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Interactive tasks and the implicit‐explicit distinction
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1988
Year
Task AnalysisEducationComplex KnowledgeCognitionConceptual Knowledge AcquisitionCognitive InteractionPsychologySocial SciencesCognitive ConstructionExplicit ProcessesCognitive ScienceKnowledge AcquisitionLearning SciencesExperimental PsychologyImplicit MemoryReasoningExplicit KnowledgeCognitive DynamicsLearning TheoryEpistemologyInteractive TasksHuman-computer InteractionKnowledge ManagementCognitive Modeling
The study conducts two experiments to investigate how implicit and explicit processes influence the acquisition of complex knowledge. The experiments manipulate variables in computer‑implemented control tasks to examine how performance and explicit knowledge are linked, and to delineate the relationships between learning modes and knowledge types. Results indicate that the salience of the decision–action link is a key factor distinguishing implicit from explicit learning and knowledge.
Two experiments explore the relationship between implicit and explicit processes in the acquisition of complex knowledge. Their purpose is twofold. Firstly, to specify some of the variables that control whether or not performance and explicit knowledge will be associated when people interact with computer‐implemented control tasks. Secondly, to clarify the relationships between implicit and explicit modes of learning on the one hand and implicit and explicit types of knowledge on the other. The experiments show that salience of the relationship between decision and action is a crucial factor in relation to both the distinction between implicit and explicit learning and the distinction between implict and explicit knowledge.