Journal articles on the topic 'Implicit and explicit knowledge bases'
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Willingham, Daniel B., and Kelly Goedert-Eschmann. "The Relation Between Implicit and Explicit Learning: Evidence for Parallel Development." Psychological Science 10, no. 6 (November 1999): 531–34. http://dx.doi.org/10.1111/1467-9280.00201.
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Much research has focused on the separability of implicit and explicit learning, but less has focused on how they might interact. A recent model suggests that in the motor-skill domain, explicit knowledge can guide movement, and the implicit system learns in parallel, based on these movements. Functional imaging studies do not support that contention, however; they indicate that learning is exclusively implicit or explicit. In the experiment reported here, participants learned a motor sequencing task either implicitly or explicitly. At transfer, most of the stimuli were random, but the sequence occasionally appeared; thus, it was not obvious that explicit knowledge could be applied to the task. Nevertheless, participants with explicit training showed sequence knowledge equivalent to those with implicit training, implying that implicit knowledge had been acquired in parallel with explicit knowledge. This result has implications for the development of automaticity and of motor-skill learning.
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Dienes, Zoltan, Donald Broadbent, and Dianne C. Berry. "Implicit and explicit knowledge bases in artificial grammar learning." Journal of Experimental Psychology: Learning, Memory, and Cognition 17, no. 5 (1991): 875–87. http://dx.doi.org/10.1037/0278-7393.17.5.875.
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Zhang, Yongjie, and Ansheng Deng. "Redundancy Reduction Algorithms in Rule-Based Knowledge Bases." International Journal of Pattern Recognition and Artificial Intelligence 30, no. 09 (November 2016): 1660011. http://dx.doi.org/10.1142/s0218001416600119.
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Redundancy rules in knowledge bases will affect the reasoning process of knowledge bases. And they will take up a lot of unnecessary memory space. So the notions of redundancy rules are briefly introduced. Meanwhile they are classified into four types. This paper studies the redundancy rules based on propositional logic and presents the reduction algorithms of four kinds of redundancy rules. They are equivalent redundancy rules, implication redundancy rules and cycle redundancy rules in explicit redundancy rules and condition redundancy rules in implicit redundancy rules. The reduction in this paper optimizes the structure of rule-based knowledge bases. And it also improves the efficiency of time and space of the reasoning on knowledge bases.
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ROGERS, JOHN, ANDREA RÉVÉSZ, and PATRICK REBUSCHAT. "Implicit and explicit knowledge of inflectional morphology." Applied Psycholinguistics 37, no. 4 (July 21, 2015): 781–812. http://dx.doi.org/10.1017/s0142716415000247.
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ABSTRACTThis study set out to test the degree to which second language inflectional morphology can be acquired as a result of incidental exposure and whether the resulting knowledge is implicit (unconscious) or explicit (conscious) in nature. Participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. In the testing phase, a grammaticality judgment test was utilized to assess learning. In addition, subjective measures of awareness and retrospective verbal reports were used to measure whether the acquired knowledge was conscious or not. The results of the experiment indicate that participants can rapidly develop knowledge of second language inflectional morphology under incidental learning conditions in the absence of verbalizable rule knowledge.
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Ďurišová, Libuše. "Vocational Education Based on Knowledge or Experience?" Lifelong Learning 1, no. 1 (2011): 22–32. http://dx.doi.org/10.11118/lifele2011010122.
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The development of vocational education will depend on whether it provides future-oriented competencies. That means desired competencies of the knowledge society. At present the vocational education includes two different views. One is based on implicit knowledge, the other on explicit knowledge. Implicit knowledge is understood as the knowledge based on experience. Explicit knowledge represents systematic and theoretical knowledge. Although implicit and explicit knowledge have been identified for the first time in the fifties of the last century, both of these forms were already established as essential parts of a business education in the Bata company in Zlín in the twenties to forties of the last century. The thesis aims to characterize these two forms of knowledge in relation to vocational education and to answer the following research questions: What competencies will provide graduates with vocational education based only on explicit knowledge? What competencies will provide vocational education based solely on implicit knowledge? Document analysis and field research obtained facts and information about these issues are compared with the concept of vocational education in the Bata’s shoe company in the twenties to forties of the last century. Methods conform to the historical method of working with archive documents and literature.
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Bornstein, Robert F. "Unconscious motivation and phenomenal knowledge: Toward a comprehensive theory of implicit mental states." Behavioral and Brain Sciences 22, no. 5 (October 1999): 758. http://dx.doi.org/10.1017/s0140525x99252181.
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A comprehensive theory of implicit and explicit knowledge must explain phenomenal knowledge (e.g., knowledge regarding one's affective and motivational states), as well as propositional (i.e., “fact”-based) knowledge. Findings from several research areas (i.e., the subliminal mere exposure effect, artificial grammar learning, implicit and self-attributed dependency needs) are used to illustrate the importance of both phenomenal and propositional knowledge for a unified theory of implicit and explicit mental states.
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Lee, Joo Young, Sun Hwa Hahn, and Jung Sun Yoon. "A Study on the Knowledge Community for Creating and Sharing Implicit Knowledge." Key Engineering Materials 277-279 (January 2005): 331–36. http://dx.doi.org/10.4028/www.scientific.net/kem.277-279.331.
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The ultimate goal of a knowledge-based society is to encourage the individuals to share and disseminate their knowledge spontaneously, so that the circulation of knowledge is accomplished. The structure of knowledge circulation consists of the following loop: preparation of explicit knowledge from implicit knowledge (externalization), sharing of the explicit knowledge, reproduction of implicit knowledge from shared explicit knowledge (internalization) and externalization of reproduced implicit knowledge. In addition, for the purpose of sharing knowledge, the market place should be established and offer a variety of incentives that induce people to willingly participate in the creation of knowledge. In this paper, we show a successful example of a knowledge community, the Global Network of Korean Scientists and Engineers (KOSEN, www.kosen21.org), focusing on its organization and operation. KOSEN was established in 1999 in order to share knowledge and information resources of Korean scientists and engineers all over the world. Among 4 knowledge management processes--knowledge creation and acquisition, knowledge organization and storage, knowledge distribution and knowledge utilization--KOSEN supports 3 processes (aside from the utilization of knowledge). Moreover, KOSEN seeks knowledge utilization by encouraging the formation of small groups within the community.
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Dubravac, Vildana. "Explicit and implicit knowledge of English tenses of primary school EFL learners in Bosnia and Herzegovina." Strani jezici 51, no. 1 (2022): 77–104. http://dx.doi.org/10.22210/strjez/51-1/4.
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The linguistic knowledge of foreign language learners appears to be partly implicit and partly explicit. Learners rely on implicit knowledge when involved in spontaneous everyday com- munication, while explicit knowledge enables them to reflect on language structures and reco- gnise or use metalanguage. The present study investigated the explicit and implicit foreign language learners’ knowledge of English tenses in the Bosnian context at the end of the first educational cycle, i.e., primary school, by means of a metalinguistic test, an untimed gram- maticality judgement test and an elicited imitation test. The study aimed at exploring the var- iability in the quantity and quality of EFL learners’ knowledge and the relationship between different types of knowledge based on three factors, namely gender, average grade, and start- ing age. While revealing quite limited knowledge of the target structures, the findings showed no significant difference between explicit and implicit knowledge, while the correlation co- efficients between them were relatively high. Out of the three factors, a three-way ANOVA showed that only average grade proved to have a significant main effect on EFL knowledge. The interaction effect of gender and grade was significant on the participants’ overall EFL knowledge and their explicit knowledge, whereas a significant interaction effect of all three factors was confirmed only on explicit knowledge.
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Zereshki, Forouzan, and Ghafour Rezaie. "The Impact of Structured Input and Consciousness Raising Tasks on the Acquisition of Implicit and Explicit Knowledge of EFL Learners." International Journal of English Linguistics 8, no. 3 (February 5, 2018): 55. http://dx.doi.org/10.5539/ijel.v8n3p55.
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During the past decades, the distinction between implicit and explicit knowledge and how they could be developed through instruction have always been controversial issues for cognitive psychologists and second language acquisition (SLA) researchers. The present study was aimed at investigating the effects of two different input-based tasks (Structured Input and Consciousness Raising) on the acquisition of implicit and explicit knowledge of English active causative structure by EFL learners. Seventy three female English language learners participated in this study. Participants were divided into two experimental groups, one was provided with structured input activities and the other with consciousness raising activities. The participants’ implicit and explicit knowledge of the target structure was assessed through Timed Grammaticality Judgment and Untimed Grammaticality Judgment respectively before and after the treatment. The results of Paired and Independent Samples t-test analyses revealed that both C-R tasks and SI tasks resulted in the acquisition of both implicit and explicit knowledge, with C-R having more significant impact on the explicit knowledge. The findings provided indirect positive support for the interface hypothesis.
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Koike, Asako, and Toshihisa Takagi. "Knowledge discovery based on an implicit and explicit conceptual network." Journal of the American Society for Information Science and Technology 58, no. 1 (2006): 51–65. http://dx.doi.org/10.1002/asi.20421.
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Buchner, Axel, Melanie C. Steffens, and Rainer Rothkegel. "On the Role of Fragmentary Knowledge in a Sequence Learning Task." Quarterly Journal of Experimental Psychology Section A 51, no. 2 (May 1998): 251–81. http://dx.doi.org/10.1080/713755757.
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There has been considerable debate about whether or not we need to distinguish between the acquisition of implicit—and, independently thereof, the acquisition of explicit—knowledge in sequence learning tasks. Proponents of the view that a unitary knowledge base is formed assume (a) that the knowledge acquired is explicitly available, and (b) that information about sequence fragments forms the core of this explicit knowledge. Both of these issues are addressed empirically in the present article. In two experiments, an adapted process dissociation procedure and a suitable measurement model were used to separate recollective (explicit) and fluency-based (implicit) memory processes in a sequence learning task. Experiment 1 demonstrated that fluency-based processes came into play much later than recollective processes. Such recollective processes have been conceptualized as being based on simple knowledge about sequence fragments or chunks. Indeed, Experiment 2 showed that recollective processes are more likely to contribute to sequence judgements if chunks are readily available at test than if they are not. Together, these results are in line with the view that the learning of an event systematicity can be conceived of as the memorization of chunks of events that support both the speeding up of reaction times to systematic events and explicit, recollective memory processes even after relatively little training.
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Taatgen, Niels A. "Implicit versus explicit: An act-r learning perspective." Behavioral and Brain Sciences 22, no. 5 (October 1999): 785–86. http://dx.doi.org/10.1017/s0140525x99562183.
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Dienes & Perner propose a theory of implicit and explicit knowledge that is not entirely complete. It does not address many of the empirical issues, nor does it explain the difference between implicit and explicit learning. It does, however, provide a possible unified explanation, as opposed to the more binary theories like the systems and the processing theories of implicit and explicit memory. Furthermore, it is consistent with a theory in which implicit learning is viewed as based on the mechanisms of the cognitive architecture, and explicit learning as strategies that exploit these mechanisms.
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Park, Chun Hong, Mu Jin Kang, and Jin Chul Ahn. "A Knowledge Representation Framework in Design Repository." Solid State Phenomena 120 (February 2007): 235–40. http://dx.doi.org/10.4028/www.scientific.net/ssp.120.235.
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This paper proposes a knowledge representation framework for intelligent design platform. The main objective is to develop a schema to represent the explicit as well as the implicit design knowledge, and a method to incorporate it in the design repository. The framework is based on the ontological model composed of the elements: function, behavior, structure and constraint. While structure represents the explicit knowledge of design, function, behavior and constraint incorporate the implicit ones. By an example for injection mold design case, it is shown how and to what extent major intents of a design can be represented.
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Ruffman, Ted. "Applying the implicit-explicit distinction to development in children." Behavioral and Brain Sciences 22, no. 5 (October 1999): 783. http://dx.doi.org/10.1017/s0140525x99532184.
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This commentary focuses on how Dienes & Perner's (D&P's) claims relate to aspects of development. First, I discuss recent research that supports D&P's claim that anticipatory looking in a false belief task is guided by implicit knowledge. Second, I argue that implicit knowledge may be based on exposure to regularities in the world as D&P argue, but equally, it may sometimes be based on theories that conflict with real world regularities. Third, I discuss Munakata et al.'s notion of graded representations as an alternative to the implicit-explicit distinction in explaining dissociations in infancy.
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Yan, Ruiqing, Lanchang Sun, Fang Wang, and Xiaoming Zhang. "A General Method for Transferring Explicit Knowledge into Language Model Pretraining." Security and Communication Networks 2021 (October 8, 2021): 1–8. http://dx.doi.org/10.1155/2021/7115167.
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Recently, pretrained language models, such as Bert and XLNet, have rapidly advanced the state of the art on many NLP tasks. They can model implicit semantic information between words in the text. However, it is solely at the token level without considering the background knowledge. Intuitively, background knowledge influences the efficacy of text understanding. Inspired by this, we focus on improving model pretraining by leveraging external knowledge. Different from recent research that optimizes pretraining models by knowledge masking strategies, we propose a simple but general method to transfer explicit knowledge with pretraining. To be specific, we first match knowledge facts from a knowledge base (KB) and then add a knowledge injunction layer to a transformer directly without changing its architecture. This study seeks to find the direct impact of explicit knowledge on model pretraining. We conduct experiments on 7 datasets using 5 knowledge bases in different downstream tasks. Our investigation reveals promising results in all the tasks. The experiment also verifies that domain-specific knowledge is superior to open-domain knowledge in domain-specific task, and different knowledge bases have different performances in different tasks.
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Samiei, Mitra, and Tam Shu Sim. "Effects of Written Corrective Feedback on Explicit and Implicit Knowledge." Journal of NELTA 21, no. 1-2 (December 1, 2016): 74–85. http://dx.doi.org/10.3126/nelta.v21i1-2.20203.
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This study is an examination of the effect of the different degrees of explicitness of written corrective feedback (WCF) on implicit and explicit knowledge of the target structure (past simple tense) in the short term and long term. There were four experimental groups including a control group, in this quasi-experimental study which received different degrees of explicit WCF. This study sought to investigate whether or not written corrective feedback could also be effective in targeting the problematic error category in the texts of FL writers. Past simple test was known as the problematic structure based on the result of the pre-test, though their level of proficiency was intermediate. It was found that both metalinguistic and direct WCF could affect the participants’ explicit knowledge of the past simple tense in the short term and long term; the indirect WCF on the other hand, could only affect the explicit knowledge in the short term and the reformulation was the only kind of WCF that did not have any effect on the explicit knowledge of the past simple tense. Moreover, all the experimental groups’ implicit knowledge improved in the short term; however, this improvement was sustained in the long term for the metalinguistic and indirect groups only. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:74-85
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Rodríguez Silva, Luis Humberto, and Karen Roehr-Brackin. "PERCEIVED LEARNING DIFFICULTY AND ACTUAL PERFORMANCE." Studies in Second Language Acquisition 38, no. 2 (October 29, 2015): 317–40. http://dx.doi.org/10.1017/s0272263115000340.
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This article draws on an approach that conceptualizes L2 learning difficulty in terms of implicit and explicit knowledge. In a study with first language Mexican Spanish university-level learners (n = 30), their teachers (n = 11), and applied linguistics experts (n = 3), we investigated the relationship between (a) these groups’ difficulty judgements of 13 selected L2 English structures and (b) perceived learning difficulty and learners’ actual performance on measures of implicit and explicit knowledge. Our findings show that experts’ learning difficulty judgements did not lead to significant predictions, whereas the learners’ own difficulty rankings correlated significantly with their performance on the measure of explicit knowledge. Although correlations based on teachers’ difficulty rankings did not reach statistical significance, the judgements of this group were the only ones that showed trends toward successful prediction of learners’ performance on both the implicit and the explicit L2 measures. Thus the teachers exhibited a trend toward the best overall prediction ability.
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Umiltà, Carlo. "Conscious Experience Depends on Multiple Brain Systems." European Psychologist 5, no. 1 (March 2000): 3–11. http://dx.doi.org/10.1027//1016-9040.5.1.3.
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Following brain damage, information processing and consciousness can break down. This phenomenon is termed dissociation between preserved implicit (nonconscious) knowledge and impaired explicit (conscious) knowledge. Examples of the implicit/explicit dissociation are provided based on neuropsychological deficits such as cortical blindness, prosopagnosia, neglect, and amnesia. Also, models of the dissociation are discussed. The explicit/implicit dissociations are domain specific, in the sense that they always occur in a single domain only. For that reason, it is argued that there is no unitary area in the brain on which the activity of conscious experience depends. It is proposed instead that the neural substrate of conscious experience is distributed, and that the contents of consciousness depend on activity in many independent cortical areas.
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Kupferberg, Irit. "DIFFERENTIAL EFFECTS OF EXPLICIT INSTRUCTION ON SECOND LANGUAGE ACQUISITION.Rick de Graaff. Leiden: Holland Institute of Generative Linguistics, 1997. Pp. 234. NLG 40 paper." Studies in Second Language Acquisition 22, no. 1 (March 2000): 117–18. http://dx.doi.org/10.1017/s0272263100241053.
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Is there an interface between explicit and implicit knowledge in L2 acquisition? Rick de Graaff's doctoral dissertation tests this question in an experimental study from a weak interface position. This position indicates that explicit knowledge has a facilitative role in the acquisition of implicit knowledge when it engages the attention of learners and makes them notice input features (Schmidt, 1990). De Graaff studies the effect of explicit computer-aided self-instruction on the acquisition of morphosyntax in Experanto (an artificial language, based on Zamenhoff's Esperanto) and Spanish (as a foreign language) by adult native speakers of Dutch. Acquisition is tested in interaction with five intervening factors that constitute a controlled linguistic, psychological, and pedagogic context (i.e., complexity of structures, rule-based learning in syntax and exemplar-based learning in morphology, familiarity with the structures, availability of explicit knowledge, and learners' aptitude). Experanto is chosen to control for the influence of previous knowledge and contact outside class, and Spanish is chosen to make the results more generalizable.
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de Graaff, Rick. "Hoe Beïnvloedt Kennis Over Taal de Verwerving Van Een Vreemde Taal? Evidentie Vanuit Een Computeronder-Steunde Cursus Spaans." Toegepaste taalwetenschap in discussie 58 (January 1, 1998): 119–26. http://dx.doi.org/10.1075/ttwia.58.16gra.
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The article reports on an empirical study of the faciltative effect of explicit instruction about language structure on the acquisition of second language (L2) morphosyntax, by means of an experiment in which students learning Spanish were given varying amounts of explanation about the grammatical structure. Students took a computer-assisted self-study course under explanation or non-explanation conditions, and were tested on the acquisition of a simple and a complex morphological structure and a simple and a complex syntactic structure. It is argued that explicit knowledge about language does not convert into implicit knowledge of language. The study is based on an attention focusing position, according to which implicit knowledge is acquired as a result of noticing specific forms and their meanings in the target language; noticing can be facilitated by explicit knowledge built up as a result of explicit instruction.
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Yordanova, Juliana, Rolf Verleger, Ullrich Wagner, and Vasil Kolev. "Patterns of Implicit Learning Below the Level of Conscious Knowledge." Journal of Psychophysiology 24, no. 2 (January 2010): 91–101. http://dx.doi.org/10.1027/0269-8803/a000018.
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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.
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Elabd, Emad, Emmanuel Coquery, and Mohand-Said Hacid. "From Implicit to Explicit Transitions in Business Protocols." International Journal of Web Services Research 9, no. 4 (October 2012): 69–95. http://dx.doi.org/10.4018/jwsr.2012100104.
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Modeling Web services is a major step towards their automated analysis. One of the important parameters in this modeling, for the majority of Web services, is the time. A Web service can be presented by its behavior which can be described by a business protocol representing the possible sequences of message exchanges. To the best of the authors’ knowledge, automated analysis of timed Web services (e.g., compatibility and replaceability checking) is very difficult and in some cases it is not possible with the presence of implicit transitions (internal transitions) based on time constraints. The semantics of the implicit transitions is the source of this difficulty because most of well-known modeling tools do not express this semantics (e.g., epsilon transition on the timed automata has a different semantics). This paper presents an approach for converting any protocol containing implicit transitions to an equivalent one without implicit transitions before performing analysis.
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Ai, Qingyao, Vahid Azizi, Xu Chen, and Yongfeng Zhang. "Learning Heterogeneous Knowledge Base Embeddings for Explainable Recommendation." Algorithms 11, no. 9 (September 13, 2018): 137. http://dx.doi.org/10.3390/a11090137.
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Providing model-generated explanations in recommender systems is important to user experience. State-of-the-art recommendation algorithms—especially the collaborative filtering (CF)- based approaches with shallow or deep models—usually work with various unstructured information sources for recommendation, such as textual reviews, visual images, and various implicit or explicit feedbacks. Though structured knowledge bases were considered in content-based approaches, they have been largely ignored recently due to the availability of vast amounts of data and the learning power of many complex models. However, structured knowledge bases exhibit unique advantages in personalized recommendation systems. When the explicit knowledge about users and items is considered for recommendation, the system could provide highly customized recommendations based on users’ historical behaviors and the knowledge is helpful for providing informed explanations regarding the recommended items. A great challenge for using knowledge bases for recommendation is how to integrate large-scale structured and unstructured data, while taking advantage of collaborative filtering for highly accurate performance. Recent achievements in knowledge-base embedding (KBE) sheds light on this problem, which makes it possible to learn user and item representations while preserving the structure of their relationship with external knowledge for explanation. In this work, we propose to explain knowledge-base embeddings for explainable recommendation. Specifically, we propose a knowledge-base representation learning framework to embed heterogeneous entities for recommendation, and based on the embedded knowledge base, a soft matching algorithm is proposed to generate personalized explanations for the recommended items. Experimental results on real-world e-commerce datasets verified the superior recommendation performance and the explainability power of our approach compared with state-of-the-art baselines.
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Almeida, Tiago, Ana Cristina Silva, and João Rosa. "Invented spelling intervention programmes: Comparing explicit and implicit instructions." Análise Psicológica 39, no. 2 (November 30, 2021): 229–45. http://dx.doi.org/10.14417/ap.1848.
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This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.
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Paquet, Pierre-Luc. "Influence of L1 Properties and Proficiency on the Acquisition of Gender Agreement." Journal of Language and Education 4, no. 1 (March 31, 2018): 92–104. http://dx.doi.org/10.17323/2411-7390-2018-4-1-92-104.
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This research investigates the influence of L1 properties and proficiency level on the acquisition of the Spanish gender agreement system. French and English-speaking learners of Spanish participated in the study. Subjects were divided into four different groups considering their L1 (French and English) and their proficiency level (intermediate and advanced). Subjects completed three different tasks: an untimed grammaticality judgment (UGJT) to measure learners’ explicit knowledge, an elicited oral imitation (EOI) and an eye-tracking to assess their implicit knowledge of the Spanish gender agreement system. From this multi-tiered methodology, this research project aimed to examine whether L1 properties and proficiency level influence learners’ explicit and implicit knowledge of the Spanish gender agreement. The results from the UGJT suggest that both French and English learners can notice noun-adjective discord. As for the EOI and eye-tracking tasks, only the French advanced learners clearly demonstrated integrated implicit knowledge of gender agreement. Therefore, based on these results, we can imply that implicit knowledge of gender agreement is acquired later and that L1 properties influence this whole process, even at an advanced proficiency level.
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Levallet, Nadège, and Yolande E. Chan. "Organizational knowledge retention and knowledge loss." Journal of Knowledge Management 23, no. 1 (January 14, 2019): 176–99. http://dx.doi.org/10.1108/jkm-08-2017-0358.
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PurposeThis paper aims to examine the effectiveness of organizational information technology (IT)-based and non-IT-based knowledge transfer mechanisms (KTMs) for the retention of different types of knowledge from mobile experts. It differentiates among four types of knowledge loss (KL), namely, conscious knowledge (i.e. individual explicit knowledge that can be codified); codified knowledge (i.e. explicit knowledge captured at the social level); automatic knowledge (i.e. implicit individual knowledge); and collective knowledge (i.e. implicit knowledge embedded in the organization).Design/methodology/approachA research framework connecting the organizational knowledge retention (KR) cycle to KL is developed and an exploratory analysis is conducted using data from two case studies in the Canadian federal public service. Findings are confirmed using a third government agency.FindingsWithout the right processes in place for organizational knowledge retrieval and reuse, the KR cycle is not complete, leading to KL. The lack of available social KTMs for the conversion of individual to social objectified knowledge leads to KL. KTMs shortcomings increase the risk of automatic and objectified KL.Research limitations/implicationsExploratory results demonstrate that KL does not always equate to lack of KR. Implementing knowledge-specific organizational KTMs is important to encourage the retention of individual knowledge at the social level. Propositions and a framework are developed for future research.Practical implicationsMobile experts hold valuable knowledge at high risk of being lost by organizations. This paper provides managers with a set of guidelines to develop a knowledge-specific strategy focused on KTMs that increase KR and mitigate KL.Originality/valueThis paper challenges the assumption that KL only results from poor retention and studies both retention and loss to identify additional types of unintentional loss that occur when individual knowledge is not converted to social knowledge.
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Georgieff, Nicolas, and Yves Rossetti. "How does implicit and explicit knowledge fit in the consciousness of action?" Behavioral and Brain Sciences 22, no. 5 (October 1999): 765–66. http://dx.doi.org/10.1017/s0140525x99342187.
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Dienes & Perner's (D&P's) target articles proposes an analysis of explicit knowledge based on a progressive transformation of implicit into explicit products, applying this gradient to different aspects of knowledge that can be represented. The goal is to integrate a philosophical concept of knowledge with relevant psychophysical and neuropsychological data. D&P seem to fill an impressive portion of the gap between these two areas. We focus on two examples where a full synthesis of theoretical and empirical data seems difficult to establish and would require further refinement of the model: action representation and the closely related consciousness of action, which is in turn related to self-consciousness.
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QUAINI, A., and A. QUARTERONI. "A SEMI-IMPLICIT APPROACH FOR FLUID-STRUCTURE INTERACTION BASED ON AN ALGEBRAIC FRACTIONAL STEP METHOD." Mathematical Models and Methods in Applied Sciences 17, no. 06 (June 2007): 957–83. http://dx.doi.org/10.1142/s0218202507002170.
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We address the numerical simulation of fluid-structure interaction problems characterized by a strong added-mass effect. We propose a semi-implicit coupling scheme based on an algebraic fractional-step method. The basic idea of a semi-implicit scheme consists in coupling implicitly the added-mass effect, while the other terms (dissipation, convection and geometrical nonlinearities) are treated explicitly. Thanks to this kind of explicit–implicit splitting, computational costs can be reduced (in comparison to fully implicit coupling algorithms) and the scheme remains stable for a wide range of discretization parameters. In this paper we derive this kind of splitting from the algebraic formulation of the coupled fluid-structure problem (after finite-element space discretization). From our knowledge, it is the first time that algebraic fractional step methods, used thus far only for fluid problems in computational domains with rigid boundaries, are applied to fluid-structure problems. In particular, for the specific semi-implicit method presented in this work, we adapt the Yosida scheme to the case of a coupled fluid-structure problem. This scheme relies on an approximate LU block factorization of the matrix obtained after the discretization in time and space of the fluid-structure system. We analyze the numerical performances of this scheme on 2D fluid-structure simulations performed with a simple 1D structure model.
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Campodonico, Jeffrey R., and Sharilyn Rediess. "Dissociation of implicit and explicit knowledge in a case of psychogenic retrograde amnesia." Journal of the International Neuropsychological Society 2, no. 2 (March 1996): 146–58. http://dx.doi.org/10.1017/s1355617700001004.
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AbstractThere have been few studies of psychogenic amnesia based on a cognitive or neuropsychological framework. In the present study, a patient with acute onset of profound psychogenic retrograde amnesia was examined. Although her performance on neuropsychological tasks revealed intact anterograde memory, language functioning, visuospatial and constructional skills, and mental speed and flexibility, she displayed severe impairments on a variety of retrograde memory tasks. Furthermore, initial observations revealed inconsistencies between the patient’s recall of semantic knowledge on direct questioning and her ability to demonstrate the use of this knowledge on indirect tasks. To test this formally, we devised an indirect remote knowledge task to examine a possible dissociation between explicit and implicit memory. Two healthy subjects matched for age, gender, education, occupation, and estimated IQ were also tested. As predicted, the findings demonstrate implicit knowledge despite impaired explicit recall for the same material. (JINS, 1996, 2, 146–158.)
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Sobha Rani, K. "TrustSVD: A Novel Trust-Based Matrix Factorization Model with User Trust and Item Ratings." International Journal of Advanced Research in Computer Science and Software Engineering 7, no. 11 (November 30, 2017): 7. http://dx.doi.org/10.23956/ijarcsse.v7i11.422.
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Collaborative filtering suffers from the problems of data sparsity and cold start, which dramatically degrade recommendation performance. To help resolve these issues, we propose TrustSVD, a trust-based matrix factorization technique. By analyzing the social trust data from four real-world data sets, we conclude that not only the explicit but also the implicit influence of both ratings and trust should be taken into consideration in a recommendation model. Hence, we build on top of a state-of-the-art recommendation algorithm SVD++ which inherently involves the explicit and implicit influence of rated items, by further incorporating both the explicit and implicit influence of trusted users on the prediction of items for an active user. To our knowledge, the work reported is the first to extend SVD++ with social trust information. Experimental results on the four data sets demonstrate that our approach TrustSVD achieves better accuracy than other ten counterparts, and can better handle the concerned issues.
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Gabrielova, Elena V., and Olga I. Maksimenko. "Implicit vs explicit evaluation: How English-speaking Twitter users discuss migration problems." Russian Journal of Linguistics 25, no. 1 (December 15, 2021): 105–24. http://dx.doi.org/10.22363/2687-0088-2021-25-1-105-124.
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The current research answers the question how Twitter users express their evaluation of topical social problems (explicitly or implicitly) and what linguistic means they use, being restricted by the allowed length of the message. The article explores how Twitter users communicate with each other and exchange ideas on social issues of great importance, express their feelings using a number of linguistic means, while being limited by a fixed number of characters, and form solidarity, being geographically distant from each other. The research is focused on the linguistic tools employed by Twitter users in order to express their personal attitude. The subject chosen for study was the migration processes in Europe and the USA. The aim of the current investigation is to determine the correlation between the attitudes of English-speaking users towards migration and the way they are expressed implicitly or explicitly. The authors make an attempt to define which tools contribute to the implicit or explicit nature of the utterances. The material includes 100 tweets of English-speaking users collected from February 1 to July 31, 2017. The choice of the time period is defined by significant events in Trumps migration policy and their consequences. The research is based on the content analysis of the material carried out by means of the Atlas.ti program. The software performs the coding of textual units, counts the frequency of codes and their correlation. The results of the research show that Twitter users tend to express their critical attitudes towards migration, rather than approve of it or sympathise with migrants. Criticism is more often expressed implicitly rather than explicitly. In order to disguise the attitude and feelings, the English-speaking users of Twitter employed irony, questions and quotations, while the explicit expression of attitudes was done by means of imperative structures. It is also worth mentioning that ellipses, contractions and abbreviations were used quite frequently due to the word limit of tweets. At the same time, the lack of knowledge about extralinguistic factors and personal characteristics of users makes the process of interpretation of tweets rather challenging. The findings of the current research suggest the necessity to take into account implicit negative attitudes while carrying out the analysis of public opinion on Twitter.
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Freeze, Ronald D., and Uday Kulkarni. "Knowledge management capability: defining knowledge assets." Journal of Knowledge Management 11, no. 6 (October 30, 2007): 94–109. http://dx.doi.org/10.1108/13673270710832190.
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PurposeThe purpose of this paper is to show that separate sources of knowledge are identified, described and clearly defined as organizational intangible knowledge assets. These knowledge assets are referred to as knowledge capabilities (KCs). knowledge management (KM) is utilized to leverage these assets with a view to systematic improvement in the process of achieving increased firm performance.Design/methodology/approachIn this paper knowledge capabilities are described in terms of their knowledge life cycle, tacit/implicit/explicit nature of knowledge, technology and organizational processes that encompass a firm's human capital identified as knowledge workers.FindingsThe paper finds that five knowledge capability are presented and described as expertise, lessons learned, policies and procedures, data and knowledge documents.Research limitations/implicationsThe paper shows that knowledge assets can be measured and improved in order to investigate causal relationships with identified measures of performance.Practical implicationsThe paper shows that by explicitly describing these knowledge assets, the KM activities within organizations can more effectively leverage knowledge and improve performance.Originality/valueThe paper sees that by drawing from both resource based and organizational learning literature, a knowledge management framework is presented to describe distinctly separate sources of knowledge within organizations. These knowledge sources are constructed as knowledge capabilities that can allow the assessment of organizational knowledge assets.
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Setiowati, Yuliana, Fitri Setyorini, and Afrida Helen. "Penentuan Aspek Implisit dengan Ekstraksi Knowledge Berbasis Rule pada Ulasan Bahasa Indonesia (Determination of Implicit Aspects with Rule Based Knowledge Extraction in Indonesian Reviews)." Jurnal Nasional Teknik Elektro dan Teknologi Informasi 9, no. 1 (February 5, 2020): 35–44. http://dx.doi.org/10.22146/jnteti.v9i1.145.
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Determination of implicit aspects is one of the important things in opinion sentences. This study proposes a new approach for developing rule-based knowledge by forming a relation between opinion words with aspect categories. The relationship is obtained from the combination of rules, based on Opinion Word Similarity (OWS). Evaluation for rule-based knowledge extraction is in the form of threshold values of frequency and confidence to produce the best precision, recall, and f-measure values. The knowledge extraction consists of two phases: training phase and testing phase. The training phase is described as the process to extract rule-based knowledge. The testing phase is described as the process to obtain the implicit aspects of opinion sentences by referring to rule-based knowledge. To extract rule-based knowledge on user reviews, it is necessary to identify opinion sentences with explicit aspects and get pairs of aspects and words of opinion with rules generated from regular expressions. The evaluation res ult of rule-based knowledge with confidence using OWS showed better results compared to rule-based knowledge without using OWS. By using OWS, precision value increased by 0.25%, recall value increased by 1.15%, and precision value increased by 0.83%.
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Al-Sayed, Kinda, Ruth Conroy Dalton, and Christoph Hölscher. "Discursive design thinking: The role of explicit knowledge in creative architectural design reasoning." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 24, no. 2 (April 26, 2010): 211–30. http://dx.doi.org/10.1017/s0890060410000065.
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AbstractThe main hypothesis investigated in this paper is based upon the suggestion that the discursive reasoning in architecture supported by an explicit knowledge of spatial configurations can enhance both design productivity and the intelligibility of design solutions. The study consists of an examination of an architect's performance while solving intuitively a well-defined problem followed by an analysis of the spatial structure of their design solutions. One group of architects will attempt to solve the design problem logically, rationalizing their design decisions by implementing their explicit knowledge of spatial configurations. The other group will use an implicit form of such knowledge arising from their architectural education to reason about their design acts. An integrated model of protocol analysis combining linkography and macroscopic coding is used to analyze the design processes. The resulting design outcomes will be evaluated quantitatively in terms of their spatial configurations. The analysis appears to show that an explicit knowledge of the rules of spatial configurations, as possessed by the first group of architects can partially enhance their function-driven judgment producing permeable and well-structured spaces. These findings are particularly significant as they imply that an explicit rather than an implicit knowledge of the fundamental rules that make a layout possible can lead to a considerable improvement in both the design process and product. This suggests that by externalizing the design knowledge and restructuring it in a design model, creative thought can efficiently be evolved and stimulated.
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Moroshkina, N. V., and A. D. Karpov. "The role of cognitive style of impulsivity-reflexivity in implicit learning (the example of the social perception tasks)." Experimental Psychology (Russia) 8, no. 4 (2015): 61–76. http://dx.doi.org/10.17759/exppsy.2015080405.
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We study the phenomenon of implicit learning in tasks of social perception. A large number of experimental data testifies that in the solution of various cognitive tasks, particularly in assessing psychological qualities of the other person by his/her appearance, the subjects of assessment can operate in two alternative modes: based on explicit or implicit knowledge. In the present study, we tested the hypothesis that the choice of a way of thinking is associated with such a parameter of cognitive style as impulsivity/reflexivity. We conducted an experiment in which the subjects on the training stage implicitly learned the implicit pattern between the type of hairstyle and the IQ of young women and on the test stage evaluated the IQ of another group of young women by their photos. According to the results, impulsive subjects are more sensitive to the implicit patterns and more often rely on it in the evaluation of psychological characteristics of another person. The rate of response of both impulsive and reflexive subjects was lower in the case of accounting and reliance by them on the imposed implicit rule
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Liang, Ting Ting, and Chun Qing Li. "Intelligent Science of Knowledge Retrieval System Model Based on Ontology." Applied Mechanics and Materials 707 (December 2014): 441–44. http://dx.doi.org/10.4028/www.scientific.net/amm.707.441.
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Compared with the traditional information retrieval, knowledge retrieval based on ontology has higher retrieval efficiency. In order to adequate arena for the effectiveness of knowledge,and intelligence to meet the users on the implicit and explicit knowledge retrieval demand, the author designed a system model of intelligent science based on ontology. Detailed analysis and elaboration of the three aspects: subject knowledge ontology construction, ontology knowledge retrieval, service based on intelligent. Provide methodological guidance and technical support to enrich the research contents in the field of knowledge retrieval.
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Omelchenko, Iryna. "Peculiarities of the Semantic Component of Communication Activities in Preschoolers with Developmental Delay." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 345–58. http://dx.doi.org/10.17951/en.2021.6.345-358.
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The article examines the peculiarities of the semantic component of communication activity of preschoolers with developmental delay. We have determined that an emotional attitude to an interlocutor introduced into communicative actions, together with the understood meanings of created messages, means transition to the semantic level of communication. We have theoretically and experimentally substantiated that this semantic level presupposes that an interacting subject is able to express emotional attitudes towards partners, to interpret and understand their mental states, which contribute to an understanding of any event or socio-communicative situation. To study the semantic level (component) of communication activities, we examined implicit and explicit mentalization. Implicit mentalization included the respondents’ assessment of the mental properties of objects proposed as partners; recognition by them of emotions and mental causes of these emotions in socio-communicative situations. Explicit mentalization means the respondents’ ability to understand causes of behaviour based on knowledge of people’s mental states, the ability to predict other people’s behaviour based on knowledge of their own and others’ mental states, the ability to understand the moral and ethical aspects of the Other’s behaviour. We have determined experimentally that children with the mentally deficient type of communication activity are characterized by difficulties in communicative prediction, misunderstanding of the causes of behaviour, low level of implicit and explicit mentalization. Hence, these children often get into conflict situations due to misconceptions about the results of their own actions or the actions of others. The identified patterns of implicit and explicit mentalization will be the basis for the technology forming communicative activity, in particular its semantic component in preschoolers with developmental delay.
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Astakhova, Lyudmila. "The cognitive environment of modern scientific libraries: The concept and structure." Scientific and Technical Libraries, no. 7 (July 1, 2018): 3–15. http://dx.doi.org/10.33186/1027-3689-2018-7-3-15.
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The relevance of the cognitive approach to the libraries and bibliography in the period of the society transformation from the information to the cognitive one is substantiated. Several trends in Russian and foreign studies of cognitive aspects of academic libraries activities are identified. The structure of library cognitive activities, their subjects and objects, processes, instruments and results are described. For the first time, based on the concept of cognitive activities, the author introduces the concept of the scientific library cognitive environment that is defined as an anthropogenic component of the library’s information space where cognitive objects and subjects are interacting and self-organizing being supported by cognitive infrastructure and related to information retrieval and processing, knowledge storage and preservation. The structure of the scientific library cognitive environment is defined based on the system of knowledge processes transformation; the environment components are intended for nonverbal transmission of implicit knowledge; conversion of implicit knowledge into explicit knowledge; distribution of bibliographic products; translation of explicit knowledge into the implicit form. The content and instrumental components of the cognitive environment are specified on account of cognitive objects. Specific features of the components are described. The author argues that there is the demand for developing librarian’s cognitive communications within the evolving scientific library cognitive environment and integration of librarians, being cognitive objects themselves, into the information technological Internet space. The article is sponsored by the RF Government (Order № 211 of March 16, 2013), Agreement № 02.А03.21.0011).
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Nawata, Kengo, Hiroyuki Yamaguchi, and Mika Aoshima. "Team implicit coordination based on transactive memory systems." Team Performance Management: An International Journal 26, no. 7/8 (August 10, 2020): 375–90. http://dx.doi.org/10.1108/tpm-03-2020-0024.
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Purpose This study aims to examine how daily communication and transactive memory systems (TMSs) promote implicit team coordination, meaning when team members cooperate smoothly without engaging in explicit communication, in organizations. In TMSs, members share knowledge of who-knows-what with one another. Design/methodology/approach A survey was conducted with 216 teams consisting of 1,545 people in three organizations. The relationships among daily communication, TMSs and implicit coordination in the survey data and in team performance were analyzed using multi-level structural equation modeling. Findings Results confirmed a significant influence process model in which “daily communication → TMS → implicit coordination → team performance” at the team level. Therefore, as hypothesized, implicit coordination is positively related to team performance and daily communication has a positive relationship with implicit coordination through mediation by TMSs. Originality/value This study demonstrated the evidence of the relation between implicit coordination, TMS, team performance in organizational settings by using multi-level structural equation modeling.
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Chilcott, Travis, and Raymond F. Paloutzian. "Relations between Gauḍīya Vaiṣṇava Devotional Practices and Implicit and Explicit Anthropomorphic Reasoning about Kṛṣṇa." Journal of Cognition and Culture 16, no. 1-2 (February 24, 2016): 107–21. http://dx.doi.org/10.1163/15685373-12342170.
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Employing a narrative comprehension task procedure, this study tests the hypothesis that engagement in Gauḍīya Vaiṣṇava religious practices, which are aimed at cultivating a personal relationship with the Hindu deity Kṛṣṇa, predict increased implicit attribution of anthropomorphic properties to him. Contrary to our hypothesis, multiple regression analyses of data from 184 native Krishna devotees in West Bengal, India, indicated that increased engagement in these practices loaded as a tertiary predictor after education and age, such that increased practice predicted a decrease in implicit anthropomorphic reasoning about Kṛṣṇa (ß = 0.16, p < 0.03). Based on these and additional analyses of the data, we theorize that these results may be due to the tradition’s emphasis on presenting Kṛṣṇa’s non-anthropomorphic dimensions to neophyte practitioners and the non-Gauḍīya Vaiṣṇava public. One implication of these results is that religious cultures and engagement in religious practices have the potential to significantly affect a human cognitive tendency to implicitly attribute anthropomorphic properties to divine beings. This may result from developing alternative knowledge from which to reason about a deity by engaging in religious practices and beliefs shaped by particular theological, historical, and cultural factors.
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Gotseva, Mariana. "Some factors which may affect the attainment of implicit and explicit knowledge in learning English as a second or foreign language." English Studies at NBU 1, no. 2 (December 31, 2015): 85–100. http://dx.doi.org/10.33919/esnbu.15.2.6.
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This article is an attempt to shed some more light on certain factors, related to individual differences in the process of second/foreign language acquisition/learning, proven by previous research in the field of second language acquisition (SLA). These are factors which may affect the final attainment of adult learners’ implicit and explicit knowledge of English as a second/foreign language and their proficiency. A study based on empirical data collected from a sample of 103 participants, through a battery of tests, aimed at tapping into the attainment of implicit or explicit knowledge of ESL/EFL, was conducted to explore certain factors such as: starting age of learning; length of exposure to English as a second/foreign language in a target language country; length of learning and type of input received, which have a statistically significant impact on attainment and on ESL/EFL proficiency. The results were analysed using SPSS software.
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Gugerty, Leo, and William Tirre. "A PC-Based Driving Simulator for Assessing Situation Awareness." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (October 1997): 895. http://dx.doi.org/10.1177/107118139704100237.
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We plan to demonstrate a PC-based driving simulator developed by the US Air Force for assessing situation awareness (SA). This simulator is a flexible tool that allows researchers to assess drivers' SA using a variety of different probes. The simulator allows assessment of explicit knowledge used in driving, as is done in a number of SA assessment tools. However, unlike other SA assessment tools, the simulator also allows assessment of implicit, automatized knowledge.
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Rutten, Werner, Joyce Blaas-Franken, and Harry Martin. "The impact of (low) trust on knowledge sharing." Journal of Knowledge Management 20, no. 2 (April 4, 2016): 199–214. http://dx.doi.org/10.1108/jkm-10-2015-0391.
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Purpose This paper aims to explore the differences in the level of knowledge sharing between co-workers in high versus low trust situations, for cognition-based trust and for affect-based trust as well as implicit and explicit knowledge. Design/methodology/approach The differences were examined through data provided by 102 professionals working for a financial organization in The Netherlands. Findings The differences in the level of knowledge sharing in high versus low trust situations are significant. The effect is larger for affect-based trust and for implicit knowledge. Research limitations/implications The survey has been conducted within one organization only. Practical implications Organizations should realize the importance of trust between their co-workers, and in general, there is much to gain by increasing the levels of trust between co-workers, as this will also increase knowledge sharing between co-workers. Originality/value Previous studies have not examined the situation of low trust and its effect on the level of knowledge sharing within a homogeneous group of co-workers.
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Mu, Shanlei, Yaliang Li, Wayne Xin Zhao, Siqing Li, and Ji-Rong Wen. "Knowledge-Guided Disentangled Representation Learning for Recommender Systems." ACM Transactions on Information Systems 40, no. 1 (January 31, 2022): 1–26. http://dx.doi.org/10.1145/3464304.
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In recommender systems, it is essential to understand the underlying factors that affect user-item interaction. Recently, several studies have utilized disentangled representation learning to discover such hidden factors from user-item interaction data, which shows promising results. However, without any external guidance signal, the learned disentangled representations lack clear meanings, and are easy to suffer from the data sparsity issue. In light of these challenges, we study how to leverage knowledge graph (KG) to guide the disentangled representation learning in recommender systems. The purpose for incorporating KG is twofold, making the disentangled representations interpretable and resolving data sparsity issue. However, it is not straightforward to incorporate KG for improving disentangled representations, because KG has very different data characteristics compared with user-item interactions. We propose a novel K nowledge-guided D isentangled R epresentations approach ( KDR ) to utilizing KG to guide the disentangled representation learning in recommender systems. The basic idea, is to first learn more interpretable disentangled dimensions (explicit disentangled representations) based on structural KG, and then align implicit disentangled representations learned from user-item interaction with the explicit disentangled representations. We design a novel alignment strategy based on mutual information maximization. It enables the KG information to guide the implicit disentangled representation learning, and such learned disentangled representations will correspond to semantic information derived from KG. Finally, the fused disentangled representations are optimized to improve the recommendation performance. Extensive experiments on three real-world datasets demonstrate the effectiveness of the proposed model in terms of both performance and interpretability.
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Jing, Sun, Liu Zhenqian, and Hong Wei. "“Dollars and Nicotine”—Construction Mechanism of Evaluative Meaning in Political Speeches." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 2963–82. http://dx.doi.org/10.18001/trs.7.5.1.66.
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Objectives: Economy and health are the most basic guarantee for a country’s stable development, they are also mandatory themes in every US President’s State of the Union Address. These two issues will directly determine the Congress and people’s evaluation towards the president’s governing capacity. Based on the binary division of explicit and implicit evaluation, taking the economic (employment and tax reform) and health (nicotine and drug addiction) of Trump’s State of the Union Address as data, this study has carried out a comparative analysis on the construction of evaluation meaning, attempting to build the evaluation model. We found that, Trump shows a very strong preference for implicit or indirect evaluation, which includes various graduation resources, infused process of AMOUNT and QUALITY, shared knowledge, specific numerals and verb tense. A closer analysis indicates that, under different themes, different constructing mechanisms have been utilized to form or strengthen the evaluation implication. To be specific: (1) both explicit and implicit resource are applied in constructing the evaluative meaning; (2) at different stages under the same theme, the constructing model shows difference, with the explicit resources being more prominent at the beginning or ending stage. In the body part, both explicit and implicit resources are of prominence, which tend to cooperate with each other, evoking or strengthening the established evaluative meaning. It proves that different types of evaluative resources show different degrees of prominence across stages within same theme.
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Brennan, Niamh M., Collette E. Kirwan, and John Redmond. "Accountability processes in boardrooms." Accounting, Auditing & Accountability Journal 29, no. 1 (January 18, 2016): 135–64. http://dx.doi.org/10.1108/aaaj-10-2013-1505.
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Purpose – The purpose of this paper is to understand the influence of information and knowledge exchange and sharing between managers and non-executive directors is important in assessing the dynamic processes of accountability in boardrooms. By analysing information/knowledge at multiple levels, invoking the literature on implicit/tacit and explicit information/knowledge, the authors show that information asymmetry is a necessary condition for effective boards. The authors introduce a conceptual model of manager-non-executive director information asymmetry as an outcome of the interpretation of information/knowledge-sharing processes amongst board members. The model provides a more nuanced agenda of the management-board information asymmetry problem to enable a better understanding of the role of different types of information in practice. Design/methodology/approach – The analysis of information/knowledge exchange, sharing and creation and the resultant conceptual model are based on the following elements: manager-non-executive director information/knowledge, management-board information/knowledge and board dynamics and reciprocal processes converting implicit/tacit into explicit information/knowledge. Findings – The paper provides new insights into the dynamics of information/knowledge exchange, sharing and creation between managers and non-executive directors (individual level)/between management and boards (group level). The authors characterise this as a two-way process, back-and-forth between managers/executive directors and non-executive directors. The importance of relative/experienced “ignorance” of non-executive directors is revealed, which the authors term the “information asymmetry paradox”. Research limitations/implications – The authors set out key opportunities for developing a research agenda from the model based on prior research of knowledge conversion processes and how these may be applied in a boardroom setting. Practical implications – The model may assist directors in better understanding their roles and the division of labour between managers and non-executive directors from an information/knowledge perspective. Originality/value – The authors apply Ikujiro Nonaka’s knowledge conversion framework to consider the transitioning from individual implicit personal to explicit shared information/knowledge, to understand the subtle processes at play in boardrooms influencing information/knowledge exchange, sharing and creation between managers and non-executive directors.
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Thompson, Mumuni. "A multi-case study of instructional decision-making processes of teachers in kindergarten classrooms within the Cape Coast Metropolis, Ghana." Revista Brasileira de Gestão Ambiental e Sustentabilidade 5, no. 9 (2018): 27–40. http://dx.doi.org/10.21438/rbgas.050902.
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The study contributes to the ongoing debate with respect to the significance of early childhood teachers' instructional decision-making that take in consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out from May to November 2015. One research questions guided the study, namely: What factors and beliefs influence teachers' instructional decision-making in a kindergarten classroom? Data sources used were semi-structured individual interviews and pair-based interviews and field notes of classroom observations. Both within and across case interpretative analysis was used. The study's findings revealed that these teachers' explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kindergarten classrooms. It was recommended that future researchers should explore early childhood teachers' explicit and implicit theories of teaching. It was also recommended kindergarten teachers to appreciate their roles as effective instructional decisions makers towards quality teaching and learning.
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Daghighe Rezaie, Saeed, Alireza Saberi Kakhki, Mehdi Sohrabi, and Mohammadreza Shahabi Kaseb. "The Effect of Explicit and Implicit Instructions and Sleep on Consolidation of the Accuracy of Elements of a Fine Motor Skill." Biosciences, Biotechnology Research Asia 15, no. 3 (September 25, 2018): 635–42. http://dx.doi.org/10.13005/bbra/2670.
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Two processes are suggested for intervention in the learning of motor skills. These include explicit process in which the performer consciously knows the acquisition of the skill and the other one is an implicit process in which the performer has no conscious knowledge of acquiring the skill. The purpose of this study was to investigate the effect of explicit and implicit instructions and sleep on the performance of the fine motor skill. Participants in this study included 30 right-handed volunteer students with a good sleep quality, aged between 18-25 years old. They were randomly divided into two homogeneous explicit (N = 15) and implicit (N = 15) groups based on Purdue Fine Motor Skill Test and Simple Reaction Time. Each group participated in a three-time round at six in the afternoon, 12 midday on the same day, and at eight o'clock next morning in a Timed Motor Sequences Task. The data was analyzed by ANOVA with repeated measures. The results showed that in the accuracy of the short elements, stabilization was done but promotion was not observed but there was no change in the accuracy of the long elements and there was no significant difference between groups.
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Zdziebko, Tomasz. "E-Commerce Customers’ Preference Implicit Identification." Folia Oeconomica Stetinensia 11, no. 1 (January 1, 2012): 33–46. http://dx.doi.org/10.2478/v10031-012-0024-7.
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Abstract Knowledge of users’ preferences are of high value for every e-commerce website. It can be used to improve customers’ loyalty by presenting personalized products’ recommendations. A user’s interest in a particular product can be estimated by observing his or her behaviors. Implicit methods are less accurate than the explicit ones, but implicit observation is done without interruption of having to give ratings for viewed items. This article presents results of e-commerce customers’ preference identification study. During the study the author’s extension for FireFox browser was used to collect participants’ behavior and preference data. Based on them over thirty implicit indicators were calculated. As a final result the decision tree model for prediction of e-customer products preference was build.
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Elizabeth, F. Churchill, and David J. Gilmore. "Selection through Rejection: Reconsidering the Invariant Learning Paradigm." Quarterly Journal of Experimental Psychology Section A 51, no. 1 (February 1998): 1–17. http://dx.doi.org/10.1080/713755743.
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Two experiments are reported that investigate the nature of selections in the McGeorge and Burton (1990) invariant learning paradigm. McGeorge and Burton suggest that subjects implicitly acquire abstract knowledge of an invariant feature (usually the presence of the digit “3”) in a set of 30 stimuli. McGeorge and Burton's analysis has recently been challenged by Cock, Berry, and Gaffan (1994) and by Wright and Burton (1995). In this paper, we demonstrate that performance is based on knowledge of other aspects of the learning set besides the invariant digit, but that this knowledge is still implicit. Altering the nature of the learning stimuli to highlight these co-varying features enhances the effects and increases the reporting of explicit knowledge. Our results indicate that performance within this paradigm is more easily characterized as rejection of salient negatives than selection of positive instances, but that salience is not based simply on similarity.