Explicit pre-training instruction does not improve implicit perceptual-motor sequence learning
Daniel J. Sanchez, Paul J. Reber
D.J. Sanchez, P.J. Reber / Cognition 126 (2013) 341–351
Explicit pre-training instruction led to robust explicit knowledge, but sequence learning did not benefit from
the contribution of pre-training sequence memorization. The lack of an instruction benefit suggests that during skill learning, implicit and explicit memory operate independently. While healthy participants will generally accrue parallel implicit and explicit knowledge in complex tasks, these types of information appear to be separately represented in the human brain consistent with multiple memory systems theory.