Accessibility versus action-centeredness in the representation of cognitive skills
AbstractWe 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
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Can Sequence Learning Be Implicit? New Evidence with the Process Dissociation Procedure.Arnaud Destrebecqz & Axel Cleeremans - 2001 - Psychonomic Bulletin and Review 8 (2):343-350.
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.
What is Computational Intelligence and Where is It Going?Włodzisław Duch - 2007 - In Wlodzislaw Duch & Jacek Mandziuk (eds.), Challenges for Computational Intelligence. Springer. pp. 1--13.
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