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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Reprint years | 2005 |
DOI | 10.1037/0033-295X.112.1.159 |
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References found in this work BETA
The Modularity of Mind: An Essay on Faculty Psychology.Jerry A. Fodor - 1983 - Cambridge, MA: MIT Press.
Telling More Than We Can Know: Verbal Reports on Mental Processes.Richard E. Nisbett & Timothy D. Wilson~ - 1977 - Psychological Review 84 (3):231-59.
Connectionism and Cognitive Architecture: A Critical Analysis.Jerry A. Fodor & Zenon W. Pylyshyn - 1988 - Cognition 28 (1-2):3-71.
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Citations of this work BETA
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A New Look at Habits and the Habit-Goal Interface.Wendy Wood & David T. Neal - 2007 - Psychological Review 114 (4):843-863.
Moral Motivation, Moral Phenomenology, And The Alief/Belief Distinction.Uriah Kriegel - 2012 - Australasian Journal of Philosophy 90 (3):469-486.
Morality Play: A Model for Developing Games of Moral Expertise.Dan Staines, Paul Formosa & Malcolm Ryan - 2019 - Games and Culture 14 (4):410-429.
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