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General knowledge is an essential component of crystallized intelligence. It is strongly associated with general intelligence and with openness to experience. [2] Studies have found that people who are highly knowledgeable in a particular domain tend to be knowledgeable in many.
Definitions of knowledge try to describe the essential features of knowledge. This includes clarifying the distinction between knowing something and not knowing it, for example, pointing out what is the difference between knowing that smoking causes cancer and not knowing this.
And, of course, multipotentiality is highly valued in certain spaces, contexts and cultures today. When multipotentialites are supported and encouraged to embrace their diverse skills and experiences, they're able to tap into their super powers: idea synthesis, rapid learning, adaptability, big picture thinking, relating to and translating ...
This definition excludes highly specialized learning that can only be obtained with extensive training and information confined to a single medium. General knowledge is an important component of crystallized intelligence and is strongly associated with general intelligence, and with openness to experience. [8]
Knowledge work can be differentiated from other forms of work by its emphasis on "non-routine" problem solving that requires a combination of convergent and divergent thinking. [2] But despite the amount of research and literature on knowledge work, there is no succinct definition of the term. [3]
The definition of knowledge as justified true belief is often discussed in the academic literature. An often-discussed definition characterizes knowledge as justified true belief. This definition identifies three essential features: it is (1) a belief that is (2) true and (3) justified. [21] [b] Truth is a widely accepted feature of knowledge ...
The term "curse of knowledge" was coined in a 1989 Journal of Political Economy article by economists Colin Camerer, George Loewenstein, and Martin Weber.The aim of their research was to counter the "conventional assumptions in such (economic) analyses of asymmetric information in that better-informed agents can accurately anticipate the judgement of less-informed agents".
Essential knowledge of subject matter for practicing educators consists of overlapping knowledge domains: subject matter knowledge and pedagogical content matter. [8] Pedagogical content matter consists of an understanding of how to represent certain concepts in ways appropriate to the learner contexts, including abilities and interests.