The Theory And Experiment Of Implicit Knowledge

This dissertation compares implicit knowledge theories of zhuangzi, Polanyi, Sternberg and Diense. The dissertation reviews the research history of the implicit knowledge, through compares different definitions in the field of implicit knowledge, reveals the essence of implicit knowledge. Determine some fuzzy concepts such hand-feel, intuition, sense of language and culture, as a member of the implicit knowledge.because these concepts have the basic features of implicit knowledge. Understand the implicit and explicit knowledge on the basis of dual-processing theory. Summary different research methods, analyzes the different researches, examine the nature of implicit knowledge includes individuality, automatcity, priority contextual characteristics. Finally, using exploratory factor analysis, confirmatory factor analysis and construct teachers implicit knowledge model. This model is four yuan structure (including personal dimension, between individuals dimension, the organization dimension, the situation dimensions).Compares the different factors with teachers' implicit knowledge.The paper includes three sections including ten chapters.The first part is divided into three chapters. The first chapter mainly expounds research background of the implicit knowledge. Implicit knowledge is deeply rooted in the fields of philosophy, psychology and pedagogy. Philosophy focus the origin, principle, concept, characteristics of the implicit knowledge from the Angle of epistemology, vary from empirical and theoretical; Psychology notice cognitive process and measurement of the experimental study of knowledge representation, analysis and further reveals the essence of implicit knowledge. Pedagogy focuse practical researches in intelligence theory anti impetus and reflection the types of knowledge. The second chapter mainly expounds the implicit knowledge research history and status. Describe the origin study of implicit knowledge from the phenomenon; finally expand implicit knowledge of research in different research fields and disciplines. The third chapter discusses the meaning of the implicit knowledge research. Theoretically, implicit knowledge challenges the mainstream view. Expand the study field of the implicit cognitive processing. Increase job performance, influence the practice of education reform and enhance core competitiveness.The second part is theory research, divided into four chapters. The fourth chapter summarizes study theories of implicit knowledge and the corresponding evaluation. Zhuangzi was the first thinkers about implicit knowledge phenomenon. Implicit knowledge is an inward, silent knowledge, manupulated inexpressible. Polanyi proposed the definition of the implicit knowledge based on the individual knowledge. Implicit knowledge covers of human knowledge, skill, and ability, outside the rules and procedures, is the premise of skills and ability. Sternberg realized the limit about traditional intelligence theory and puts forward practical intelligence theory. He considered implicit knowledge as the basis of assessment practice intelligence, as the core measures of practice intellectual. Diense analysis'implicit' according to the basic meaning of knowledge and the representational theory of mind. Implicit knowledge is that content, attitude and attitude of the holder or judgment has not been characterization of knowledge besides content explicit representation besides. Nonaka is ignored the essence of meaning of implicit knowledge and focus on implicit knowledge conversion, puts forward the implicit knowledge conversion model. The fifth chapter analysis the different definition of implicit knowledge, this chapter reveals three essential characteristics:from the level of consciousness, implicit knowledge is lack meta-knowledge; from the level of behavioral, implicit knowledge is the separate knowledge of using and controling. From the view point of expression, implicit knowledge is difficult to express. As an important member of implicit cognitive processing, implicit knowledge is unconscious, share similar characteristics and brain imaging mechanism with implicit memory and implicit learning. However, in the process of implicit knowledge, research focused on essence of type, the generation mechanism and application process. Compare implicit knowledge and procedural knowledge. Through multi-level argument the sixth chapter indicates implicit knowledge have separability. Any knowledge that posses three main nature is belong to implicit knowledge. Especially a few definitions such as hand-feel, intuition, found language sense, cultural are implicit movement knowledge, implicit judgment knowledge and implicit situation knowledge. Chapter 7 concludes different research methods including situational judgment test. Implicit knowledge objectively indicates the difficulties and complexity.The third part is implicit knowledge of experimental studies, is divided into three chapters eight laboratories. Chapter 8 based on the two systems distinguish implicit and explicit knowledge knowledge. According to OAT and LOT theory, ball-receivers mainly choose the right paths to receive the ball by keeping tan a or tanα/tanβunchanged and making the optic trace linear by transferring the information of time and space. In this capter, the author selects experienced 17 volleyball players lacking trace knowledge and 14 physics teachers who are inexperienced in receiving the ball but well-experienced in trace knowledge. The influences of three explicit clues (lacking explicit clue, incomplete explicit clue, and complete explicit clue) on receivers'judgment of the gaze angle clue and the accuracy rate of their ball-receiving accuracy rate are observed. The experiments show that with the increase of the explicit clue, the volleyball players are unable to report the gaze angle clues correctly while the physic teachers'accuracy judgment rate on the gaze angle clues improves markedly. However, when the explicit clue changes, there are no marked differences between the ball-receiving accuracy rates of the physics teachers and volleyball players, which shows that the explicit clue of gaze angle clue has no influence on the ball-receiving accuracy rate. Using implicit knowledge and explicit knowledge is separated.Chapter9 discuss and examine the nature of implicit knowledge, using different research paradigm. Two experiments (2,3) using "The Accumulate Clues Task (ACT)" examine teachers and students'implicit knowledge; reveal the implicit knowledge of individuality and situational properties. Choosing high school teachers (rich Chinese knowledge reservoirs) and high school students (comparatively weak Chinese knowledge reservoirs), There have significant different explicit knowledge of two groups. Compare accurate correct reaction sequence and response time. Results show that teacher and student group in the accuracy, correct sequence no significant differences. Teacher on the feeling much closer to the target word, for each clues, response time significantly below the students. It has the advantage of implicit knowledge; prove the implicit knowledge of individuality. Experiment 2 make ACT task design into contextual ACT and non-contextual ACT, the results showed that the teacher and student group response time difference is mainly manifested in the contextual ACT., There have no significant different accuracy, correct response sequence in non-contextual ACT, shows implicit knowledge' contextual characteristics. Lab 4 indicate that implicit knowledge is the knowledge which control behavior of knowledge separate from the report ability of control knowledge, under the consciousness or hardly express. Thus, measure the property of the implicit knowledge is difficult. To judging common associational word is on the basis of the unconscious semantic analysis, so dyads of triads becomes a effect method to measure implicit knowledge. Experimentl make Chinese dyads of triads. Participant:60 senior middle students. The result show the accuracy have no relevant with confidence level of common associational word within time limit(20s), there is even negative correlation, proved the existence of implicit knowledge. Experiment2 separate DOT into five parts, each part has the same difficulties. Participant:20 senior middle students. The result show no significant different accuracy in every part, namely the accuracy unchanged. However, with the increase of experimental time, the response time is significantly reduced, judgment with implicit knowledge is faster and faster, and show implicit knowledge has automatic features. Lab5 indicate that in view of the differential opinions obtained from numerous studies towards the relationships between implicit knowledge and explicit knowledge, we select volleyball servers of different levels as subject. When the height and distance of a volleyball change in two dimensions at the same time, the relationship between implicit knowledge and explicit knowledge will be shown through the change of speed that reflects feel and belief. The result indicates that although there isn't a sharp distinction in explicit knowledge between high level's servers and low level's servers, the explicit knowledge they have is wrong. And it is obviously different from related theory. The advantage of high level servers lies chiefly in implicit knowledge, especially the judgments about the change of speed caused by the change of height. So, the study provides concrete evidence of the priority of volleyball server's implicit knowledge.The tenth chapter measures the structure of the implicit knowledge in teachers group. Through item analysis select official items, through exploration factor analysis get teacher's implicit knowledge structure mode and dimension. Research shows that the teachers' implicit knowledge is four dimensions of structure includes individual dimension, between individuals dimension, the organization dimension and situational dimension. Reliability respectively is .936 .801 .843 .804 .833, so implicit knowledge structure mode has higher reliability. Nine dimensions including:blame criticism, indirect criticism, multitasking, negotiation, delay evade, organizational pressures, organization and management, situational ignored, situation processing. Through compare dual structure, ternary quarternary and five structure,lab7 show implicit knowledge is a structure of four dimensions. Each dimension have formed second-order good model. The questionnaire of the implicit knowledge structure has good reliability and fitting model. Lab 8 show that different factors influence structure.Ther difference mainly displays in gender and degree.in general, female teachers showed more advantages than male teachers. Male teachers in dealing with crisis situations use usually evade and delay. In degree, undergraduate have obviouse advantage. Age and professional title have no significant differences in differenct dimensions. The three personality dimensions (adaptability, social, open) and implicit knowledge dimension of different factors exist remarkable correlation. There have significant correlation between adaptability, delay evade, organizational pressures, situations, processing, social sex and negotiation, condemnation criticism, indirect criticism, multitasking, situational context processing, neglect, openness and organizational management; medium correlation between openness and blame criticism, indirect criticism, multitasking, organizational pressures, delay evade; no significant correlation even negative correlation openness and blame criticism, indirect criticism, multitasking, organizational pressures. The teacher's implicit knowledge and personality are closely related.