Implicit Cognitive Processes as Aptitudes for Learning

Abstract

Following the research traditions of Richard Snow, several constructs from cognitive theory and research are considered with respect to their potential as meaningful aptitudes for learning. Recent research has suggested that implicit learning and memory processes are relatively distinct in character from explicit, declarative memory processes that have been the primary focus of learning theories for most of the past century. Two forms of implicit cognitive processes are considered for their utility as aptitude constructs that help to explain learner differences in complex forms of learning. Evidence of individual differences in repetition priming suggests that these implicit processes may represent basic operations underlying cognitive skill acquisition. Evidence of individual differences in semantic priming suggests that these implicit processes may represent important cognitive constraints in complex language tasks. These ideas are considered in the context of Richard Snow's views on aptitude theory and the importance of advancing our understanding of learner differences in aptitude processes.