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EPY 502 > Chapter 9- Knowledge > Flashcards

Chapter 9- Knowledge Flashcards

1
Q

People’s knowledge undergoes revision over time

A

Conceptual change

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2
Q

This type of knowledge concerns how things are, were or will be. You can intepret the things around you, recognize people or places, and recall past events

A

Declarative knowledge

2 parts: episodic & Semantic

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3
Q

Difference b/w episodic and semantic memory

A

Episodic- memory of person life experiences; Ex.- when we ordered the specific items with friends a year previous

Semantic- general knowledge that indepenendent of specific experiences (likes or dislikes), may not specificially remember why; Ex.: recall menu items but may not remember eating them

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4
Q

This involves knowing how to do a specific task

A

procedural knowledge

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5
Q

How we respond under different situations

A

conditional knowledge

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6
Q

The ability to combine everything; combining declaritive and procedural knowledge

A

Conceptual knowledge

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7
Q

What is the difference b/w explicit and implicit knowledge

A

Explicit- things we can easily recall and explain
IMplict- we can’t consciously recall or explain but it affects our behavior; the person has know idea that they learned it for example

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8
Q

What are ways that knowledge is encoded?

A

Physical characteristics
Physical Actions
Symbolic
Abstract meanings

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9
Q

What is described as an IF-THEN rule?

A

production

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10
Q

What information is stored in forms of actual words?

A

Verbal codes

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11
Q

What is a form of organization that includes small units of knowledge concerning relationships among objects or events

  • can be true or false
  • can stand as a separate statement or assertion
A

propositions

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12
Q

What are the components of an proposition and give example.

A

Arguments
Relation

Ex.- Mary has an uncle.
Mary & Uncle are arguments
Has - one relation

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13
Q

Various pieces of information are either directly or indirectly associated with one another

A

Associationistic

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14
Q

This model of memory consists of many pieces of information interconnected through a variety of associations.

A

Network Model

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15
Q

A popular network model in which propositions and their interrelationships are stored in a networklike fashion.

Ex.- Mary’s uncle, whom she adores, owns a red Ferrari.
4 assertions:
1. Mary has an uncle.
2. Mary adores the uncle.
3. The uncles owns a Ferrari.
4. The Ferrari is red.
There are 3 arguments: Mary, uncle, Ferrari

A

Propositional network

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16
Q

Example of Propositional NEtwork

A 
1. Mary has an uncle.
Has-Relation; Mary-agent; Uncle-object
2. Mary adores the uncle.
adores-relation; Mary-agent; Uncle object.
3. The uncles owns a ferrari.
owns-relation; Uncle-agent; Ferrari-object
4. The ferrari is red.
red; relation; subject-ferarri
17
Q

a particular example of a concept

A

positive instance

18
Q

a nonexample of a concept

A

negative instance

19
Q

an inability to recognize all positive istances

A

undergeneralization

20
Q

an inabiliyt to reject all negative instances

A

overgeneralization

21
Q

Characteristics that must be present in all positive instances

A

defining features

22
Q

a typical example of the concept

A

prototype

23
Q

What princples capture important factors affecting concept learning and yield strategies for helping learners of all ages acquire new concepts?

A
  1. Concepts are easier to learn when defining feature are salient than correlational and irrelevant features.
  2. Definitions faciliate concept learning.
  3. Numerous and varied positive instances help to illustrate a concept.
  4. Negative instances are useful in demonstrating what a concept is not.
  5. Positive and negative instances are more effective when presented simultaneously.
  6. Classroom assessment tasks can enhance as well as monitor concept learning.
24
Q

A closely connected set of ideas (including concepts) related to a specific object or event

A

schema

25
Q

What are some suggestions that can enrich personal theories?

A
  1. physical or technology based models can help learners tide ideas together
  2. group interaction can enhance learner’s theorectical understandings
  3. Some theories and mental models can be useful even if they aren’t entirely accurate
26
Q

Reasons that learner’s counterproductive beliefs are often so resistant to change.

A
  1. Learner’s existing beliefs affect their interpretations of new information.
  2. Most learners have a confirmation bias.
  3. Learner’s existing beliefs are often consistent with their everyday experiences.
  4. Some erroneous beliefs are integrated into a cohesive whole, with many interrlationships existing among various ideas.
  5. Learners may fail to notice an inconsistency between new information and their prior beliefs.
  6. Learners may have a personal or emotional investment in their existing beliefs.
  7. Sometimes learners’ existing beliefs are supported by their social environment.
27
Q

learners tend to look for information that confirms their existing beliefs and to ignore or discredit any contradictory evidence

A

confirmation bias

28
Q

What are some suggestions to helping students develop conceptual change/

A
  1. before beginning instruction, teachers should determine what beliefs and misconceptions students currently have about the topic.
  2. Students should learn correct information in a meaningful rather than rote fashion.
  3. Students can sometimes build on kernels of truth in their existing understandings
  4. Students are more likely to revise their current ways of thinking when they believe revision is in order
  5. Students must explicitly compare their existing beliefs with alternative explanations
  6. Students must want to learn correct explanations
  7. Throughout a lesson, student’s understandings should be monitored for particular tenacious misconceptions.
29
Q

possible objections to a particular explanation are presented and then discredited

A

refutational text

30
Q 
You can easily remember your birth date; perhaps you can also remember what you did on your last birthday. The difference between these two pieces of knowledge can best be characterized as a difference between:
 A. declarative vs. procedural knowledge
   B. semantic vs. episodic memory
 C. conceptual vs. conditional knowledge
 D. explicit vs. implicit memory
A

B. Sematic vs. episodic memory

31
Q

Which one of the following examples best illustrates implicit rather than explicit knowledge?
A. Knowing that vertebrates are animals with backbones
B. Knowing how to use footnotes in a research paper
C. Knowing how to create grammatically correct sentences in everyday conversation
D. Knowing that doing well on the GRE exams is important for getting into graduate school

A

C. Knowing how to create grammatically correct sentences in everyday conversation

32
Q 
Knowing what famous people look like reflects knowledge that is encoded in long-term memory as:
 A. propositions
   B. images
 C. productions
 D. verbal codes
A

B. Images

33
Q 
Which one of the following is the best example of a symbol as psychologists define the term?
 A. The honking sound that a goose makes
 B. The word carpet
   C. Snow
 D. A leaky faucet
A

B. The word carpet

34
Q

Corey understands the general meanings of 20 new vocabulary words, but to prepare for an upcoming quiz, he also memorizes the specific definitions his teacher has provided on a study guide. Two weeks later, he is given a surprise quiz on those vocabulary words. Considering research findings described in the text, we would expect that Corey:
A. Can recognize only about 25% of the vocabulary words he studied
B. Can still remember all the definitions verbatim
C. Can define the general meaning most of the vocabulary words but cannot necessarily remember the original definitions verbatim
D. Can recognize the vocabulary words he studied but cannot define them

A

C. Can define the general meaning most of the vocabulary words but cannot

35
Q 
Which one of the following is the best example of an abstract concept rather than a concrete concept?
 A. Cantaloupe
   B. Pleasure
 C. Rectangle
 D. Green
A

B. Pleasure

36
Q 
Maureen vehemently denies that trees are plants. Her understanding of what a plant is reflects which of the following errors?
 A. Overgeneralization
 B. The misinformation effect
   C. Confirmation bias
 D. Undergeneralization
A

D. Undergeneralization

37
Q

When learning a new concept, people are most likely to be confused when:
A. There are too many negative instances.
B. Correlational features are more salient than defining features.
C. There are very few positive instances.
D. Defining features are more salient than correlational features.

A

B. Correlational features are more salient than defining features

38
Q

Children’s misconceptions about the world may come from a variety of sources. Which one of the following is not a likely source that theorists have identified?
A. Teachers and textbooks sometimes provide misinformation.
B. Common expressions in language (e.g., the sun “sets” in the west) misrepresent reality.
C. Children form personal theories based on how the world appears to be.
D. Children believe the stories that younger children make up.

A

D. Children believe the stories that younger children make up.

39
Q 
Luana is taking her first course in psychology. With regard to her knowledge of psychology, Luana is probably in Alexander’s \_\_\_\_\_\_ stage in the development of expertise:
   A. acclimation
 B. competence
 C. undergeneralization
 D. implicit knowledge
A

A. acclimation

EPY 502 (15 decks)

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