Redington, M. & Ronald, E. (1999).
The development of explicit rule-learning.
In Proceedings of the Twenty-First Annual
Conference of the Cognitive Science Society.
Abstract
Implicit and explicit learning were originally distinguished in terms
of accessibility to verbal report. We identify evidence for the
proposal that the implicit/explicit contrast corresponds to a divide
between connectionist and symbolic representations. We show that
explicit learning shows marked improvement between 4 and 8 years of
age. This finding contrasts against very early implicit learning
abilities, and concurs with other evidence on the progressive
development of symbolic reasoning abilities.
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Last modified: May 15, 1999