Recent studies that compared effects of pre-learning advice on experience-based learning in adolescents and adults have yielded mixed results. Previous studies on this topic used choice tasks in which age-related differences in advice-related learning bias and exploratory choice behavior are difficult to dissociate. Moreover, these studies did not examine whether effects of advice depend on working memory load. In this preregistered study (in adolescents [13–15 years old] and adults [18–31 years old]), we addressed these issues by factorially combining advice and working memory load manipulations in an estimation task that does not require choices and hence eliminates the influence of known age-related differences in exploration. We found that advice guided participants’ initial estimates in both age groups. When advice was correct, this improved estimation performance, especially in adolescents when working memory load was high. When advice was incorrect, it had a longer-lasting effect on adolescents’ performance than on adults’ performance. In contrast to previous findings in choice tasks, we found no evidence that advice biased learning in either age group. Taken together, our results suggest that learning in an estimation task improves between adolescence and adulthood but that the effects of advice on learning do not differ substantially between adolescents and adults.

最近的研究比较了学前建议对青少年和成人基于经验的学习的影响，结果喜忧参半。以前关于这个主题的研究使用了选择任务，其中与建议相关的学习偏差和探索性选择行为的年龄相关差异难以分离。此外，这些研究没有检查建议的效果是否取决于工作记忆负荷。在这项预先注册的研究中（青少年 [13-15 岁] 和成年人 [18-31 岁]），我们通过在不需要选择的估计任务中因子结合建议和工作记忆负荷操作来解决这些问题，因此消除了探索中已知的年龄相关差异的影响。我们发现建议指导了两个年龄组参与者的初步估计。当建议正确时，这提高了估计性能，尤其是在工作记忆负荷高的青少年中。当建议不正确时，它对青少年表现的影响比对成年人的表现更持久。与之前在选择任务中的发现相反，我们没有发现任何年龄组的建议会导致学习有偏见的证据。综上所述，我们的结果表明，评估任务中的学习在青春期和成年期之间有所改善，但建议对学习的影响在青少年和成人之间没有显着差异。我们没有发现任何年龄组的建议会导致学习有偏见的证据。综上所述，我们的结果表明，评估任务中的学习在青春期和成年期之间有所改善，但建议对学习的影响在青少年和成人之间没有显着差异。我们没有发现任何年龄组的建议会导致学习有偏见的证据。综上所述，我们的结果表明，评估任务中的学习在青春期和成年期之间有所改善，但建议对学习的影响在青少年和成人之间没有显着差异。