Large arrays exceed young children's attentional resources, preventing optimal allocation to relevant items¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When the array contained 3 more-relevant and 3 less-relevant items rather than 2 of each, young children were no longer able to allocate more attention to the more-relevant items. → Cowan Nelson 2014

Evidence¶

Cowan Nelson 2014¶

Cowan Nelson. (2014). Working Memory Underpins Cognitive Development, Learning, and Education. Educational Psychology Review. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207727/

q2 · i? · review · r3

The review reports Cowan et al. (2010): "when the size of the array to be remembered was large (3 more-relevant and 3 less-relevant items, rather than 2 of each) then young children were no longer able to allocate more attention to the more-relevant items," with the attentional resource apparently deducted from that available for optimal allocation.

"Cowan et al. (2010) found that when the size of the array to be remembered was large (3 more-relevant and 3 less-relevant items, rather than 2 of each) then young children were no longer able to allocate more attention to the more-relevant items."

Discussion¶

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