title: Implicit learning differences: a question of developmental level?
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.
authors.affiliation: Psychology Department, University of Western Australia, Nedlands, Australia. jan@psy.uwa.edu.au
authors.forename: J
authors.initials: J
authors.lastname: Fletcher
authors.forename: M T
authors.initials: MT
authors.lastname: Maybery
authors.forename: S
authors.initials: S
authors.lastname: Bennett
mesh_terms: D001245:Association Learning; D002648:Child; D002672:Child, Gifted / Q000523:psychology; D003210:Concept Formation; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology; D007360:Intelligence; D008297:Male; D009949:Orientation; D010364:Pattern Recognition, Visual