The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach

This article explicates the interaction between implicit and explicit processes in skill learning, in contrast to the tendency of researchers to study each type in isolation. It highlights various effects of the interaction on learning (including synergy effects). The authors argue for an integrated...

Full description

Saved in:
Bibliographic Details
Published in:Psychological review 2005-01, Vol.112 (1), p.159-192
Main Authors: Sun, Ron, Slusarz, Paul, Terry, Chris
Format: Article
Language:English
Subjects:
Biological and medical sciences
Cognition
Cognitive Processes
Data Analysis
Fundamental and applied biological sciences. Psychology
Human
Humans
Interaction
Learning
Learning Processes
Learning. Memory
Models, Psychological
Psychology
Psychology - methods
Psychology - statistics & numerical data
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Research Methodology
Skill Development
Skill Learning
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article explicates the interaction between implicit and explicit processes in skill learning, in contrast to the tendency of researchers to study each type in isolation. It highlights various effects of the interaction on learning (including synergy effects). The authors argue for an integrated model of skill learning that takes into account both implicit and explicit processes. Moreover, they argue for a bottom-up approach (first learning implicit knowledge and then explicit knowledge) in the integrated model. A variety of qualitative data can be accounted for by the approach. A computational model, CLARION, is then used to simulate a range of quantitative data. The results demonstrate the plausibility of the model, which provides a new perspective on skill learning.
ISSN:0033-295X
1939-1471
DOI:10.1037/0033-295X.112.1.159