{"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":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32722/galley/23785/download/"}]}