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Related Concept Videos

Purposive Learning01:22

Purposive Learning

546
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
546
Implicit Memories01:24

Implicit Memories

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Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...
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Hindsight Biases01:12

Hindsight Biases

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Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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The Nativist Approach01:21

The Nativist Approach

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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Long-Term Memory01:18

Long-Term Memory

762
Long-term memory is a relatively permanent type of memory, capable of storing vast amounts of information over extended periods. Its storage capacity is generally considered unlimited.
Long-term memory can be categorized into two primary types: explicit and implicit memory. Explicit memory, also known as declarative memory, involves the conscious recollection of information that we deliberately try to remember, recall, and articulate. This type of memory encompasses specific facts, events, and...
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Related Experiment Video

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The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
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Tacit knowledge.

Alexander Muir Walker1

  • 1World Health Information Science Consultants, 275 Grove St., Suite 2-400, Newton, MA, 02466, USA. Alec.Walker@WHISCON.com.

European Journal of Epidemiology
|May 15, 2017
PubMed
Summary
This summary is machine-generated.

Scientific procedures embed tacit knowledge, often unconsciously held by researchers and readers. Documenting expert thinking is crucial for advancing scientific understanding and innovation.

Keywords:
AlgorithmsArtificial intelligenceAssumptionsEmbedded propertiesEmergent propertiesExpert assessmen

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Area of Science:

  • Scientific methodology
  • Epistemology in research

Background:

  • Standard scientific procedures often contain unstated information.
  • This embedded information can stem from researchers' prior knowledge or unconscious assumptions.

Purpose of the Study:

  • To explore the concept of embedded and tacit knowledge in scientific practices.
  • To advocate for methods to extract and document the tacit knowledge of experts.

Main Methods:

  • Conceptual analysis of information embedded in scientific procedures.
  • Discussion on the role of unconscious assumptions in research.

Main Results:

  • Embedded information is a common feature in scientific work.
  • Tacit knowledge significantly contributes to the expertise of researchers.
  • Routinizing methods for documenting expert thinking is proposed.

Conclusions:

  • Acknowledging and respecting tacit knowledge is essential for scientific progress.
  • Developing systematic approaches to uncover and articulate embedded knowledge can enhance research quality.