Abstract

We present a theoretical account of implicit and explicit learning in terms of ACT-R, an integrated architecture of human cognition as a computational supplement to Dienes & Perner's conceptual analysis of knowledge. Explicit learning is explained in ACT-R by the acquisition of new symbolic knowledge, whereas implicit learning amounts to statistically adjusting subsymbolic quantities associated with that knowledge. We discuss the common foundation of a set of models that are able to explain data gathered in several signature paradigms of implicit learning.