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    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Koedinger, Kenneth R. Corbett, Albert T. and Perfetti, Charles 2012. The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning. Cognitive Science, Vol. 36, Issue. 5, p. 757.


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The developmental progression from implicit to explicit knowledge: A computational approach

  • Martha Wagner Alibali (a1) and Kenneth R. Koedinger (a2)
  • DOI: http://dx.doi.org/10.1017/S0140525X99222182
  • Published online: 01 October 1999
Abstract

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.

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Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
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