Once we are done articulating the thought, we can easily articulate it again, using different words with the same meaning. But the thought may become difficult to articulate again, with time. In many such cases (for example, during teaching, job interviews, and exams), our knowledge of the thought does not dissipate altogether, but switches back to an implicit format. We can regain our explicit knowledge by engaging in an effortful process of recollection. The memory process shares the key features of the process of articulation and lends itself to a variant of the initial puzzle. Placing the memory puzzle alongside analogous puzzles in the case of thought and perception brings out the general form of the puzzle that pertains to our knowledge of all foundational facts. Our knowledge of such facts, in all these cases, could be underwritten by our possession of certain bits of implicit knowledge.
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