue) provide evidence for a change in learning as a result of increasing executive control during later childhood. Although the ability to inhibit information that biases answers in a reasoning task may account for their findings, the opportunity to gain specific experiences and engage different strategies in approaching the problem merits further consideration. Exploration of the influence on learning of all of these factors should be undertaken in future research.
Recommended Citation
Daehler, Marvin W. and Melzer, Dawn, "Learning to Inhibit: Moving from Fable to Fact?" (2006). Psychology Faculty Publications. 12.
https://digitalcommons.sacredheart.edu/psych_fac/12
Comments
Originally published:
Daehler, Marvin W., and Dawn K. Melzer. "Learning To Inhibit: Moving From Fable To Fact?." Journal Of Cognition & Development 7.3 (2006): 301-304.
DOI: 10.1207/s15327647jcd0703_3