Developmental differences in implicit learning of spatial context.
The authors examined whether a form of implicit memory that has been unambiguously dissociated from conscious awareness--learning of spatial context on the contextual cuing task introduced by M. M. Chun and Y. Jiang (1998)--is mature in childhood as predicted by an evolutionary view of cognition. School-aged children did not show reliable learning relative to adults who performed the same version of the task or another version that slowed responses to match those of children. Thus, unreliable learning in childhood was mediated by immature implicit representations of spatial context rather than by slower baseline response speed. The present finding is inconsistent with the prediction of the evolutionary view of cognition but consistent with incomplete maturation of medial temporal lobes known to mediate contextual learning.
Vaidya
Chandan J
CJ
Department of Psychology, Georgetown University, Washington, DC 20057, USA. cjv2@georgetown.edu
Huger
Marianne
M
Howard
Darlene V
DV
Howard
James H
JH
D000293:Adolescent; D000328:Adult; D000375:Aging / Q000523:psychology*; D001288:Attention / Q000502:physiology; D002648:Child; D003463:Cues; D005260:Female; D005403:Fixation, Ocular; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D008568:Memory / Q000502:physiology; D010775:Photic Stimulation; D011597:Psychomotor Performance / Q000502:physiology; D011930:Reaction Time / Q000502:physiology; D021641:Recognition, Psychology / Q000502:physiology; D013028:Space Perception / Q000502:physiology*; D013702:Temporal Lobe / Q000254:growth & development / Q000502:physiology; D014888:Wechsler Scales