scholarly journals When Should Learning Agents Switch to Explicit Knowledge?

10.29007/2bgs ◽  
2018 ◽  
Author(s):  
Daan Apeldoorn ◽  
Gabriele Kern-Isberner
Keyword(s):  
Explicit Form ◽  
Learning Process ◽  
Explicit Knowledge ◽  
Implicit Representation ◽  
Rule Based ◽  
Learning Agents ◽  
Implicit Form ◽  
Psychological Models ◽  
Implicit And Explicit ◽  
Early Phases

According to psychological models, learned knowledge can be distinguished into implicit and explicit knowledge. The former can be exploited, but cannot be verbalized easily (e.\,g., to explain it to another person). The latter is available in an explicit form, it often comprises generalized, rule-based knowledge which can be verbalized and explained to others. During a learning process, the learned knowledge starts in an implicit form and gets explicit as the learning process progresses, and humans benefit from exploiting such generalized, rule-based knowledge when learning. This paper investigates how learning agents can benefit from explicit knowledge which is extracted during a learning process from a learned implicit representation. It is clearly shown that an agent can already benefit from explicit knowledge in early phases of a learning process.

scholarly journals Hva kan praksisnær undervisning være?

2020 ◽  
pp. 33-52
Author(s):  
Grethe Salicath Halvorsen
Keyword(s):  
Learning Process ◽  
Explicit Knowledge ◽  
Contemporary Literature ◽  
Theory And Practice ◽  
Comprehensive Understanding ◽  
Implicit And Explicit

The concept of practice-oriented learning is not used very consistently in contemporary literature. There are numerous and non-uniform descriptions of what it is. This contribution revolves around what it can be. The literature describes this mainly as an attempt to marry theory and practice and create a more comprehensive understanding. Integration is a frequently used word and often it is the vocational practice that is meant by practice. Nor does Norwegian parliamentary report no. 16 from 2016/17 give anything but a relatively superficial glance of the fact that active students learn the most and best when they experience proximity to people’s reality and when its scenarios are naturally integrated into the teaching. I suggest that we question our applied concepts and grasp the experience, and see it in the light of implicit and explicit knowledge, tacit or articulated knowledge, internalism and externalism, and participant and spectator – well-known concepts in epistemology. I look at what the student «does and undergoes» in her/his learning process as a tool for realizing the knowledge on the inside and searching outside it with the goal of placing it within the whole. The exchange between inside and outside is important for understanding the practice as a phenomenon – from thinking about it, to thinking and acting with it.

Back to the future: The return of cognitive functionalism

2017 ◽  
Vol 40 ◽  
Author(s):  
Leyla Roskan Çağlar ◽  
Stephen José Hanson
Keyword(s):  
Artificial Intelligence ◽  
Neural Networks ◽  
Knowledge Representation ◽  
Learning Process ◽  
Explicit Knowledge ◽  
Model Building ◽  
Causal Models ◽  
Learning Systems ◽  
The Future ◽  
Implicit And Explicit

AbstractThe claims that learning systems must build causal models and provide explanations of their inferences are not new, and advocate a cognitive functionalism for artificial intelligence. This view conflates the relationships between implicit and explicit knowledge representation. We present recent evidence that neural networks do engage in model building, which is implicit, and cannot be dissociated from the learning process.

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.

An Automatic Question Generation System using Rule-Based Approach in Bloom’s Taxonomy

2019 ◽  
Vol 13 ◽  
Author(s):  
G Deena ◽  
K Raja ◽  
K Kannan
Keyword(s):  
Language Processing ◽  
Learning Process ◽  
Question Generation ◽  
Test Question ◽  
Rule Based ◽  
Part Of Speech ◽  
Core Idea ◽  
Rule Based Approach ◽  
Teaching Learning ◽  
Automatic Question Generation

: In this competing world, education has become part of everyday life. The process of imparting the knowledge to the learner through education is the core idea in the Teaching-Learning Process (TLP). An assessment is one way to identify the learner’s weak spot of the area under discussion. An assessment question has higher preferences in judging the learner's skill. In manual preparation, the questions are not assured in excellence and fairness to assess the learner’s cognitive skill. Question generation is the most important part of the teaching-learning process. It is clearly understood that generating the test question is the toughest part. Methods: Proposed an Automatic Question Generation (AQG) system which automatically generates the assessment questions dynamically from the input file. Objective: The Proposed system is to generate the test questions that are mapped with blooms taxonomy to determine the learner’s cognitive level. The cloze type questions are generated using the tag part-of-speech and random function. Rule-based approaches and Natural Language Processing (NLP) techniques are implemented to generate the procedural question of the lowest blooms cognitive levels. Analysis: The outputs are dynamic in nature to create a different set of questions at each execution. Here, input paragraph is selected from computer science domain and their output efficiency are measured using the precision and recall.

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

2009 ◽  
Author(s):  
Hayo Reinders ◽  
Rosemary Erlam ◽  
JeneferVE Philp ◽  
Shawn Loewen ◽  
Catherine Elder
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Explicit Knowledge ◽  
Implicit And Explicit

Some suggested additions to the semantic cognition model

2008 ◽  
Vol 31 (6) ◽  
pp. 721-722
Author(s):  
Jean M. Mandler
Keyword(s):  
Concept Formation ◽  
Explicit Knowledge ◽  
Conceptual Learning ◽  
Attentional Biases ◽  
Semantic Cognition ◽  
Other Information ◽  
Direct Input ◽  
Cognition Model ◽  
Implicit And Explicit ◽  
Slow Learning

AbstractRogers & McClelland (R&M) present a powerful account of semantic (conceptual) learning. Their model admirably handles many characteristics of early concept formation, but it also needs to address attentional biases, and distinguish direct input from error-driven learning, and fast versus slow learning. Not distinguishing implicit and explicit knowledge means that the authors also cannot explain why some coherently varying information becomes accessible and other information does not.

scholarly journals A Rule-Based System to Promote Design for Manufacturing and Assembly in the Development of Welded Structure: Method and Tool Proposition

2021 ◽  
Vol 11 (5) ◽  
pp. 2326
Author(s):  
Claudio Favi ◽  
Roberto Garziera ◽  
Federico Campi
Keyword(s):  
Feature Recognition ◽  
Explicit Knowledge ◽  
Parametric Modeling ◽  
Rule Based ◽  
Rule Based System ◽  
Assembly Method ◽  
Welded Structure ◽  
Design And Manufacturing ◽  
Time Required ◽  
Welding Processes

Welding is a consolidated technology used to manufacture/assemble large products and structures. Currently, welding design issues are tackled downstream of the 3D modeling, lacking concurrent development of design and manufacturing engineering activities. This study aims to define a method to formalize welding knowledge that can be reused as a base for the development of an engineering design platform, applying design for assembly method to assure product manufacturability and welding operations (design for welding (DFW)). The method of ontology (rule-based system) is used to translate tacit knowledge into explicit knowledge, while geometrical feature recognition with parametric modeling is adopted to couple geometrical information with the identification of welding issues. Results show how, within the design phase, manufacturing issues related to the welding operations can be identified and fixed. Two metal structures (a jack adapter of a heavy-duty prop and a lateral frame of a bracket structure) fabricated with arc welding processes were used as case studies and the following benefits were highlighted: (i) anticipation of welding issues related to the product geometry and (ii) reduction of effort and time required for the design review. In conclusion, this research moves forward toward the direction of concurrent engineering, closing the gap between design and manufacturing.

scholarly journals Beyond paradigm: The ‘what’ and the ‘how’ of classroom research

2014 ◽  
Vol 30 (4) ◽  
pp. 551-568 ◽  
Author(s):  
Melinda Whong ◽  
Kook-Hee Gil ◽  
Heather Marsden
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Development ◽  
Explicit Knowledge ◽  
Teaching Practice ◽  
Implicit Knowledge ◽  
Developmental Differences ◽  
Classroom Research ◽  
Language Classroom ◽  
Implicit And Explicit

This article reviews studies in second language classroom research from a cross-theoretic perspective, arguing that the classroom holds the potential for bringing together researchers from opposing theoretical orientations. It shows how generative and general cognitive approaches share a view of language that implicates both implicit and explicit knowledge, and that holds a bias towards implicit knowledge. Arguing that it is implicit knowledge that should be the object of research, it proposes that classroom research would benefit from incorporating insights from a generative understanding of language. Specifically, there is a need for a more nuanced view of the complexity of language in terms of linguistic domain, and the interaction between those domains. Generative second language acquisition research that shows developmental differences in terms of both linguistic domain and interface is reviewed. The core argument is a call for more attention to the ‘what’ of language development in classroom research and, by implication, teaching practice. As such, the language classroom is seen to offer potential for research that goes beyond paradigm to address both the ‘what’ and the ‘how’ of language development.

Genetic feature selection in a fuzzy rule-based classification system learning process for high-dimensional problems

2001 ◽  
Vol 136 (1-4) ◽  
pp. 135-157 ◽  
Author(s):  
J Casillas ◽  
O Cordón ◽  
M.J Del Jesus ◽  
F Herrera
Keyword(s):  
Feature Selection ◽  
Learning Process ◽  
Classification System ◽  
Fuzzy Rule ◽  
High Dimensional ◽  
Rule Based ◽  
Genetic Feature ◽  
Genetic Feature Selection

scholarly journals Assumptions of the Process-Dissociation Procedure are Violated in Implicit Sequence Learning

2016 ◽  
Author(s):  
Marius Barth ◽  
Christoph Stahl ◽  
Hilde Haider
Keyword(s):  
Sequence Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Process Dissociation ◽  
Implicit Sequence Learning ◽  
Generation Task ◽  
Accurate Performance ◽  
Exclusion Condition ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: inclusion instructions require generating the transitions that form the learned sequence; exclusion instructions require generating transitions other than those of the learned sequence. Whereas accurate performance under inclusion may be based on either implicit or explicit knowledge, avoiding to generate learned transitions requires controllable explicit sequence knowledge. The PD approach yields separate estimates of explicit and implicit knowledge that are derived from the same task; it therefore avoids many problems of previous measurement approaches. However, the PD approach rests on the critical assumption that the implicit and explicit processes are invariant across inclusion and exclusion conditions. We tested whether the invariance assumptions hold for the PD generation task. Across three studies using first-order as well as second-order regularities, invariance of the controlled process was found to be violated. In particular, despite extensive amounts of practice, explicit knowledge was not exhaustively expressed in the exclusion condition. We discuss the implications of these findings for the use of process-dissociation in assessing implicit knowledge.

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