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Concept
Procedural knowledge
Summary
Procedural knowledge (also known as knowing-how, and sometimes referred to as practical knowledge, imperative knowledge, or performative knowledge) is the knowledge exercised in the performance of some task. Unlike descriptive knowledge (also known as declarative knowledge, propositional knowledge or "knowing-that"), which involves knowledge of specific facts or propositions (e.g. "I know that snow is white"), procedural knowledge involves one's ability to do something (e.g. "I know how to change a flat tire"). A person doesn't need to be able to verbally articulate their procedural knowledge in order for it to count as knowledge, since procedural knowledge requires only knowing how to correctly perform an action or exercise a skill.
The term procedural knowledge has narrower but related technical uses in both cognitive psychology and intellectual property law.
Procedural knowledge (i.e., knowledge-how) is different from descriptive knowledge (i.e., knowledge-that) in that it can be directly applied to a task. For instance, the procedural knowledge one uses to solve problems differs from the declarative knowledge one possesses about problem solving because this knowledge is formed by doing.
The distinction between knowing-how and knowing-that was brought to prominence in epistemology by Gilbert Ryle who used it in his book The Concept of Mind.
Know-how is also often referred to as street smarts (sometimes conceived as the opposite of book smarts), and a person employing their street smarts as street wise. Know-how is often tacit knowledge, which means that it can be difficult to transfer to another person by means of writing it down or verbalising it. The opposite of tacit knowledge is explicit knowledge.
Procedural knowledge is the "know how" attributed to technology defined by cognitive psychologists, which is simply "know how to do it" knowledge. Part of the complexity of it comes in trying to link it to terms such as process, problem solving, strategic thinking and the like, which in turn requires distinguishing different levels of procedure.
Official source
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