Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
10457777 | Cognition | 2013 | 11 Pages |
Abstract
⺠The effect of explicit instruction on subsequent implicit learning was examined. ⺠Explicit instruction did not increase the rate of sequential skill learning. ⺠Explicit knowledge does not transfer to increased implicit learning. ⺠The lack of transfer supports multiple memory systems theory over single system. ⺠Separate implicit and explicit representations contribute to skill learning.
Related Topics
Life Sciences
Neuroscience
Cognitive Neuroscience
Authors
Daniel J. Sanchez, Paul J. Reber,