Social and developmental aspects of implicit learning.
Item
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Title
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Social and developmental aspects of implicit learning.
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Identifier
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AAI9720109
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identifier
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9720109
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Creator
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Lewis, Linwood J.
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Contributor
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Adviser: Pamela Trotman Reid
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Date
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1997
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental | Psychology, Social | Psychology, Cognitive
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Abstract
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Implicit learning is the automatic and nonconscious acquisition of knowledge of the underlying rule structure of a complex stimulus display. According to present theory (Reber, 1992; Roter, 1985), implicit learning should occur with relative independence from age or developmental effects. Thus children should display an ability to learn implicitly similar to that of adults. Few studies have assessed implicit learning in children; no study has assessed the effect of social interaction on implicit learning. The present study evaluates the ability of children from 5-10 years to demonstrate implicit learning of one and two dimensional artificial grammars, alone or in interaction with a peer. One dimensional artificial grammars vary one salient attribute to determine elements of the grammar (i.e shape or color). Two dimensional artificial grammars vary two salient attributes (i.e. shape AND color) to determine its elements.;Eighty-seven children between 5-10 years were given a pretest to determine their ability to coordinate two stimulus dimensions through conscious, explicit processes. One- and two-dimensional implicit learning was evaluated in each child either working alone or with a peer matched for age, ethnicity and gender. Results suggest that there are differences in implicit learning of one and two dimensional artificial grammars. Children between 5-10 years did not learn two dimensional grammars through implicit processes, as expected given present theory. Social interaction produced no differences in implicit learning; however there was an increase in ability to explain what was learned implicitly. The study explores the implications for further research in implicit learning.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
