查看文章

Explores the degree to which individual differences in performance were observed in a group of Ss who worked with 2 different tasks: 1 implicit and 1 explicit. The implicit task was a standard artificial grammar-learning task; the explicit was a series-completion problem-solving task. 20 undergraduates participated in all aspects of the experiment. Substantial individual differences were found between Ss on the explicit task; relatively small individual differences were found on the implicit task. Moreover, performance on the explicit task correlated strongly with IQ, 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 AS Reber (1989, in press) that derives from considerations of the evolution of cognitive processes. This evolutionary model …