Implicit learning differences: a question of developmental level?
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.
Fletcher
J
J
Psychology Department, University of Western Australia, Nedlands, Australia. jan@psy.uwa.edu.au
Maybery
M T
MT
Bennett
S
S
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