Accessibility versus action-centeredness in the representation of cognitive skills


We believe that the distinction between procedural and declarative knowledge unnecessarily confounds two issues: action-centeredness and accessibility, and can be made clearer through separating the two aspects. The work presents an integrated model of skill learning that takes into account both implicit and explicit processes and both action-centered and non-action-centered knowledge. We examine and simulate human data in the Letter Counting task. The work shows how the data may be captured using either the action-centered knowledge alone or the combined action-centered and non-action-centered knowledge. The results provide a new perspective on skill learning.

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References found in this work

Implicit Learning and Tacit Knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology: General 118 (3):219-235.
Implicit Learning and Tacit Knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology 118:219-35.
Implicit Memory: History and Current Status.Daniel L. Schacter - 1987 - Journal of Experimental Psychology 13 (3):501-18.

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Citations of this work

The Challenges of Building Computational Cognitive Architectures.Ron Sun - 2007 - In Wlodzislaw Duch & Jacek Mandziuk (eds.), Challenges for Computational Intelligence. Springer. pp. 37--60.

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