Some methodological aspects of tacit knowledge elicitation

Chervinskaya, K. R.; Wasserman, Evgeny

doi:10.1080/095281300146308

Cited by 20 publications

(16 citation statements)

References 18 publications

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“…If know-how consists in conscious or consciously accessible beliefs, and the exercise of know-how consists of conscious, general reasoning about practical matters, then one would expect these experts to be able to easily articulate the practical directives guiding their actions (know-how). However, it is well-known in psychology and artificial intelligence that experts often have great difficulty in consciously accessing and in expressing their knowledge, even using demonstrations (Chervinskaya & Bekhterev, 2000;Cooke, 1999;Evans, 1988). For instance, Reber notes that…”

Section: Conscious Intent and Knowledge-howmentioning

confidence: 97%

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Consciousness, context, and know-how

Wallis

2007

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In this paper I criticize the most significant recent examples of the practical knowledge analysis of knowledge-how in the philosophical literature: David Carr ]. I stress the importance of know-how in our contemporary understanding of the mind, and offer the beginnings of a treatment of know-how capable of providing insight into the use of know-how in contemporary cognitive science. Specifically, I claim that Carr's necessary conditions for know-how fail to capture the distinction he himself draws between ability and knowing-how. Moreover, Carr ties knowing-how to conscious intent, and to an explicit knowledge of procedural rules. I argue that both moves are mistakes, which together render Carr's theory an inadequate account both of common ascriptions of knowledge-how and of widely accepted ascriptions of knowledge-how within explanations in cognitive science. Finally, I note that Carr's conditions fail to capture intuitions (he shares) regarding the ascription of know-how to persons lacking ability.

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Section: Conscious Intent and Knowledge-howmentioning

confidence: 97%

“…For examples of this literature seeFord, Bergen, & Sterman (1998),Chervinskaya & Bekhterev (2000), andSternberg & Horvath (1998) Stanley & Williamson (2001). offer an alternative analysis on such cases in terms of beliefs about "ways" Koethe (2002).…”

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confidence: 97%

Consciousness, context, and know-how

Wallis

2007

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“…Much research on knowledge elicitation has been conducted and numerous methods have been developed (Chervinskaya & Wasserman, 2000). Due to the complexity of most domain areas and the difficulties associated with forecasting future capabilities and requirements, a combination of several knowledge elicitation methods is often employed to collect information from knowledgeable experts.…”

Section: Knowledge Elicitation Vis-à-vis Knowledge Creationmentioning

confidence: 99%

“…Knowledge elicitation involves the extraction of current knowledge about task conditions from experts (Chervinskaya & Wasserman, 2000). However, when-as is the case for crisis response-training must address future, rather than current, task conditions (Knapp et al, 2002)-two further conditions must be met (Shadrick, Lussier, & Hinkle, 2005).…”

Section: Introductionmentioning

confidence: 99%

Development and Content Validation of Crisis Response Training Package Red Cape: Crisis Action Planning and Execution

Shadrick¹,

Schaefer²,

Beaubien³

2007

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“…In addition, other methods have been developed to capture internal cognitive processes that are not readily accessible by observing behavior. While much research has been conducted on concept development and knowledge elicitation, the acquisition of expert knowledge still remains one of the most time-consuming, tedious, and essential tasks in designing systems (Chervinskaya & Wasserman, 2000).…”

Section: Importance Of Knowledge Elicitationmentioning

confidence: 99%