Accounting for Creativity Within a Psychologically Realistic Cognitive Architecture - Computational Creativity Research: Towards Creative Machines - page 149

8.3.1 Principle #1: The Co-existence of, and the Difference
Between, Explicit and Implicit Knowledge
CLARION assumes the existence of two different types of knowledge, namely
explicit and implicit, residing in two separate stores [ 26 ]. Explicit knowledge is
easier to access and to verbalize, crisper, more flexible, and usually symbolic [ 26 ].
However, using explicit knowledge requires more attentional resources. In contrast,
implicit knowledge is relatively inaccessible, harder to verbalize, often more vague,
and usually “subsymbolic” [ 26 ]. However, using implicit knowledge does not tap
much attentional resources. Explicit and implicit knowledge is processed differently.
According to CLARION, explicit processes often perform some forms of rule-based
reasoning (in a very generalized sense) and result in relatively crisp and exact process-
ing (often involving hard constraints), while implicit processing is “associative” and
often involves soft-constraint satisfaction [ 25 , 26 ].
8.3.2 Principle #2: The Simultaneous Involvement
of Implicit and Explicit Processes in Most Tasks
Explicit and implicit processes are involved simultaneously in most tasks under
most circumstances [ 26 ]. This can be justified by the different representations and
mechanisms involved with the two types of knowledge respectively [ 26 ]. As such,
each type of processes can end up with similar or different conclusions that contribute
to the overall output (see e.g., [ 33 ]).
8.3.3 Principle #3: The “Redundant” Representation
of Explicit and Implicit Knowledge
According to CLARION, explicit and implicit knowledge are often “redundant”:
They frequently amount to a re-description of one another in different representa-
tional forms. For example, knowledge that is initially implicit may be later re-coded to
formexplicit knowledge (e.g., through “bottom-up learning”; [ 32 ]). Likewise, knowl-
edge that is initially learned explicitly (e.g., through verbal instructions) is often later
assimilated and re-coded into an implicit form, usually after extensive practice (top-
down assimilation; [ 26 ]). There may also be other ways redundancy is created, for
example, through simultaneous learning of implicit and explicit knowledge.