The aim of this research was to examine the occurrence of the Zeigarnik effect, the phenomenon of improved memory for unfinished tasks, in implicit and explicit memory. The research was conducted electronically, using an online questionnaire, and the sample consisted of 295 subjects aged 18 to 75. The 2x2 research design was used to examine the influence of two variables, interrupted/uninterrupted task sequence and implicit/explicit memory. All groups were given a task of reading the same short text, but some were instructed to try to understand the text, while others were instructed to try to remember as many words as possible from the text, depending on the type of memory. The instruction created an expectation of multiple-choice questions after reading the text, to check understanding/memory. The questions had the purpose of marking the end of the sequence reading - questions, and depending on the type of sequence, appeared in different places in the questionnaire, and depending on the type of memory, their content also differed. The unannounced word completion task was given at a certain place in the questionnaire, depending on the type of sequence, and the instruction was to complete the word fragments with the first word that came to mind. All fragments could be completed with words from the text (target words), but also with words that were not in the text. The number of reproduced words from the text was determined for each subject and the average number of target words between interrupted and uninterrupted sequences in each type of memory was compared. The Zeigarnik effect occurred in implicit memory, with a smaller number of reproduced target words, but it did not occur in explicit memory, where an equal but larger number of target words was reproduced in both types of sequences.