Implicit Learning in Children Is Not Related to Age: Evidence from Drawing Behavior

Vinter, Annie; Perruchet, Pierre

doi:10.1111/1467-8624.00225

Cited by 92 publications

(68 citation statements)

References 59 publications

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“…Theoretically, this heuristic system would be relatively independent of general intelligence and age (Reber, 1993;Stanovich, 1999), as the unconscious and implicit processes on which it relies (Vinter & Perruchet, 2000). However, many studies using tasks issued from the ''heuristic and biases" literature have provided evidence that the heuristic system increases in efficiency with age.…”

Section: The Development Of the Two Systems Of Reasoningmentioning

confidence: 99%

Heuristic and analytic processes in mental models for conditionals: An integrative developmental theory

Gauffroy

Barrouillet

2009

Developmental Review

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a b s t r a c tThis article presents a developmental dual-process theory of the understanding of conditionals that integrates Evans' heuristic-analytic theory within the revised mental model theory of conditional proposed by Barrouillet, Gauffroy, and Lecas (2008). According to this theory, the interpretation of a conditional sentence is driven by unconscious and implicit heuristic processes that provide individuals with an initial representation that captures its meaning by representing the cases that make it true. This initial model can be enriched with additional models (a process named fleshing out within the mental model theory) through the intervention of conscious and demanding analytic processes. Being optional, these processes construct representations of cases that are only compatible with the conditional, leaving its truth-value indeterminate when they occur. Because heuristic processes are relatively immune to developmental changes, while analytic processes strongly develop with age, the initial model remains stable through development whereas the number of additional models that can be constructed increases steadily. Thus, the dual-process mental model theory predicts in which cases conditionals will be deemed true, indeterminate, or false and how these cases evolve with age. These predictions were verified in children, adolescents and adults who were asked to evaluate the truth value and the probability of several types of conditionals. The results reveal a variety of developmental trajectories in the way different conditionals are interpreted, which can all be accounted for by our revised mental model theory.

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Section: The Development Of the Two Systems Of Reasoningmentioning

confidence: 99%

Heuristic and analytic processes in mental models for conditionals: An integrative developmental theory

Gauffroy

Barrouillet

2009

Developmental Review

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“…First, it has been demonstrated that this kind of learning is based on processes that remain unaffected by developmental differences and, thus, is perfectly efficient in preschoolers (Meulemans, Van der Linden, & Perruchet, 1998;Vinter & Perruchet, 2000; but see Maybery, Taylor, & O'Brien-Malone, 1995). Second, the studies evoked above indicate that people can become sensitive to subtle environmental regularities such as frequent co-occurrences and perhaps syntactic rules.…”

Section: Introductionmentioning

confidence: 99%

Evidence for knowledge of the syntax of large numbers in preschoolers

Barrouillet

Thévenot

Fayol

2010

Journal of Experimental Child Psychology

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a b s t r a c tThe aim of this study was to provide evidence for knowledge of the syntax governing the verbal form of large numbers in preschoolers long before they are able to count up to these numbers. We reasoned that if such knowledge exists, it should facilitate the maintenance in short-term memory of lists of lexical primitives that constitute a number (e.g., three hundred forty five) compared with lists containing the same primitives but in a scrambled order (e.g., five three forty hundred). The two types of lists were given to 5-year-olds in an immediate serial recall task. As we predicted, the lists in syntactic order were easier to recall, suggesting that they match some knowledge of the way lexical primitives must be ordered to express large numerosities.Ó 2009 Elsevier Inc. All rights reserved. IntroductionThe acquisition of the number list has been described as a slow and laborious process, especially for children speaking languages such as English that, contrary to Chinese, do not map directly onto the Hindu-Arabic number system (Miller, Kelly, & Zhou, 2005). Although the rules used to generate large numbers (e.g., two hundred forty five) are more consistent and transparent than those governing the construction of the initial part of the list that must be learned by rote (i.e., from one to twenty), children need to acquire a complex set of syntactic rules combining a limited number of lexical primitives, rules leading to surprising peculiarities in some cases. For example, young French speakers need to understand that although cent neuf (one hundred and nine) and neuf cents (nine hundred) are two legal chains, cent dix (one hundred and ten) is legal but dix 0022-0965/$ -see front matter Ó

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“…It is anticipated that implicit learning emerges early in development and shows few effects of age. Many authors have alluded to this idea (e.g., Beek, 2000;Bertenthal, 1996;Vinter & Perruchet, 2000). Bertenthal (1996), for instance, holds that "with exploration of their own actions and the environment, infants show increasing sensitivity to perceptual changes and finer control of actions that are guided by this information.…”

Section: Introductionmentioning

confidence: 99%

The development and learning of the visual control of movement: An ecological perspective

Kamp

Oudejans

Savelsbergh

2003

Infant Behavior and Development

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We compare development and learning of the visual control of movement from an ecological perspective. It is argued that although the constraints that are imposed upon development and learning are vastly different, both are best characterised as a change towards the use of more useful and specifying optic variables. Implicit learning, in which awareness is drawn away from movement execution, is most appropriate to accomplish this change in optic variable use, although its contribution in development is more contentious. Alternatively, learning can also be affected by explicit processes. We propose that explicit learning would typically invoke vision for perception processes instead of the designated vision for action processes. It is for that reason that after explicit learning performance is more easily compromised in the face of pressure or disorders. We present a way to deal with the issue of explicit learning during infancy.

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Implicit Learning in Children Is Not Related to Age: Evidence from Drawing Behavior

Cited by 92 publications

References 59 publications

Heuristic and analytic processes in mental models for conditionals: An integrative developmental theory

Heuristic and analytic processes in mental models for conditionals: An integrative developmental theory

Evidence for knowledge of the syntax of large numbers in preschoolers

The development and learning of the visual control of movement: An ecological perspective

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