This research used a synthetic grammar learning model to test implicit learning.

Another difference is that brain areas involved in working memory and attention are often more active during explicit than implicit learning.

The definition of the concept of implicit learning is still developing and subject to controversy.

Due to such large differences in the understanding of implicit learning, some scientists even argue that the concept does not exist.

Reber's early contributions to implicit learning opened up the topic as a field of study.

In subjective testing, implicit learning occurs when participants who show above chance performance have no knowledge of their judgements.

The field of implicit learning has been subject to debate due to its methodology.

The speed and duration of the tests is also important in measuring implicit learning.

In implicit learning, transfer of the acquired knowledge is generally weak.

Studies show that knowledge gained through implicit learning is only limited transfer to structurally similar tasks.