Development of implicit and explicit category learning

Cynthia L. Huang-Pollock, W. Todd Maddox, Sarah L. Karalunas

Research output: Contribution to journalArticlepeer-review

50 Scopus citations


We present two studies that examined developmental differences in the implicit and explicit acquisition of category knowledge. College-attending adults consistently outperformed school-age children on two separate information-integration paradigms due to children's more frequent use of an explicit rule-based strategy. Accuracy rates were also higher for adults on a unidimensional rule-based task due to children's more frequent use of the irrelevant dimension to guide their behavior. Results across these two studies suggest that the ability to learn categorization structures may be dependent on a child's ability to inhibit output from the explicit system.

Original languageEnglish (US)
Pages (from-to)321-335
Number of pages15
JournalJournal of experimental child psychology
Issue number3
StatePublished - Jul 2011

All Science Journal Classification (ASJC) codes

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology


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