Applying the implicit-explicit distinction to development in children

Behavioral and Brain Sciences 22 (5):783-783 (1999)
  Copy   BIBTEX


This commentary focuses on how Dienes & Perner's (D&P's) claims relate to aspects of development. First, I discuss recent research that supports D&P's claim that anticipatory looking in a false belief task is guided by implicit knowledge. Second, I argue that implicit knowledge may be based on exposure to regularities in the world as D&P argue, but equally, it may sometimes be based on theories that conflict with real world regularities. Third, I discuss Munakata et al.'s notion of graded representations as an alternative to the implicit-explicit distinction in explaining dissociations in infancy.



    Upload a copy of this work     Papers currently archived: 94,678

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles


Added to PP

31 (#515,138)

6 months
4 (#1,053,478)

Historical graph of downloads
How can I increase my downloads?

Author's Profile

Ted Ruffman
University of Otago

Citations of this work

No citations found.

Add more citations

References found in this work

No references found.

Add more references