The Relationship Between Sequential Implicit Learning and Visuospatial Working Memory Capacity: A Developmental Study

The main aim of this study was to examine the relation of the sequential implicit learning and visuospatial working memory capacity in childhood. The statistical population for this study were all pre-elementary and elementary female students who are studying at schools of Tehran in 2018 – 2019 academic year. The sample of this study consisted of 27 girls aged 6 to 7.5 and 25 girls aged 9 to 10.5 recruited based on availability sampling method. The participants completed the Corsi span task and a modified version of the Serial Reaction Time (SRT) task in a single session. Data were analyzed using independent sample t-test and the Pearson-r. The results showed that although younger children had a lower visuospatial working memory capacity in comparison with the elder children, there is no significant relationship between the visuospatial working memory capacity and SIL. This means that implicit learning of the sequences is not influenced by the differences of the visuospatial working memory capacity.