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Making implicit explicit: The role of learning

Published online by Cambridge University Press:  01 October 1999

Bruce D. Homer  and
Jason T. Ramsay
Bruce D. Homer
Affiliation:
Centre for Applied Cognitive Science, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, M5S IV6, Canada{bhomer; jramsay}@oise.utoronto.ca www.oise.utoronto.ca~bhomer/Bruce_homer.html
Jason T. Ramsay
Affiliation:
Centre for Applied Cognitive Science, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, M5S IV6, Canada{bhomer; jramsay}@oise.utoronto.ca www.oise.utoronto.ca~bhomer/Bruce_homer.html
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Abstract

Three forms of implicit knowledge are presented (functional, structural, and procedural). These forms differ in the way they are made explicit and hence in how they are represented by the individual. We suggest that the framework presented by Dienes & Perner does not account for these differences.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 22 , Issue 5 , October 1999 , pp. 770
Copyright
© 1999 Cambridge University Press

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