On the Relationship Between Knowing and Doing in Procedural Learning

In this theoretical paper, I draw from research in each of these approaches. I examine how knowledge of procedures and concepts has been studied and what conclusions have been reached about the relationship between them. From the collected evidence, it appears that little useful theory has been developed to explain how conceptual knowledge and procedural knowledge are related. I then postulate reasons for this deficiency and suggest alternative ways in which this topic can be conceptualized and studied.