The utility of implicit learning in the teaching of rules |
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| Affiliation: | 1. Department of Biological and Medical Psychology, University of Bergen, Jonas Lies vei 91, N-5009 Bergen, Norway;2. Department of Psychosocial Science, University of Bergen, Christiesgate 12, N-5015 Bergen, Norway;1. Parenting and Special Education Research Unit, KU Leuven – University of Leuven, Leopold Vanderkelenstraat 32 box 3765, 3000 Leuven, Belgium;2. School Psychology and Child and Adolescent Development Research Unit, KU Leuven – University of Leuven, Tiensestraat 102 box 3717, 3000 Leuven, Belgium;1. Department of Psychology, Harvard University, 52 Oxford St., Cambridge, MA 02138, USA;2. Department of Psychology, Yale University, 2 Hillhouse Ave., New Haven, CT 06520, USA;3. MIND Institute, 1101 Yale Blvd NE, Albuquerque, NM 87106, USA;4. Department of Psychology, University of Wisconsin-Madison, 1202 W Johnson St., Madison, WI 53706, USA;5. Center for Brain Science, Harvard University, 52 Oxford St., Cambridge, MA 02138, USA;6. Department of Psychiatry, Massachusetts General Hospital, 55 Fruit Street, Boston, MA 02144, USA;7. Department of Psychology and Neuroscience, Duke University, 417 Chapel Dr., Durham, NC 27708, USA |
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| Abstract: | The potential impact of implicit learning on education has been repeatedly stressed, though little research has examined this connection directly. The current paper describes two experiments that, inspired by artificial grammar learning experiments, examine the utility of implicit learning as a method for teaching atomic bonding rules to 11–12 year old school children. Two groups were given tasks that led to explicit rule learning; two other groups were given tasks that did not lead to rule learning; and a control group was trained on irrelevant stimuli. We observed an implicit learning effect, but learning was much more effective when more explicit ways of teaching were employed. These findings suggest that mere exposure to regular material is not sufficient for effective learning of rules, and that an explicit approach to instruction is advisable. |
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