Learning implicit/explicit

This level of simplicity is not the usual case in the systems that are of interest to chemical engineers. The complexity we will encounter will be much higher and will involve more detailed issues on the right-hand side of the equations we work with. Instead of a constant or some explicit function of time, the function will be an explicit function of one or more key characterizing variables of the system and implicit in time. The reason for this is that of cause. Time in and of itself is never a physical or chemical cause—it is simply the independent variable. When we need to deal with the analysis of more complex systems the mechanism that causes the change we are modeling becomes all important. Therefore we look for descriptions that will be dependent on the mechanism of change. In fact, we can learn about the mechanism of... 

Inductive Learning (RuleMaker). Experts are best able to explain complex concepts to human apprentices implicitly by using examples of the expert s decision-making, rather than by explicitly stating fundamental theoretical principles. The apprentice quickly generalizes these example decisions to form working rules, which he applies when similar situations are encountered. 

Episodic memory and learning, involving both explicit verbal and visual memory performance in contrast, recognition and implicit memory tasks appear to be spared. 

Explicit memory depends upon die temporal lobe of die midbrain, an area tiiat includes the hippocampus and die nearby subiculum and entorhinal cortex.966 968-971 Implicit associative learning and memory involve die cerebellum, amygdala, and other regions.972 9723... 

The question should always be, "Better or worse for what particular task " All d-ASCs we know of seem to associated with improved functioning for certain kinds of tasks and worsened functioning for others.f11 An important research aim, then, is to find out what d-ASCs are optimal for particular tasks and how to train people to enter efficiently into that d-ASC when they need to perform that task. This runs counter to a strong, implicit assumption in our culture that the ordinary d-SoC is the best one for all tasks that assumption is highly questionable when it is made explicit. Remember that in any d-SoC there is a limited selection from the full range of human potential, while some of these latent human potentials may be developable in the ordinary d-SoC, some are more available in a d-ASC. insofar as we consider some of these potentials valuable, we must learn what d-SoCs they are operable in and how to train them for good functioning within those d-SoCs. 

An important lesson learned from the study is that there is a trade-off between maximizing prior information utilization and robustness concerning the accuracy of such information. Multivariate calibration methods range from explicit methods with maximum use of prior information (e.g., OLS, least robust when accurate model is not obtainable), hybrid methods with an inflexible constraint (e.g., HLA), hybrid methods with a flexible constraint (e.g., CR), and implicit methods with no prior information (e.g., PLS, most robust, but is prone to be misled by spurious correlations). We believe CR achieves the optimal balance between these ideals in practical situations. 

Mackintosh How would you set about distinguishing between explicit and implicit learning in problem-solving in chimpanzees ... 

Mackintosh For inarticulate animals, all you can do is pose an inarticulate behavioural question, and they either do or do not produce the correct behaviour. That is usually regarded as implicit knowledge. They cannot answer the explicit question what information do you recollect from this learning... 

Much of today s instruction, either explicitly or implicitly, has its organizational roots in learning hierarchies, as put forth many years ago by Robert Gagne (1970). Learning hierarchies have been extraordinarily valuable to us as researchers and teachers because they help us to understand at a very detailed level the many subordinate skills and prerequisites of a task. However, they have less value as models of learning, and they often fail when used as guides for instructional development. 

These comparisons of competence reflect an underlying theory of learning, although it may not be explicitly stated. Virtually all of the studies make the implicit assumption that experts learn their expertise over time under conditions of multiple exposures to the subject matter. Most of them also assume that experts eventually have a more cohesive knowledge representation of the domain than do novices. Hence, one would expect to observe schema differences. 

The first of these sentences contains the universal proposition that art is inferior to nature and therefore cannot make a product that genuinely measures up to its natural exemplar. This idea, which al-KindT had already expressed in his own attack on alchemy, is probably based on the ancient belief that all arts are learned by imitating nature. Avicenna has simply stated an implicit consequence, that the copy cannot equal its model.6 In a parallel attack on astrology, however, Avicenna also condemns alchemy, but in more explicitly religious terms, distinguishing what God has made by natural powers from what man can accomplish by artificial means.7... 

Having learned the functional (implicit) relation among the dimensionless numbers of forced convection and of natural convection, we proceed to Chapter 6 for explicit relations among these numbers... 

If we try to define what memory is, we will face the fact that memory is not a single mental faculty but it is rather composed of multiple abihties mediated by separate and distinct brain systems. Memory for a recent event can be expressed explicitly as a conscious recollection, or implicitly, as a facilitation of test performance without conscious recollection. The major distinction between these two memories is that explicit or declarative memory depends on limbic and diencephahc structures and provides the basis for recollection of events, while implicit or nondeclarative memory, supports skills and habit learning, single conditioning, and the well-researched phenomenon of priming [7]. 

Siengsukon, C. F. and Boyd, L. A. 2009b. Sleep to learn after stroke Implicit and explicit off-line motor... 

Students learn in action through the resolution of class problems, cases or projects. They learn that aU problems have a solution. The projects that they develop as students have a controlled result. Practice and action create their habitus. Then, their implicit habitus contradicts and nullifies the explicit content of the session on Beck. 

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