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Implicit Knowledge (implicit + knowledge)
Selected AbstractsAlternatives to Mechanical Drills for the Early Stages of Language Practice in Foreign Language TextbooksFOREIGN LANGUAGE ANNALS, Issue 3 2005Article first published online: 31 DEC 200, Janice M. Aski Abstract: There is a growing body of research indicating that mechanical drills do not facilitate the development of explicit or implicit knowledge. This study identifies the inadequate aspects of mechanical drills and offers alternative activities for the early stages of language practice, whose formats and features comply with recent research in the learning and acquisition of foreign languages. Wong and VanPatten's (2003) referential structured input activities are suggested as substitutes to practice grammatical features that contribute meaningfully to the utterance. However, for allophonic or allomorphic alternations that are governed by the phonetic, stress, or grammatical context and that do not convey meaning, a new type of activity (form-form activities) is introduced, which promotes noticing by directing learners to actively operationalize their understanding of grammatical rules. Production activities for the later stages of practice are briefly discussed, and this study concludes with advice for instructors regarding their expectations of students' performance. [source] What the eyes already ,know': using eye movement measurement to tap into children's implicit numerical magnitude representationsINFANT AND CHILD DEVELOPMENT, Issue 2 2010Angela Heine Abstract To date, a number of studies have demonstrated the existence of mismatches between children's implicit and explicit knowledge at certain points in development that become manifest by their gestures and gaze orientation in different problem solving contexts. Stimulated by this research, we used eye movement measurement to investigate the development of basic knowledge about numerical magnitude in primary school children. Sixty-six children from grades one to three (i.e. 6,9 years) were presented with two parallel versions of a number line estimation task of which one was restricted to behavioural measures, whereas the other included the recording of eye movement data. The results of the eye movement experiment indicate a quantitative increase as well as a qualitative change in children's implicit knowledge about numerical magnitudes in this age group that precedes the overt, that is, behavioural, demonstration of explicit numerical knowledge. The finding that children's eye movements reveal substantially more about the presence of implicit precursors of later explicit knowledge in the numerical domain than classical approaches suggests further exploration of eye movement measurement as a potential early assessment tool of individual achievement levels in numerical processing. Copyright © 2009 John Wiley & Sons, Ltd. [source] The clinical relevance of infancy: A progress reportINFANT MENTAL HEALTH JOURNAL, Issue 3 2008Daniel Stern In the past few decades, findings from infant observations have played a key role in the following selected areas: (a) The emphasis now is on interpersonal and intersubjective processes rather than on intrapsychic processes. This is a paradigm shift towards a two-person psychology. (b) The elaboration of the attachment domain has reoriented our views of development and treatment. (c) The success of extended home-visiting programs as a preventive measure for parents and infants at risk has brought an agonizing reappraisal of what makes prevention (and therapy) work. (d) By default, the baby's world is nonverbal. This has led to a productive reexploration of unconsciousness, especially the domain of implicit knowledge. For the future, the following are some of the areas of great promise: (a) Attachment, love and "holding" must be disentangled. (b) We must study how and when the mirror neuron system gets micro- and macroregulated. One is not always open to empathic reception. (c) The articulation between the nonverbal (implicit) with the verbal (explicit) needs far more study. (d) The nonspecific factors of psychotherapy seem to be the most important in bringing about change and prevention. We need a greater systematic study of the nonspecific. (e) The triad and quartet, and so on need further exploration. (f) There are many more, but the beauty of research is that you can't know where it will go next. [source] Investigating grammatical difficulty in second language learning: Implications for second language acquisition research and language testingINTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2008Rod EllisArticle first published online: 20 FEB 200 Both second language acquisition (SLA) researchers and language testers collect data in order to make statements about what learners have learned. Many researchers and testers consider the ideal data for this purpose to be naturally occurring language use. This paper examines whether data elicited by instruments designed to provide separate measures of implicit and explicit second language knowledge afford a valid basis for determining what learners have learned. It reports on a study that tested predictions derived from Pienemann's Processability Theory regarding the learning difficulty of four grammatical structures. The results showed that the predictions were borne out in the data from the tests of implicit knowledge but not in the data from the tests of explicit knowledge. The study suggests that experimentally elicited data can be used to examine interlanguage development (i.e. how learners' implicit knowledge develops) and to make statements about learners' grammatical proficiency. It also indicates that what constitutes learning difficulty needs to be considered separately for implicit and explicit knowledge. The implications for SLA research and language testing are considered.1 [source] Managerial Knowledge Sharing: The Role of Individual, Interpersonal, and Organizational FactorsMANAGEMENT AND ORGANIZATION REVIEW, Issue 1 2006Lin Lu abstract This paper describes two studies conducted in the People's Republic of China aimed at improving understanding of knowledge sharing among managers. Study 1 found evidence for the role of two individual factors: greed which reduced knowledge sharing, and self-efficacy which increased it. In addition, co-worker collegiality has an indirect influence on knowledge sharing by lowering greed and raising self-efficacy. Study 2 replicated the key findings of Study 1 and also identified the influence of organizational support on knowledge sharing. Organizational support led to higher utilization of information and communication technologies, resulting in more knowledge sharing, especially for explicit as opposed to implicit knowledge. [source] The Step to Rationality: The Efficacy of Thought Experiments in Science, Ethics, and Free WillCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 1 2008Roger N. Shepard Abstract Examples from Archimedes, Galileo, Newton, Einstein, and others suggest that fundamental laws of physics were,or, at least, could have been,discovered by experiments performed not in the physical world but only in the mind. Although problematic for a strict empiricist, the evolutionary emergence in humans of deeply internalized implicit knowledge of abstract principles of transformation and symmetry may have been crucial for humankind's step to rationality,including the discovery of universal principles of mathematics, physics, ethics, and an account of free will that is compatible with determinism. [source] | |||||||||||||