Behavioral and Brain Sciences 22 (5):790-801 (1999)
In this response, we start from first principles, building up our theory to show more precisely what assumptions we do and do not make about the representational nature of implicit and explicit knowledge (in contrast to the target article, where we started our exposition with a description of a fully fledged representational theory of knowledge (RTK). Along the way, we indicate how our analysis does not rely on linguistic representations but it implies that implicit knowledge is causally efficacious; we discuss the relationship between property structure implicitness and conceptual and nonconceptual content; then we consider the factual, fictional, and functional uses of representations and how we go from there to consciousness. Having shown how the basic theory deals with foundational criticisms, we indicate how the theory can elucidate issues that commentators raised in the particular application areas of explicitation, voluntary control, visual perception, memory, development (with discussion on infancy, theory of mind [TOM] and executive control, gestures), and finally models of learning.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Implicit and Explicit Learning in a Hybrid Architecture of Cognition.Christian Lebiere & Dieter Wallach - 1999 - Behavioral and Brain Sciences 22 (5):772-773.
Applying a Theory of Implicit and Explicit Knowledge to Memory Research.Neil W. Mulligan - 1999 - Behavioral and Brain Sciences 22 (5):775-776.
What's Doing the Work Here: Knowledge Representation or the HOT Theory?Gerard O'Brien & Jonathan Opie - 1999 - Behavioral and Brain Sciences 22 (5):778-9.
Educational Models of Knowledge Prototypes Development.Flavia Santoianni - 2011 - Mind and Society 10 (2):103-129.
Unconscious Motivation and Phenomenal Knowledge: Toward a Comprehensive Theory of Implicit Mental States.Robert F. Bornstein - 1999 - Behavioral and Brain Sciences 22 (5):758-758.
Implicit Versus Explicit: An ACT-R Learning Perspective.Niels A. Taatgen - 1999 - Behavioral and Brain Sciences 22 (5):785-786.
Volitional Control in the Learning of Artificial Grammars.Peter A. Bibby & Geoffrey Underwood - 1999 - Behavioral and Brain Sciences 22 (5):757-758.
Nonconceptual Content and the Distinction Between Implicit and Explicit Knowledge.Ingar Brinck - 1999 - Behavioral and Brain Sciences 22 (5):760-761.
Fishing with the Wrong Nets: How the Implicit Slips Through the Representational Theory of Mind.Luis Jiménez & Axel Cleeremans - 1999 - Behavioral and Brain Sciences 22 (5):771-771.
Added to index2009-01-28
Total downloads48 ( #107,981 of 2,164,293 )
Recent downloads (6 months)1 ( #348,039 of 2,164,293 )
How can I increase my downloads?