implicit learning

Little information is available regarding the process by which children acquire new motor skills. This study aimed to explore both explicit and implicit motor learning capabilities in preschool and elementary school girls.

To achieve the research objectives, a sample of 60 novice female participants within the age range of 5 to 10 years was selected from the available population. The participants were randomly assigned to six experimental groups, each consisting of 10 individuals. These groups included 5-year-olds - explicit, 5-year-olds - implicit, 7-year-olds - explicit, 7-year-olds - implicit, 10-year-olds - explicit, and 10-year-olds - implicit. Serial reaction time task software was used to assess the performance of the participants in motor tasks. The study comprised two phases: acquisition, involving the performance of 8 motor blocks, and retention, involving the performance of two motor blocks. One day after the acquisition phase, the participants participated in the retention test. 

The results indicated significant improvements in both explicit and implicit learning of participants over time (p < 0.05). Furthermore, the retention test revealed significant improvements in response time for the implicit learning groups, with greater progress observed in 10-year-olds and 7-year-olds compared to 5-year-olds (p < 0.05). 

According to the findings of the research, it can be said that there is an implicit learning capability in preschool and elementary school girls, and utilizing the implicit learning method in teaching motor skills to these individuals enhances both performance and learning outcomes.‎

The aim of this study was to compare the effect of deductive and inductive training on acquisition and retention of dart throwing at 7 to 10 years’ children. 24 female student aged between 7 to 10 of Tehran city selected purposefully and divided in inductive education (IE) and deductive education (DE) training groups. Initially, a dart throwing training session was arranged for the participants. All subjects performed one block of 10 trial dart throwing in pre-test then IE and DE according to its own training protocol performed 2 block of 10 trial for 12 sessions. After completion of 12 sessions, a post-test (acquisition test) was performed. 48 After the acquisition test, the retention test was performed. The results showed that the deductive group had better performance in the acquisition and retention rather than inductive group. Therefore, it is suggested that coaches and teachers use deductive learning as a substitute for appropriate training rather than learning in the usual manner and explicit.

The aim of this study was to investigate the effect of contextual interference in implicit and explicit condition on the coordination and motor function in slow- learning children.For this purpose,60 slow- learning children with a mean age of12.28±0.80years where selected in available.After obtaining the terms of entry and consent, based on the pretest scores were divided into four groups(explicit practice without interference, explicit practice with interference,implicit practice without interference,implicit practice with interference).IQ was measured using Wechsler's Intelligence Test, fourth edition, bimanual coordination by the Vienna test and performance with a rotatory follow-up device. Then, the Four-session training (four blocks - nine attempts per session) was performed with a Pursuit rotatory in their special training sessions. After four sessions of training, the participants of the group were again measured in the above variables and the results were recorded as a post-test. For analysis of data, outcomes of the groups were analyzed by mixed analysis of variance 2(learning type)× 2(practice conditions) at post-test and retention stages at a significant level (p≤0.05).The results show that there is no difference between implicit and explicit learning in the acquisition and retention test (p<0.05).There is no difference between implicit and explicit learning in acquiring motor function (p<0.05).But in retention of motor performance, the difference between implicit and explicit learning was significant (p<0.05) and implicit learning showed better performance. In general, it can be said that in slow- learning children, the situation with the interaction of the implicit learning background leads to better memorization.

One of the main concerns of motor learning professionals is how to plan skills training sessions to optimize the amount of learning. The purpose of the present study was to determine whether errorless training is effective in learning the Aiming skill in adolescents.

The present study was semi-experimental with four experimental groups. 40 adolescents with an average age of 12 years (range from 11 to 13 years old) were randomly assigned to four training groups. The task was to throw basketball balls into concentric goals. The subjects performed 200 exercise attempts at the acquisition stage in five exercise blocks. Single task and dual task tests were implemented immediately, 24-hour latency and one week's delay.

The results of the study showed that the groups with the least error and the least involvement in work memory during the exercise were better in acquisition stage, the single task test and in dual task test compared to other groups.

The findings of this study are consistent with the Adam's closed loop theory, the reinvestment theory, and somewhat consistent with the estimates of the challenge point framework regarding the error in the acquisition stage, but these findings are somewhat contradictory with the estimates of the schema theory.