Psych 240 Final Exam

Front 1

surface structure

Back 1

the order in which words were actually spoken

Front 2

deep structure

Back 2

fundamental, underlying phrase structure that conveys meaning

Front 3

lexical ambiguity

Back 3

meaning of the word is confusing. ex: he was bothered by the cold

Front 4

syntactic ambituity

Back 4

structure is confusing. ex: they are cooking apples.

Front 5

referential ambiguity

Back 5

what is being referred to?

Front 6

Broca's aphasia

Back 6

difficulty with production. slow, halting speech. simple grammer; no function word (be, of, the). comprehension largely intact.

Front 7

Wernicke's aphasia

Back 7

fluent speech,but makes little sense (word salad). made-up words, word substitutions. difficulty with substitution.

Front 8

isomorphs

Back 8

equivalent problems, different representations

Front 9

transfer

Back 9

carry over of knowledge or skills from one situation to another

Front 10

positive transfer

Back 10

helps solve current problem

Front 11

negative transfer

Back 11

impedes, previous method not most efficient

Front 12

insight

Back 12

a distinctive and sometimes seemingly suddenunderstanding of a problem or of a strategy that aids in solving the problem

Front 13

incubation

Back 13

putting the problemaside for a while w/o consciously thinking about it

Front 14

expert

Back 14

-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

Front 15

novice

Back 15

-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

Front 16

mental set

Back 16

a frame of mind involving an existing model for representing a problem, a problem contet, or a procedure for problem solving; entrenchment

Front 17

functional fixedness

Back 17

the inability to realize that something known to have a prticular use may also be used for performing other functions

Front 18

stereotypes

Back 18

beliefs that members of a social group tend more or less uniformlyto have particular types of characteristics

Front 19

creativity

Back 19

the process of producing something that is both original and worthwhile

Front 20

step 1 in skill acquisition

Back 20

cognitive: declarative knowledge, requires attention can't do second task, those who can't, teach

Front 21

step 2 in skill acquisition

Back 21

associative: strengthen connections that lead to desired result, feedback is important, seewhich actions leadto desired result, get rid of actions that lead to errors

Front 22

step 3 in skill acquisition

Back 22

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

Front 23

Fitts' Law

Back 23

time required to hig a target depends on two things: size of target, distance from target. speed-accuracy trade-off; aimed movements.