Title

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.

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