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Implicit learning differences: a question of developmental level?

J Fletcher1, M T Maybery, S Bennett

  • 1Psychology Department, University of Western Australia, Nedlands, Australia. jan@psy.uwa.edu.au

Journal of Experimental Psychology. Learning, Memory, and Cognition
|February 22, 2000
PubMed
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Implicit learning, like explicit learning, is influenced by intellectual level, challenging previous theories. Mental age (MA) was found to be critical for implicit learning abilities in children.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • A. S. Reber's (1992) theory proposed that implicit learning is invariant to intellectual level (IQ).
  • This study investigated whether implicit learning abilities differ across varying intellectual capacities in children.
  • Previous research has not conclusively determined the relationship between intellectual development and implicit learning.

Purpose of the Study:

  • To test Reber's IQ-invariance proposition for implicit learning.
  • To compare implicit and explicit learning in children with intellectual disability and gifted children.
  • To determine the specific contributions of chronological age (CA), IQ, and mental age (MA) to implicit learning.

Main Methods:

  • Compared implicit and explicit learning in 20 children with intellectual disability (mean MA ≈ 5.8) and 20 gifted children (mean MA ≈ 12.4).

Related Experiment Videos

  • Utilized tasks assessing implicit learning via covariation of incidental cues and explicit learning with a similar structure.
  • Combined data with previous studies to analyze the roles of CA, IQ, and MA in implicit learning.

    • Main Results:

    • Contrary to the IQ-invariance hypothesis, both implicit and explicit learning varied significantly with intellectual level.
    • Implicit learning performance was strongly correlated with mental age (MA).
    • Mental age (MA) emerged as a critical factor influencing implicit learning capabilities.

    Conclusions:

    • The implicit learning system is not invariant to intellectual level, contrary to Reber's proposition.
    • Mental age (MA) is a more significant determinant of implicit learning than IQ or CA alone.
    • Findings suggest a developmental trajectory for implicit learning tied to cognitive maturation.