The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach
| Abstract | This article explicates the interaction between implicit and explicit processes in skill learning, in contrast to the tendency of researchers to study each type in isolation. It highlights various effects of the interaction on learning (including synergy effects). The authors argue for an integrated model of skill learning that takes into account both implicit and explicit processes. Moreover, they argue for a bottom-up approach (first learning implicit knowledge and then explicit knowledge) in the integrated model. A variety of qualitative data can be accounted for by the approach. A computational model, CLARION, is then used to simulate a range of quantitative data. The results demonstrate the plausibility of the model, which provides a new perspective on skill learning. | |||||||||
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Similar books and articlesChristian Lebiere & Dieter Wallach (1999). Implicit and Explicit Learning in a Hybrid Architecture of Cognition. Behavioral and Brain Sciences 22 (5):772-773.
Niels A. Taatgen (1999). Implicit Versus Explicit: An ACT-R Learning Perspective. Behavioral and Brain Sciences 22 (5):785-786.
David C. Noelle (1999). Explicit to Whom? Accessibility, Representational Homogeneity, and Dissociable Learning Mechanisms. Behavioral and Brain Sciences 22 (5):777-778.
Daniel John Zizzo (2000). Implicit Learning of (Boundedly) Rational Behaviour. Behavioral and Brain Sciences 23 (5):700-701.
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