The term knowledge refers to our ability to recognize or see something. This is not objective visual data, but personalized experiences. These represent the knowledge structure of our brain in exactly the way we use it in the process of thinking and acting. This alone can increase the performance of our memory systems, which are functionally geared towards use.
If, on the other hand, we merely take note of the world we can see, memory formation stagnates, as we only use the knowledge we have already acquired. If we memorize something that is difficult to understand at the same time, unconnected “knowledge clusters” form in our memory that hinder our thought and action processes. The way our memory systems work can be characterized functionally. Vivid memory is used to absorb, organize, store and retrieve knowledge that has been formed vividly. Verbal knowledge can be equally affected by brain damage or remain intact. The methodical promotion of spatial-visual competence is based on knowledge of our visual memory functions.
We acquire about 99.9% of our descriptive knowledge implicitly. This is why we rarely realize that our vision, our ability to visualize and our representation skills have been in a permanent educational process since birth. For this reason, it is difficult for us to assess how our world view differs from that of our fellow human beings. In addition, we can only mobilize our implicit knowledge to a limited extent for the process of cognition, understanding, problem solving and mediation. Implicit knowledge only becomes explicit knowledge through conscious reflection. By bringing it up in a verbal or descriptive way, we make it the subject of problem-oriented thought and action processes.
