Discussing Evidence: Explicit and Implicit Memory's Neural Systems

This essay explores the evidence that explicit and implicit memory learning processes depend on distinct neural systems. It defines explicit memory as declarative, conscious memory, and implicit memory as non-declarative, unconscious memory. The essay highlights the differences in working memory capacity and age dependency between the two types of memory. It discusses how explicit memory is related to neurons and long-term information storage, while implicit memory is short-term and experiential, influencing behavior. The essay also examines the neural systems involved in emotion regulation, including distraction and reversal learning, and how these processes are linked to cognitive consciousness and stimuli changes. Furthermore, it touches on the circumstances where one system may dominate in controlling behavior, such as in cases of neurological disorders like epilepsy, and the influence of the central nervous system on behavior and response generation. The essay concludes by emphasizing the interdependence of learning, memory, individual personality, and the neural systems involved.

Discuss the evidence that
explicit and implicit memory
learning processes depend
on different neural systems.

Table of Contents
INTRODUCTION...........................................................................................................................3
REFERENCES................................................................................................................................2

Topic
The ability to learn depends on human behavior. The learning process plays crucial role in
individual life. Explicit memory is referred to as declarative one which is based on
consciousness. Implicit is non declarative one as it is based on non consciousness (Ullman,
2016). There is also difference in both memories in terms of high working memory capacity and
it is also age dependent which means an adult is less responsive to learn new things. It is
predicted that rate of learning depend on adaptation task. There is overlap in neural activity. It
has been observed that when participants are given explicit strategy it is override by implicit
learning.
Explicit and implicit memory in learning process.
Explicit memory helps in learning things for long time. It is directly related to neurons.
The information is stored in memory for long duration (Braunstein, Gross & Ochsner, 2017).
Besides this, knowledge gained is easily applied to recall something back. Implicit memory is
short term and is experiential form. it highly influences memory of person and their behavior.
There is relationship between memory and WMC. Usually, a positive relation is there
with explicit one and negative with implicit. Memory capacity can not be increased with implicit
one. Individual learn but with subconscious mind.
Learning process is related to emotions of individual. Basically, emotion regulation is
controlled in two ways. In explicit behavior is related to distraction, reversal learning. Explicit
controlled emotion regulation strategies are consciously initiated by individuals who are
aware that they are regulating and are supported by controlled processes. Implicit control
emotion regulation is engage in control process. Affective stimuli changes responses and
affect behavior. In reversal learning person learns that one stimulus of a pair is initially
associated with reward, but then this association flips and affective values associated with
both stimuli. In this learning is improved (Christou & et.al., 2016) Neural systems regulate
cognitive consciousness. It produces specific type of sensory information. The stimuli
change with learning experience. Since the functionality of declarative and procedural
memory seems to change over the course of childhood might be differentially effective for
language learning at different ages. Implicit is controlled by stimuli change in brain.

In long term explicit memory influence behavior that enables in learning. This also
increases capacity of memory. In deep learning explicit memory work with CNS to provide
instant response. The cognitive response depends on learning process and behavior of individual.
There is also adaption of implicit in this as person who have low memory capacity rely on it. It
can be stated that the level of MC is similar in both explicit and implicit one. Neural system
consists of stimuli, neurons, etc. it is also divided into certain parts. The response and stimuli
generated is from different parts. Besides this, many times in learning process response
generated is related to nervous system.
Basically, in order to improve knowledge declarative memory is used. In explicit memory
information is learned rapidly. This is because there is only one stimuli exposure in it. So, there
is repetition of info which improves memory and increases its capacity. Implicit knowledge
depends on network connection (Cowan, 2017). Thus, only skills can be learned through it.
There are some factors as well that affect the learning process. As explicit requires knowledge
and then abilities to acquire it. Therefore, it relies on nervous system. So, in retaining learning it
will depend on which system is more reliable. This will reflect on how well knowledge is been
gained. Furthermore, it depends on gender and age as well.
Learning and memory are interdependent on the individual personality and it also
depends on neural system but has direct relationship with the underlying other neuro biological
system. There is also adoption of several techniques since birth of child that assist in shaping the
levels of using sub conscious mind and improved memory level. For example- parents mostly
implement different types of memory improvement techniques and use of learning tools to
promote specific hobby.
Circumstances does one system come to predominate in the control of behavior over the
other system
There are many circumstances in which nervous system dominate and control human
body. Due to this behavior is highly affected. The circumstances can be related to epilepsy and
seizures. It is a disorder that may occur due to genetic loss. A person may be susceptible to have
recurrent. In this brain can create confusion and this impact well being of the CNS and individual
behavior approaches towards different scenarios in entire life span. It might start dominate over
certain system. Here, central nervous system dominates behavior as it reacts to stimuli. It
happens in circumstances when instant response is generated (LeDoux & Daw, 2018). When

CNS control it forces individual either to reach in harsh or calm way. The behavior also depends
on learning process of individual. Sometimes, behavior can be controlled by CNS through
response of stimuli. It is related to content of nervous system. Here, PNS holds mind but do not
control it. This is limited until cognitive control is not required. Basically, CNS control entire
body and regulate it. The stimuli are generated through neurons. Generally,
It can be analysed that human behaviour is also influenced by learning process. Implicit
and explicit are memory types. The benefit of high MC can be increased with explicit one. Here,
individual differences may develop in personality traits. This may affect their process of
learning. Thus, behaviour is also affected and changing response. Working memory is a state
where of continuous response of things (Marblestone, Wayne & Kording, 2016). But in this
limited information is gained. It is due to cognitive system that manipulates things. In certain
circumstances central nervous system dominates other nervous system.

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REFERENCES
Books and Journals
Braunstein, L. M., Gross, J. J., & Ochsner, K. N. (2017). Explicit and implicit emotion
regulation: a multi-level framework. Social cognitive and affective neuroscience. 12(10)
1545-1557.
Christou, A. I., Miall, R. C., McNab, F., & Galea, J. M. (2016). Individual differences in explicit
and implicit visuomotor learning and working memory capacity. Scientific reports, 6,
36633.
Cowan, N. (2017). The many faces of working memory and short-term storage. Psychonomic
bulletin & review. 24(4). 1158-1170.
LeDoux, J., & Daw, N. D. (2018). Surviving threats: neural circuit and computational
implications of a new taxonomy of defensive behaviour. Nature Reviews
Neuroscience. 19(5), 269.
Marblestone, A. H., Wayne, G., & Kording, K. P. (2016). Toward an integration of deep learning
and neuroscience. Frontiers in computational neuroscience. 10. 94.
Ullman, M. T. (2016). The declarative/procedural model: a neurobiological model of language
learning, knowledge, and use. In Neurobiology of language (pp. 953-968). Academic
Press.
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