David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
This paper explores the interaction between implicit and explicit processes during skill learning, in terms of top-down learning (that is, learning that goes from explicit to implicit knowledge) versus bottom-up learning (that is, learning that goes from implicit to explicit knowledge). Instead of studying each type of knowledge (implicit or explicit) in isolation, we stress the interaction between the two types, especially in terms of one type giving rise to the other, and its eﬀects on learning. The work presents an integrated model of skill learning that takes into account both implicit and explicit processes and both top-down and bottom-up learning. We examine and simulate human data in the Tower of Hanoi task. The paper shows how the quantitative data in this task may be captured using either top-down or bottom-up approaches, although top-down learning is a more apt explanation of the human data currently available. These results illustrate the two diﬀerent directions of learning (top-down versus bottom-up), and thereby provide a new perspective on skill learning. Ó 2003 Elsevier B.V. All rights reserved.
|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
Rineke Verbrugge & Lisette Mol (2008). Learning to Apply Theory of Mind. Journal of Logic, Language and Information 17 (4):489-511.
Jenny R. Saffran & Casey Lew-Williams (2012). All Words Are Not Created Equal: Expectations About Word Length Guide Infant Statistical Learning. Cognition 122 (2):241-246.
Similar books and articles
Robert Mathews & Ron Sun, The Symposium on the Synergy Between Implicit and Explicit Learning Processes.
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.
Ron Sun & Xi Zhang, Accessibility Versus Action-Centeredness in the Representation of Cognitive Skills.
Niels A. Taatgen (1999). Implicit Versus Explicit: An ACT-R Learning Perspective. Behavioral and Brain Sciences 22 (5):785-786.
Christian Lebiere & Dieter Wallach (1999). Implicit and Explicit Learning in a Hybrid Architecture of Cognition. Behavioral and Brain Sciences 22 (5):772-773.
Added to index2009-01-28
Total downloads45 ( #93,491 of 1,907,886 )
Recent downloads (6 months)4 ( #195,456 of 1,907,886 )
How can I increase my downloads?