The organization of knowledge in the mind

Question 1

Can be expressed in words and other symbols(i.e.,
“knowingthat”)
Own knowledge of facts about cognitive psychology, about world history, about your
personal history, and about mathematics.

Answer 1

Declarative Knowledge

Question 2

Follow procedural steps for performing actions(i.e.,
“knowinghow”)

Answer 2

Procedural Knowledge

Question 3

An idea about something that provides a means of understanding the world.
It is the fundamental unit of symbolic knowledge, or knowledge of
correspondence between symbols and their meaning.

Answer 3

Concept

Question 4

A hierarchy of concepts. It is a concept with members.

Answer 4

Category

Question 5

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

Answer 5

Natural categories

Question 6

Groupings that are designed or invented by humans to serve
particular purposes or functions, like automobiles and kitchen appliances

Answer 6

Artifact categories

Question 7

Typically are described not in words but rather in phrases.
Theircontentvaries,dependingonthecontext

Answer 7

ad hoc categories

Question 8

“a red, roundish edible
object that has a stem
and that came from a
tree.
“
- broad and general in their description.
Ex. a fruit

Answer 8

SUPERORDINATE LEVEL

Question 9

“a red, roundish edible
object that has a stem
and that came from a
tree.
“
- the largest number of distinctive features.
Ex. an apple

Answer 9

BASIC LEVEL

Question 10

“a red, roundish edible
object that has a stem
and that came from a
tree.
“
- has specific features and description.
Ex. a Red Delicious apple

Answer 10

SUBORDINATE LEVEL

Question 11

The classic view of concepts breaks down a concept into a set of featural components.Each feature is considered necessary (andsufficient) to define the concept.Defining features are essential elements of the concept, and a thing must possess thesefeatures to be categorized as that concept.Ex.Abachelora”bachelor” can be defined by three features: male, unmarried, and adult.

Answer 11

FEATURE-BASED

Question 12

objects in a particular category, share all of their defining feature

Answer 12

Family Resemblance

Question 13

PROBLEM WITH
FEATURE-BASED

Answer 13

• it does not work as well as it appears to at firstcglance.
• Some concepts do not
  readily lend themselves to featural analysis.
• does not seem to change the concept we use to define
  -may not always be fixed and can sometimes be flexible or
  subject to change.

Question 14

Grouping things together not by their defining features but rather by their similarity to an
averaged model of the category.

Answer 14

PROTOTYPE THEORY

Question 15

an abstract average of all the objects in the category we previously have
encountered

Answer 15

Prototype

Question 16

which describe (characterize ortypify) the prototype but are not
necessary for it. Commonly are present in typical examples of concepts, but they are not
always present.

Answer 16

Characteristic feature

Question 17

• Defined through defining features, such as bachelor.
• Typically created by experts and involve strict defining features that are
  arbitrarily assigned to a category.
• Defining features are considered necessary and sufficient to determine
  membership in the category.

Answer 17

CLASSICAL CONCEPTS

Question 18

• Tend to evolve naturally and are often based on typical or characteristic
  features rather than strict defining features.
• More flexible and allow for variation and uncertainty in categorization.

Answer 18

FUZZY CONCEPTS

Question 19

Some psychologists suggest that instead of using a single abstract prototype for
categorizing concept, we use multiple, specific exemplars

Answer 19

REAL-WORLD EXAMPLES

Question 20

suggests that prototypes and exemplars are just the two extremes on a
continuum of abstraction.

Answer 20

VARYING ABSTRACTION MODEL (VAM)

Question 21

Categorization does not solely rely on one abstract prototype or a large number
of concrete exemplars.
Intermediate representations are used, which represent subgroups or higherorder categories within a category.

Answer 21

THEORY OF INTERMEDIATE REPRESENTATIONS

Question 22

A full theory of categorization can combine both defining and characteristic features.
The prototype encompasses the characteristic features that tend to be typical of an example (a
birdcanfly) but that are not necessary for being considered an example (anostrich)

Answer 22

COMBINING FEATURE-BASED
AND PROTOTYPE THEORIES

Question 23

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

Answer 23

Core

Question 24

• holds that people understand and categorize concepts in terms of
  implicit theories, or general ideas they have regarding those concept.
• Use your experience to construct an explanation.
• people can distinguish between essential and incidental,oraccidental,featuresofconcepts
  because they have complex mental representations of these concepts.

Answer 24

THEORY-BASED VIEW OF
CATEGORIZATION

Question 25

suggest that knowledge is represented in our minds in the form of concepts that are connected with each other Ina web-like form.

Answer 25

SEMANTIC NETWORK MODELS

Question 26

Semantic network- web of elements of meaning(nodes) in which the elements are connected with each other through links. Organized knowledge representation takes the form of a hierarchical tree diagram.

Answer 26

COLLINS AND QUILLIAN’S NETWORK MODEL

Question 27

web of elements of meaning(nodes) in which the elements are connected with each other through links.

Answer 27

Semantic network

Question 28

typically concepts.The connections between the nodes are labeled relationships

Answer 28

Nodes

Question 29

provides means for organizing concepts.

Answer 29

Networks

Question 30

knowledge is organized based on a comparison of semantic features, rather than one strict hierarchy of concepts. -differs from feature based theory of categorization in a key way: Features of different concepts are compared directly, rather than serving as the basis for forming a category.

Answer 30

COMPARARING SEMANTIC FEATURES

Question 31

-common method for examining semantic networks. -participants are presented a prime for a very short amount of time and then are given the first few letters of a word and told to complete the stem with the first word that comes to mind.

Answer 31

Word stem completion

Question 32

Alternative to hierarchical network models of semantic memory involves representations highlighting the ___________.

Answer 32

COMPARISON OF SEMANTIC FEATURES

Question 33

Schemas - understanding how concepts are related in the mind -task oriented

Answer 33

SCHEMATIC REPRESENTATIONS

Question 34

-richly elaborated -encompasses many subschemas, such as subschema for attention, memory, and perception.

Answer 34

SCHEMA FOR COGNITIVE PSYCHOLOGY

Question 35

- Schemas can include other schemas. - Schemas encompass typical, general facts that can vary slightly from one specific instance to another. - Schemas can vary in their degree of abstraction

Answer 35

Schemas Characteristic

Question 36

SCHEMA INFORMATION ABOUT RELATIONSHIPS

Answer 36

- concepts - attributes within concepts - attributes in related concepts - concepts and particular contexts - specific concepts and general background

Question 37

The fence to the left and right has been added and the bottoms of the lid and trashcan shave been added.

Answer 37

BOUNDARY EXTENSION

Question 38

Can give rise to stereotypes

Answer 38

Problem with schemas

Question 39

-kind of schema -contains information about the particular ordering hitch things occur. -include default values for the actors, theprops, thesetting, and the sequence of events expected to occur.

Answer 39

SCRIPTS

Question 40

SCRIPT SEVERAL FEATURES

Answer 40

- props - roles to be played - opening conditions for the script - scenes - set of results

Question 41

PATIENT POPULATION WITH IMPAIRED SCRIPT USE

Answer 41

-Schizophrenia -Attention Deficit hyperactivity disorder(ADHD) -people with autistic spectrum disorder -people who are aging

Question 42

What part of the lobe seem to play central role inscription reaction anduse.

Answer 42

frontal lobes

Question 43

trouble recalling and sequencing scripts. Add events to a script that should not be included.

Answer 43

Schizophrenia

Question 44

-an interesting effect in script learning. In general, when a person is learning a script, if both typical and atypical actions are provided, the a typical information will be recalled more readily. -This difference is likely due to the increased effort in processing required for atypical information as compared with typical information.

Answer 44

TYPICALITY EFFECT

Question 45

representation is acquired by practicing the implementation of a procedure.

Answer 45

PROCEDURAL KNOWLEDGE

Question 46

in which information is handled through a linear sequence of operations, one operation at a time.

Answer 46

serial processing of information

Question 47

includes the generation and output of a procedure.

Answer 47

production

Question 48

This is part of rules that includes a set of conditions that must be met to implement the "then” clause.

Answer 48

"if"clause

Question 49

This is part of rules that an action or a series of actions that are a response to the “if” clause.

Answer 49

"then" clause

Question 50

instructions regarding procedures for implementing a task.

Answer 50

Routines

Question 52

instructions for implementing a subtask within a larger task governed by a routine

Answer 52

Subroutines

Question 53

Many of these routines and subroutines are ___________, meaning that they are repeated many times during the performance of task.

Answer 53

iterative

Question 54

- complete a particular task or use a skill -include the entire set of rules (productions)for executing the task or using the skill.

Answer 54

PRODUCTION SYSTEM

Question 55

-encompass a broader range of mental representations than just procedural Knowledge.

Answer 55

NON-DECLARATIVE KNOWLEDGE

Question 56

2 types of priming

Answer 56

Semantic priming Repetition priming

Question 56

FORMS OF NONDECLARATIVE KNOWLEDGE:

Answer 56

- perceptual, motor, and cognitiveskills (procedural knowledge) - simple associative knowledge (classicalandoperant conditioning) - simple nonassociative knowledge (habituation and sensitization) - priming(fundamental links within acknowledge network, in which the activation of information along particular mental pathway facilitates the subsequent retrieval of information along a related pathway or even the same mental pathway).

Question 56

primed by a meaningful context or by meaningful information.

Answer 56

Semantic priming

Question 57

a prior exposure toward or other stimulus primes a subsequent retrieval of that information.

Answer 57

Repetition priming

Question 58

requires you to draw on your store of declarative knowledge.

Answer 58

Priming

Question 59

a model of information processing that integrates a network representation for declarative Knowledge and a production system representation for procedural knowledge processing

Answer 59

COMBINING REPRESENTATIONS: ACT-R (ADAPTIVE CONTROL OF THOUGHT-RATIONAL)

Question 60

- Knowledge is represented in semantic networks -Nodes can be either inactive or active at a given time . -Nodes can be activated either through direct or indirect stimuli

Answer 60

Declarative Knowledge within ACT-R

Question 61

Knowledge is represented in production systems

Answer 61

Procedural Knowledge within ACT-R

Question 62

3 stages of Procedural Knowledge within ACT-R

Answer 62

- Cognitive - Associative - Autonomous

Question 63

we think about explicit rulesfor implementing the procedure.

Answer 63

Cognitive

Question 64

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

Answer 64

Associative

Question 65

we use these rules automatically and implicitly without thinking about them.

Answer 65

Autonomous

Question 66

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

Answer 66

Proceduralization

Question 67

we construct a single production rule that effectively embracestwo or more production rules

Answer 67

Composition

Question 68

involves the two complementary processes of generalization and discrimination

Answer 68

Production tuning

Question 69

multiple operations go on all at once

Answer 69

PARALLEL PROCESSING: THE CONNECTIONIST MODEL

Question 70

neurons release neurotransmitters that inhibit receptive neurons.

Answer 70

Inhibitory

Question 71

According to ____________, models or connectionist models, we handle very large numbers of cognitive operations at once through a network distributed across incalculable numbers of locations in the rain.

Answer 71

parallel distributed processing (PDP)

Question 72

Who?; a model of information processing that integrates a network representation for declarative knowledge and production system representation for procedural knowledge processing

Answer 72

John Anderson

Question 73

neurons are not stimulated beyond their threshold of excitation.

Answer 73

Inactive

Question 74

neurons release neurotransmitters that stimulate receptive neuronsatthesynapse.

Answer 74

Excitatory

Question 75

what makes humans to accommodate incomplete and distorted information

Answer 75

Versatility

Question 76

information that is distorted or incomplete

Answer 76

Degraded