Dienes and Perner propose a theory of implicit and explicit knowledge that is not entirely complete. It does not address many of the empirical issues, nor does it explain the difference between implicit and explicit learning. It does, however, provide a possible unified explanation as opposed to the more binary theories like the systems and the processing theories of implicit and explicit memor...

Visuomotor adaptation has been thought to be an implicit process that results when a sensory-prediction error signal is used to update a forward model. A striking feature of human competence is the ability to receive verbal instructions and employ strategies to solve tasks; such explicit processes could be used during visuomotor adaptation. Here, we used a novel task design that allowed us to o...

Memory systems theory argues for separate neural systems supporting implicit and explicit memory in the human brain. Neuropsychological studies support this dissociation, but empirical studies of cognitively healthy participants generally observe that both kinds of memory are acquired to at least some extent, even in implicit learning tasks. A key question is whether this observation reflects p...

Knowledge can be acquired through either an explicit or implicit learning process. Knowledge produced by an explicit learning process is explicit and can be verbalized; on the other hand, knowledge accumulated by way of an implicit learning process is implicit and difficult to be articulated. The distinctive characteristics of these two processes have attracted attention in psychology domain. I...

Some research indicates that explicit learning of a sequence can impair procedural learning, particularly in populations with reduced cognitive capacity. However, these studies usually do not distinguish the effects of explicit processes on procedural learning from their effects on performance. The current study demonstrates that explicit learning affects performance, but not procedural sequenc...

researchers have suggested that interactional feedback which is between teacher and learner during their writing is associated with l2 learning because it prompts learners to notice l2 forms. this paper reports a classroom-based study that investigated the role of feedback in socio-cultural theory. in this study, 12 efl learners performed on three writing tasks and were provided with a three-st...