Concept Learning

Question 1

defining attributes (feature comparison theory)

Answer 1

distinctive features shared by members of a category

Question 2

fuzzy boundaries (feature comparison theory)

Answer 2

defining abstract concepts like “game”, “justice”, love”, etc.

Question 3

graded membership (feature comparison theory)

Answer 3

extent to which something belongs to a category

Question 4

prototype (prototype theory)

Answer 4

best representative a category (eg fruits: apple, not avocado)

Question 5

exemplar (prototype theory)

Answer 5

specific examples of concept; of a particular thing that exemplifies concept

Question 6

exemplar theory

Answer 6

compare things w/concepts in your memory (exemplars used instead of prototypes)

Question 7

4 components of teaching concepts

Answer 7

• examples + nonexamples
• (ir)relevant attributes
• name of concept
• definition

Question 8

2 components of a good definition

Answer 8

• reference to a more general category
• statement of concept’s defining attributes
  (cultural variation in conceptualization)

Question 9

domain of experience principle (principles of categorization)

Answer 9

things that belong to a domain/frame of experience are categorized together

Question 10

myth and belief principle (principles of categorization)

Answer 10

things that are linked by myth/belief are categorized together

Question 11

important property principle (principles of categorization)

Answer 11

things that have an important property are categorized together

Question 12

functional fixedness

Answer 12

inability to us objects/tools in a new way

Question 13

response set

Answer 13

tendency to respond in a familiar way

Question 14

stand-alone programs

Answer 14

teach strategies independent of a particular content domain

Question 15

embedded programs

Answer 15

teacher strategies w/i context of a particular subject mater

Question 16

SQ3R (Robinson)

Answer 16

• S-urvey: read through chapter intro/objects/summary
• Q-uestion
• R-ead
• R-ecite
• R-eview

Question 17

SPELT goal - (Mulcahy)

Answer 17

Strategies Program for Effective Learning/Thinking

goal: autonomy/independence in learners

Question 18

SPELT 3 phases

Answer 18

• direct instruction (teach strategies)
• socratic questioning (promote transfer across curriculum)
• students encouraged to generate their own strategies

Question 19

SPELT critical thinking

Answer 19

evaluating conclusions by logically/systematically examining problem/evidence/solution

• different disciplines think critically in different ways
• metacognitive about thinking
• introduce vocabulary to children so they can use it to understand their thinking