Developmental differences in children's search of predecisional information

Abstract

Developmental differences in children's decision-making were examined using an information-board procedure. In Experiment 1, fifth and eighth graders remembered more initial, relevant information from decision situations than second graders. Older children were also more likely than younger children to use this information to guide their searches of information from information boards. In Experiment 2, visual cues were provided, eliminating the need to store initial information. This manipulation increased fifth graders' search of relevant information more so than that of second graders. General characteristics about children's decision making were also examined, such as the amount and proportion of predecisional information searched, and the manner in which information was searched.