‘Memory is a fascinating and intricate process that allows us to retain and recall information. But did you know that not all memories are created equal? Some are easy to access, and we recall them consciously. Others happen beneath our awareness, influencing our behaviour without us even noticing it.

Implicit memory refers to when we recall information or skills we’ve acquired through past experiences. It operates outside of our conscious awareness and affects our behaviour and actions without us intentionally thinking about it.

On the other hand, explicit memory involves conscious recollection of facts, events and experiences. It is the type of memory that we access and retrieve intentionally. For instance, when students revise for an exam and consciously recall specific information, they are utilising their explicit memory.’

(https://www.innerdrive.co.uk/blog/implicit-vs-explicit-memory/)

Explicit memory is used for conscious learning and fact retrieval, while implicit memory supports automatic skills and habits. Think of your brain in the classroom as having two different “operating systems”: one that’s loud and deliberate, and one that’s quiet and automatic.

Explicit Memory

This is the one we usually associate with school. It’s conscious and intentional —basically, any time a student is trying to “save” or “load” information.

Implicit Memory

This is the “sneaky” learner. It’s unconscious and happens through doing rather than studying.

Both are crucial for learning, with effective education strategies blending the two to improve student performance. For example, a teacher might explicitly teach a grammar rule (explicit memory) and then have students practice writing sentences until it becomes natural (implicit memory). 

 This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.