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Explicit learning is a more conscious operation where the individual makes and tests hypotheses in a search for structure.

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Explicit knowledge exists as declarative facts that can only be accessed through the application of attentional processes. Explicit knowledge is learneable at any age, in the explicit knowledge, the metalinguistic knowledge is encouraged.

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Implicit learning is nonepisodic learning of complex information in an incidental manner, without awareness of what has been learned.

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Implicit learning experiments use
3 different stimulus structures (visual, sequence, and function)

and 3 different dependent measures of response modalities (conceptual fluency, efficiency, and prediction and control).

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 2.4 Implicit learning is generally characterizes as learning that proceeds both unintentionally and unconsciously.

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 2.4 Implicit learning is generally characterizes as learning that proceeds both unintentionally and unconsciously.

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We are in a B1 English class with the subject of quantifiers, the explicit way to intervene is with the direct verbal explanation of the use of these expressions, here where the focus is on their verbal use and to make known the importance of their use in the daily life. To achieve this we will recreate two scenes, the first making a market and the second preparing a recipe. Each of the students will choose which one they prefer and will carry out a recorded dialogue interpreting one of these two situations. We will visualize the implicit learning when the student involves the content and its use through the dynamics of the activity.

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Conclusions
Within learning we find indirect and direct intervention methods that involve areas such as speed of learning, type of mental representation and ease of acquiring knowledge, there is where we must take into account what the needs of the students are and which would be the most appropriate for apply jointly without forgetting the central focus that is intended to enhance or develop.

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The dependence of implicit learning on particular areas is discussed, some conclusions are drawn for modeling Implicit learning, and the interaction of implicit and explicit learning is considered.

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The result of implicit learning is implicit knowledge in the form of abstract (but possibly instantiated) representations rather than verbatim or aggregate representations. Implicit learning shows biases and dissociations in learning different stimulus structures.

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Some key words!
Intentionally
Automatically
Conscious
Holistic
Analitical process
Verbalize