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People's skills, experiences, insight, creativity and judgement all fall into this dimension. [7] Tacit knowledge can also be described as know-how, distinguishing from know-that or facts. [6] Before Polanyi, Gilbert Ryle published a paper in 1945 drawing the distinction between knowing-that (knowledge of proposition) and knowing-how.
The remembering of the past as having been better than it really was. Saying is believing effect: Communicating a socially tuned message to an audience can lead to a bias of identifying the tuned message as one's own thoughts. [176] Self-relevance effect: That memories relating to the self are better recalled than similar information relating ...
Amount of stored information: "Persons who are already better informed are more likely to be aware of a topic when it appears in mass media and are better prepared to understand it."(Tichenor, Donohue, and Olien 1970, pp. 162) [2] For example, more informed people are more likely to already know of news stories through previous media exposure ...
The remember-know paradigm has been used in studies that focus on the idea of a reminiscence bump and the age effects on autobiographical memory. Previous studies suggested old people had more "know" than "remember" and it was also found that younger individuals often excelled in the "remember" category but lacked in the "know". [31]
People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time. Many skills require practice to remain at a high level of competence. The four stages suggest that individuals are initially unaware of how little they know, or unconscious of their incompetence.
People tend to overestimate what they personally know, unconsciously assuming they know facts they would actually need to access by asking someone else or consulting a written work. Asking people to explain how something works (like a bicycle, helicopter, or international policy) exposes knowledge gaps and reduces the overestimation of ...
Situated cognition is a theory that posits that knowing is inseparable from doing [1] by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts. [2] Situativity theorists suggest a model of knowledge and learning that requires thinking on the fly rather than the storage and retrieval of conceptual ...
Despite being largely unaware of how one person in particular is evaluating them, people are better at knowing what other people on the whole think. [41] The reflected appraisal model assumes that actual appraisals determine perceived appraisals. Although this may in fact occur, the influence of a common third variable could also produce an ...