The relationships between psychometric intelligence and learning in an explicit and an implicit task

Peter McGeorge, John Robertson Crawford, S W Kelly

Research output: Contribution to journalArticle

44 Citations (Scopus)

Abstract

An experiment is reported examining the relation of implicit grammar learning and series completion tasks to a standard measure of psychometric intelligence, the Wechsler Adult Intelligence Scale-Revised (WAIS-R; D. Wechsler, 1981). The results replicate and extend an earlier study by A. S. Reber, F. F. Walkenfeld, and R. Hernstadt (1991) and provide the following support for the differences between explicit and implicit tasks: (a) The implicit task was less strongly related to Full Scale IQ, and (b) the implicit task appeared to be independent of age. The implicit and explicit tasks exhibited a quite different pattern of relations to the factors known to underlie WAIS-R performance. Although both tasks showed significant links with a Perceptual Organization factor, only the series completion task showed a significant link with the Attention factor.

Original languageEnglish
Pages (from-to)239-245
Number of pages7
JournalJournal of Experimental Psychology: Learning, Memory and Cognition
Volume23
Issue number1
Publication statusPublished - Jan 1997

Keywords

  • WAIS-R
  • PERFORMANCE
  • KNOWLEDGE
  • VERBALIZATION
  • AWARENESS

Cite this