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In contrast, explicit knowledge involves conscious understanding of language rules, often acquired through formal instruction or study. [1] A somewhat similar distinction is the one between procedural knowledge and declarative knowledge .
The New Oxford American Dictionary defines it as "the loss of potential gain from other alternatives when one alternative is chosen". As a representation of the relationship between scarcity and choice, [ 2 ] the objective of opportunity cost is to ensure efficient use of scarce resources. [ 3 ]
Counterfactual thinking is a concept in psychology that involves the human tendency to create possible alternatives to life events that have already occurred; something that is contrary to what actually happened.
In computer science, lambda calculi are said to have explicit substitutions if they pay special attention to the formalization of the process of substitution.This is in contrast to the standard lambda calculus where substitutions are performed by beta reductions in an implicit manner which is not expressed within the calculus; the "freshness" conditions in such implicit calculi are a notorious ...
Relevant alternatives theory was primarily developed by Fred Dretske. It states that "knowing a true proposition one believes at a time requires being able to rule out relevant alternatives to that proposition at that time." [1] One way that Dretske attempts to motivate RAT is with examples, such as the following:
Profanity is often depicted in images by grawlixes, which substitute symbols for words.. Profanity, also known as swearing, cursing, or cussing, involves the use of notionally offensive words for a variety of purposes, including to demonstrate disrespect or negativity, to relieve pain, to express a strong emotion, as a grammatical intensifier or emphasis, or to express informality or ...
A syntactic expletive is a term used in formal linguistic theories. It is a term for a pronoun that is used at the start of a sentence or clause when the referent is not immediately known, but an argument for the verb is syntactically required. The basic meaning of the clause is made explicit after the verb.
The resulting theory is two-level and interactive, based on the idea of the interaction of one-shot explicit rule learning (i.e., explicit learning) and gradual implicit tuning through reinforcement (i.e. implicit learning), and it accounts for many previously unexplained cognitive data and phenomena based on the interaction of implicit and ...