Promoting software reuse through explicit knowledge representations

1995 ◽  
pp. 387-396 ◽  
Author(s):  
Carmen Fernández-Chamizo ◽  
Pedro Antonio González-Calero ◽  
Mercedes Gómez-Albarrán
Keyword(s):  
Software Reuse ◽  
Explicit Knowledge ◽  
Knowledge Representations

Increased Alpha (8–12 Hz) Activity during Slow Wave Sleep as a Marker for the Transition from Implicit Knowledge to Explicit Insight

2012 ◽  
Vol 24 (1) ◽  
pp. 119-132 ◽  
Author(s):  
Juliana Yordanova ◽  
Vasil Kolev ◽  
Ullrich Wagner ◽  
Jan Born ◽  
Rolf Verleger
Keyword(s):  
Slow Wave ◽  
Explicit Knowledge ◽  
Slow Wave Sleep ◽  
Sleep Stage ◽  
Implicit Knowledge ◽  
Specific Power ◽  
Specific Marker ◽  
Knowledge Representations ◽  
Beta Power ◽  
The Brain

The number reduction task (NRT) allows us to study the transition from implicit knowledge of hidden task regularities to explicit insight into these regularities. To identify sleep-associated neurophysiological indicators of this restructuring of knowledge representations, we measured frequency-specific power of EEG while participants slept during the night between two sessions of the NRT. Alpha (8–12 Hz) EEG power during slow wave sleep (SWS) emerged as a specific marker of the transformation of presleep implicit knowledge to postsleep explicit knowledge (ExK). Beta power during SWS was increased whenever ExK was attained after sleep, irrespective of presleep knowledge. No such EEG predictors of insight were found during Sleep Stage 2 and rapid eye movement sleep. These results support the view that it is neuronal memory reprocessing during sleep, in particular during SWS, that lays the foundations for restructuring those task-related representations in the brain that are necessary for promoting the gain of ExK.

Knowledge before Belief

2020 ◽  
pp. 1-37
Author(s):  
Jonathan Phillips ◽  
Wesley Buckwalter ◽  
Fiery Cushman ◽  
Ori Friedman ◽  
Alia Martin ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
True Belief ◽  
Explicit Knowledge ◽  
External World ◽  
Knowledge Representations ◽  
Knowledge Attributions ◽  
Wide Range ◽  
Belief Attributions ◽  
Learning From Others ◽  
Representations Of Belief

Abstract Research on the capacity to understand others’ minds has tended to focus on representations of beliefs, which are widely taken to be among the most central and basic theory of mind representations. Representations of knowledge, by contrast, have received comparatively little attention and have often been understood as depending on prior representations of belief. After all, how could one represent someone as knowing something if one doesn't even represent them as believing it? Drawing on a wide range of methods across cognitive science, we ask whether belief or knowledge is the more basic kind of representation. The evidence indicates that non-human primates attribute knowledge but not belief, that knowledge representations arise earlier in human development than belief representations, that the capacity to represent knowledge may remain intact in patient populations even when belief representation is disrupted, that knowledge (but not belief) attributions are likely automatic, and that explicit knowledge attributions are made more quickly than equivalent belief attributions. Critically, the theory of mind representations uncovered by these various methods exhibit a set of signature features clearly indicative of knowledge: they are not modality-specific, they are factive, they are not just true belief, and they allow for representations of egocentric ignorance. We argue that these signature features elucidate the primary function of knowledge representation: facilitating learning from others about the external world. This suggests a new way of understanding theory of mind—one that is focused on understanding others’ minds in relation to the actual world, rather than independent from it.

A theory of implicit and explicit knowledge

1999 ◽  
Vol 22 (5) ◽  
pp. 735-808 ◽  
Author(s):  
Zoltan Dienes ◽  
Josef Perner
Keyword(s):  
Cognitive Development ◽  
Visual Perception ◽  
Explicit Knowledge ◽  
Artificial Grammar ◽  
Knowledge Representations ◽  
Research Areas ◽  
Knowing That ◽  
Grammar Learning ◽  
Implicit And Explicit ◽  
Indirect Tests

The implicit-explicit distinction is applied to knowledge representations. Knowledge is taken to be an attitude towards a proposition which is true. The proposition itself predicates a property to some entity. A number of ways in which knowledge can be implicit or explicit emerge. If a higher aspect is known explicitly then each lower one must also be known explicitly. This partial hierarchy reduces the number of ways in which knowledge can be explicit. In the most important type of implicit knowledge, representations merely reflect the property of objects or events without predicating them of any particular entity. The clearest cases of explicit knowledge of a fact are representations of one's own attitude of knowing that fact. These distinctions are discussed in their relationship to similar distinctions such as procedural-declarative, conscious-unconscious, verbalizable-nonverbalizable, direct-indirect tests, and automatic-voluntary control. This is followed by an outline of how these distinctions can be used to integrate and relate the often divergent uses of the implicit-explicit distinction in different research areas. We illustrate this for visual perception, memory, cognitive development, and artificial grammar learning.

THE CONSTRUCT VALIDITY OF GRAMMATICALITY JUDGMENT TESTS AS MEASURES OF IMPLICIT AND EXPLICIT KNOWLEDGE

2013 ◽  
Vol 35 (3) ◽  
pp. 423-449 ◽  
Author(s):  
Xavier Gutiérrez
Keyword(s):  
Construct Validity ◽  
Explicit Knowledge ◽  
Time Pressure ◽  
Confirmatory Factor Analyses ◽  
Knowledge Representations ◽  
Grammaticality Judgment ◽  
Confirmatory Factor ◽  
Implicit And Explicit ◽  
Task Stimulus ◽  
And Task

Grammaticality judgment tests (GJTs) have been, and continue to be, frequently used in the field of SLA as a measure of learners’ linguistic ability in the second language (L2). However, only a few studies have examined their construct validity as measures of implicit and explicit knowledge (Bowles, 2011; R. Ellis, 2005), and even fewer have explored in detail how features of these tests, such as time pressure and task stimulus, affect their construct validity (Loewen, 2009). The purpose of this paper is to examine the effect that time pressure and task stimulus have on the type of knowledge representations on which L2 learners draw when performing GJTs. The results show that the grammatical and ungrammatical sections of a timed and an untimed GJT loaded differently in both exploratory and confirmatory factor analyses. This finding can be interpreted as indicating that grammatical and ungrammatical sentences constitute measures of implicit and explicit knowledge, respectively. Additionally, the results show that time pressure and task stimulus have significant effects on learners’ performance on GJTs.

Volitional control in the learning of artificial grammars

1999 ◽  
Vol 22 (5) ◽  
pp. 757-758
Author(s):  
Peter A. Bibby ◽  
Geoffrey Underwood
Keyword(s):  
Explicit Knowledge ◽  
Artificial Grammar Learning ◽  
Artificial Grammar ◽  
Volitional Control ◽  
Knowledge Representations ◽  
Feeling Of Knowing ◽  
Grammar Learning ◽  
Artificial Grammars ◽  
Access To Knowledge ◽  
Implicit And Explicit

Dienes & Perner argue that volitional control in artificial grammar learning is best understood in terms of the distinction between implicit and explicit knowledge representations. We maintain that direct, explicit access to knowledge organised in a hierarchy of implicitness/explicitness is neither necessary nor sufficient to explain volitional control. People can invoke volitional control when their knowledge is implicit, as in the case of artificial grammar learning, and they can invoke volitional control when any part of their knowledge representation is implicit, as can be seen by examining “feeling of knowing” phenomena.

Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

2019 ◽  
Vol 62 (10) ◽  
pp. 3790-3807 ◽  
Author(s):  
Sara Ferman ◽  
Liat Kishon-Rabin ◽  
Hila Ganot-Budaga ◽  
Avi Karni
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Explicit Knowledge ◽  
Procedural Memory ◽  
Procedural Learning ◽  
Specific Language ◽  
Language Problems ◽  
Morphological Rule ◽  
Semantic Distinction

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age–matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit—perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task—can better explain their difficulties in language learning.

Patterns of Implicit Learning Below the Level of Conscious Knowledge

2010 ◽  
Vol 24 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Juliana Yordanova ◽  
Rolf Verleger ◽  
Ullrich Wagner ◽  
Vasil Kolev
Keyword(s):  
Implicit Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Knowledge Generation ◽  
Sleep Stages ◽  
Implicit Processing ◽  
Implicit Processes ◽  
Late Night ◽  
On Line ◽  
On Line Learning

The objective of the present study was to evaluate patterns of implicit processing in a task where the acquisition of explicit and implicit knowledge occurs simultaneously. The number reduction task (NRT) was used as having two levels of organization, overt and covert, where the covert level of processing is associated with implicit associative and implicit procedural learning. One aim was to compare these two types of implicit processes in the NRT when sleep was or was not introduced between initial formation of task representations and subsequent NRT processing. To assess the effects of different sleep stages, two sleep groups (early- and late-night groups) were used where initial training of the task was separated from subsequent retest by 3 h full of predominantly slow wave sleep (SWS) or rapid eye movement (REM) sleep. In two no-sleep groups, no interval was introduced between initial and subsequent NRT performance. A second aim was to evaluate the interaction between procedural and associative implicit learning in the NRT. Implicit associative learning was measured by the difference between the speed of responses that could or could not be predicted by the covert abstract regularity of the task. Implicit procedural on-line learning was measured by the practice-based increased speed of performance with time on task. Major results indicated that late-night sleep produced a substantial facilitation of implicit associations without modifying individual ability for explicit knowledge generation or for procedural on-line learning. This was evidenced by the higher rate of subjects who gained implicit knowledge of abstract task structure in the late-night group relative to the early-night and no-sleep groups. Independently of sleep, gain of implicit associative knowledge was accompanied by a relative slowing of responses to unpredictable items suggesting reciprocal interactions between associative and motor procedural processes within the implicit system. These observations provide evidence for the separability and interactions of different patterns of processing within implicit memory.

Tacit vs. Explicit Knowledge of the University's Mission

2007 ◽  
Author(s):  
Katherine J. VanGiffen ◽  
Rachel Couvrey ◽  
Erica Agustin ◽  
Diane Johnson ◽  
Ryan Smith
Keyword(s):  
Explicit Knowledge

Framework for Semantic Search Enabled Software Component Repository (SSESCR)

2018 ◽  
Author(s):  
Vishnu Sharma ◽  
Vijay Singh Rathore ◽  
Chandikaditya Kumawat
Keyword(s):  
Software Quality ◽  
Software Reuse ◽  
Development Time ◽  
Software Component ◽  
Semantic Search ◽  
Easy Access ◽  
Software Components ◽  
Efficient Search ◽  
Systematic Reuse ◽  
New System

Software reuse can improve software quality with the reducing cost and development time. Systematic reuse plan enhances cohesion and reduces coupling for better testability and maintainability. Software reuse approach can be adopted at the highest extent if relevant software components can be easily searched, adapted and integrated into new system. Large software industries hold their own well managed component libraries containing well tested software component with the project category based classification .Access to these repositories are very limited. Software reuse is facing so many problems and still not so popular. This is due to issues of general access, efficient search and adoption of software component. This paper propose a framework which resolves all of the above issues with providing easy access to components, efficient incremental semantics based search, repository management, versioning of components.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

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