The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach

Psychological Review 112 (1):159-192 (2005)

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. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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DOI 10.1037/0033-295X.112.1.159
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References found in this work BETA

Unified Theories of Cognition.Allen Newell - 1990 - Harvard University Press.
The Modularity of Mind.Jerry Fodor - 1983 - Cambridge, MA: MIT Press.

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Consciousness, Context, and Know-How.Charles Wallis - 2008 - Synthese 160 (1):123 - 153.
A New Look at Habits and the Habit-Goal Interface.Wendy Wood & David T. Neal - 2007 - Psychological Review 114 (4):843-863.

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