David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Mind and Society 10 (2):103-129 (2011)
May implicit and explicit collaboration influence text comprehension and spatial recognition interaction? Visuospatial representation implies implicit, visual and spatial processing of actions and concepts at different levels of awareness. Implicit learning is linked to unaware, nonverbal and prototypical processing, especially in the early stages of development when it is prevailing. Spatial processing is studied as knowledge prototypes , conceptual and mind maps . According to the hypothesis that text comprehension and spatial recognition connecting processes may also be implicit, this paper analyzes the possibility to identify and to define implicit non verbal criteria for organizing concepts into spatial representation. The focus of the research question is if prototypical processing (mainly implicit, but also explicit) criteria of conceptual organization may be model based. According to Thinking Prototypes Theory , explicit knowledge could be supported by implicit models of basic processing. On implicit side, conceptual development could be the resultant of the increasing complexity of prototypical implicit models interaction during individual lifespan, as in conceptual change research explicit conceptual development may be dependent on correlation . Unlike Theory Theory in Thinking Prototypes Theory implicit processing may collaborate with explicit knowledge without transforming itself from implicit to explicit. Prototypical implicit processing is considered as an entanglement of basic functions operating synergically in a complex way. Prototypical implicit processing units may be classified as far as they concern different basic thinking operations ( add , chain , each , compare , focus and link ). The experimental design was developed with primary school students in Naples
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Arthur S. Reber (1993). Implicit Learning and Tacit Knowledge: An Essay on the Cognitive Unconscious. Oxford University Press.
Arthur S. Reber (1989). Implicit Learning and Tacit Knowledge. Journal of Experimental Psychology 118:219-35.
Arthur S. Reber (1992). The Cognitive Unconscious: An Evolutionary Perspective. Consciousness and Cognition 1 (2):93-133.
Jill H. Larkin & Herbert A. Simon (1987). Why a Diagram is (Sometimes) Worth Ten Thousand Words. Cognitive Science 11 (1):65-100.
Keith E. Stanovich (2009). Distinguishing the Reflective, Algorithmic, and Autonomous Minds: Is It Time for a Tri-Process Theory. In Keith Frankish & Jonathan St B. T. Evans (eds.), In Two Minds: Dual Processes and Beyond. Oxford University Press 55--88.
Citations of this work BETA
Flavia Santoianni (2011). Educational Models of Knowledge Prototypes Development. Mind and Society 10 (2):103-129.
Similar books and articles
Ron Sun, Incubation, Insight, and Creative Problem Solving: A Unified Theory and a Connectionist Model.
Robert Mathews & Ron Sun, The Symposium on the Synergy Between Implicit and Explicit Learning Processes.
Niels A. Taatgen (1999). Implicit Versus Explicit: An ACT-R Learning Perspective. Behavioral and Brain Sciences 22 (5):785-786.
Arthur Markman, W. Maddox & G. C. Baldwin (2007). Using Regulatory Focus to Explore Implicit and Explicit Processing in Concept Learning. Journal of Consciousness Studies 14 (s 9-10):132-155.
Josef Perner & W. Clements (2000). From an Implicit to an Explicit "Theory of Mind". In Yves Rossetti & Antti Revonsuo (eds.), Beyond Dissociation: Interaction Between Dissociated Implicit and Explicit Processing. John Benjamins
Christian Lebiere & Dieter Wallach (1999). Implicit and Explicit Learning in a Hybrid Architecture of Cognition. Behavioral and Brain Sciences 22 (5):772-773.
Richard A. Carlson (1999). Implicit Representation, Mental States, and Mental Processes. Behavioral and Brain Sciences 22 (5):761-762.
Yves Rossetti (ed.) (2000). Beyond Dissociation: Interaction Between Dissociated Implicit and Explicit Processing. Amsterdam: J Benjamins.
Robert F. Bornstein (1999). Unconscious Motivation and Phenomenal Knowledge: Toward a Comprehensive Theory of Implicit Mental States. Behavioral and Brain Sciences 22 (5):758-758.
C. MacLeod (1998). Implicit Perception: Perceptual Processing Without Awareness. In K. Kirsner & G. Speelman (eds.), Implicit and Explicit Mental Processes. Lawrence Erlbaum
Ted Ruffman (1999). Applying the Implicit-Explicit Distinction to Development in Children. Behavioral and Brain Sciences 22 (5):783-783.
John R. Vokey & Philip A. Higham (1999). Implicit Knowledge as Automatic, Latent Knowledge. Behavioral and Brain Sciences 22 (5):787-788.
Gerard O'Brien & Jonathan Opie (1999). What's Doing the Work Here: Knowledge Representation or the HOT Theory? Behavioral and Brain Sciences 22 (5):778-9.
Added to index2011-10-11
Total downloads10 ( #332,048 of 1,796,258 )
Recent downloads (6 months)1 ( #468,795 of 1,796,258 )
How can I increase my downloads?