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Related Experiment Videos

Transfer and retention of implicit and explicit learning

Y S Lee1, D A Vakoch

  • 1Department of Psychology, Chinese University of Hong Kong, Shatin, New Territories, Hong Kong.

British Journal of Psychology (London, England : 1953)
|November 1, 1996
PubMed
Summary

Implicit learning showed negative transfer, while explicit learning demonstrated positive transfer between tasks. Explicit knowledge decreased over time, but implicit knowledge remained stable, suggesting distinct learning systems.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience

Background:

  • Implicit and explicit learning represent distinct cognitive processes.
  • Understanding their interaction and transfer is crucial for cognitive theories.

Purpose of the Study:

  • To investigate the transfer of learning between implicit and explicit rule-learning tasks.
  • To differentiate the characteristics of implicit versus explicit knowledge retention.

Main Methods:

  • Two parallel rule-learning tasks were employed: a complex task for implicit learning and a simple task for explicit learning.
  • Transfer effects were assessed based on prior learning experiences.
  • Knowledge retention was re-evaluated after a one-week interval.

Main Results:

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  • Implicit learning exhibited negative transfer from prior implicit learning.
  • Explicit learning demonstrated significant positive transfer from prior explicit learning.
  • Explicit knowledge showed a decline after one week, whereas implicit knowledge remained consistent.

    • Conclusions:

    • Implicit and explicit learning involve functionally different systems.
    • These findings support a dual-system model of learning and memory.
    • The distinct transfer and retention patterns highlight the unique nature of each learning system.