The concept of knowledge can be modelled in epistemic modal logic and, if modelled by using a standard modal operator, it is subject to the problem of logical omniscience. The classical solution to this problem is to distinguish between implicit and explicit knowledge and to construe the knowledge operator as capturing the concept of implicit knowledge. In addition, since a proposition is said ...

Artificial grammar learning (AGL) performance reflects both implicit and explicit processes and has typically been modeled without incorporating any influence from general world knowledge. Our research provides a systematic investigation of the implicit vs. explicit nature of general knowledge and its interaction with knowledge types investigated by past AGL research (i.e., rule- and similarity...

Dienes and 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 memor...

Combination of prior knowledge and implicit knowledge hidden in the data of system can enhance the quality of information services in Knowledge Grid. Fuzzy Cognitive Maps (FCMs) are constructed by experts using prior knowledge and do not acquire the implicit knowledge from the data of systems directly, which may distort the dynamical behaviour of information services systems in which knowledge ...

From Polanyi [1967] we know that it is not, for example, the exchange of documents, but the exchange of experiences and individual cognition that represents the highest value for a company. It was Polanyi who first mentioned the differences between implicit and explicit knowledge and the inherent varying value of implicit knowledge. But implicit knowledge is difficult to manage or externalise. ...

This study was an attempt to explore the beliefs of Iranian EFL teachers about the role of grammar in English language teaching in both state schools and private language institutes. Data were collected through a questionnaire developed by Burgess and Etherington (2002), which consisted of 11 main subscales and was divided into two sections. The first section dealt with approaches to grammar te...

Usually, people tend to use knowledge acquired with the experience for their daily activities. Very often this knowledge is implicit and highly personalized, and it is very hard to make it explicit in information bases. Transferring knowledge to new community members or making it available for another community is a challenging problem. In this paper, we describe the Implicit Culture approach t...

The present experiment investigated the development of implicit and explicit knowledge during concept learning. According to Cleeremans and Jiménez (2002), the content of a representation can be conscious only when the representation is of a sufficiently good quality; on this theory, increasing explicit and decreasing implicit knowledge might be expected with training. The view that implicit kn...