Implicit sequence learning in children

TL;DR: The authors point out that an evolutionary-developmental perspective allows one to view gene-environment interactions, the significance of individual differences, and the role of behaviour and development in evolution in much greater depth.

TL;DR: The Scientific Study of Child and Adolescent Development: Forefront issues in the field today (William Damon and Richard M. Lerner) as discussed by the authors, is a seminal work in this area.

TL;DR: The results suggest that due to developmental changes in early adolescence, implicit skill learning processes undergo a marked shift in weighting raw probabilities vs. more complex interpretations of events, which, with appropriate timing, prove to be an optimal strategy for human skill learning.

TL;DR: The results challenge the idea of developmental invariance in implicit learning and instead support a view of parallel developments in implicit and explicit learning systems.

TL;DR: In this paper, a Hegelian synthesis of Piagetian constructivism and Fodorian modularity in terms of the author's own model of representational ''representational ''

TL;DR: This paper investigated the process by which Ss respond to the statistical nature of the stimulus array, a process defined as "implicit learning" and found that Ss were learning to respond to general grammatical nature of stimuli, rather than learning according to specific coding systems imposed upon the stimuli.

TL;DR: Reber as mentioned in this paper presents a highly readable account of the cognitive unconscious, focusing in particular on the problem of implicit learning, defined as the acquisition of knowledge that takes place independently of the conscious attempts to learn and largely in the absence of explicit knowledge about what was acquired.

TL;DR: The distinction between instance and rule learning is a sound and meaningful way of taxonomizing human learning and various computational models of these two forms of learning are discussed.