From our analysis of factors that moderated transfer into practice, we believe that future training could be refined through attention to the theoretical principles outlined by Bennett - Levy (2006), who posited that therapists in training need to (1) reflect
on declarative knowledge (knowing the theory; e.g., principles and concepts), (2) reflect on procedural knowledge (knowing what they do; e.g., two chair work, imagery), and (3) reflect on both declarative and procedural aspects (knowing what to do and when to do it).
Online programs may use standardized tests that measure out - of - date skills — focusing
on declarative knowledge (facts) versus procedural, conceptual, and epistemological knowledge (application of skills, deep understanding, and methods of knowledge acquisition, respectively).
In one of these studies they find: «Whereas the early math and reading tests focused mainly on procedural knowledge, the general knowledge test focused mainly
on declarative knowledge (i.e., elementary knowledge or comprehension of the external world).
Not exact matches
First, therapists can make greater use of techniques that rely
on declarative memory, such as approaches that employ explicit
knowledge.
Ullman and Evans say that learning math likely depends
on the brain's two primary learning and memory systems — not just procedural memory, but also
declarative memory, where conscious
knowledge is learned.
In the case of Cityville needing to quickly get a large team up - to - speed
on the rules of cyber security and safe computing practices, the good news was that all of their training content was
declarative knowledge which is perfectly suited material for rapid mobile learning.