Recent research findings have indicated that the human brain has two different learning domains: Implict and Explicit. The implicit domain involves the motor, perceptual and abstract thinking and reasoning skills with learning occurring without a person’s awareness even after a stroke or severe traumatic brain injury. It is theorized that the implicit learning domain forms the foundation for all purposeful or explicit learning, i.e., academic study that requires a high level of concentration over a period of time. However, the brain that has been underdeveloped or compromised may struggle to learn explicit information if the brain lacks a foundation that helps to make sense of what is being taught. The implicit learning domain is developed through the senses; therefore, after a brain assault, it is important for a survivor to keep physically active, mentally involved on a regular basis, and learning new things daily to keep the brain stimulated.
The implications of this research has significant consequence in homes, the work place or classroom settings where individuals are expected to perform explicit learning behaviors that prepare them to multi-task, learn new procedures or applications, and/or take performance tests. Without a well developed implicit learning domain, individuals will often not be able to properly process information adequately or quickly, thus leading to errors and/or failure to perform. As the speed of cognitive processing is increased, the motor, perceptual and abstract thinking abilities are positively affected.
The implicit learning domain of the brain can be substantially developed as the brain is challenged to respond to a regimen of stimulating cognitive activities. This cognitive improvement can significantly affect one’s short term and long term memory, including movement and balance.