title: Implicit sequence learning in children.
abstract: The main purpose of the present study was to examine whether implicit learning abilities, assessed by means of a serial reaction time task, are present to the same extent in 6- and 10-year-old children as in adults. We also wondered whether the knowledge acquired after one learning session is retained after a 1-week delay. And finally, we studied the explicit knowledge developed by the children in this task. Our results show no age-related difference in the serial reaction time performance, which is consistent with the idea that implicit learning abilities may be efficient early in development.
authors.affiliation: Faculté de Psychologie, Unité de Neuropsychologie, Boulevard du Rectorat (B33), Liège, B-4000, Belgium. thierry.meulemans@ulg.ac.be
authors.forename: T
authors.initials: T
authors.lastname: Meulemans
authors.forename: M
authors.initials: M
authors.lastname: Van der Linden
authors.forename: P
authors.initials: P
authors.lastname: Perruchet
mesh_terms: D000293:Adolescent; D000328:Adult; D000704:Analysis of Variance; D002648:Child; D002657:Child Development / Q000502:physiology; D002675:Child, Preschool; D003071:Cognition / Q000502:physiology; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D011930:Reaction Time