The Organization of Knowledge in the Mind

What is the primary distinction between declarative and procedural knowledge?

What is the relationship between a concept and a category?

Which of the following pairings correctly identifies an example of a natural category and an artifact category?

Why is the 'basic level' of a category, such as 'apple' rather than 'fruit' or 'Red Delicious apple', generally preferred for characterization?

According to the classic feature-based view, what is required for a concept to be defined?

The concept of 'game' is used as an example to illustrate a problem with which theory of categorization?

In the Malt and Smith (1984) study on the typicality of birds, which of the following received the lowest rating on a 7-point scale, despite not being a bird at all?

What is the key difference between defining features and characteristic features?

What is the primary difference between classical concepts and fuzzy concepts?

How does exemplar theory differ from prototype theory in explaining categorization?

In the synthesis theory that combines feature-based and prototype views, what do the terms 'core' and 'prototype' refer to?

In the Keil and Batterman (1984) study on how children categorize a 'robber,' how did younger children (around 5 years old) differ from older children (close to 10 years old)?

What is the central idea of the theory-based view of categorization?

In Rips' (1989) experiment with the 'sorp' that accidentally transformed to look like an insect, what did participants' ratings reveal about category membership versus similarity?

In the Collins and Quillian's network model, what are the elements of meaning and the connections between them called?

What is the principle of 'cognitive economy' within the context of Collins and Quillian's hierarchical network model?

In hierarchical network models, what does the concept of 'inheritance' imply?

What finding presented an anomaly for the strict hierarchical structure of the Collins and Quillian model?

How is a schema defined in the chapter?

Which of the following is NOT listed as a characteristic of schemas that ensures their flexibility?

The phenomenon where people, after seeing a photograph, remember details that were just outside the boundaries of the photo is known as what?

How does a 'script' differ from a more general 'schema'?

In the research by Bower, Black, and Turner (1979) involving brief stories based on scripts (like a doctor's visit), what did participants tend to do in a recall task?

What is 'jargon' in the context of expert knowledge and scripts?

According to the 'typicality effect' in script learning, which type of information is recalled more readily when a person is learning a script?

How do computer simulations often represent procedural knowledge?

According to Squire's expanded model, which of the following is NOT considered a form of nondeclarative knowledge?

What is the key difference between semantic priming and repetition priming?

According to spreading activation theories, the amount of activation between a prime and a target node is a function of what two things?

John Anderson's ACT-R model is an integrative model because it combines which two forms of representation?

Within Anderson's ACT-R model, how is declarative knowledge represented?

The acquisition of procedural skills in the ACT-R model occurs in what three stages?

In the context of proceduralization within ACT-R, what is 'composition'?

What are the two complementary processes involved in 'production tuning' within the ACT-R model?

What is the key assumption of parallel distributed processing (PDP) or connectionist models regarding how cognitive operations are handled?

In a parallel distributed processing (PDP) model, where is knowledge represented?

In a connectionist model that uses the brain as a metaphor, what are the three possible states of a neuron-like unit at any given time?

What characteristic of parallel distributed processing (PDP) models explains the human ability to handle incomplete or distorted information?

What is one of the main criticisms of connectionist models mentioned in the chapter?

According to the two-learning-systems hypothesis proposed to address shortcomings in connectionist models, what are the roles of the two systems?

What is the core idea behind Jerry Fodor's concept of the 'modularity of mind'?

A key difference between a network representation and a connectionist representation is that in a network representation, learning involves adding new nodes, whereas in a connectionist network, learning involves what?

Which of the following is the best example of an ad hoc category?

How does the 'varying abstraction model' (VAM) position prototypes and exemplars in its theory of categorization?

The view that certain categories, like 'lion' or 'female,' have an underlying reality that cannot be observed directly is known as what?

When presented with words like 's _ _ m' after reading a paragraph about semantic networks, many people complete it as 'stem'. This is used as an example of what phenomenon?

What are the three features used to organize mammal names in the psychological space described by the 'comparing semantic features' model?

Imaging studies mentioned in the chapter found that the generation of scripts involves which two lobes of the brain?

A criticism of connectionist models is that they do not satisfactorily explain how we quickly unlearn established patterns when presented with contradictory information, such as being told what?

In the ACT-R model of skill acquisition, which stage is characterized by consciously practicing explicit rules in a consistent manner to become more familiar with them?