An exploration of implicit and explicit learning and skill level in complex dynamic systems

Abstract

This paper examines the effect that mode of learning and level of skill have on performance of complex tasks. Research on the control of complex, dynamic systems has identified two modes of learning; explicit learning, which occurs under conscious awareness and implicit learning. which has been described as the acquiring of abstract complex knowledge in a relatively non-conscious manner (Reber. 1967). Skill level was manipulated at three levels: no prior training, two training trials and five training trials. Explicit learning was induced using the “think aloud” technique. Subjects learning implicitly were required to perform a secondary verbal task designed to occupy abstract working memory and to prevent explicit learning. Significant differences in skill levels were found in relation to task performance, ability to verbalise performance strategies and the number of errors made. Significant differences in modes of learning were not found on any of these dimensions. This study suggests that despite its a...