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a) algorithm b) heuristics c) mental set d) insight e) f) expertise g) framing effects |
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a systematic procedure for solving a problem that often works when applied correctly; a forumla on how you would correctly solve a problem that works most if not all of the time |
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rules of thumb that help us to simplify and solve problems components: 1. means-end analysis 2. 3. 4. representatives heuristic |
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heuristic where we evaluate the difference between the current situation and the end goal in order to solve a problem (e.g. How are you going to get an A in this class?) |
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representativeness heuristic |
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people tend to make judgments about a group of events based on what they appear to show (e.g. Maggie has 4 girls. She is pregnant again. What is she likely to have next, a boy or a girl?) |
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tendency to solve a new problem by using an approach that was successful in the past with similar problems (e.g. cracking open nuts with a hammer) |
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a sudden realization of how things are related or connected that help one to solve a problem; an epiphany
incubate- when we step back from a problem for a while so that the solution suddenly appears |
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when we step back from a problem for a while so that the solution suddenly appears
component of insight |
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being particularly skilled, proficient and more knowledgeable at a particular task than an average person |
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four distinct characteristics or qualities of an expert |
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intuitive automatic strategic flexible |
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while novices rely on formal rules and procedures to guide their actions, experts rely more on their accumulated experience and immediate context to determine their course of action |
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the complex actions and thoughts related to completion of a particular task in the expert's field is routine, as if performed without much conscious thought or effort |
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an expert has a greater number, more diverse, and often more efficient ways to accomplish particular tasks in their field |
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an expert demonstrates a higher level of open mindedness, problem solving, and creativity in their thinking when tackling a particular problem in their field |
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the context you use to describe a problem or question can influence how a person responds (professor's example: do you like work? do you like working with fun people?) |
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some components to language |
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psycholinguistic theory fast mapping grammar linguistic-relativity hypothesis |
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states that language learning involves an interaction between our environment and our inborn tendency to acquire language;
similar to an epigenetic systems approach |
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using categories to process and memorize new words; mental language map of words |
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the structure, techniques and rules of a language; there are often differences between spoken/conversational and written language |
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linguistic relativity hypothesis |
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language also affects how we structure and understand the world |
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