Implicit learning of arithmetic principles

Abstract

Past research has investigated childrenpsilas knowledge of arithmetic principles over development. However, little is known about the mechanisms involved in acquiring principle knowledge. We hypothesize that experience with equations that violate a to-be-learned principle will lead to changes in equation encoding, which in turn will promote acquisition of principle knowledge. Adultspsila knowledge of an arithmetic principle was evaluated before and after a training session in which some participants were exposed to equations that violated the principle. Participants who were exposed to temporally proximal principle violations increased their knowledge more than participants who were exposed to widely spaced violations. Learners with low principle knowledge post-training were also poor at encoding key features of the equations. Thus, variations in experience lead to variations in principle learning, and encoding is an important component of principle knowledge.