 According to Carter and Pritchard’s diagnosis, the underlying explanation for this difference in value is that knowledge-how (like understanding, as discussed in  §4)  essentially involves a kind of cognitive achievement, unlike propositional knowledge, for reasons discussed in §4. If this diagnosis is correct, then further pressure is arguably placed on the robust virtue epistemologist’s ‘achievement’ solution to the value problems for knowledge-that, as surveyed in  §3.  Recall that, according to robust virtue epistemology, the distinctive value of knowledge-that is accounted for in terms of the value of cognitive achievement (i.e., success because of ability) which robust virtue epistemologists take to be essential to propositional knowledge. But, if the presence of cognitive achievement is what accounts for why knowledge-how has a value that is not present in the items of knowledge-that the intellectualist identifies with knowledge-how, this result would seem to stand in tension with the robust virtue epistemologist’s insistence that what affords propositional knowledge a value lacked by mere true belief is that the former essentially involves cognitive achievement.