From implicit skills to explicit knowledge: a bottom-up model of skill learning

By Ron Sun, Edward Merrill, Todd Peterson. Cognitive Sciences, 2001

494 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/bd4b994720208bf169c557c31ca9c52a46a24707

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Developing Conceptual and Procedural Knowledge of Mathematics (2015, background): “…and implicit knowledge in ACT-R (Adaptive Control of Thought—Rational) (Lebiere, Wallach, & Taatgen, 1998; Taatgen, 1999) do not repeat this claim, Sun, Merrill, and Peterson (2001) concluded that: ‘The inaccessibility of procedural knowledge is accepted by most researchers and embodied in most…”
A Reconsideration of Cognitive Load Theory (2007, background): “Sun et al. (2001), for example, argue that individuals can learn to perform complex skills without first obtaining a large amount of explicit knowledge.”
Cognitive architectures: Research issues and challenges (2009, background): “(cid:2) CLARION (Sun et al., 2001) stores both action-cen-tered and non-action knowledge in implicit form, using multi-layer neural networks, and in explicit form, using symbolic production rules.”
Bridging the Gap: Converting Human Advice into Imagined Examples (2019, background): “While this difference in knowledge representations is captured both in cognitive architectures (Anderson, 1982; Sun et al., 2001) and human neurophysiology (Henke, 2010), the ability to capture this scaffolding interaction model has yet to be explored. c© 2018 Cognitive Systems Foundation.”
Quantum Models of Cognition and Decision (2012, methodology): “Although, there are some hybrid models such as Clarion (Sun et al., 2001) that employ a combination of approaches, quantum information processing models naturally integrate all three approaches into a single unified framework.”
Shuffle and Learn: Unsupervised Learning Using Temporal Order Verification (2016, background): “It informs both low level cognitive tasks and high level abilities like decision making and problem solving [4].”
Perspective - Tacit Knowledge and Knowledge Conversion: Controversy and Advancement in Organizational Knowledge Creation Theory (2009, background): “Based on a review of studies on learning, Sun (1997; see also Sun et al. 2001, 2007) proposed that, due to the fact that explicit knowledge lags behind but improves along with tacit knowledge, explicit knowledge is extracted from tacit knowledge (Sun 1997, p. 1323).”