Dienes & Perner (D&P) argue that nondeclarative knowledge can take multiple forms. We provide empirical support for this from two related lines of research about the development of mathematical reasoning. We then describe how different forms of procedural and declarative knowledge can be effectively modeled in Anderson's act-r theory, contrasting this computational approach with D&P's logical approach. The computational approach suggests that the commonly observed developmental progression from more implicit to more explicit knowledge can be viewed as a consequence of accumulating and strengthening mental representations.
Email your librarian or administrator to recommend adding this journal to your organisation's collection.
* Views captured on Cambridge Core between September 2016 - 24th June 2017. This data will be updated every 24 hours.