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Interdisciplinaria

versión On-line ISSN 1668-7027

Resumen

LOPEZ-RAMON, María Fernanda. Relations between implicit / explicit learning and general intelligence in students of Basic General Education (BGE). Interdisciplinaria [online]. 2006, vol.23, n.1, pp.101-118. ISSN 1668-7027.

Reber proposed the unvariance of implicit learning (IL) with regards to age and the intellectual quotient (IQ). This position has received little empirical support; there are few studies dedicated to the evaluation of children less than 12 years of age. This lack of research in the field is a consequence of the difficulties that arise in having adapted IL's experimental designs (that were originally designed for adults) to the cognitive characteristics of children. Research precedents coincide with the appearance of IL (or about the mechanisms of implicit abstraction of regularities) from gestation, and with children samples of different ages. Thus, Reber's hypothesis is contradicted since IL capacity does not change in a significant way with regards to the age of individuals. There is insufficient research on the existing relationship between implicit / explicit learning and intelligence during childhood. The contradictions between the existing results show the need to extend existing information for the analysis of implicit learning in children and its relationship to intelligence measurements. In the present study, we explored the relationships between the following cognitive abilities in children from 8 to 12 years of age: (a) implicit learning (IL) capacity of abstract rules, (b) explicit learning (EL) capacity of abstract rules, and (c) the measurement of general intelligence (GI). In addition, we analyzed the effect of such relationships with regards to cognitive development in different chronological ages. Finally, the differences in the presentation format used in the tests were explored comparing two formats (alphabetical format -AF- and figurative format -FF-). We worked with a sample of 64 children, consisting of individuals from three public schools in the city of Mar del Plata. The sample was made up of 32 children from the third year and 32 fifth year of basic general education students. A positive significant correlation was found between EL and GI (in the FF). On comparing the results obtained by the children of fifth year with the children of third year, significant differences were found in EL test scores. The observed results sustain the hypothesis of the independence of IL of abstract rules related to age and IQ of the individuals, and the association of EL of abstract rules related to age and IQ. These findings support Reber's argumentation and add evidence to the existing array of information on populations of school age children that is scarce. Differences were observed in the results on having changed presentation format of the contents in IL and EL tests. When using the figurative version with three-dimensional objects we found correlations that were not registered when applying the alphabetical version. Therefore, it is possible to think that the figurative format would be more suitable for the age group included in the sample (8-12 years). In order to confirm that the figurative format is more adequate than the alphabetical format to evaluate children, we would have to submit each format to strict experimental studies in the future. The present study focused on measuring general intelligence and its relationship with the implicit and explicit ability to acquire knowledge on abstract rules. The results obtained raise some questions regarding the meaning attributed to the term intelligence.

Palabras clave : Learning; Implicit; Explicit; Intelligence; Development; Format.

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