Hostname: page-component-7c8c6479df-p566r Total loading time: 0 Render date: 2024-03-28T15:30:18.706Z Has data issue: false hasContentIssue false

The developmental progression from implicit to explicit knowledge: A computational approach

Published online by Cambridge University Press:  01 October 1999

Martha Wagner Alibali
Affiliation:
Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213 alibali@andrew.cmu.edu www.psy.cmu:edu/psy/faculty/malibali.html
Kenneth R. Koedinger
Affiliation:
Human-Computer Interaction Institute, School of Computer Science, Carnegie Mellon University, Pittsburgh, PA 15213 koedinger@cmu.edu act.psy.cmu.edu/ACT/people/koedinger.html

Abstract

Dienes & Perner (D&P) argue that nondeclarative knowledge can take multiple forms. We provide empirical support for this from two related lines of research about the development of mathematical reasoning. We then describe how different forms of procedural and declarative knowledge can be effectively modeled in Anderson's act-r theory, contrasting this computational approach with D&P's logical approach. The computational approach suggests that the commonly observed developmental progression from more implicit to more explicit knowledge can be viewed as a consequence of accumulating and strengthening mental representations.

Type
Open Peer Commentary
Copyright
© 1999 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)