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Learning to Inhibit: Moving from Fable to Fact?
Psychology Faculty Publications
  • Marvin W. Daehler, University of Massachusetts - Amherst
  • Dawn Melzer, Sacred Heart University
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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.


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

Citation Information
Marvin W. Daehler and Dawn Melzer. "Learning to Inhibit: Moving from Fable to Fact?" (2006)
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