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The Biological Basis of Learning and Individuality
Elementary aspects of the neuronal mechanisms important for several different types of learning can now be studied on the cellular and even on the molecular level. Researchers agree that [some] forms of learning and memory require a conscious record. These types of learning are commonly called declarative or explicit. Those forms of learning that do not utilize conscious participation are referred to as non-declarative or implicit.
Explicit learning is fast and may take place after only one training trial. It often involves association of simultaneous stimuli and permits storage of information about a single event that happens ∈a particular time and place; it therefore affords a sense of familiarity about previous events. In contrast, implicit learning is slow and accumulates through repetition over many trials. It often involves association of sequential stimuli and permits storage of information about predictive relations between events. Implicit learning is expressed primarily by improved performance on certain tasks without the subject being able to describe just what has been learned, and it involves memory systems that do not draw on the contents of the general knowledge of the individual.
The existence of two distinct forms of learning has caused the reductionists among neurobiologists to ask whether there is a representation on the cellular level for each of these two types of learning process. Canadian psychologist Donald O. Hebb boldly suggested that associative learning could be produced by a simple cellular mechanism. He proposed that associations could be formed by coincident neural activity: “When an axon of cell A ... excite[s] cell B and repeatedly or persistently takes part ∈ firing it, some growth process or metabolic change takes place ∈ one or both cells such that A’s efficacy, as one of the cells firing B, is increased.” According to Hebb’s learning rule, coincident activity ∈ the presynaptic and postsynaptic neurons, is critical for strengthening the connection between them (a so-called pre-post associative mechanism).
(Scientific American, julho de 2014.)
No trecho do segundo parágrafo “without the subject being able to describe”, a palavra em destaque significa, no contexto, em português,
