Behavioral and Brain Sciences



Open Peer Commentary
Dienes & Perner: Implicit and explicit knowledge

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


Martha Wagner Alibali a1 and Kenneth R. Koedinger a2
a1 Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213 alibali@andrew.cmu.edu www.psy.cmu:edu/psy/faculty/malibali.html
a2 Human-Computer Interaction Institute, School of Computer Science, Carnegie Mellon University, Pittsburgh, PA 15213 koedinger@cmu.edu http://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.