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23 Cards in this Set
- Front
- Back
surface structure
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the order in which words were actually spoken
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deep structure
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fundamental, underlying phrase structure that conveys meaning
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lexical ambiguity
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meaning of the word is confusing. ex: he was bothered by the cold
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syntactic ambituity
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structure is confusing. ex: they are cooking apples.
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referential ambiguity
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what is being referred to?
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Broca's aphasia
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difficulty with production. slow, halting speech. simple grammer; no function word (be, of, the). comprehension largely intact.
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Wernicke's aphasia
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fluent speech,but makes little sense (word salad). made-up words, word substitutions. difficulty with substitution.
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isomorphs
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equivalent problems, different representations
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transfer
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carry over of knowledge or skills from one situation to another
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positive transfer
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helps solve current problem
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negative transfer
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impedes, previous method not most efficient
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insight
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a distinctive and sometimes seemingly suddenunderstanding of a problem or of a strategy that aids in solving the problem
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incubation
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putting the problemaside for a while w/o consciously thinking about it
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expert
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-have large, rich schemas containing a great deal of declarative knowledge about domain
-have well-organized highly interconnected units of knowledge in schemas -spend proportionately more time determining how to represent a problem than in searching for and executing a problem strategy -develop sophisticated representation of problems, based on structural similarities among problems -work forwars from given information to implement strategies for finding unknown -generally choose a strategy based on elaborate schema of problem strategies; use means-ends analysis only as a backup strategy for handling unusual, atypical problems -schemas contain a great deal of procedural knowledge about problem strategies relevant to domain -have automatized many sequences of steps within problem strategies -show highly efficient problem solving; when time constraints are inposed, solve problems more quickly than novices -accurately predict the difficulty of solving particular problems -carefully monitor own problem-solving strategies and processes -show high accuracy in reaching appropriate solutions -when confronting highly unusual problems with atypical structural feature, take relatiely more time than novies both to represent the problem and to retrieve appropriate problem strategies - when provided with ew information that contradicts initial problem representation, show flexibility in adapting to a more appropriate strategy |
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novice
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-have relatively impoerished schemas containing relatively less declarative knowledge about domain
-have poorly organized, looselyinterconnected, scattered units of knowledge -spend proportionately more time searching for and eecuting a problem strategy than in determining how to represent a problem -develop relatively poor and naive representation of problems, based on superficial similarities among problems -work backwards from focusing on unknown to finding problem strategies that make use of given information -frequently use means-ends analysis as a strategy for handling most problems; sometimes choose a strrategy based on knowledge of problem strategies -schemas contain relatively little procedural knowledge about problem strategies relevant to domain -show little or no automatization of any sequences of steps withinik problem strategies show relatively inefficient problem solving;solve problems less quickly than experts -do not accurately predict the difficulty of solving particular problems -show poormonitoring of own problem-solving strategies and processes -show much less accuracy than experts in reaching appropriate solutions -when confronting highly unusual problems with atypical structuralfeatures, novices take relatively less time than experts both to represent the problem and to retrieve problem strategies -show less ability toadapt to new information that contradicts initial problem representation and strategy |
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mental set
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a frame of mind involving an existing model for representing a problem, a problem contet, or a procedure for problem solving; entrenchment
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functional fixedness
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the inability to realize that something known to have a prticular use may also be used for performing other functions
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stereotypes
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beliefs that members of a social group tend more or less uniformlyto have particular types of characteristics
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creativity
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the process of producing something that is both original and worthwhile
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step 1 in skill acquisition
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cognitive: declarative knowledge, requires attention can't do second task, those who can't, teach
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step 2 in skill acquisition
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associative: strengthen connections that lead to desired result, feedback is important, seewhich actions leadto desired result, get rid of actions that lead to errors
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step 3 in skill acquisition
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automaticity: fast, eecuted with less attentino/consciousness, less verbalization;less dependent on verbalization, declarative knowledge less available, feedback is less important; lower level (proprioceptive not visual), need for consistent practice where a stimulus always gets the same response
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Fitts' Law
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time required to hig a target depends on two things: size of target, distance from target. speed-accuracy trade-off; aimed movements.
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