No, both are needed!
“A playful mind is inquisitive, and learning is fun. If you indulge your natural curiosity and retain a sense of fun in new experience, I think you’ll find it functions as a sort of shock absorber for the bumpy road ahead.” (Bill Watterson – July 5, 1958 – American cartoonist and the author of the comic strip Calvin and Hobbes)
Conceptual knowledge is built on theories and lectures and procedural is built on experiences. We need both for learning! A cognitive load is constantly flooding our nervous system with information and if we are successful we can hope a percentage remain of it. In learning we want to get as much control as possible of the information flow for being effective.
The conceptual knowledge is the answer for WHAT passive and theoretical theories, ideas, models and definitions we are receiving and need.
The procedural knowledge is the active part and tells HOW we are applying the concepts. It is when we are mastering our memory we know our ability for learning is on top.
Some of the latest knowledge related to learning is the flipped classroom. This is when we use the conceptual knowledge before applying the procedural learning with our teachers. It is the most efficient learning since the students prepare individually before the lessons. They spend only time together on the procedural learning to master the skills/knowledge.
The acquisition of morphological skill in adults
Non-Linguistic skill memory generation are manifest in language skill acquisition. Two independent neural systems subserve long-term memory; the declarative and procedural memory systems.
Declarative novel events and facts (WHAT)
Procedural learning and retention of skills (HOW TO)
Artificial Morphological Rule “AMR”
AMR coincided accuracy and initiated a phase of fluency (Proceduralization). Different stages use procedural and declarative memory for mastering skilled linguistic performance.
Explicit learning relates to the making and testing of hypothesis in a search for structure…
Result suggests that the phonological aspect of a morphological rule is learned implicity and retained as procedural memory and that the acquisition of the semantic aspect of the rule requires an explicit learning making use of the declarative memory. This is consistent with the notion that the phonological aspect of a word (lexical item) is acquired implicity and it’s meaning aspect is acquired explicitly.
DYNAMIC INTERACTION ⇒ Procedural and Declarative Memory
Acquisition of morphological proficiency
Looking forward to hear from you,
Christer Edman & Veronica Rebora