Two distinct implicit cognitive processes show different predictive links: implicit learning predicts skill learning, associative memory activation predicts language task success¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Implicit learning, measured by repetition priming tasks, predicts skill learning such as learning new rules to solve problems. → Patrick C. Kyllonen & Susanne P. Lajoie 2003 q2 i? Associative memory activation, measured by semantic priming tasks, predicts success on language tasks such as reading. → Patrick C. Kyllonen & Susanne P. Lajoie 2003 (2)

Evidence¶

Patrick C. Kyllonen & Susanne P. Lajoie 2003¶

Patrick C. Kyllonen & Susanne P. Lajoie (2003). Reassessing Aptitude: Introduction to a Special Issue in Honor of Richard E. Snow. Educational Psychologist, 38(2), 79–83. https://doi.org/10.1207/S15326985EP3802_2

q2 · i? · review · r2

The article summarizes Woltz's (2003) research program on implicit learning and memory processes as aptitudes for learning. Implicit learning is measured by "repetition priming" tasks in which the same item is given twice; the summary states it predicts skill learning, such as learning new rules to solve problems.

"One implicit process is calledimplicit learning.It is measured by "repetition priming" tasks in which the same item is given twice, and the score is how much improvement is shown the second time."

Patrick C. Kyllonen & Susanne P. Lajoie 2003 (2)¶

Patrick C. Kyllonen & Susanne P. Lajoie (2003). Reassessing Aptitude: Introduction to a Special Issue in Honor of Richard E. Snow. Educational Psychologist, 38(2), 79–83. https://doi.org/10.1207/S15326985EP3802_2

q2 · i? · theoretical · r2

The article's summary of Woltz (2003) distinguishes a second implicit process, associative memory activation, measured by "semantic priming" tasks where the item is not repeated but invoked ideas are called on again; the summary reports it predicts success on language tasks, such as reading.

"It is measured by "semantic priming" tasks in which the item is not repeated, but the ideas invoked by the item are called on again, and the score is the benefit a person obtains from idea repetition."

Discussion¶

Learner Variables¶

• Long-Term Memory — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Working-memory capacity correlates positively with accuracy on all four sentence-production conditions — related
• Working memory capacity is a robust indicator of success or failure in language learning — related
• After controlling for age, WM correlates significantly only with the most demanding condition (priming task, noncanonical word order) — related