Development of implicit and explicit category learning

Cynthia L. Huang-Pollock, W. Todd Maddox, Sarah L. Karalunas

Research output: Contribution to journalArticle

35 Citations (Scopus)

Abstract

We present two studies that examined developmental differences in the implicit and explicit acquisition of category knowledge. College-attending adults consistently outperformed school-age children on two separate information-integration paradigms due to children's more frequent use of an explicit rule-based strategy. Accuracy rates were also higher for adults on a unidimensional rule-based task due to children's more frequent use of the irrelevant dimension to guide their behavior. Results across these two studies suggest that the ability to learn categorization structures may be dependent on a child's ability to inhibit output from the explicit system.

Original languageEnglish (US)
Pages (from-to)321-335
Number of pages15
JournalJournal of experimental child psychology
Volume109
Issue number3
DOIs
StatePublished - Jul 1 2011

Fingerprint

Learning
Aptitude

All Science Journal Classification (ASJC) codes

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology

Cite this

Huang-Pollock, Cynthia L. ; Maddox, W. Todd ; Karalunas, Sarah L. / Development of implicit and explicit category learning. In: Journal of experimental child psychology. 2011 ; Vol. 109, No. 3. pp. 321-335.
@article{aabd52aa2718401596b6fe774c4c6741,
title = "Development of implicit and explicit category learning",
abstract = "We present two studies that examined developmental differences in the implicit and explicit acquisition of category knowledge. College-attending adults consistently outperformed school-age children on two separate information-integration paradigms due to children's more frequent use of an explicit rule-based strategy. Accuracy rates were also higher for adults on a unidimensional rule-based task due to children's more frequent use of the irrelevant dimension to guide their behavior. Results across these two studies suggest that the ability to learn categorization structures may be dependent on a child's ability to inhibit output from the explicit system.",
author = "Huang-Pollock, {Cynthia L.} and Maddox, {W. Todd} and Karalunas, {Sarah L.}",
year = "2011",
month = "7",
day = "1",
doi = "10.1016/j.jecp.2011.02.002",
language = "English (US)",
volume = "109",
pages = "321--335",
journal = "Journal of Experimental Child Psychology",
issn = "0022-0965",
publisher = "Academic Press Inc.",
number = "3",

}

Development of implicit and explicit category learning. / Huang-Pollock, Cynthia L.; Maddox, W. Todd; Karalunas, Sarah L.

In: Journal of experimental child psychology, Vol. 109, No. 3, 01.07.2011, p. 321-335.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Development of implicit and explicit category learning

AU - Huang-Pollock, Cynthia L.

AU - Maddox, W. Todd

AU - Karalunas, Sarah L.

PY - 2011/7/1

Y1 - 2011/7/1

N2 - We present two studies that examined developmental differences in the implicit and explicit acquisition of category knowledge. College-attending adults consistently outperformed school-age children on two separate information-integration paradigms due to children's more frequent use of an explicit rule-based strategy. Accuracy rates were also higher for adults on a unidimensional rule-based task due to children's more frequent use of the irrelevant dimension to guide their behavior. Results across these two studies suggest that the ability to learn categorization structures may be dependent on a child's ability to inhibit output from the explicit system.

AB - We present two studies that examined developmental differences in the implicit and explicit acquisition of category knowledge. College-attending adults consistently outperformed school-age children on two separate information-integration paradigms due to children's more frequent use of an explicit rule-based strategy. Accuracy rates were also higher for adults on a unidimensional rule-based task due to children's more frequent use of the irrelevant dimension to guide their behavior. Results across these two studies suggest that the ability to learn categorization structures may be dependent on a child's ability to inhibit output from the explicit system.

UR - http://www.scopus.com/inward/record.url?scp=79953030026&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79953030026&partnerID=8YFLogxK

U2 - 10.1016/j.jecp.2011.02.002

DO - 10.1016/j.jecp.2011.02.002

M3 - Article

VL - 109

SP - 321

EP - 335

JO - Journal of Experimental Child Psychology

JF - Journal of Experimental Child Psychology

SN - 0022-0965

IS - 3

ER -