Open Peer Commentary Dienes & Perner: Implicit and explicit knowledge
A developmental theory of implicit and explicit knowledge?
Diane Poulin-Dubois a1andDavid H. Rakison a1 a1 Centre for Research in Human Development, Department of Psychology, Concordia University, Montreal, Quebec, Canada, H4B 1R6
Early childhood is characterized by many cognitive developmentalists
as a period of considerable change with respect to representational format.
Dienes & Perner present a potentially viable theory for the stages
involved in the increasingly explicit representation of knowledge. However,
in our view they fail to map their multi-level system of explicitness onto
cognitive developmental changes that occur in the first years of life.
Specifically, we question the theory's heuristic value when applied
to the development of early mind reading and categorization. We conclude
that the authors fail to present evidence that dispels the view that
knowledge change in these areas is dichotomous.