TY - THES ID - cogprints1021 UR - http://cogprints.org/1021/ A1 - Taatgen, Niels Y1 - 1999/06// N2 - Learning is usually studied on the basis of binary distinctions like implicit vs. explicit learning, using instance vs. using rules, connectionist vs. symbolist, etc. In this thesis it is argued that many of these distinctions are not useful at all in understanding learning. This statement is supported by a large set of models in ACT-R, a cognitive architecture developed by J.R. Anderson. These models demonstrate that deeper understanding is often gained when the traditional distinctions are ignored. PB - University of Groningen, Netherlands KW - cognitive modeling KW - ACT-R KW - skill acquisition KW - learning KW - implicit learning KW - explicit learning KW - scheduling KW - insight TI - Learning without limits: from problem solving towards a Unified Theory of Learning AV - public ER -