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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. [5]
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]
The strong-interface position views language learning much the same as any other kind of learning. In this view, all kinds of learning follow the same sequence, from declarative knowledge (explicit knowledge about the thing to be learned), to procedural knowledge (knowledge of how the thing is done), and finally to automatization of this procedural knowledge.
The main purpose of theories of second-language acquisition (SLA) is to shed light on how people who already know one language learn a second language. The field of second-language acquisition involves various contributions, such as linguistics, sociolinguistics, psychology, cognitive science, neuroscience, and education. These multiple fields ...
Caretakers and researchers attempted to measure her ability to learn a language. She was able to acquire a large vocabulary, but never acquired grammatical knowledge. Researchers concluded that the theory of a critical period was true — Genie was too old to learn how to speak productively, although she was still able to comprehend language. [25]
Some researchers make the distinction between implicit and explicit knowledge, and some between declarative and procedural language knowledge. [36] There have also been approaches that argue for a dual-mode system in which some language knowledge is stored as rules and other language knowledge as items. [37
These two forms of knowledge have been the subject of extensive debate among linguists, language teachers, and researchers seeking to understand how best to facilitate language learning. The debate touches on how each type of knowledge is acquired, how they interact, and the degree to which explicit instruction can foster implicit knowledge.
Procedural knowledge – also known as imperative knowledge, it is the knowledge exercised in the performance of some task. Commonly referred to as "knowing-how" and opposed to "knowing-that" (descriptive knowledge). Tacit knowledge – kind of knowledge that is difficult to transfer to another person by means of writing it down or verbalizing ...