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The present study was aimed at investigating the effect of pictorial integration between central stimuli (animals) and incidental stimuli (objects) on children's central-incidental learning. There were two variables in this experiment: stimulus integration levels (nonintegration: the standard task condition; integration: the condition in which each animal was shown performing an action with an object), and grade levels (kindergarten, second grade, sixth grade, and sophomore). Following a learning task in which instructed visual attention to central stimulus was video taped, incidental learning was measured by three types of test: free recall, cued recall, and recognition. The main findings are as follows: (1) Incidental learning and selective attention to incidental stimulus were higher with the integrated materials than with the nonintegrated ones. (2) Most of incidental scores with the integrated materials improved significantly with age. It was suggested that these findings demonstrated the developmental course of selective information processing which acquired a connection between selective attention and memory activity (mainly, using cues from stimulus integration).

Developmental trends of selective information processing on central-incidental learning: Effect of stimulus integration.