Implicit Versus Explicit Learning a Novel Skill for High School Students.

Abstract

The aim of the study was to compare the effects of implicit learning using dual task-paradigm, with explicit learning on learning a novel skill, and if the performance is maintained over a prolonged period of time. Twenty-six high school adolescents (n = 26, boys n = 15, girls n = 11, age: 16 ± 0.66 years) performed a four-week front-flip learning program, where participants underwent two hours front flip practice in total between the pre- and post-test session followed by two tests; three and six months after the post-test, in which the front-flip was not practiced. Performance was evaluated by two independent gymnastics judges. Both groups increased performance at the post test, with significantly higher scores in the explicit group compared with the implicit group. Probably benefiting from error correction to select positive action outcomes and avoid negative ones consciously. However, the explicit group was also the only group that significantly decreased performance again at first retention test, suggesting that their reliance on the retrieval of declarative knowledge from working memory was subject to decay. While it seems that performance learned via implicit learning may deteriorate more slowly, but also continuously throughout six months suggesting that the directly accumulated procedural knowledge may need for proper reinforcement and practice.