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It is a feature of human cognition, for example in this case language comprehension and production, intuitive decision making and social interaction are largely dependent on implicit (unconscious) knowledge.

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There is an approach called sequence learning, in which explain that there are temporal patterns of event that helps you to learn because thanks to this patterns and combinations people can learn by stimuli and responses and the task appears to tap associate learning involving central representations that incorporate input and output information.
Freedberg, M. V., Schacherer, J. & Hazeltine, E. (2016). Incidental learning of rewarded associations bolsters learning on an associative task.

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Explicit instruction is underlined by a learning theory known as the "information processing model." It is based on the assumption that we only remember what we think and continue to think. For example, if you can remember the phone number associated with your cell phone, it should be because you use it every day.
Halford, G. S., & Andrews, G. (2011). Information-processing models of cognitive development

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Rosamond Mitchell specified that explicit instruction is also known as "fully guided". This guide is provided by teachers reviewing previously learned knowledge and skills to become automatic.

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Jason E. Plaks, in Advances in Experimental Social Psychology, 2017

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Jason E. Plaks, in Advances in Experimental Social Psychology, 2017

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Implicit theories, on the other hand, need not be shared nor tested. They are held by parents and teachers.

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Jason E. Plaks, in Advances in Experimental Social Psychology, 2017

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Jason E. Plaks, in Advances in Experimental Social Psychology, 2017

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Explicit theories are scientific. They are held by researchers, scientists, and anyone who must articulate ideas.