Exam 3: Ch. 9

Question 1

Concepts

Answer 1

categories that group objects, events and characteristics on the basis of common properties.

Question 2

Concept Formation:

Answer 2

1. identify the features of a concept
2. define the concept and give clear examples
3. concept maps offer a visual representation of a concept’s hierarchical organization
4. develop hypotheses about what the concept is and what it is not
5. prototype matching compares the item with similar items in a category

Question 3

Promoting Concept Formation:

Answer 3

• use the rule-example strategy
• help students learn what a concept is and what it is not
• provide clear, concrete examples
• relate new concepts maps
• generate hypotheses about concepts
• prototype matching
• check for understanding and generalization

Question 4

Thinking

Answer 4

involves manipulating and transforming information into memory

Question 5

Thinking: Reasoning: Inductive

Answer 5

Inductive Reasoning:

-Reasoning from the specific –to the–> General (conclusions never certain)

Question 6

Thinking: Reasoning: Deductive

Answer 6

Deductive Reasoning:

-Reasoning form the General –to the–> Specific (conclusions always certain)

Question 7

Transfer: Near Transfer

Answer 7

• similar to initial learning
• The transfer of learning to a situation that is similar to the one in which the initial learning took place (ex. Learning to drive an automatic coupe then driving an automatic sedan)

Question 8

Transfer: Far Transfer

Answer 8

• different from initial learning situation
• The transfer of learning to a situation that is very different from the one in which the initial learning took place (ex. Learning to drive an automatic car, then driving a manual car)

Question 9

Transfer: Forward Reaching Transfer

Answer 9

• occurs when an individual looks to apply learned information to a future situation
• occurs when student thinks about how to use information in a new situation

Question 10

Transfer: Backward Reaching Transfer

Answer 10

• occurs when an individual looks back to a previous situation for information to solve a problemin a new context
• occurs when students look back to previous situations for information to solve problems in a new context

Question 11

Define Concepts and Providing Examples: Rule-example Strategy

Answer 11

1. DEFINE THE CONCEPT: identify concept’s characteristics, link it to Superodinate Concept. thus in specifying the concept of “dinosaur” you might mention a larger class “reptiles”
2. CLARIFY TERMS IN DEFINITION: key features or characteristics are understood. thus describing concept of “dinosaur,” it is important for students to know what a reptile is
3. GIVE EXAMPLES TO ILLUSTRATE CHARACTERISTICS: with regard to dinosaurs one might give examples and descriptions of different dinosaurs. can be further clarified by mentioning reptiles that are not dinosaurs.
4. PROVIDE ADDITIONAL EXAMPLES: ask students to categorize concepts; explain their categorization, or have them generate their own examples of the concept