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Cognitive Psychology > Chapter 9: The Organization of Knowledge in the Mind > Flashcards

Chapter 9: The Organization of Knowledge in the Mind Flashcards

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1
Q

Can be expressed in words and other symbols.

A

Declarative

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2
Q

Knowledge about how to follow procedural steps for performing actions.

A

Procedural

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3
Q

The use of multiple approaches and techniques to address a problem.

A

Converging operations

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4
Q

4 fundamental unit of symbolic knowledge.

A

Concepts
Categories
Semantic networks
Schemas

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5
Q

Idea about something that provides a means of understanding the world.

A

Concepts

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6
Q

Group of items into which different objects or concepts can be placed that belong together because they share some common features
or can act as a category.

A

Categories

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7
Q

3 categories in symbolic knowledge.

A

Natural Category
Artificial Category
Ad Hoc Category

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8
Q

A knowledge base that represents semantic
relations between concepts in a network.

A

Semantic networks

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9
Q

Mental frameworks of knowledge that encompass a number of interrelated concepts; creates a meaningful structure of related concepts.

A

Schemas

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10
Q

Groupings that occur naturally in the world, like birds or trees.

A

Natural categories

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11
Q

Groupings that are designed or invented by humans to serve particular purposes or functions.

A

Artifact categories

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12
Q

Categories that are just created for a moment or for specific purpose.

A

Ad hoc categories

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13
Q

Concepts appear to have this level of
specificity, a level within a hierarchy that is preferred to other levels.

A

Basic level (natural level)

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14
Q

Theories on concept organization.

A

Feature-based categories
Prototype theory
Exemplars
Theory-based categorization

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15
Q

A full theory of categorization can combine both defining and characteristic features, so that each category has both a prototype and a core; combining feature-based and prototype theories.

A

Synthesis

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16
Q

Must have this to be considered a member.

A

Feature-based categories

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17
Q

Category containing salient features that are true of most instances; ideal representation of the category.

A

Prototype theory

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18
Q

Takes different approach: grouping things together not by their defining features but rather by their similarity to an averaged model of the category.

A

Prototype theory

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19
Q

An abstract average of all the objects in the category we have encountered before. It is what the objects are compared with in order to put them into a category.

A

Prototype

20
Q

Describe the prototype but are not necessary for it. Commonly are present in typical examples of concepts, but they are not
always present.

A

Characteristic Features

21
Q

Categories that can be readily defined through defining features such as bachelor.

A

Classical concepts

22
Q

Categories that cannot be so easily defined, such as game or death.

A

Fuzzy concepts

23
Q

Refers to the defining features somethings must have to be considered an example of a category.

A

Core

24
Q

Typical representatives of a category.

A

Exemplars

25
Q

A view of meaning which holds that people understand and categorize concept in terms of implicit theories, or general ideas they have regarding those concepts; also called an explanation-based view.

A

Theory- Based View of Categorization

26
Q

An older model still in use today is that knowledge is represented in terms of a hierarchical semantic network.

A

Collins and Quillian’s Network Model

27
Q

A web of elements of meaning (nodes) that
are connected with each other through links.

A

Semantic network

28
Q

Elements of meaning; typically concepts.

A

Nodes

29
Q

Contains information about the particular order in which things occur.

A

Script

30
Q

Specialized vocabulary commonly used within a
group, such as profession or trade.

A

Jargon

31
Q

Information is handled through a linear sequence of operations, one operation at a time.

A

Serial Processing of information

32
Q

Types of non-declarative knowledge.

A

Procedural knowledge
Simple associative conditioning
Simple Non Associative Knowledge
Priming

33
Q

Types of priming.

A

Semantic priming
Repetition

34
Q

Contains a mechanism by which information can be retrieved and also a structure for storing information; nodes can be either inactive or active at a given time; suggests means by which the network changes as a result of activation.

A

Act-R (Anderson)

35
Q

3 stages of acquisition of procedural knowledge.

A

Cognitive stage
Associative stage
Autonomous stage

36
Q

We think about explicit rules for implementing the procedure.

A

Cognitive stage

37
Q

We consciously practice using the explicit rules extensively, usually in a highly consistent manner.

A

Associative stage

38
Q

We use these rules autonomically and implicitly without thinking about them.

A

Autonomous stage

39
Q

Aspect of proceduralization; involves the two
complementary processes of generalization
and discrimination; we learn to generalize
existing rules to apply them to new
conditions.

A

Production tuning

40
Q

We handle very large numbers of cognitive
operations at once through a network
distributed across incalculable numbers of
locations in the brain.

A

Parallel distributed processing (PDP) models/connectionist models

41
Q

Not stimulated beyond their threshold of excitation. They do not release any neurotransmitters into the synapse.

A

Inactive neurons

42
Q

Release neurotransmitters that stimulate receptive neurons at the synapse; increase the likelihood that the receiving neurons will reach their threshold of excitation.

A

Excitatory neurons

43
Q

Release neurotransmitters that inhibit receptive neurons; reduce the likelihood that the receiving neurons will reach their threshold of
excitation.

A

Inhibitory neurons

44
Q

Related to meaning as
expressed in language—i.e., in linguistic symbols.

A

Semantic

45
Q

Provides a means of organizing concepts.

A

Network

46
Q

The overall process by
which we transform slow, explicit information
about procedures (“knowing that”) into
speedy, implicit, implementations of
procedures (“knowing how”).

A

Proceduralization

Cognitive Psychology (11 decks)

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