Article Instance

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{
    "pk": 32722,
    "title": "The Development of Explicit Rule-Learning",
    "subtitle": null,
    "abstract": "Implicit and explicit learning were originally distinguished in terms of accessibility to verbal report. We identify evidence for the proposal that the implicit/explicit contrast corresponds to a divide between connectionist and symbolic representations. We show that explicit learning shows marked improvement between 4 and 8 years of age. This finding contrasts against very early implicit learning abilities, and concurs with other evidence on the progressive development of symbolic reasoning abilities.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Long Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/0jt367q6",
    "frozenauthors": [
        {
            "first_name": "Martin",
            "middle_name": "",
            "last_name": "Redington",
            "name_suffix": "",
            "institution": "Department of Psychology, University College London",
            "department": ""
        },
        {
            "first_name": "Elliot",
            "middle_name": "",
            "last_name": "Ronald",
            "name_suffix": "",
            "institution": "Department of Experimental Psychology, University of Oxford",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "1999-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
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            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32722/galley/23785/download/"
        }
    ]
}