Implicit and Explicit Learning in Young Adults With Mental Retardation*

Abstract

We examined intelligence-related differences in explicit and implicit learning using an artificial grammar paradigm. Young adults with and without mental retardation completed a sequence-learning and identification task. For some participants, sequences were constructed following an artificial grammar; for others, sequences were random. Explicit learning was determined by ability to learn and later identify random sequences. Implicit learning was determined by the tendency to incorrectly identify new grammatical sequences as seen before, relative to new nongrammatical sequences. Participants with mental retardation did more poorly than participants without mental retardation on explicit learning but just as well on implicit learning. Results suggest that learning of complex materials, when accomplished through implicit processing, is functionally equivalent in individuals with and without mental retardation.

Implicit and explicit motor learning in children with and without Down's syndrome

“…Our results demonstrate that the implicit performance of children with DS did not differ from that of their controls, but that they learned less in an explicit learning context. These results are in line with those reported in the learning literature (Atwell et al, 2003;Maybery et al, 1995;McGeorge et al, 1997;Myers & Conner, 1992;Reber et al, 1991;Vinter & Detable, 2003), as well as in the memory literature (e.g. Burack & Zigler, 1990;Krinsky-McHale et al, 2005;Perrig & Perrig, 1995;Vicari, 2001;Wyatt & Conners, 1998;Yeates & Enrile, 2005).…”

“…The reason for this divergence remains obscure to us. Superiority of an implicit over an explicit learning context in individuals with intellectual impairment, when an identical task was used, has been revealed in only one study to date, but with adults (Atwell et al , 2003). Reber (1976) claimed that such a superiority would occur especially when the material structured by complex rules has to be processed.…”

“…To develop a version of the task adapted to an explicit learning procedure, we 'translated' the drawing behaviour elicited under the implicit instructions into two explicit rules. Following Atwell et al (2003), we expected, in children with DS, a greater impact of learning in the implicit than explicit condition. However, the superiority of implicit learning would be absent in typically developing children, because they would easily understand and memorize the simple rules taught in the explicit condition.…”

“…The Gebauer and Mackintosh (2007) study revealed that the type of task played a crucial role in this comparison. To our knowledge, only the Atwell et al (2003) study has compared directly the impact of both modes of learning in individuals with intellectual disability, using an artificial grammar learning paradigm. Their conclusion agreed with Reber (1976), demonstrating a superiority effect of implicit over explicit learning in participants.…”

Prospective Memory, Working Memory, Retrospective Memory and Self-Rated Memory Performance in Persons with Intellectual Disability

“…Implicit long-term memory processes, that is memories that cannot be consciously retrieved, are often less limited then explicit memory in individuals with intellectual disability (e.g., adults with mental retardation, Atwell, Conners, & Merrill, 2003; implicit memory, Graf & Schacter, 1985;children, Wyatt & Conners, 1998). However, retrospective memory performance of persons with intellectual disability suffers from, e.g., insufficient specificity in the remembered information (cf., Henry & Gudjonsson, 2004).…”