David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
We believe that the distinction between procedural and declarative knowledge unnecessarily confounds two issues: action-centeredness and accessibility, and can be made clearer through separating the two aspects. The work presents an integrated model of skill learning that takes into account both implicit and explicit processes and both action-centered and non-action-centered knowledge. We examine and simulate human data in the Letter Counting task. The work shows how the data may be captured using either the action-centered knowledge alone or the combined action-centered and non-action-centered knowledge. The results provide a new perspective on skill learning.
|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
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Keith Hossack (2003). Consciousness in Act and Action. Phenomenology and the Cognitive Sciences 2 (3):187-203.
David-Hillel Ruben (2010). The Causal and Deliberative Strength of Reasons for Action. In J. Aguilar & A. Buckareff (eds.), Causing Human Action: New Perspectives on the Causal Theory of Action. Bradford
Giovanni Pezzulo (2011). Grounding Procedural and Declarative Knowledge in Sensorimotor Anticipation. Mind and Language 26 (1):78-114.
Nicolas Georgieff & Yves Rossetti (1999). How Does Implicit and Explicit Knowledge Fit in the Consciousness of Action? Behavioral and Brain Sciences 22 (5):765-766.
Ron Sun (2005). The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach. Psychological Review 112 (1):159-192.
Edward Merrillb & Todd Petersonb (2001). From Implicit Skills to Explicit Knowledge: A Bottom‐Up Model of Skill Learning. Cognitive Science 25 (2):203-244.
Added to index2009-06-13
Total downloads32 ( #124,997 of 1,907,141 )
Recent downloads (6 months)6 ( #129,029 of 1,907,141 )
How can I increase my downloads?