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Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study


Recent proposals on language aptitude have distinguished between cognitive aptitudes for implicit and explicit learning (e.g., Doughty et al., 2010; Linck et al., 2013). This methodological study extends recent work on aptitude by investigating whether aptitudes for implicit and explicit learning are differentially related to the two main information-processing cognitive styles proposed by dual-process theories in cognitive psychology: rational–analytical and experiential–intuitive (Pacini & Epstein, 1999). A relationship was found between a rational–analytical profile and explicit aptitude, as well as between an experiential–intuitive profile and implicit aptitude. Structural equation modeling further showed that the proposed model had acceptable fit. These results were interpreted as support for the qualitatively different types of cognitive processes underlying the two hypothesized types of aptitude.

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ADDRESS FOR CORRESPONDENCE Gisela Granena, School of Languages, Universitat Oberta de Catalunya, Av. Tibidabo 39–43, Barcelona 08035, Spain;
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Applied Psycholinguistics
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