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Procedural knowledge (i.e., knowledge-how) is different from descriptive knowledge (i.e., knowledge-that) in that it can be directly applied to a task. [2] [4] For instance, the procedural knowledge one uses to solve problems differs from the declarative knowledge one possesses about problem solving because this knowledge is formed by doing.
Procedural knowledge is represented in form of productions. The term "production" reflects the actual implementation of ACT-R as a production system, but, in fact, a production is mainly a formal notation to specify the information flow from cortical areas (i.e. the buffers) to the basal ganglia, and back to the cortex.
Procedural memories are accessed and used without the need for conscious control or attention. Procedural memory is created through procedural learning, or repeating a complex activity over and over again until all of the relevant neural systems work together to automatically produce the activity. Implicit procedural learning is essential for ...
Declarative knowledge and procedural knowledge: Declarative knowledge is a person's 'encyclopedic' knowledge base, whereas procedural knowledge is specific knowledge relating to performing particular tasks. The application of these cognitive paradigms to education attempts to augment a student's ability to integrate declarative knowledge into ...
In artificial intelligence, a procedural reasoning system (PRS) is a framework for constructing real-time reasoning systems that can perform complex tasks in dynamic environments. It is based on the notion of a rational agent or intelligent agent using the belief–desire–intention software model .
Knowledge representation goes hand in hand with automated reasoning because one of the main purposes of explicitly representing knowledge is to be able to reason about that knowledge, to make inferences, assert new knowledge, etc. Virtually all knowledge representation languages have a reasoning or inference engine as part of the system.
The quality of information that is recalled can vary greatly depending on the information being remembered. It is important to understand the differences between remembering something and knowing something. If information about the learning context accompanies a memory (i.e. the setting), it is called a "remember" experience.
The adaptive control of thought model assumes a distinction between declarative knowledge, knowledge that is conscious and consists of facts, [2] and procedural knowledge, knowledge of how an activity is done. [3] [4] In this model, skill acquisition is seen as a progression from declarative to procedural knowledge. [4]