How to learn places without spatial concepts: does the what-and-where reaction time system in children regulate learning during stimulus repetition?
We investigated the role of repetition for place learning in children although the acquisition of organizing spatial concepts is often seen as more essential. In a reaction-time accuracy task, 7- and 9-year-old children were presented with a randomized sequence of objects-in-places. In a novelty con...
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| Format: | Article |
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2015
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