[Xmca-l] Re: History of Explicit and Implicit Knowledge

Fri Jun 14 07:25:16 PDT 2019

Greg,

I'm not sure about implicit *knowledge*, but the earliest studies on
implicit *learning* were conducted by Arthur Reber in the 1960s. I had the
good fortune of being a graduate student at CUNY Graduate Center in
Developmental Psychology in the 1980s when Arthur was there as a visiting
scholar. He was studying implicit learning of *grammar* by adults and
children. What struck me about the phenomenon (then and now) is that
subjects in experiments are unaware that they are engaged in implicit
learning - and when asked to think about the task they are performing while
they are learning to infer patterns implicitly, their performance
deteriorates significantly. It would seem that implicit and explicit
learning are activities that conflict with each other.

This info may not be at all relevant to your question, but I thought I
should mention it.

Cheers,
Peter

On Fri, Jun 14, 2019 at 7:26 AM Greg Mcverry <jgregmcverry@gmail.com> wrote:

> Thank you all, excatly what I am looking for. This idea of applying
> implicit and explicit knowledge to D, P, and C makes total sense.
>
> I will be rejecting much as well but it is the langauge of my audience so
> I wanted to grasp the origin.
>
> I am also trying to track how my ideas get captured and transformed here:
> https://quickthoughts.jgregorymcverry.com/2019/06/14/using-my-commonplace-book-to-write-an-article
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__quickthoughts.jgregorymcverry.com_2019_06_14_using-2Dmy-2Dcommonplace-2Dbook-2Dto-2Dwrite-2Dan-2Darticle&d=DwMFaQ&c=aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r=mXj3yhpYNklTxyN3KioIJ0ECmPHilpf4N2p9PBMATWs&m=sh86tsuk_K_vdn8cktM6VC_LRH3rfz5b4e1k6pcjkRs&s=5NkpeiWUmHvx6EYKyYLIFUpz1dCqfsmfYPqFhJ7OUqQ&e=>
>
> With your permission I would like to quote your emails in the same post.
>
>
> On Fri, Jun 14, 2019 at 6:40 AM David Kellogg <dkellogg60@gmail.com>
> wrote:
>
>> Keith Johnson, one of the professors on my MA at University of Essex,used
>> the distinction between implicit and explicit on the one hand, and the J.R.
>> Anderson model of DECPRO, PRODEC on the other. He didn't say anything about
>> conditional knowledge, but from Anderson I gather it's something to do with
>> the passive reception/active production distinction (that we Halllidayans
>> reject).
>>
>> I never heard him use both of them together, in a matrix, so that there
>> was implicit and explicit declarative knowledge, implicit and explicit
>> procedural knowledge, and implicit and explicit conditional knowledge. But
>> Keith was very GRAMMATICAL. It seems to me that if you apply it to
>> PHONOLOGY, there isn't any reason we can't talk about implicit and explicit
>> declarative knowledge (knowing THAT a sound is a /d/ and not a /t/
>> implicitly and being able to express that idea in phonological terms)
>> and it is also possible to talk about implicit and explicit procedural
>> knowledge (knowing HOW to distinguish them without thinking about it, and
>> knowing HOW they are distinguished by the movements of the articulators). I
>> don't see any reason in principle why you couldn't do the same thing with
>> conditional knowledge either, although I'm not really sure that all these
>> distinctions are relevant to teaching.
>>
>> All of this, and a lot more, in his 19i96 book Skill Learning and
>> Language Teaching (Blackwell).
>>
>> David Kellogg
>> Sangmyung University
>>
>> New Article:
>> Han Hee Jeung & David Kellogg (2019): A story without SELF: Vygotsky’s
>> pedology, Bruner’s constructivism and Halliday’s construalism in
>> understanding narratives by
>> Korean children, Language and Education, DOI:
>> 10.1080/09500782.2019.1582663
>> To link to this article: https://doi.org/10.1080/09500782.2019.1582663
>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__doi.org_10.1080_09500782.2019.1582663&d=DwMFaQ&c=aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r=mXj3yhpYNklTxyN3KioIJ0ECmPHilpf4N2p9PBMATWs&m=sh86tsuk_K_vdn8cktM6VC_LRH3rfz5b4e1k6pcjkRs&s=Z_PGe9VQYPqVUGV8dxx-MsXNU0iYmNIvu6Y-vSRQZrg&e=>
>>
>> Some e-prints available at:
>>
>> https://www.tandfonline.com/eprint/KHRxrQ4n45t9N2ZHZhQK/full?target=10.1080/09500782.2019.1582663
>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.tandfonline.com_eprint_KHRxrQ4n45t9N2ZHZhQK_full-3Ftarget-3D10.1080_09500782.2019.1582663&d=DwMFaQ&c=aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r=mXj3yhpYNklTxyN3KioIJ0ECmPHilpf4N2p9PBMATWs&m=sh86tsuk_K_vdn8cktM6VC_LRH3rfz5b4e1k6pcjkRs&s=dlTSEQSXtCZwen38XmBQsCFMst6NxbENTUsHRRNKUFs&e=>
>>
>> All of this is in his 1996 book Skill Learning and Language Teaching
>> (Blackwell).
>>
>> On Fri, Jun 14, 2019 at 9:50 AM Greg Mcverry <jgregmcverry@gmail.com>
>> wrote:
>>
>>> Hello all,
>>>
>>> I am carrying on my quest to rethink cognitive apprenticeships into
>>> agentive apprenticeships for my work around innovation systems:
>>> https://quickthoughts.jgregorymcverry.com/2019/03/07/my-fork-of-synea-into-a-saint
>>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__quickthoughts.jgregorymcverry.com_2019_03_07_my-2Dfork-2Dof-2Dsynea-2Dinto-2Da-2Dsaint&d=DwMFaQ&c=aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r=mXj3yhpYNklTxyN3KioIJ0ECmPHilpf4N2p9PBMATWs&m=sh86tsuk_K_vdn8cktM6VC_LRH3rfz5b4e1k6pcjkRs&s=JxkaETsmrQCQNCIUZxTIcy_dtBqjaE6CMj2s7zvH80E&e=>
>>>
>>> Agentive apprenticeships defer more in centering the agency and choice
>>> in the learner in a network of shared interest where the space and tools
>>> teach much as any person.
>>>
>>> You may recall I originally asked for ideas around knowledge brokering
>>> as it did not sit well with me. I decided to go with Knowledge Knitting as
>>> my metaphor. It is used frequently in the OER Community and amongst under
>>> represented scholars and if I can get the pictures out of my head and into
>>> words it will make sense.
>>>
>>> But I am trying to chase down when the distinction between explicit and
>>> implicit knowledge began. It weaves through all apprenticeship research up
>>> through and including Gee's work on Affinity Spaces.
>>>
>>> I am more trained in the cognitive narrative that dominates reading
>>> instruction today of declarative, procedural, and conditional knowledge.
>>>
>>> Two questions:
>>> -When did the distinction between implicit and explicit knowledge begin?
>>> -Are you aware of works that describe knowing in both implicit and
>>> explicit and in declarative, procedural, and conditional knowledge.
>>>
>>> Greg
>>>
>>> --
>>> J. Gregory McVerry, PhD
>>> Assistant Professor
>>> Southern Connecticut State University
>>> twitter: jgmac1106
>>>
>>>
>>>
>>>
>
> --
> J. Gregory McVerry, PhD
> Assistant Professor
> Southern Connecticut State University
> twitter: jgmac1106
>
>
>
>

-- 
Peter Feigenbaum, Ph.D.
Director,
Office of Institutional Research
<https://www.fordham.edu/info/24303/institutional_research>
Fordham University
Thebaud Hall-202
Bronx, NY 10458

Phone: (718) 817-2243
Fax: (718) 817-3817
email: pfeigenbaum@fordham.edu
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20190614/353c43fb/attachment.html 