We also utilise our declarative knowledge in recollection. Remebering that you had vegemite toast for breakfast and that the capital of Russia is Moscow are both examples of information that may be retained in long-term meory as declarative knowledge. Procedural Knowledge on the other hand is the knowledge of "how" to do something. The ability to perform actions like driving a car, brushing your teeth and swimming the length of a pool are all examples where procedural knowledge is used to carry out an activity. Procedural knowledge is often automatised, this means that the activities can be performed by us without us paying any conscious attention to what we are doing. Reading is a good example of an automated process. When we are learning to read we need to be paying full conscious attention to what we are doing. By sounding out words and linking them with the preceding words we are able to determine the meaning of the material we are reading. After some time of constant practice and rehearsal at reading we discover that we can recognize words like "and" and "the" without needing to consciously work them out. This is because these words have been stored in Long Term Memory as a result of rehearsal. As we become more confident and advanced in our reading skills we find that we need to pay less and less attention to the process of reading and can therefore concentrate more on the content of what we are reading. Our ability to read by decoding words and comprehending their meaning typically becomes an automated process and therefore the schemas for reading contain Procedural Knowledge. .
Generally most learning involves a degree of interplay between both of these types of knowledge. A dancer, for example, needs to have factual, declarative knowledge about the anatomy of the human body and how it works in order to improve their procedural knowledge about how to orchestrate certain movements using these muscles.