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Explicit knowledge refers to the conscious awareness of language rules and structures. [1] Learners gain explicit knowledge through direct instruction, studying grammar explanations, or engaging in metalinguistic discussions. Unlike implicit knowledge, explicit knowledge can be verbalized.
DeKeyser used an artificial language, in which learners were given form-focused instruction. One group were given explicit-deductive instruction and the other group were given implicit-deductive instruction. Learners were judged on their ability to use the rules by a computerized judgement test and a computerized production task.
Implicit learning is a strong contributor to the development of stereotypes, and it can be adapted to change stereotypes as well. [19] Implicit learning paradigms may be modified to change a variety of stereotypes one holds against others or oneself and thus can be used to reduce depression associated with prejudice (i.e., "deprejudice").
One example of how explicit and implicit memory works together is driving a car. “At once, we must remember the directions (explicit) of where we are headed while also remembering how to drive ...
Tacit knowledge or implicit knowledge is knowledge that is difficult to extract or articulate—as opposed to conceptualized, formalized, codified, or explicit knowledge—is more difficult to convey to others through verbalization or writing. Examples of this include individual wisdom, experience, insight, motor skill, and intuition. [1]
For example, throughout their article, Alemi and Tayebi (2011) talk of “incidental and intentional” vocabulary learning, as does also Hulstijn (2001). Expanding the terminology even further, Gu (2003) uses the terms “explicit and implicit learning mechanisms” throughout his article in discussing the second language learning strategies.
Explicit knowledge (also expressive knowledge) [1] is knowledge that can be readily articulated, conceptualized, codified, formalized, stored and accessed. [2] It can be expressed in formal and systematical language and shared in the form of data, scientific formulae, specifications, manuals and such like. [ 3 ]
Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction , refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s.