The human mind is extraordinary in its ability not merely to respond to events as they unfold
but also to adapt its own operation in pursuit of its agenda. This 'cognitive control'can be …

In this chapter, I review basic tenets of response expectancy theory (Kirsch, 1985),
beginning with the important distinction between response expectancies and stimulus …

On publication in 2009 John Hattie's Visible Learning presented the biggest ever collection
of research into what actually work in schools to improve children's learning. Not what was …

The goal of inquiry is to acquire knowledge of truths about the world. In this book, Jason
Stanley argues that knowing how to do something amounts to knowing a truth about the …

In this paper, I submit that it is the controlled part of skilled action, that is, that part of an
action that accounts for the exact, nuanced ways in which a skilled performer modifies …

It is not rare in philosophy and psychology to see theorists fall into dichotomous thinking
about mental phenomena. On one side of the dichotomy there are processes that I will label …

This study investigated whether children who used scaled equipment compared to full size
equipment during a motor task demonstrated reduced conscious involvement in …

This chapter examines to what extent Krashen's (1981) distinction between acquired
(implicit) and learned (explicit) knowledge can be upheld from a usage-based view on first …

What does it mean to know how to do something? This book develops a comprehensive
account of know-how, a crucial epistemic goal for all who care about getting things right, not …

The ways we come to learn about the structure of complex environments is intimately linked
to the conscious-unconscious distinction. Indeed, Reber (1967, 1989) argued that we could …