Background: There is a dearth of research on the roles of non-declarative (implicit) learning linked to the striatum and declarative (explicit) learning associated with the medial temporal lobes as predictors of academic attainment.
Methods: Participants were 120 undergraduate students, studying Psychology or Engineering, who completed several long-term memory tests.
Results: There was a significant interaction between the groups (Psychology or Engineering) and task type (declarative or non-declarative): Engineers performed better at declarative and psychologists at non-declarative learning. Furthermore, non-declarative but not declarative learning scores were significant correlates of academic achievement (r = 0.326, p < .05). Moreover, competitive modulation (activation of non-declarative learning in conjunction with deactivation of declarative learning) was a significant predictor of future academic achievement in both psychology (r = 0.264, p < .05) and Engineering (r = 0.300, p < .05) groups.
Conclusions: The results confirm that these declarative and non-declarative systems interact competitively and that the extent of this competition may have implications for understanding educational attainment.
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