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Libros sobre el tema "Implicit and explicit knowledge bases"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 26 de enero de 2023

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1

Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011.

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2

Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20323-7.

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3

Dina, Tirosh, ed. Implicit and explicit knowledge: An educational approach. Norwood, N.J: Ablex Pub. Corp., 1994.

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4

Rebuschat, Patrick. Implicit and explicit learning of languages. Amsterdam: John Benjamins Publishing Company, 2015.

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5

Implicit and explicit knowledge in second language learning, testing and teaching. Buffalo: Multilingual Matters, 2009.

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6

Sun, Ron. Exploring the interaction of implicit and explicit processes to facilitate individual skill learning. Arlington, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.

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7

Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Springer, 2011.

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8

Dingli, Alexiei. Knowledge Annotation: Making Implicit Knowledge Explicit. Springer Berlin / Heidelberg, 2013.

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9

Tirosh, Dina. Implicit & Explicit Knowledge: An Educational Approach (Human Development). Ablex Publishing, 1994.

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10

Rebuschat, Patrick. Implicit and Explicit Learning of Languages. Benjamins Publishing Company, John, 2015.

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11

Elder, Catherine, Rod Ellis, Hayo Reinders, Shawn Loewen y Rosemary Erlam. Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Multilingual Matters, 2009.

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12

Elder, Catherine, Rod Ellis, Hayo Reinders, Shawn Loewen y Rosemary Erlam. Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Multilingual Matters, 2009.

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13

Implicit And Explicit Language Learning Conditions Processes And Knowledge In Sla And Bilingualism. Georgetown University Press, 2011.

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14

Sanz, Cristina. Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge In Sla and Bilingualism. Georgetown University Press, 2011.

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15

Lamberts, Koen y David R. Shanks, eds. Knowledge, Concepts, and Categories. The MIT Press, 1997. http://dx.doi.org/10.7551/mitpress/4071.001.0001.

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The study of mental representation is a central concern incontemporary cognitive psychology. Knowledge, Concepts, and Categories is unusual in that it presents key conclusions from across the different subfields of cognitive psychology. The study of mental representation is a central concern in contemporary cognitive psychology. Knowledge, Concepts, and Categories is unusual in that it presents key conclusions from across the different subfields of cognitive psychology. Readers will find data from many areas, including developmental psychology, formal modeling, neuropsychology, connectionism, and philosophy. The difficulty of penetrating the fundamental operations of the mind is reflected in a number of ongoing debates discussed—for example, do distinct brain systems underlie the acquisition and storage of implicit and explicit knowledge, or can the evidence be accommodated by a single-system account of knowledge representation? The book can be divided into three distinct parts. Chapters 1 through 5 offer an introduction to the field; each presents a systematic review of a significant aspect of research on concepts and categories. Chapters 6 through 9 are concerned primarily with issues related to the taxonomy of human knowledge. Finally, Chapters 10 through 12 discuss formal models of categorization and function learning. ContributorsJerome R. Busemeyer, Eunhee Byun, Nick Chater, Paul De Boeck, Edward L. Delosh, Thomas Goschke, Ulrike Hahn, James Hampton, Evan Heit, Barbara Knowlton, Koen Lamberts, Mary E. Lassaline, Mark A. McDaniel, George L. Murphy, Larissa K. Samuelson, David Shanks, Linda B. Smith, Gert Storms, Bruce W.A. Whittlesea

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16

Langley, Ann y Laura Empson. Leadership and Professionals. Editado por Laura Empson, Daniel Muzio, Joseph Broschak y Bob Hinings. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199682393.013.11.

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This chapter examines the foci, resources, and mechanisms of leadership in Professional Service Firms, a context where traditional conceptions of leadership and followership are problematic given the importance of individual autonomy to knowledge-based work. The authors argue that leadership in professional service firms is, above all, a process of interaction among professionals seeking to exercise influence at the individual, organizational, and strategic level. It is manifested explicitly through professional expertise, discretely through political interaction, and implicitly through personal embodiment. The authors suggest that these resources are rarely combined in single individuals, which gives rise to the prevalence of collective forms of leadership, supported by embedded mechanisms of social control that channel professional activity.

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17

Grünbaum, Thor y Dan Zahavi. Varieties of Self-Awareness. Editado por K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini y Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0017.

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This chapter argues that explicit (reflective) self-conscious thinking is founded on an implicit (pre-reflective) form of self-awareness built into the very structure of phenomenal consciousness. In broad strokes, the argument is that a theory denying the existence of pre-reflective or minimal self-awareness has difficulties explaining a number of essential features of explicit first-person self-reference, and that this will impede a proper understanding of certain types of psychopathology. The chapter proceeds by discussion of a number of prominent theories of self-knowledge and self-reference relating them to forms of self-consciousness. It is then argued that getting these various relations right is important to a proper understanding of a number of psychopathological phenomena.

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18

Reber, Arthur S. y Rhianon Allen, eds. The Cognitive Unconscious. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197501573.001.0001.

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Abstract The material in The Cognitive Unconscious began as a master’s thesis that examined the manner in which knowledge of fairly complex, patterned material could be acquired without any conscious effort to learn it and with little to no awareness of what had been learned. It was dubbed implicit learning and, over more than fifty years, became a vigorously researched area in the social sciences. The Cognitive Unconscious brings together several dozen scientists from a variety of backgrounds and presents a broad (and deep) overview of how the exploration of the cognitive unconscious grew from that first study to a domain of research to which contributions have been made by sociologists, neuroscientists, evolutionary biologists, modelers, social and organizational psychologists, sport psychologists, primatologists, developmentalists, linguists, psychiatrists and psychotherapists, and measurement and assessment researchers. The core message seems fairly straightforward. Unconscious, implicit cognitive processes play a role in virtually everything interesting that human beings do. The implicit and explicit elements of cognition form a rich and complex interactive framework that make up who we are. The volume has contributions from over thirty distinguished authors from nine different countries and gives a balanced and thorough overview of where the field is today, a bit over a half-century since the first experiments were run.

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19

Smith, James K. A. Pentecostalism. Editado por William J. Abraham y Frederick D. Aquino. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199662241.013.20.

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This chapter elucidates the epistemological assumptions tacit in the uniqueness of Pentecostal and charismatic experience. It argues that Pentecostal spirituality functions as a limit case for most paradigms in epistemology, requiring a revised account of ‘understanding’ that recognizes the unique and irreducible mode of ‘narrative knowledge’. It is suggested that this mode of religious experience is an occasion to recall biblical intuitions about knowledge often ignored by paradigms in contemporary religious epistemology. It is suggested that the method here, which begins from lived experience, making explicit what is tacit and implicit in practice, is akin to the phenomenological tradition of Heidegger and the the pragmatism of Wittgenstein and Robert Brandom.

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20

Walker, Chris. Form and content in Jaspers’ psychopathology. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199609253.003.0006.

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Jaspers drew the distinction of form and content from the Transcendental Analytic of Immanuel Kant’s Critique of Pure Reason (1781, 1787). The form of an experience allows us to distinguish normal image from true hallucination from pseudohallucination, all of which experiences may have the same content. The form-content distinction applies to all psychopathological knowledge – not just to phenomenology. The distinction is explicit in Jaspers’ phenomenology and psychology of understandable connections, but only implicit in the psychology of objective performance and causal connections. Should we step beyond particular knowledge to psychic life as a whole – to nosology, eidology and biography – the form-content distinction no longer applies and we are in the realm of Kantian regulative ideas. Kant’s theory of knowledge and critique of metaphysics is absolutely central to Jaspers’ psychopathology.

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21

Wertsch, James V. National Memory and Where to Find It. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190230814.003.0012.

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National memory is a special form of memory in general and of collective memory in particular. Even in an age of globalization, modern states devote massive resources to promulgating official accounts of their past that support national identities, including illusions of destiny, which can be a starting point for conflict. This chapter asks, “What is national memory?” and “Where can we find it?” It may seem natural to pose these questions in this order, but it is argued in this chapter that their sequence should be reversed. Different starting points and methods in studying national memory have been employed with different implicit or explicit ideas of what constitutes national memory. The study of history textbooks yields one picture, surveys of historical knowledge provide another, and the study of commemoration yields a third.

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22

Stenger, Jan R. Education in Late Antiquity. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198869788.001.0001.

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Education in Late Antiquity explores how the Christian and pagan writers of the Graeco-Roman world between c.300 and 550 CE rethought the role of intellectual and ethical formation. Analysing explicit and implicit theorization of education, it traces changing attitudes towards the aims and methods of teaching, learning, and formation. Influential scholarship has seen the postclassical education system as an immovable and uniform field. In response, this book argues that writers of the period offered substantive critiques of established formal education and tried to reorient ancient approaches to learning. By bringing together a wide range of discourses and genres, Education in Late Antiquity reveals that educational thought was implicated in the ideas and practices of wider society. Educational ideologies addressed central preoccupations of the time, including morality, religion, the relationship with others and the world, and concepts of gender and the self. The idea that education was a transformative process that gave shape to the entire being of a person, instead of imparting formal knowledge and skills, was key. The debate revolved around attaining happiness, the good life, and fulfilment, thus orienting education toward the development of the notion of humanity within the person. By exploring the discourse on education, this book recovers the changing horizons of Graeco-Roman thought on learning and formation from the fourth to the sixth centuries.

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23

Pomerantz, Anita. Asking and Telling in Conversation. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190927431.001.0001.

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The work contains nine published conversation analytic articles by Anita Pomerantz on asking and telling practices. Each paper explicates complexities involved when people ask or tell something. Asking and telling practices are used to exchange information, share evaluative reactions, offer compliments, and make accusations. The ways in which participants perform the actions reflect how they orient to those actions and to the matter asked about or reported. The timing of asking or telling within a sequence of actions and/or interactional project bears on how the talk and action are formed and understood. Implicit and explicit knowledge claims and expectations are foundational to asking and telling activities. Assumptions are associated with participants’ directly and indirectly seeking or providing information. Reporting or asking about praiseworthy or blameworthy matters implicates an attribution of responsibility. Moral orientations influence asking and telling activities. The conversation analytic papers included in this work range from Pomerantz’s earliest research on preference organization to her more recent work on asking and telling. For each article, there is a lead-in that identifies the research interests that drove the analysis and a commentary that provides her current sense of the analysis. The introductory and concluding chapters discuss the complexities of asking and telling in the light of the articles’ findings, and they illuminate the links the papers have to one another. Pomerantz shares her views about the program of conversation analytic research, a view that is reflected both in the studies and in her commentaries.

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24

Vergados, Athanassios. Hesiod's Verbal Craft. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198807711.001.0001.

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This study aims to define Hesiod’s place in early Greek intellectual history by exploring a network of issues related to language, knowledge, and authority in Hesiod’s Theogony and Works and Days. Part I demonstrates how much we can learn about the poet’s craft and his relation to the poetic tradition if we read his etymologies carefully. At the same time, Parts I and II together discuss aspects of the ‘correctness of language’: this correctness does not amount to a naïvely assumed one-to-one correspondence between signifier and signified. Correct names and correct language are ‘true’ because they reveal something particular about the concept or entity named as numerous examples have shown. More importantly, however, correct language is imitative of reality, in that language becomes more opaque, ambiguous, and indeterminate as we delve deeper into the exploration of the condicio humana and the ambiguities and contradictions that characterize it in the Works and Days. Part III addresses three moments of Hesiodic reception. Chapter 10 compares the results of Parts I and II (Hesiod’s implicit theory of language and cognition) with the more explicit statements found in early mythographers and genealogists and shows that these later prose authors use discursive techniques similar to Hesiod’s. Chapter 11 demonstrates the importance of Hesiod’s poetry for Plato’s etymological project in the Cratylus. Finally, chapter 12 discusses the ways in which some ancient philologists treat Hesiod as one of their own, an expert reader of poetry who, however, misunderstood the Poet and spun out some of his narratives which he supported through the use of etymology.

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