![]() Only a few studies have specifically investigated individual differences in implicit learning, and the findings from these studies support the proposal that implicit cognitive processes are less susceptible to individual differences than explicit cognitive processes. Reber’s (1993) influential theory of implicit learning argued that implicit cognitive processes are evolutionarily older than explicit processes and, therefore, implicit learning should show no individual differences and should display little agreement with measures of intelligence. While a considerable amount of attention in the implicit learning literature has been devoted to a variety of issues ( Stadler & Frensch, 1998), very little research has explored the nature of individual differences in implicit learning. Although subjects encode highly detailed information about specific instances, they use different aspects of this information to accomplish different task-specific demands. ![]() Our results are consistent with a detailed episodic coding framework in which implicit learning occurs as an incidental by-product of explicit task performance. Subjects with greater immediate memory processing capacity were better able to learn and subsequently exploit the information available in grammatical sequences. Individual differences in implicit learning covaried with measures of auditory digit span. After exposure to these sequences, subjects showed selective improvement in immediate memory span for novel sequences governed by the same grammar. Subjects were presented with sequences generated by an artificial grammar and were asked to reproduce the patterns by pressing buttons on a response box. To avoid some conceptual and methodological pitfalls found in traditional artificial grammar learning tasks, we developed a new method of measuring implicit learning using immediate memory span.
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