Effect of implicit and explicit learning on the dart throwing task in the morningness-eveningness people

Abstract

The interaction of constraints causes learning. It was examined how explicit and implicit learning affected the dart-throwing task in morningness-eveningness people to test this claim. 120 morning-type individuals (AgeM ± SD = 23.38 ± 2.58) were chosen using the MESSi questionnaire. Then, randomly divided into four 30-person groups: explicit morning practice, implicit morning practice, explicit evening practice, and implicit evening practice. Each group received 10 training sessions (3 sets of 10 attempts). Mixed ANOVA (4x4) demonstrated significant main effects of different tests, group, and group test interaction. Additionally, Tukey's test demonstrated that explicit training groups outperformed implicit training groups in both immediate and delayed retention tests. The retention test with a two-week delay and transfer test outperformed explicit training groups. So, it can be said to some extent that implicit practice outperforms explicit. Learning will last longer if this practice is based on individual characteristics like circadian rhythm.