ABSTRACT
This chapter reviews the final sort of evidence for showing that the knowledge underlying performance can be of a different type to explicit knowledge: Comparing performance on tasks assumed to rely on implicit and explicit knowledge, respectively. Concept formation may provide another example of the application of implicit knowledge. People’s conceptual knowledge can be revealed by their attempts at classifying exemplars. In terms of the studies failing to show implicit concept formation, several interpretations are available. The claim of implicit concept formation on a particular task is strengthened when plausible transfer tests elicit inferior knowledge, and weakened when such tests elicit equivalent knowledge. In terms of the studies failing to show implicit concept formation, several interpretations are available. Finally, subjects wrote down what they thought the rules of the grammar were and any strategies they used in going about the tasks.
