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Relational tacit knowledge: Relational tacit knowledge could be made explicit, but not made explicit for reasons that touch on deep principles that have to do with either the nature or location of knowledge of the way humans are made. This knowledge refers to things we could describe in principle if someone put effort into describing them.
In his work The Tacit Dimension (1966), Polanyi explored the 'tacit' dimension to human knowledge and developed the concept of "tacit knowledge", as opposed to the term "explicit knowledge". [2] Tacit knowledge can be defined as knowledge people learn from experiences and internalize unconsciously, which is therefore difficult to articulate and ...
Explicit knowledge is often seen as easier to formalize compared to tacit knowledge, but both are necessary for knowledge creation. Nonaka and Takeuchi introduce the SECI model as a way for knowledge creation. The SECI model involves four stages where explicit and tacit knowledge interact with each other in a spiral manner. The four stages are:
The aim is to change the explicit knowledge of the model back into the tacit knowledge of the employees. [1] In this case, employees' tacit knowledge can be kept in the organization. When employees express their thoughts and ideas openly and share their best working practices, it can lead to new innovations and help to make operations more ...
It is therefore a process which can be more or less rational or irrational and can be based on explicit or tacit knowledge and beliefs. Tacit knowledge is often used to fill the gaps in complex decision-making processes. [3] Usually, both of these types of knowledge, tacit and explicit, are used together in the decision-making process.
Rod Ellis significantly advanced the study of implicit and explicit knowledge in SLA through a systematic psychometric approach aimed at operationalizing and validating these constructs. Ellis emphasized the critical need for reliable measures to distinguish between the two types of knowledge, arguing that much of SLA research suffered from ...
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.
Intelligence and personality have traditionally been studied as separate entities in psychology, but more recent work has increasingly challenged this view. An increasing number of studies have recently explored the relationship between intelligence and personality , in particular the Big Five personality traits .