Explicit pre-training instruction does not improve implicit perceptual-motor sequence learning
Explicit pre-training instruction does not improve implicit perceptual-motor sequence learning is a scholarly work, published in 2012 in ''Cognition''. The main subjects of the publication include cognition, memorization, motor learning, explicit memory, tacit knowledge, procedural memory, executive functions, perception, psychology, sequence learning, cognitive psychology, cognitive science, Serial reaction time, implicit learning, explicit knowledge, implicit memory, task, recall, and dissociation. Memory systems theory argues for separate neural systems supporting implicit and explicit memory in the human brain.