Applying the implicit-explicit distinction to development in children

This commentary focuses on how Dienes & Pemer's (D&P's) claims relate to as pects of development. First, I discuss recent research that supports D&P's claim that anticipatory looking in a false belief task is guided by implici t knowledge. Second, I argue that implicit knowledge may be based on exposu re to regularities in the world as DB-P argue, but equally, it may sometime s be based on theories that conflict with real world regularities. Third, I discuss Munakata et al.'s notion of graded representations as an alternati ve to the implicit-explicit distinction ill explaining dissociations in inf ancy.