The development of elaborative propensity in adolescence

Abstract

A series of three experiments was conducted to verify the hypothesis that age differences in paired-associate learning proficiency across adolescence stem from the development of increasing elaborative propensity. An auxiliary aim was to determine whether previous study-to-study discrepancies in the pertinent age functions should be attributed to corresponding variations in learning materials or in characteristics of the populations sampled. Taken together, the results of the experiments provided support for the hypothesis. They also indicated, however, that students in late adolescence vary markedly in elaborative propensity, to the point that a substantial proportion of them are hardly distinguishable from preadolescents.