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13 Cards in this Set
- Front
- Back
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Describe the introduction of Knowledge & Learning essay. |
Will consider for & against statement => look at definitions of K & L, different types of K, epistemology argument & expertise. Conc = statement might be true, but not a good statement at all - need much more than easy learning for knowledge of quality. |
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What is Paragraph 1 of Knowledge & Learning essay? |
What is Knowledge? |
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Describe What is knowledge? - P1 of Knowledge & Learning essay. |
Declarative vs. procedural - knowing THAT leads to more learning, knowing HOW doesn't. Once you know how to ride a bike, that's it! OED of K & L - inherent circle, one can't exist without the other. Suggests K = theoretical & L = either theoretical or practical. So more K = easier learning, but ONLY in theoretical fields. Thus, statement = concurrent, especially as OED = trusted/viable. e.g. Larson & Nippold (2007) adolescent lang dev - circular relationship: reading & word learning. Words learned, Improved understanding = more access to contextual cues - easier to read. i.e More K/understanding = easier learning. Problem = conflation of K & understanding. |
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What is Paragraph 2 of Knowledge & Learning essay? |
Epistemology argument (EMP-RAT) |
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What is the gist of Epistemology argument (EMP-RAT) - Paragraph 2 K & L essay? |
Innate capacity + Knowledge = learning |
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Describe Epistemology argument (EMP-RAT) - P2 Knowledge & Learning essay. |
Empiricism: K derived from sensory exp - refined by reason & thought. Aristotle's association laws allow refinement. Rationalism: K derived from innate capacity to learn e.g. Maths = universal/known w/o sensory exp: Meno's slave Still depends on sensory exp (i.e. working in the sand!) Combination of both? Demostrates knowledge dependent on sensory experience & innate capacity to learn. Innate capacity isn't Knowledge - thus more than knowledge is needed for easier learning. This poses the question, what else? |
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What is Paragraph 3 of Knowledge & Learning essay? |
De Groot (1965) - experience - swayed upon recall. |
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Describe De Groot (1965) - experience - swayed on recall - Paragraph 3 of K & L essay. |
De Groot (1965): Chess grandmasters - experience. Exp, K & Understanding = synonymous.Is experience K? No! Can be easily swayed upon recall (Loftus & Palmer) Not necessarily trustworthy - therefore, exp & innate capacity needed for good learning. Statement = true, but what use is easier learning if the learning isn't good/trustworthy. |
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What is Paragraph 4 of Knowledge & Learning essay? |
EXPERTISE - after 10Y rule / vocab & grammar burst |
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Describe Expertise - after 10Y rule & vocab/grammar burst - Paragraph 4 of K & L essay. |
Expertise: Simon & Chase; Ericsson et al - 10Y rule => harder to learn more about something when knowing more.
Lang dev. = most rapid <3Y, i.e. when with least amount of K! Fenson et al: 3Y 1000W - Clarke; Anglin: 10,000W - Economist report: Adults = 25-30,000W. |
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What is Paragraph 5 of Knowledge & Learning essay? |
Personal - Positivity & Scheduling |
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Describe Personal - Positivity & Scheduling - Paragraph 5 of K & L essay. |
Hard to attend university - less 'being taught'. Issue = how to refine my K (I have the same amount of K as others). Solution = learned optimism/positivity! = easier to learn. Scheduling also makes it easier to learn. |
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Even though statement may be true, in lots of respects - what's more important is the fact that easier learning & more knowledge isn't necessarily good/of high quality. More than knowledge is needed (experience, innate capacity, understanding, application, expertise, positivity, organisation). |
