Implicit learning is the learning of complex information in an unintentional manner, without awareness of what has been learned.[1] According to Frensch and Rünger (2003) the general definition of implicit learning is still subject to some controversy, although the topic has had some significant developments since the 1960s.[2] Implicit learning may require a certain minimal amount of attention and may depend on attentional and working memory[3] mechanisms. The result of implicit learning is implicit knowledge in the form of abstract (but possibly instantiated) representations rather than verbatim or aggregate representations,[4] and scholars have drawn similarities between implicit learning and implicit memory.
Examples from daily life, like learning how to ride a bicycle or how to swim, are cited as demonstrations of the nature of implicit learning and its mechanism. It has been claimed that implicit learning differs from explicit learning by the absence of consciously accessible knowledge. Evidence supports a clear distinction between implicit and explicit learning; for instance, research on amnesia often shows intact implicit learning but impaired explicit learning. Another difference is that brain areas involved in working memory and attention are often more active during explicit than implicit learning.[5]
^Sun, Ron (2008). The Cambridge handbook of computational psychology. Cambridge: Cambridge University Press. ISBN 9780521857413.
^Cite error: The named reference Frensch was invoked but never defined (see the help page).
^Schmidt, James R.; Houwer, Jan De; Besner, Derek (2010-03-01). "Contingency learning and unlearning in the blink of an eye: A resource dependent process". Consciousness and Cognition. 19 (1): 235–250. doi:10.1016/j.concog.2009.12.016. hdl:10012/4611. ISSN 1053-8100. PMID 20116294. S2CID 44789881.
^Seger, C. A. (March 1994). "Implicit learning". Psychol Bull. 115 (2): 163–96. doi:10.1037/0033-2909.115.2.163. PMID 8165269.
^Cleeremans, Axel (1996). Principles of Implicit Learning. In D. Berry (Ed.), How implicit is implicit learning?. Oxford: Oxford University Press. pp. 196–234.
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