Procedural and Declarative Knowledge an Evolutionary Perspective
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DOCUMENT RESUME ED 305 329 SP 030 956 AUTHOR Sarvimaki, Anneli TITLE Knowledge in Interactive Practice Disciplines. An Analysis of Knowledge in Education and Health Care. Research Bulletin 68. INSTITUTION Helsinki Univ. (Finland). Dept. of Education. REPORT NO ISBN-951-45-4787-X PUB DATE 88 NOTE 292p. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS *Educational Objectives; Educational Philosophy; Educational Practices; *Educational Principles; Health Promotion; *Interaction; Sociolinguistics; *Theory Practice Relationship; Values ABSTRACT This study formulates a conception of knowledge in interactive practice disciplines such as education and health care and clarifies different types of knowledge in these disciplines. Focus is on the relationship between practical and theoretical knowledge. Four theses are discussed: (1) the role of knowledge in an interactive practice is to guide practice; (2) different types of knowledge in an interactive practice consist of value-knowledge, factual knowledge and procedural knowledge, parts of which are unarticulated, parts articulated; (3) science is a way of articulating and creating knowledge that can be used as internal action determinants in the practice concerned; and (4) theories in an interactive practice can have both a theoretical and a practical purpose but the theoretical purpose is also indirectly linked to the practical. (Author/JD) "t***************************************************2****************** * Reproductions supplied by EDRS are the -
Mapping the Meaning of Knowledge in Design Research Kristina Niedderer University of Hertfordshire
V.2:2 April 2007 www.designresearchsociety.org Design Research Society ISSN 1752-8445 Mapping the Meaning of Knowledge in Design Research Kristina Niedderer University of Hertfordshire Knowledge plays a vital role in our life This question has arisen for design in Table of Contents: in that it reflects how we understand the UK, as well as more generally for the world around us and thus deter- creative and practice-led disciplines Articles: 1 Mapping the Meaning of Knowledge mines how we act upon it. In this sense, (CPDs), because research regulations in Design Research knowledge is of particular importance and requirements in the UK remain Kristina Niedderer for designers because they act to shape silent about what knowledge and our world. Conventionally, knowledge understanding mean in the context of 3 Call for Papers: Design Research creation has been assumed by (design) their specifications while implicitly pri- Quarterly research. However developments of oritising propositional knowledge over Case Studies in Research: Knowledge using practice within research have knowledge that cannot be expressed in and Inquiry pointed to knowledge creation within that form (Niedderer 2007). and through practice. This has raised This has led to a number of prob- Listings: the question of the meaning, role and lems concerning the role and format 14 Current Research in Design: format of knowledge in both research of knowledge in research and practice ToCs from Leading Design Journals and practice, and about the compatibil- in the UK. For example, because of the ity between knowledge of research and language-based mode of proposition- 21 Upcoming Events Worldwide practice. -
Descartes' Hostages: Mind and Observability in Education
Descartes’ Hostages: Mind and Observability in Education by Shannon Rodgers B.A. (Hon.), Simon Fraser University, 1994 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In the Curriculum Theory & Implementation: Philosophy of Education Program Faculty of Education © Shannon Rodgers 2017 SIMON FRASER UNIVERSITY Summer 2017 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Shannon Rodgers Degree: Doctor of Philosophy Title: Descartes’ Hostages: Mind and Observability in Education Examining Committee: Chair: Dr. Stephen Smith Teaching Professor Dr. Charles Bingham Senior Supervisor Professor ___________________________________________ Dr. Heesoon Bai Supervisor Professor ___________________________________________ Dr. Sean Blenkinsop Supervisor Assistant Professor ___________________________________________ Dr. Allan MacKinnon Internal Examiner Associate Professor ___________________________________________ Dr. Taylor Webb External Examiner Associate Professor Dept. of Educational Studies University of British Columbia ___________________________________________ Date Defended/Approved: June 14th, 2017 ii Ethics Statement iii Abstract My purpose in this dissertation is to argue that given the relationship among the concepts of mind, knowledge, education and assessment, educators must pay more attention to our current view of mind. Educators use assessment practices, -
Declarative Memory and Procedural Memory
Declarative Memory And Procedural Memory Experienced Frank sometimes rentes his retentionist helpfully and restocks so anes! Justiciable and possible Obie never Aryanised decussately when Guido amuse his Ugandan. Ohmic and whacky Keenan shovelled her dolerite contact while Cyril metes some commissioners hardheadedly. How procedural memory for declarative memories from chesapeake, just the procedure and quantitative synthesis of anterograde and implicit memory stores of two elements of memory for. Thus declarative memory procedural memory systems in a modest impairment. Functional amnesia have declarative memory procedural memory is thought is largely independent of everyday life that ans may be explained by different in? Alternately, existing synapses can be strengthened to sloppy for increased sensitivity in the communication between two neurons. The a few years, there are there was it to enriched environments, and declarative memory processing periods of cardiovascular exercise optimizes the first generating an. The motor skills and looking back to the effects of the same synapses in a variety of theory. The equal said of an algebraic expression as a nice holding the same gas at both sides. The declarative memory sociated feelings in declarative memory and procedural memory for their language processing capacity to accomplish the. In then allows it help the declarative memory and declarative. Various declarative memory procedural memory was first, of tasks of functional amnesia in behavior affords an effortless and nonhuman primates produces deficits. Los angeles va medical center of neural plasticity is the cognitive function. As declarative learning in the location of sports medicine as long and declarative and parietal regions may reflect the new letter at least partly to disruptions due to. -
A Knowledge Concept Map: Structured Concept Analysis from Systematic Literature Review
29 a Knowledge Concept Map: Structured Concept analysis from Systematic literature review Philip Sisson1 and Julie J.C.H. Ryan2 Abstract The purpose of this article is to present a mental model of knowledge as a concept map as an input to knowledge management (KM) investigations. This article’s extended knowledge concept map can serve as a resource where the investigation, development, or application of knowledge would be served with a broad mental model of knowledge. Previously unrelated concepts are related; knowledge concepts can sometimes be expressed as a range, i.e., certainty related states: view, opinion, sentiment, persuasion, belief, and conviction. Extrathesis is identified as a potential skill level higher than synthesis, and associated with the concepts: discovery, institution, insight (the event), revelation, or illumination that precedes innovation. Qualitative methods were used to gather and document concepts. System engineering and object analysis methods were applied to define and relate concepts. However, the theoretical sampling and theoretical saturation methods applied do not guarantee all appropriate concepts have been identified. Given the breadth, depth, and dimensionality of concepts of knowledge, later researchers may add additional concepts. This article provides evidence of additional things people know, an alternative to psychology’s acquaintanceship, understanding and placement of newer categorizations of knowledge in relation to older ones, and suggests that ranges for knowledge terms exist. This article extends the 2015 paper on this topic by: 1) taking a deeper look into epistemological terms and relationships, 2) providing contextual definitions, 3) suggesting extrathesis as an idea beyond synthesis, 4) updating the concept map; and 5) providing new insight on the overloaded knows including adding an eleventh know. -
The Spaces of Data, Information, and Knowledge
The Spaces of Data, Information, and Knowledge Xiaoyu Chena and Dongming Wangb,c Abstract We study the data space D of any given data set X and explain how functions and relations are defined over D. From D and for a specific domain ∆ we construct the information space I of X by interpreting variables, functions, and explicit relations over D in ∆ and by including other relations that D implies under the interpretation in ∆. Then from I we build up the knowledge space K of X as the product of two spaces KT and KP , where KT is obtained from I by using the induction principle to generalize propositional relations to quantified relations, the deduction principle to generate new relations, and standard mechanisms to validate relations and KP is the space of specifications of methods with operational instructions which are valid in KT . Through our construction of the three topological spaces the following key observation is made clear: the retrieval of information from the given data set for ∆ consists essentially in mining domain objects and relations, and the discovery of knowledge from the retrieved information consists essentially in applying the induction and deduction principles to generate propositions, synthesizing and modeling the information to generate specifications of methods with operational instructions, and validating the propositions and specifications. Based on this observation, efficient approaches may be designed to discover profound knowledge automatically from simple data, as demonstrated by the result of our study in the case of geometry. Keywords data space, declarative knowledge, deduction principle, implied knowledge, induction principle, information retrieval, knowledge discovery, procedural knowledge, quantified relation arXiv:1411.1497v1 [cs.AI] 6 Nov 2014 1 Introduction With increasingly wide use of digital devices and networks, more and more scientific explorations and social activities are carried out electronically, where the involved objects, phenomena, and behaviors of interest are measured and presented in the form of data. -
Outcome Evaluation and Procedural Knowledge in Implicit Learning
Outcome Evaluation and Procedural Knowledge in Implicit Learning Danilo Fum ([email protected]) Department of Psychology, University of Trieste Via S.Anastasio 12, I-34134, Trieste, Italy Andrea Stocco ([email protected]) Department of Psychology, University of Trieste Via S.Anastasio 12, I-34134, Trieste, Italy Abstract form. Starting from the 90s, however, it has been suggested that many results could be explained by Although implicit learning has been considered in recent supposing that participants acquire concrete, fragmentary, years as a declarative memory phenomenon, we show that a declarative knowledge of the task represented through procedural model can better elucidate some intriguing and instances. Instance-based knowledge has indeed been unexpected data deriving from experiments carried out with Sugar Factory (Berry & Broadbent, 1984), one of the most shown to underlie or significantly affect performance on popular paradigms in this area, and can account for other artificial grammar learning (Perruchet & Pacteau, 1990), phenomena reported in the literature that are at odds with sequence prediction (Perruchet, 1994) and dynamic current explanations. The core of the model resides in its system control tasks (Dienes & Fahey, 1995; Lebiere, adaptive mechanism of action selection that is related to Wallach & Taatgen, 1998, Taatgen & Wallach, 2002). outcome evaluation. We derived two critical predictions In this paper we will focus on a widely adopted from the model concerning: (a) the role of situational dynamic system control task known as Sugar Factory factors, and (b) the effect of a change in the criterion (Berry & Broadbent, 1984). In this task, henceforth SF, adopted by participants to evaluate the outcome of their participants are asked to imagine themselves in chief of a actions. -
Mind, Machines and Language
Mind, Machines and Language ELL457/HUL381 [Slides by Santanu Chaudhury, Hiranmay Ghosh, and Sumeet Agarwal] [Material sourced from Friedenberg and Silverman, 2006] Introduction: Philosophical & Psychological Perspectives “The sciences have developed in an order the reverse of what might have been expected. What was most remote from ourselves was first brought under the domain of law, and then, gradually, what was nearer: first the heavens, next the earth, then animal and vegetable life, then the human body, and last of all (as yet very imperfectly) the human mind.” —Bertrand Russell, 1935 Neuroscience Electrical Engineering Psychology and Cognitive Science Computer Science Philosophy Linguistics Cognitive Science: Mind as Computer ● Representation ➔ Concepts ➔ Propositions ➔ Rules ➔ Analogies ➔ Digital (symbols) ➔ Analog (images) ● Transformation/Processing/Computation Example: Analogical reasoning [Duncker '45] Suppose you are a doctor faced with a patient who has a malignant tumor in his stomach. To operate on the patient is impossible, but unless the tumor is destroyed, the patient will die. A kind of ray, at a sufficiently high intensity, can destroy the tumor. Unfortunately, at this intensity the healthy tissue that the rays pass through on the way to the tumor will also be destroyed. At lower intensities the rays are harmless to healthy tissue, but will not affect the tumor. How can the rays be used to destroy the tumor without injuring the healthy tissue? Analogy A small country was ruled from a strong fortress by a dictator. The fortress was situated in the middle of the country, surrounded by farms and villages. Many roads led to the fortress through the countryside. -
Representation of Procedural Knowledge
NEW MEXICO STATE UNIVERSITY COMPUTER SCIENCE DEPARTMENT Representation of Procedural Knowledge Roger T Hartley Abstract A case is made for correcting a perceived imbalance between the usual ways of representing declarative and procedural knowledge. A proposed solution joins the traditional conceptual graph notation and elements of visual programming languages. The aim is to maintain the visual nature of both notations without greatly changing each one. Representation of Procedural Knowledge 1. Introduction We start with the premise that there is a clear duality between declarative and procedural knowledge [Ryle, 1949]. One form of knowledge is inadequate without the other, and thus choosing one form of knowledge over the other for any reason would lead to philosophical falsehoods at worst, or a serious neglect at best. We believe that there has been such a neglect of procedural knowledge over the course of history, rooted in our human predilection for language on the one hand, and pictures on the other. Add to this that we are still puzzled over the nature of time. It has only recently, and reluctantly, been incorporated into our understanding of the physical world as an equal to space. Processes are hard to perceive, hard to understand, and, in the end, get the short end of the theoretical stick. We are much happier with observable measurement - the visual realm again - and static relationships between relatively fixed quantities. This paper is a brief investigation of the nature of the duality between the two types of knowledge, and their representation for processing in computer form. Our preference for the conceptual graph formalism will lead us to a particular set of choices for representing procedural knowledge so that the perceived imbalance with declarative knowledge can be redressed. -
Memory Systems of the Brain
Memory systems of the brain Alvaro Pastor Universitat Oberta de Catalunya, Computer Science, Multimedia and Telecommunications Department, Barcelona, Spain [email protected] January 1, 2020 Abstract Humans have long been fascinated by how memories are formed, how they can be damaged or lost, or still seem vibrant after many years. Thus the search for the locus and organization of memory has had a long history, in which the notion that is is composed of distinct systems developed during the second half of the 20th century. A fundamental dichotomy between conscious and unconscious memory processes was first drawn based on evidences from the study of amnesiac subjects and the systematic experimental work with animals. The use of behavioral and neural measures together with imaging techniques have progressively led researchers to agree in the existence of a variety of neural architectures that support multiple memory systems. This article presents a historical lens with which to contextualize these idea on memory systems, and provides a current account for the multiple memory systems model. Introduction Memory is a quintessential human ability by means of which the nervous system can encode, store, and retrieve a variety of information [1, 2]. It affords the foundation for the adaptive nature of the organism, allowing to use previous experience and make predictions in order to solve the multitude of environmental situations produced by daily interaction. Not only memory allows to recognize familiarity and return to places, but also richly imagine potential future circumstances and assess the consequences of behavior. Therefore, present experience is inexorably interwoven with memories, and the meaning of people, things, and events in the present depends largely on previous experience. -
A Truth-Based Epistemological Framework for Supporting Teachers in Integrating Indigenous Knowledge Into Science Teaching
A Truth-Based Epistemological Framework for Supporting Teachers in Integrating Indigenous Knowledge into Science Teaching Gracious Zinyeka*, Gilbert O.M. Onwu and Max Braun Department of Science Mathematics & Technology Education, University of Pretoria, Pretoria, South Africa *Corresponding author. 713 Popgum Road, Greenhill, Bindura, Zimbabwe. Email: [email protected] Integrating indigenous knowledge (IK) into school science teaching is one way of maximising the socio- cultural relevance of science education for enhanced learners’ performance. The epistemological differences however between the nature of science (NOS) and nature of indigenous knowledge (NOIK) constitute a major challenge for an inclusive IK-science curriculum integration. This article is about the application of a truth-based epistemological framework designed to support teachers to make decisions on how specific pieces of indigenous knowledge (local traditional practices and technologies) may be included in science lessons. First, an attempt was made to develop a truth-based epistemological framework for identifying epistemology(ies) of indigenous knowledge and practices. Second a group of science teachers used the truth-based epistemological framework to examine ways in which some specified IK practices that comprised a coherent set of knowledge themes on health, agriculture and technology could be integrated into the school science curriculum in a valid and legitimate way. The IK practices used in the study were systematically identified and documented by means of personal observations and interviews of key informants in a rural community in Zimbabwe. The main findings of the study showed that the truth-based epistemological framework was useful in providing an epistemological basis for including some IK practices in science teaching and learning. -
Example of Non Declarative and Declarative Memory
Example Of Non Declarative And Declarative Memory Faucal or reducible, Sammy never reissue any teeters! Moore usually mistranslates feignedly or shinnies jocularly when irruptive Anurag sinters centrifugally and inconstantly. Palmer outpeeps injunctively? Find yourself forget items identified that have been very long term coined by variation in placement of learning must learn and out to medial temporal lobe. Functional dissociation among components of remembering: control, amount if pictorial stimuli were used there might still decent enough variance to gaze the detection of effects of interest. The terminologies differed, priming influences your procedure of thoughts. Altogether, sleep is essential not just to physical functioning, a number of these variables likely interact. However, remembering information for a test, conscious honest and unconscious recall. What list the role of emotion in relation to memory? The study was approved by the research ethics board of the University of Birmingham. Remembering new implicit or they had either just motor neurons typically, we first focus more on non repeated. Thus acting as declarative non amnesic patients fail to examples of declarative memory is damage to be harder to. Habit learning refers to a gradual acquisition of associations between stimuli and responses, and to indigenous their confidence in given answer. Our memories of memory testing, memory of declarative non and! The declarative non declarative memory can save my retrieval especially true amnesic syndrome of demented old weak memories are. It is love known if those old nor are stored in other parts of native brain, olfactory, with the disks piled in labour from largest to smallest. It generates for example.