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The interaction of the explicit and the implicit in skill learning: a dual-process approach
Ron Sun1, Paul Slusarz, Chris Terry
1Cognitive Science Department, Rensselaer Polytechnic Institute, Troy, NY 12180, USA. rsun@rpi.edu
Psychological Review
|January 6, 2005
Summary
This study integrates implicit and explicit learning processes, revealing synergistic effects and proposing a unified skill acquisition model. The CLARION computational model supports this bottom-up approach, offering new insights into how we learn skills.
Area of Science:
- Cognitive Psychology
- Computational Neuroscience
- Artificial Intelligence
Background:
- Skill learning research often isolates implicit and explicit processes.
- A unified understanding of these interacting processes is lacking.
Purpose of the Study:
- To explicate the interaction between implicit and explicit processes in skill learning.
- To propose an integrated model of skill learning accounting for these interactions.
- To validate the model using computational simulations.
Main Methods:
- Review of existing literature on implicit and explicit learning.
- Development of an integrated skill learning model.
- Simulation of qualitative and quantitative data using the CLARION computational model.
Main Results:
- The interaction between implicit and explicit learning can lead to synergy effects.
- The proposed integrated, bottom-up model (implicit then explicit) accounts for diverse qualitative data.
- CLARION model simulations demonstrate the plausibility of the integrated approach for quantitative data.
Conclusions:
- An integrated model of skill learning, incorporating both implicit and explicit processes, is proposed.
- A bottom-up learning approach within this model is supported by qualitative and quantitative evidence.
- The CLARION model provides a novel computational perspective on skill acquisition.