Implicit pattern recognition versus explicit knowledge. Although PL may provide important scaffolding for explicit, verbalizable knowledge, PL itself need not involve explicit knowledge. PL changes the way a learner views a problem or representation; this idea of ‘‘mind as pattern recognizer’’ (Bereiter & Scardamalia, 1998) need not be accompanied by explicit facts, concepts, or procedures. In some domains, one might be able to demonstrate a ‘‘double dissociation’’ between PL effects and effects of con- ventional instruction. Whereas conventional instruction may lead to verbalizable knowledge but lagging pattern recognition and fluency, PL may produce the reverse. Such a clear division, although imaginable, may in practice be difficult to observe, because these forms of learning are normally synergistic, producing performance out- comes in which pattern recognition, facts, concepts, and procedures interact.
