Implicit Or Explicit in Nature
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ED305329.Pdf
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 -
The Unconscious Mind: Kinder and Gentler Than That
3/20/2013 The Freudian 20th Century “Freud in 21st-Century America” The Unconscious Mind: Kinder and Gentler Than That John F. Kihlstrom Forbidden Planet (1956) Department of Psychology University of California, Berkeley 1 2 The Discovery of the Unconscious Petites Perceptions Ellenberger (1970) Leibniz (1704/1981); Ellenberger (1970) • At every moment there is in us an infinity of perceptions, unaccompanied by awareness or reflection…. That is why we are never indifferent, even when we appear to be most so…. The choice that we make arises from these insensible stimuli, which… make us find one direction of movement more comfortable than the 3 other. 4 The Limen Unconscious Inferences Herbart (1819) Helmholtz (1866/1968) • One of the older ideas can… be • The psychic activities that lead us to infer that completely driven out of consciousness by there in front of us at a certain place there is a a new much weaker idea. On the other certain object of a certain character, are generally hand its pressure there is not to be not conscious activities, but unconscious ones. In regarded as without effect; rather it works their result they are the equivalent to conclusion…. with full power against the ideas which are But what seems to differentiate them from a conclusion, in the ordinary sense of that word, is present in consciousness. It thus causes that a conclusion is an act of conscious thought…. a particular state of consciousness, though Still it may be permissible to speak of the psychic its object is in no sense really imagined. acts of ordinary perception as unconscious 5 conclusions…. -
Implicit and Explicit Knowledge About Language
Comp. by: TPrasath Date:27/12/06 Time:22:59:29 Stage:First Proof File Path:// spiina1001z/womat/production/PRODENV/0000000005/0000001817/0000000016/ 0000233189.3D Proof by: QC by: NICK ELLIS IMPLICIT AND EXPLICIT KNOWLEDGE ABOUT LANGUAGE INTRODUCTION Children acquire their first language (L1) by engaging with their caretakers in natural meaningful communication. From this “evidence” they automatically acquire complex knowledge of the structure of their language. Yet paradoxically they cannot describe this knowledge, the discovery of which forms the object of the disciplines of theoretical lin- guistics, psycholinguistics, and child language acquisition. This is a difference between explicit and implicit knowledge—ask a young child how to form a plural and she says she does not know; ask her “here is a wug, here is another wug, what have you got?” and she is able to reply, “two wugs.” The acquisition of L1 grammar is implicit and is extracted from experience of usage rather than from explicit rules—simple expo- sure o normal linguistic input suffices and no explicit instruction is needed. Adult acquisition of second language (L2) is a different matter in that what can be acquired implicitly from communicative contexts is typically quite limited in comparison to native speaker norms, and adult attainment of L2 accuracy usually requires additional resources of explicit learning. The various roles of consciousness in second language acquisi- tion (SLA) include: the learner noticing negative evidence; their attending to language form, their perception focused by social scaffolding or explicit instruction; their voluntary use of pedagogical grammatical descriptions and analogical reasoning; their reflective induction of metalinguistic insights about language; and their consciously guided practice which results, eventually, in unconscious, automatized skill. -
Procedural and Declarative Knowledge an Evolutionary Perspective
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DSpace at Open Universiteit Nederland Procedural and Declarative Knowledge An Evolutionary Perspective Timon ten Berge Ren´e van Hezewijk Vrije Universiteit Utrecht University Abstract. It appears that there are resemblances in the organization of memory and the visual system, although the functions of these faculties differ considerably. In this article, the principles behind this organization are discussed. One important principle regards the distinction between declarative and procedural knowledge, between knowing that and knowing how. Declarative knowledge is considered here not as an alternative kind of knowledge, as is usually the case in theories of memory, but as part of procedural knowledge. In our view this leads to another approach with respect to the distinction. Declarative knowledge has occupied more attention in (cognitive) psychological research than can be justified on the basis of the importance of procedural knowledge for behavior. We also discuss the question whether there are other brain faculties that reflect the same organizational characteristics. We conclude with some speculations about the consequent role of consciousness in such a tentative model. KEY WORDS: declarative knowledge, evolutionary psychology, memory, procedural knowledge, vision Introduction: Modularity in the Human Brain Traditionally, cognitive psychology has viewed the human mind as a general information-processing device. On this view, a human being is born with a set of general reasoning capacities that can be used when confronted with any problem. A growing number of researchers are supporting a view of the human brain as an organized collection of specialized modules, each with its own domain-specific knowledge and responses. -
Implicit and Explicit Learning of Languages Patrick Rebuschat
Introduction: Implicit and explicit learning of languages Patrick Rebuschat (Lancaster University) Introduction to the forthcoming volume: Rebuschat, P. (Ed.) (in press, 2015). Implicit and explicit learning of languages. Amsterdam: John Benjamins. Implicit learning, essentially the process of acquiring unconscious (implicit) knowledge, is a fundamental feature of human cognition (Cleeremans, Destrebecqz, & Boyer, 1998; Dienes, 2012; Perruchet, 2008; Shanks, 2005; Reber, 1993). Many complex behaviors, including language comprehension and production (Berry & Dienes, 1993; Winter & Reber, 1994), music cognition (Rohrmeier & Rebuschat, 2012), intuitive decision making (Plessner, Betsch, & Betsch, 2008), and social interaction (Lewicki, 1986), are thought to be largely dependent on implicit knowledge. The term implicit learning was first used by Arthur Reber (1967) to describe a process during which subjects acquire knowledge about a complex, rule-governed stimulus environment without intending to and without becoming aware of the knowledge they have acquired. In contrast, the term explicit learning refers to a process during which participants acquire conscious (explicit) knowledge; this is generally associated with intentional learning conditions, e.g., when participants are instructed to look for rules or patterns. In his seminal study, Reber (1967) exposed subjects to letter sequences (e.g., TPTS, VXXVPS and TPTXXVS) by means of a memorization task. In experiment 1, subjects were presented with letter sequences and simply asked to commit them to memory. One group of subjects was given sequences that were generated by means of a finite-state grammar (Chomsky, 1956, 1957; Chomsky & Miller, 1958), while the other group received randomly 1 constructed sequences. The results showed that grammatical letter sequences were learned more rapidly than random letter sequences. -
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. -
Evidence of Automatic Processing in Sequence Learning Using Process-Dissociation
RESEARCH ARTICLE ADVANCES IN COGNITIVE PSYCHOLOGY Evidence of automatic processing in sequence learning using process-dissociation Heather M. Mong, David P. McCabe, and Benjamin A. Clegg Department of Psychology, Colorado State University, Fort Collins, CO, USA ABSTRACT This paper proposes a way to apply process-dissociation to sequence learning in addition and ex- tension to the approach used by Destrebecqz and Cleeremans (2001). Participants were trained on two sequences separated from each other by a short break. Following training, participants self-reported their knowledge of the sequences. A recognition test was then performed which re- quired discrimination of two trained sequences, either under the instructions to call any sequence encountered in the experiment “old” (the inclusion condition), or only sequence fragments from one half of the experiment “old” (the exclusion condition). The recognition test elicited automatic KEYWORDS and controlled process estimates using the process dissociation procedure, and suggested both implicit learning, sequence processes were involved. Examining the underlying processes supporting performance may pro- learning, process- vide more information on the fundamental aspects of the implicit and explicit constructs than has dissociation, consciousness been attainable through awareness testing. INTRODUCTION Shanks, 2005), and numerous definitions of the term itself have been offered (Dienes & Perner, 1999; Frensch, 1998). This variety is further The serial reaction time task (SRTT) has become an extremely pro- reflected in an array of methods for assessing the presence or absence ductive method for studying sequence learning (for reviews, see of explicit knowledge. Issues raised have included whether explicit Abrahamse, Jimenez, Verwey, & Clegg, 2010; Clegg, DiGirolamo, knowledge is necessary for learning, what awareness tests should be & Keele, 1998). -
1 Personality and Cognitions Underlying Entrepreneurial Intentions Benjamin R. Walker a Thesis Submitted in Partial Fulfilment O
1 Personality and Cognitions underlying Entrepreneurial Intentions Benjamin R. Walker A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy School of Management UNSW Business School March 30, 2015 2 Table of Contents Acknowledgements .................................................................................................................... 6 Originality statement .................................................................................................................. 7 Publications and conference presentations arising from this thesis ........................................... 8 List of abbreviations .................................................................................................................. 9 Thesis Abstract......................................................................................................................... 10 Chapter 1: Introduction ............................................................................................................ 11 Chapter 2: Assessing the impact of revised Reinforcement Sensitivity Theory ...................... 20 Table 1: Articles with original Reinforcement Sensitivity Theory (o-RST) and revised Reinforcement Sensitivity Theory (r-RST) measures .......................................................... 26 Table 2: Categorization of original Reinforcement Sensitivity Theory (o-RST) and revised Reinforcement Sensitivity Theory (r-RST) studies in the five years from 2010-2014 ........ 29 Chapter 3: How -
Implicit Learning and Tacit Knowledge
Journal of Experimental Psychology: General Copyrighl 1989 by the American Psychological Association, Inc. 1989, Vol. 118, No. 3, 219-235 0096-3445/89/500,75 Implicit Learning and Tacit Knowledge Arthur S. Reber Brooklyn College and the Graduate Center City University of New York I examine the phenomenon of implicit learning, the process by which knowledge about the rale- governed complexities of the stimulus environment is acquired independently of conscious attempts to do so. Our research with the two, seemingly disparate experimental paradigms of synthetic grammar learning and probability learning is reviewed and integrated with other approaches to the general problem of unconscious cognition. The conclusions reached are as follows: (a) Implicit learning produces a tacit knowledge base that is abstract and representative of the structure of the environment; (b) such knowledge is optimally acquired independently of conscious efforts to learn; and (c) it can be used implicitly to solve problems and make accurate decisions about novel stimulus circumstances. Various epistemological issues and related prob- 1 lems such as intuition, neuroclinical disorders of learning and memory, and the relationship of evolutionary processes to cognitive science are also discussed. Some two decades ago the term implicit learning was first lined, and analyzed, but virtually no attention was paid to the used to characterize how one develops intuitive knowledge processes by which these implicit memories "got there." This about the underlying structure of a complex stimulus envi- general lack of attention to the acquisition problem may be ronment (Reber, 1965, 1967). In those early writings, I argued one of the reasons why much recent theorizing has been that implicit learning is characterized by two critical features: oriented toward a nativist position (e.g., Chomsky, 1980; (a) It is an unconscious process and (b) it yields abstract Fodor, 1975, 1983; Gleitman & Wanner, 1982). -
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, -
Implicit Learning, Development, and Education
Implicit learning, development, and education A. Vinter, S. Pacton, A. Witt and P. Perruchet Introduction The present chapter focuses on implicit learning processes, and aims at showing that these processes could be used to design new methods of education or reeducation. After a brief definition of what we intend by implicit learning, we will show that these proc- esses operate efficiently in development, from infancy to aging. Then, we will discuss the question of their resistance to neurological or psychiatric diseases. Finally, in a last section, we will comment on their potential use within an applied perspective. The fundamental role of learning, once neglected by cognitive psychologists a few decades ago, is now acknowledged in most areas of research, including language, cate- gorization and object perception (2). Of course, nobody has ever claimed that language development is independent of infants’ experience. However, the dominant Chom- skian tradition has confined learning to subsidiary functions, such as setting the values of parameters in a hardwired system. Recent work shows that fundamental components of language such as word segmentation (69) can be learned in an incidental way similar to that involved in the acquisition of other human abilities. Likewise, it has never been denied that learning plays a role in categorization and object perception, but acquisition processes were thought to be limited to new combinations of preestablished features (7). However, Schyns and Rodet (77) have shown that elementary features can them- selves be created with experience (for a review, see 74, 75). The type of learning process that receives the most attention in the current literature relates to implicit learning. -
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.