creators_name: Lebiere, Christian creators_name: Wallach, Dieter creators_name: Taatgen, Niels editors_name: Ritter, Frank editors_name: Young, Richard type: confpaper datestamp: 1998-06-16 lastmod: 2011-03-11 08:54:12 metadata_visibility: show title: Implicit and explicit learning in ACT-R ispublished: pub subjects: appl-cog-psy subjects: cog-psy subjects: comp-sci-art-intel subjects: comp-sci-mach-learn subjects: dev-psy full_text_status: public keywords: ACT-R, implicit learning, explicit learning, skill acquisition, instance theory, cognitive modelling, cognitive modeling, architectures of cognition abstract: A useful way to explain the notions of implicit and explicit learning in ACT-R is to define implicit learning as learning by ACT-R's learning mechanisms, and explicit learning as the results of learning goals. This idea complies with the usual notion of implicit learning as unconscious and always active and explicit learning as intentional and conscious. Two models will be discussed to illustrate this point. First a model of a classical implicit memory task, the SUGARFACTORY scenario by Berry & Broadbent (1984) will be discussed, to show how ACT-R can model implicit learning. The second model is of the so-called Fincham task (Anderson & Fincham, 1994), and exhibits both implicit and explicit learning. date: 1998 date_type: published publisher: Nottingham University Press, Nottingham pagerange: 183-189 refereed: FALSE citation: Lebiere, Christian and Wallach, Dieter and Taatgen, Niels (1998) Implicit and explicit learning in ACT-R. [Conference Paper] document_url: http://cogprints.org/689/3/prepubsTCW-98-1.pdf