Four-Year-Old Children's Visual Attention in Direct and Observational Learning

Abstract

The study was designed to compare direct learning (learning by performing) with observational learning (learning by observing) on a memory task that assessed 4-year-old children's selective attention. 17 pairs of kindergarteners of the same sex (aged 3 yr., 8 mo. to 4 yr., 4 mo.) participated in a central-incidental memory task. Data from a retention test indicated that (a) the performers' mean central learning score was higher than their mean incidental score, while the observers showed no difference between their central and incidental learning scores, (b) performers had a higher mean central learning score than observers. On the other hand, the frequency of the subjects' overt visual attention to the task in their learning phase was also counted. Both observers and performers showed high frequency of visual attention.

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