IMPLICIT AND EXPLICIT LEARNING - INDIVIDUAL-DIFFERENCES AND IQ

被引:232
作者
REBER, AS [1 ]
WALKENFELD, FF [1 ]
HERNSTADT, R [1 ]
机构
[1] CUNY GRAD SCH & UNIV CTR,NEW YORK,NY 10036
关键词
D O I
10.1037/0278-7393.17.5.888
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
We explored the degree to which individual differences in performance were observed in a group of subjects who worked with two different tasks: one implicit and one explicit. The implicit task was a standard artificial grammar-learning task; the explicit was a series-completion problem-solving task. Substantial individual differences were found between subjects on the explicit task; relatively small individual differences were found on the implicit task. Moreover, performance on the explicit task correlated strongly with intelligence quotient, but performance on the implicit task did not. Data from previous experiments were also found to be in agreement with these results. The findings are presented in the context of a general theory of implicit learning proposed recently by Reber (1989a, in press) that derives from considerations of the evolution of cognitive processes. This evolutionary model argues that unconscious, implicit induction systems are evolutionarily older and antedate conscious, explicit learning processes, and that this antiquity carries with it particular patterns of function that differentiate implicit processes from explicit processes.
引用
收藏
页码:888 / 896
页数:9
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