Contemporary research into socio-cognitive foundations of organizational learning tends to disregard the distinction between declarative and non-declarative knowledge. By reviewing the literature from organizational learning research and cognitive psychology we explain that this distinction is crucial. We describe the foundations of organizational learning by referring to models that consider t...

This paper addresses three hypotheses concerning the procedural/declarative distinction: 1) Procedural and declarative knowledge speed-up as separate, but parallel, power curves; 2) Procedural knowledge operates in one direction only—from condition to action—whereas declarative knowledge can be cued by any of its elements; and 3) Declarative knowledge is active--it can result in behavior indepe...

Objectives: The aim of the present study was to reconstruct determining validity, and score The Stanford Diagnostic Reading Test fourth edition (SDRT4) in the sixth grade students. Methods: The population of the study was all sixth grades of the 19 educational districts from Tehran, 571 students (255 boys and 316 girls) were selected by using a random multi-cluster sampling. The data were an...

Cooperative, intelligent agents often share a common knowledge which, in the presence of learning agents, is likely to be subject to change. In this paper, we describe a method to construct specialized agents that incorporate new information into a given body of knowledge. These update agents are based on established methods from logic programming and follow a declarative update policy in order...

Most real-world applications inevitably face the issue of persistence, generally understood as how to design, maintain and interact with a database. The standard approach relies on the mature technology of relational databases, with interaction specified through SQL embedded in the host programming language. Attempts to raise the level of the error-prone interaction code have been in the direct...