To help clarify the relationship between implicit learning and explicit learning, we investigated the conscious movements by recording event-related potentials (ERPs) during sequence learning. This learning included five learning courses and one detecting learning course, with both implicit learning and explicit learning involved. The result reflected implicit learning was predominate (with lowest awareness) in the first and second learning courses, and explicit learning was predominate (with highest awareness) in the third learning course, followed by the coaction of implicit learning and explicit learning (with intermediate awareness) in the fourth and fifth learning courses. The conscious movements indicate the dynamic transition between implicit learning and explicit learning during learning courses, suggesting the complexity of brain processing.
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