{"id":{"repo_id":"mit","oai_identifier":"oai:dspace.mit.edu:1721.1/113780"},"canonical_url":"https://search.dev.ndltd.org/etd/mit/oai:dspace.mit.edu:1721.1/113780","repository":{"repo_id":"mit","name":"MIT","base_url":"https://dspace.mit.edu/oai/request"},"display":{"title":"Know-how as the cognitive basis of skill","abstract":"This thesis seeks to develop and defend conceptions of know-how that shed light on the state's theoretical role as the cognitive basis of skilled action. In Chapter 1, 1 propose an account of knowhow based on the idea of information being accessible for a purpose. I argue that an account of this form sheds new light on the explanatory relationship between knowing how to o and being able to o. In Chapter 2, I develop the core components of a cognitivist, yet rule-free, conception of know-how. I show how this conception better accommodates the phenomenology of fluent skilled action and provides resources for a new way of thinking about practical modes of presentation. In Chapter 3, I explore the relationship between the know-how/know-that distinction and socioeconomic inequality","abstract_html":"This thesis seeks to develop and defend conceptions of know-how that shed light on the state's theoretical role as the cognitive basis of skilled action. In Chapter 1, 1 propose an account of knowhow based on the idea of information being accessible for a purpose. I argue that an account of this form sheds new light on the explanatory relationship between knowing how to o and being able to o. In Chapter 2, I develop the core components of a cognitivist, yet rule-free, conception of know-how. I show how this conception better accommodates the phenomenology of fluent skilled action and provides resources for a new way of thinking about practical modes of presentation. In Chapter 3, I explore the relationship between the know-how/know-that distinction and socioeconomic inequality","abstract_has_math":false,"creators":["Bianchi, Dylan Mila"],"institution":"Massachusetts Institute of Technology","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Massachusetts Institute of Technology. Department of Linguistics and Philosophy.","school":null,"contributors":[],"advisors":["Alex Byrne."],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017","date_published":"2017","updated_at":"2026-07-22T22:21:16Z","subjects":["Linguistics and Philosophy."],"languages":["eng"],"rights":["MIT theses are protected by copyright. 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In Chapter 2, I develop the core components of a cognitivist, yet rule-free, conception of know-how. I show how this conception better accommodates the phenomenology of fluent skilled action and provides resources for a new way of thinking about practical modes of presentation. In Chapter 3, I explore the relationship between the know-how/know-that distinction and socioeconomic inequality"],"dc:description.degree":["Ph. D. in Philosophy"],"dc:identifier.uri":["http://hdl.handle.net/1721.1/113780"],"dc:language.iso":["eng"],"dc:publisher":["Massachusetts Institute of Technology"],"dc:rights":["MIT theses are protected by copyright. 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