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Apraxia

In neurophysiology, procedural knowledge can be affected by apraxia. As procedural knowledge is formed by doing tasks, a diagnosis of ideomotor apraxia means that the individual cannot recall how to perform some tasks; in other words, the individual cannot manipulate a tool for its desired outcome. One example of this would be a patient trying to comb their hair with the wrong side of the comb. Some patients with ideomotor apraxia cannot distinguish between gestures either, and therefore cannot create the same gestures themselves. Buxbaum, Veramontil & Schwartz (2000) explain, "Deficits in the... representations of gesture associated with objects and/or altered activation of these engrams may result in the mis-selection of objects (as when, for example, a knife is selected for the function of ‘scooping’ sugar), (and) in object misuse (as when a knife is used with a ‘scooping’ gesture)," (p. 93). This demonstrates how knowledge of manipulation is related to procedural knowledge. Edit into "Artificial intelligence"

When building programs with artificial intelligence to support procedural knowledge, distinctions must be made between successful and failed executions of the process. This is important because although there may be multiple ways to use procedural knowledge some tasks are more convenient to follow than others. By addressing which routes may provide successful outcomes, yet be inconvenient in achieving those outcomes, artificial intelligence can be informed on which routes to consider as failures. Therefore the successful processes are considered the standards for a given condition. Another implication of using procedural knowledge-based artificial intelligence programs is their expression of multiple goals. This includes "goals of maintenance (e.g., 'achieve p while maintaining q true') and goals with resource constraints (e.g., 'achieve p without using more than one tool')" (Georgeff & Lansky, 1987). In other programs, such as ones that may use declarative knowledge, the system only can represent goals as descriptions of conditions.

Edit into "Educational implications"

Many people perform the same tasks every day and others' may incorporate new tasks in their daily routine. Procedural knowledge is also considered problem-solving behavior as people sometimes need to learn new skills to address problems that arise in their work. What builds procedural knowledge is the repetition of a certain task, sometimes under guidance, strengthening their performance and possibly leading to mastery of the skill. Corbett & Anderson (1995) reviewed students who added code into the ACT Programming Tutor application. The students applied procedural knowledge skills by reading a given text and completing corresponding coding exercises. Improvements on procedural knowledge can be made by providing additional practice and tutoring to these students as they continue to code with the program.

Another way that procedural knowledge can be emphasized in an educational setting is when teaching languages. According to the theory of multimedia learning, humans process information by using two channels: auditory and visual. In order to maximize learning and retention, both channels should be used about equally to avoid over-exposure. Davis and Vincent (2019) reviewed how physical gestures can improve procedural knowledge (such as speaking a foreign language) as it adds a visual element to the auditory element. Those who study with enhanced gestures recall more information that those who study with fewer gestures.