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Nomothetic and idiographic are terms used by Neo-Kantian philosopher Wilhelm Windelband to describe two distinct approaches to knowledge, each one corresponding to a different intellectual tendency, and each one corresponding to a different branch of academia. To say that Windelband supported that last dichotomy is a consequent misunderstanding ...
[83] [84] The effect is strongest for explanatory knowledge, whereas people tend to be better at self-assessments for procedural, narrative, or factual knowledge. [ 84 ] [ 85 ] Impostor Syndrome , a psychological occurrence in which an individual doubts their skills, talents, or accomplishments and has a persistent internalized fear of being ...
Definitions of knowledge aim to identify the essential features of knowledge. Closely related terms are conception of knowledge, theory of knowledge, and analysis of knowledge. Some general features of knowledge are widely accepted among philosophers, for example, that it involves cognitive success and epistemic contact with reality.
Tacit knowledge or implicit knowledge is knowledge that is difficult to extract or articulate—as opposed to conceptualized, formalized, codified, or explicit knowledge—and is therefore more difficult to convey to others through verbalization or writing. Examples of this include individual wisdom, experience, insight, motor skill, and ...
In the philosophy of mind, innatism is the view that the mind is born with already-formed ideas, knowledge, and beliefs. The opposing doctrine, that the mind is a tabula rasa (blank slate) at birth and all knowledge is gained from experience and the senses, is called empiricism.
Additionally, linguistic knowledge and language development are examples of domain-general skills [citation needed]. Infants can learn rules and identify patterns in stimuli which may imply learning and generalizable knowledge.
The curse of knowledge, also called the curse of expertise [1] or expert's curse, is a cognitive bias that occurs when a person who has specialized knowledge assumes that others share in that knowledge. [2] For example, in a classroom setting, teachers may have difficulty if they cannot put themselves in the position of the student.
According to Ryle, this know-how knowledge is the instinctive and intrinsic knowledge ingrained in the individual's human capability. [8] Since tacit knowledge cannot be stated in propositional or formal form, Polanyi concludes such inability in articulation in the slogan ‘We can know more than we can tell’. [2]