ABSTRACT
In the memory literature, there is relatively widespread acceptance of a general distinction between forms of memory and knowledge that are classified as declarative and non declarative. However, there is considerable disagreement regarding the organization of different memory systems or processes both within and in addition to this general distinction. Research on aptitudes for skill acquisition has a long history. In general, this research has suggested that although individual differences in early stages of skill acquisition are related to general cognitive, performance at later stages is usually less related to them. Relatively little evidence exists regarding individual differences in implicit processes within adults in the normal range of memory functioning. Richard Snow's view of aptitudes for learning was broad and inclusive of many contextual issues. Implicit learning and memory processes represent an intriguing class of cognitive mechanisms that have received relatively little attention in aptitude theory compared to attention-related and general intellectual ability constructs.
