Accessibility versus action-centeredness in the representation of cognitive skills
| Abstract | 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. | |||||||||
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Similar books and articlesKeith 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.
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