Making implicit explicit: The role of learning

被引：1

作者：

Homer, BD ^{[1
]}

Ramsay, JT ^{[1
]}

机构：

[1] Univ Toronto, Ontario Inst Studies Educ, Ctr Appl Cognit Sci, Toronto, ON M5S 1V6, Canada

来源：

BEHAVIORAL AND BRAIN SCIENCES | 1999年 / 22卷 / 05期

关键词：

D O I：

10.1017/S0140525X99392189

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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.

引用

页码：770 / +

页数：8

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