Abstract
We report two studies that investigated the relationship between repetition-priming effects (i.e., performance facilitation observed in the repetition of a processing event) and declarative knowledge acquisition within repetitive practice paradigms. The first study related repetition priming to paired associate learning, and the second study related repetition priming to the acquisition of computer programming concepts. Differences in working memory, semantic knowledge, and semantic processing speed were also investigated in relation to both repetition priming and learning. In both studies, individual differences in repetition-priming effects uniquely predicted learning differences relative to the other cognitive measures. Results are discussed with respect to the potential importance of individual differences in implicit memory phenomena in some forms of declarative learning.
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