David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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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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