Implicit learning differences: a question of developmental level?

J Fletcher; M T Maybery; S Bennett

doi:10.1037//0278-7393.26.1.246

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PubMed · 10682301

Implicit learning differences: a question of developmental level?

J Fletcher·M T Maybery·S Bennett

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Abstract

A. S. Reber's (1992) proposition that the implicit learning system should demonstrate invariance of intellectual level (IQ) was examined by comparing 20 children with intellectual disability (mean mental age [MA] = approximately 5.8 years) with 20 intellectually gifted children (mean MA = approximately 12.4 years) of similar chronological age (CA; approximately 9.5 years). Implicit learning was assessed using a task involving covariation of 2 incidental cues. Explicit learning was assessed using a task of similar logical structure. Contrary to the IQ-invariance proposition, implicit learning as well as explicit learning varied with intellectual level. A secondary aim was to distinguish the contributions of CA, IQ, and MA to implicit learning. This was done by combining the samples of children in the present study with 2 samples of younger and older children of average ability from a study by M. Maybery, M. Taylor, and A. O'Brien-Malone (1995). Analyses showed that MA is critical to implicit learning.

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Association Learning Child Child, Gifted Concept Formation Female Humans Intellectual Disability Intelligence Male Orientation Pattern Recognition, Visual Journal Article Research Support, Non-U.S. Gov't

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J Fletcher, M T Maybery, S Bennett. 2000. Implicit learning differences: a question of developmental level?. https://doi.org/10.1037/%2F0278-7393.26.1.246

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