self-knowledge

(noun)

Knowledge or insight into one's own nature and abilities.

Related Terms

Examples of self-knowledge in the following topics:

  • Self-Knowledge and Evaluating the Personality Perspective

    • Three basic areas that are examined to address these research goals are traits, self-concept/self-knowledge, and situational influences.
    • Understanding the self is an important part of the personality perspective.
    • Some researchers use notions such as self-concept, the looking-glass self, and the ideal self to understand individual ideas of self-knowledge.
    • Self-concept is the idea a person has of himself or herself.
    • Self-knowledge is a key component in personality theory.

  • Expert Systems

    • An expert system consists of both an inference engine and a knowledge base and has decision-making abilities.
    • To run an expert system, the engine uses the knowledge base in the same way that a human reasons.
    • Knowledge is acquired and represented using various knowledge representation techniques, rules, frames and scripts.
    • The basic advantages offered by such a system are documentation of knowledge, intelligent decision support, self learning, reasoning and explanation.
    • Break down expert systems to the inference engine, the knowledge base, and conversational

  • Value Clusters

    • After the 1970s, more people worked in the service sector, and the knowledge economy took off.
    • With the rise of the knowledge society, cultural change moves in a new direction.
    • The transition from industrial society to knowledge society is linked to a shift from survival values to self-expression values.
    • In knowledge societies, such as the United States, an increasing share of the population has grown up taking survival for granted.
    • Evaluate the separation of world values into the categories of 'self-expression' and 'survival'

  • Self-Managing Teams

    • A self-managing team has considerable discretion over how its work gets done.
    • This means the majority of key decisions about activities are made by people with direct knowledge of, and who are most affected by, those choices.
    • Self-managing teams are distinct from self-directed teams.
    • Members of self-managing teams plan, coordinate, direct, and control their activities.
    • There are also potential drawbacks to self-managing teams.

  • Self-Regulation and Volition

    • Personal influences--students' knowledge and goals Behavioral influences--self-observation, self-judgment, and self-reaction Environmental influences--verbal persuasion and modeling
    • Schunk (Eds.), Self-regulation of learning and performance (pp. 229-254).Hillsdale, NJ: Lawrence Erlbaum Associates.
    • Self-regulation is not a fixed characteristic of learners.Employing appropriate strategies can help learners to develop self-regulation and volition to learn.Zimmerman (1998) designed a table to compare experts' methods of self-regulation across different disciplines.Familiarity with these self-regulated methods is not only useful in learning, but once mastered, the techniques can be useful throughout life to function effectively in informal contexts.
    • A social cognitive view of self-regulated academic learning., Journal of Educational Psychology, 81(3), p. 337.
    • Academic studying and the development of personal skill: a self-regulatory perspective.

  • Knowledge Management

    • Here are examples of the knowledge management tools various companies use: At Xerox and World Bank, groups meet regularly to share knowledge and learn from each other.
    • Accenture and Ernst & Young use databases of codified knowledge assets (known as knowledge repositories).
    • Here are a few of the criteria for measuring the efficacy of a knowledge management strategy:
    • How much knowledge is reused: This metric measures how often employees access and use knowledge assets and avoid "re-inventing the wheel".
    • More recently, the development of social computing tools (such as bookmarks, blogs, and wikis) have allowed more unstructured, self-governing or ecosystem approaches to the transfer, capture and creation of knowledge, including the development of new forms of communities, networks.

  • The MKO

    • In order to gain an understanding of Vygotsky's theories on cognitive development, one must understand two of the main principles of Vygotsky's work: the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD).The MKO is somewhat self-explanatory; it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.Although the implication is that the MKO is a teacher or an older adult, this is not necessarily the case.Many times, a child's peers or an adult's children may be the individuals with more knowledge or experience.
    • Some companies, to support employees in their learning process, are now using electronic performance support systems.Electronic tutors have also been used in educational settings to facilitate and guide students through the learning process.The key to MKOs is that they must have (or be programmed with) more knowledge about the topic being learned than the learner does.
    • Caption: This animation depicts Vygotsky's principles of More Knowledgeable Others (MKOs) and the Zone of Proximal Development (ZPD).In the first scene a child is wondering how to bake cookies.
    • This animation depicts Vygotsky's principles of More Knowledgeable Others (MKOs) and the Zone of Proximal Development (ZPD).

  • Definition

    • building of competence and self-confidence in new roles and relationships; and
    • In phase 2, the learner experiences self-examination with feelings of guilt or shame.
    • Phase 7, the learner acquires the knowledge and skills needed for implementing new plans.
    • Phase 9, the learner builds competence and self-confidence in new roles and relationships.

  • Summary

  • Adolescent Socialization

    • Cognitive advances encompass both increases in knowledge and the ability to think abstractly and to reason more effectively.
    • Researchers have used three general approaches to understanding identity development: self-concept, sense of identity and self-esteem.
    • Exploring these possibilities may result in abrupt changes in self-presentation as the adolescent chooses or rejects qualities and behaviors, trying to guide the actual self toward the ideal self (who the adolescent wishes to be) and away from the feared self (who the adolescent does not want to be).
    • Unlike the conflicting aspects of self-concept, identity represents a coherent sense of self stable across circumstances and including past experiences and future goals.
    • The final major aspect of identity formation is self-esteem, which is one's thoughts and feelings about one's self-concept and identity.