Comparison of Explicit Learning and Implicit Learning in Children with Intellectual Disability

The aim of this research is to compare explicit and implicit learning in children with intellectual disability.
In this semi experimental study¡ 16 boys with age 8 to 12 according to IQ (50-70) randomly were selected randomly and participants were assigned according to age and IQ into two groups homogenous. At the first day of the research¡ participants in both groups performed a serial reaction time task with 10 blocks by right hand. In retention test was performed 2 blocks. ANOVA repeated measure¡ paired t-test and independent t- test was used for analysing data.
The results showed that response time and error decrease in both explicit and implicit groups. Comparing the two types of learning showed that speed (reaction time) and accuracy (correct answers) in implicit group were improved. According to the results¡ implicit learning group was improved.
Therefore¡ it is better that implicit condition be used for motor skill in people with intellectual disability.