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Related Experiment Videos

A theory of implicit and explicit knowledge.

Z Dienes1, J Perner

  • 1Experimental Psychology, University of Sussex, Brighton, Sussex BN1 9QG, England. dienes@epunix.susx.ac.uk

The Behavioral and Brain Sciences
|April 17, 2001
PubMed
Summary
This summary is machine-generated.

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This study explores implicit and explicit knowledge representations. It proposes a hierarchy where explicit knowledge requires explicit lower levels, clarifying distinctions across cognitive domains.

Area of Science:

  • Cognitive Science
  • Philosophy of Mind
  • Psychology

Background:

  • The implicit-explicit distinction is fundamental in understanding knowledge representation.
  • Existing research often uses this distinction inconsistently across various cognitive domains.
  • Defining implicit and explicit knowledge is crucial for cognitive theory development.

Purpose of the Study:

  • To systematically apply the implicit-explicit distinction to knowledge representations.
  • To propose a hierarchical model for explicit knowledge.
  • To integrate divergent uses of the implicit-explicit distinction in cognitive research.

Main Methods:

  • Conceptual analysis of knowledge as attitudes towards propositions.
  • Developing a partial hierarchy for explicit knowledge representation.

Related Experiment Videos

  • Comparing the proposed distinctions with related concepts (e.g., procedural-declarative, conscious-unconscious).

    • Main Results:

    • Identified distinct ways knowledge can be implicit or explicit.
    • Proposed a hierarchy where higher explicit knowledge necessitates explicit lower levels.
    • Demonstrated that implicit knowledge representations often reflect properties without predication.

    Conclusions:

    • The proposed framework integrates diverse uses of the implicit-explicit distinction.
    • This distinction can be applied to visual perception, memory, cognitive development, and artificial grammar learning.
    • Clarifying implicit-explicit knowledge aids in unifying cognitive science research.