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Добірка наукової літератури з теми "Cognitive skills and conative skills"

Автор: Grafiati

Опубліковано: 28 червня 2022

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Статті в журналах з теми "Cognitive skills and conative skills"

Kovač, Darko. "COMPETENCE MODEL IN EDUCATION AND TRAINING PROCESS." Tourism and hospitality management 14, no. 1 (2007): 141–52. http://dx.doi.org/10.20867/thm.14.1.12.

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Traditional learning processes in contemporary management practice, especially in global business environment, are being challenged by new approaches. They can not be avoided in the hospitality and tourism industry. Kolb’s experimental learning model is a solid base to build on. Experimental learning theory uses personal and group experiences while taking participants through various stages of learning associated with the theory. However, when talking about concrete experience, reflective observation, abstract conceptualization, and active experimentation as stages of experimental learning, student variations in attitude, motivation, and style as well as ability have to be understood. The model of competences as underlying characteristic of a person could help to clarify this issue. We comprehend competence as a broader concept than skills. Affective and motivational factors should be added as well as personality traits next to different kinds of skills. Moreover, we could claim that cognition is only one aspect of the human mind. The other two aspects: affection and conation have often been neglected in education. Due to that reason we will decompose competences into cognitive, behavioural, and conative. While the first two are increasingly present and included in education programmes, conative ones are scarcely the subject of training programmes, because they are inborn and can be only encouraged, but their role should not be neglected.

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Kovač, Darko, and Andrej Bertoncelj. "Organizational Mental Map and Conative Competences." Organizacija 41, no. 4 (July 1, 2008): 127–35. http://dx.doi.org/10.2478/v10051-008-0014-6.

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Organizational Mental Map and Conative CompetencesEmployees with their knowledge, skills, behavior and personal traits impact the organizational learning. The concept of organizational mental map and conative competences, as inborn underlying characteristic that is influenced by employees being involved as well as endogenous and exogenous factors, is presented. Three Slovene small to mid-sized companies were studied in respect to the individual factors, especially conative competences, of their employees. The study suggests that conative side of mind and thus conative competences can actually influence the organizational learning. What matters in contemporary management practice is how hidden potentials are set free and how they intrinsically motivate employees according to their personal differences in capabilities. As conative competences are inborn and can not be learned but only encouraged, contrary to cognitive competences, it is important to better understand employees' personal traits.

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Sternberg, Robert J., Linda Jarvin, and Ophélie Allyssa Desmet. "Lessons from the Conservatory Model as a Basis for Undergraduate Education and the Development of Intelligence." Journal of Intelligence 10, no. 2 (June 15, 2022): 34. http://dx.doi.org/10.3390/jintelligence10020034.

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We review the musical conservatory as a model for educators to learn how to enhance admissions, instruction, and assessment in liberal arts collegiate settings. Although conservatories serve primarily students wishing to enter musical careers of various kinds, the model on which they are based can, in many ways, serve any student and any school. We review some of the history of conservatories and describe how they work. Next, we explore how they develop a wide range of technical, cognitive, affective, and conative skills. Finally, we show how the skills they develop are important not just for music students but also for all students who will enter the world of work and face difficult and unexpected adaptive challenges.

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Niemelä, Tarja. "Interfirm Cooperation Capability in the Context of Networking Family Firms: The Role of Power." Family Business Review 17, no. 4 (December 2004): 319–30. http://dx.doi.org/10.1111/j.1741-6248.2004.00021.x.

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This article is based on theoretical and empirical research exploring interfirm cooperation capability in the context of networking family firms by focusing on the role of power. By developing the model of interfirm cooperation capability this study seeks understanding of the concept of power on the affective, conative, and cognitive capabilities of networking family firms, and on the competitiveness of the network of family firms. The study suggests that the owner-managers need to have capabilities, such as knowledge and skills, motivation and volition (willpower) and “affection,” when using their personal and institutional power as it affects the model of interfirm cooperation capability.

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Permatasari, Intan, Agus Wijayanto, and Diah Kristina. "Extensive Reading on Wattpad and Its Benefits to Students' English Skills: Students' Perceptions." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 4 (December 30, 2020): 518–30. http://dx.doi.org/10.34050/elsjish.v3i4.11714.

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The purpose of this study was to explore students’ perception’s towards Extensive Reading on Wattpad platform as well as its benefits to students’ English skills. Extensive Reading enables students to read a great deal amount of reading materials based on their personal interests and level of comprehension which is actually applied outside the class room for most people consider it as reading for pleasure. It has also been known that Extensive Reading has many benefits in improving students’ language skills. The advancement of technology over the years allows people to do many activities online, including Extensive Reading activity. Thus, Wattpad is considered to have enormous and various reading materials that can support extensive reading for the students. This study is a case study. The data were obtained from an in-depth interview with the participant who were two undergraduate students majoring English Education from a state university in Indonesia. The participants were selected purposively for the reason they were known to have been doing extensive reading activity on Wattpad for a quite long time, specifically for more than three years. The research findings showed that students have positive perceptions towards Extensive Reading on Wattpad which are categorized into three elements namely cognitive, affective, and conative. Four notable benefits of Extensive Reading on Wattpad were also mentioned by the students such as it contributed in unconsciously improving students’ writing skills, vocabulary mastery, speaking skills, as well as listening skills.

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Afroogh, Saleh, Amir Esmalian, Jonan Donaldson, and Ali Mostafavi. "Empathic Design in Engineering Education and Practice: An Approach for Achieving Inclusive and Effective Community Resilience." Sustainability 13, no. 7 (April 6, 2021): 4060. http://dx.doi.org/10.3390/su13074060.

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In this paper, we argue that an inclusive and effective community resilience approach requires empathy as a missing component in the current engineering education and practice. An inclusive and effective community resilience approach needs to be human-centric, individual- and communal-sensitive, justice-oriented, and values-based consistent. In this paper, we argue that three kinds of empathy, namely cognitive, affective, and conative, play a central role in creating and sustaining an inclusive and effective approach to community resilience. Finally, we discuss empathetic education through learning theories and analytics skills to cultivate empathy in engineering education. Cultivating empathy in engineering education could help advance the impact and contribution of engineering to well-being.

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Yadav, Ravinder, and NP Singh. "Effect of Biological Rhythm on Cognitive Performance." Defence Life Science Journal 3, no. 4 (October 3, 2018): 326–33. http://dx.doi.org/10.14429/dlsj.3.13411.

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Biological rhythm has contributed in evolution process of humankind and has created certain distinct capabilities and preferences in shaping his phycho-psychological reactions. On the basis of behavioural activities, reactions, preferences and performances during the day-night cycle, individuals are classified in chronotype as morning type (M type) and evening type (E type). Such a differentiation has been hypothesised to contributing to individual differences at the cognitive, affective and conative levels. The present study was an attempt to further study such differentiation in terms of neuro cognitive performance by using the most advanced psycho-physiological measures. The participants of both chronotypes, morning and evening were classified and later subjected to cognitive testing by using the Cambridge Neuropsychological Test Automated Battery in the morning and the evening session under repeated measure design. The study revealed that performance on neuro cognitive functions; Planning and working memory, Decision-making and response control, and Motor skills get effected differently by their biological rhythm cycle and thus under performance in these functions can be attributed to maladaptation of biological rhythm termed as biological dysrhythmia. The study also highlights the role of this behavioural maladaptation in moderating operational efficiency of soldier in combat situation.

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Jamal, Tazim, Julie Kircher, and Jonan Phillip Donaldson. "Re-Visiting Design Thinking for Learning and Practice: Critical Pedagogy, Conative Empathy." Sustainability 13, no. 2 (January 19, 2021): 964. http://dx.doi.org/10.3390/su13020964.

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This paper argues for the importance of design thinking as a creative, collaborative activity to equip students, instructors, and practitioners with important skills to address “wicked problems” that are transforming tourism and hospitality in a (post-)COVID-19 Anthropocene. Design Thinking (DT) and Design Thinking for Engaged Learning (DTEL) are becoming increasingly popular to incorporate in practice and in courses offered across various fields of study, including tourism and hospitality. The paper reviews some of their applications and uses, drawing on a range of cross-disciplinary literature. A small case study conducted over the Summer of 2020 in an undergraduate tourism course helps to reflect on existing weaknesses in DT and the original DTEL model, which the revisions reported here seek to address. Although the model engaged learners in developing innovative solutions to real problems, the incorporation of a critical, decolonizing pedagogy is needed to help learners break free of deeply entrenched assumptions, and intentionally develop pluralistic, relational solutions to address injustices and suffering. The previous emphasis on perspective taking through a dominantly cognitive (mind) empathy approach (in traditional DT models) is balanced with affective (heart) and conative (action) empathy, as aspects of care ethics that facilitate epistemic justice and praxis.

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Harsh, Joseph, John J. Esteb, and Adam V. Maltese. "Evaluating the development of chemistry undergraduate researchers’ scientific thinking skills using performance-data: first findings from the performance assessment of undergraduate research (PURE) instrument." Chemistry Education Research and Practice 18, no. 3 (2017): 472–85. http://dx.doi.org/10.1039/c6rp00222f.

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National calls in science, technology, engineering, and technology education reform efforts have advanced the wide-scale engagement of students in undergraduate research for the preparation of a workforce and citizenry able to attend to the challenges of the 21st century. Awareness of the potential benefits and costs of these experiences has led to an emerging literature base outlining gains in participants’ cognitive, affective, and conative domains to support the impact of undergraduate research for students of all backgrounds; however, the majority of this work has relied on self-report data limiting inferences to the causal effects on student learning. As part of a larger project on apprentice-like undergraduate research experiences (UREs) in the physical sciences, the present exploratory study complemented indirect self-report data with direct performance data to assess the development of chemistry students’ scientific thinking skills over a research experience. Performance data were collected using the Performance assessment of Undergraduate Research Experiences (PURE) instrument, a validated tool designed to assess changes in chemistry students’ analytical and data driven decision-making skills through open-response tasks situated in real-world problems from primary literature. Twenty-four summer research students in chemistry (46% women; 50% 1st/2nd year students; 42% first time URE participant) from seven colleges and universities provided baseline and post-intervention performance data. Differences in pre/post-response task correctness provided a direct measure of individual changes in student competencies. Early study findings indicate the positive contributions of UREs to student's competencies in the areas of problem-solving, experimental design and the use of research techniques, data analysis and the interpretation of results, and the evaluation of primary literature. Survey data were also collected on students’ self-skill ratings to allow comparisons between perceived and demonstrated competencies, which were found to be weakly correlated. This work begins to offer direct evidence to the effect of UREs on student learning progressions as well as the potential use of performance test data in evaluating the success of research training interventions designed to improve scientific thinking skills.

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Ryan, Nicholas P., Kim Mihaljevic, Miriam H. Beauchamp, Cathy Catroppa, Louise Crossley, Stephen Hearps, Timothy Silk, Celia Godfrey, Keith Owen Yeates, and Vicki A. Anderson. "Examining the Prospective Relationship between Family Affective Responsiveness and Theory of Mind in Chronic Paediatric Traumatic Brain Injury." Brain Impairment 18, no. 1 (October 11, 2016): 88–101. http://dx.doi.org/10.1017/brimp.2016.20.

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Childhood and adolescence coincide with rapid structural and functional maturation of brain networks implicated in Theory of Mind (ToM); however, the impact of paediatric traumatic brain injury (TBI) on the development of these higher order skills is not well understood. ToM can be partitioned intoconative ToM, defined as the ability to understand how indirect speech acts involving irony and empathy are used to influence the mental or affective state of the listener; andaffective ToM, concerned with understanding that facial expressions are often used for social purposes to convey emotions that we want people to think we feel. In a sample of 84 children with mild-severe TBI and 40 typically developing controls, this study examined the effect of paediatric TBI on affective and conative ToM; and evaluated the respective contributions of injury-related factors (injury severity/lesion location) and non-injury-related environmental variables (socio-economic status (SES)/family functioning) to long-term ToM outcomes. Results showed that the poorest ToM outcomes were documented in association with mild-complicated and moderate TBI, rather than severe TBI. Lesion location and SES did not significantly contribute to conative or affective ToM. Post-injury family affective responsiveness was the strongest and most significant predictor of conative ToM. Results suggest that clinicians should exercise caution when prognosticating based on early clinical indicators, and that group and individual-level outcome prediction should incorporate assessment of a range of injury- and non-injury-related factors. Moreover, the affective quality of post-injury family interactions represents a potentially modifiable risk factor, and might be a useful target for family-centred interventions designed to optimise social cognitive outcomes after paediatric TBI.

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Більше джерел

Дисертації з теми "Cognitive skills and conative skills"

Chavoshi, Monfared Leila. "L’impact des dispositifs de formation sur le fonctionnement des personnes âgées : Évaluation de l’efficacité d’apprentissage de types formels et non formels sur les compétences cognitives et conatives des personnes âgées saines." Thesis, Mulhouse, 2017. http://www.theses.fr/2017MULH8232.

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Ce travail de recherche consiste à évaluer, parmi les différents types d’apprentissages, celui qui semble le plus adapté à des personnes âgées et à déterminer les facteurs qui influencent leur apprentissage. Deux questions guident ce travail de recherche : l’évaluation et l’analyse des dispositifs de formation. Le premier questionnement consiste à trouver parmi les dispositifs d’apprentissage de types formel et non formel, celui qui serait le plus efficace en termes d’amélioration des compétences cognitives et conatives de cette population. Selon nous, les dispositifs les plus efficaces pour les adultes âgés sont ceux qui permettent le plus de lien social et d’échanges interindividuels. Le deuxième questionnement consiste à comprendre si les modes d’apprentissage formel et non formel regroupent les mêmes types d’apprenants. Nous mettons l’accent sur la caractérisation des publics, la définition de leurs besoins d’apprentissage et la caractérisation des situations d’apprentissage. L’apprentissage de type formel est observé au travers des ateliers de mémoire et l’apprentissage de type non formel au travers des ateliers discussion. 45 personnes âgées de 62 à 87 ans ont participé à cette étude. L’évaluation des compétences cognitives spécifiques consiste en la mesure des capacités de mémoire de travail, d’attention sélective et de raisonnement. Les compétences conatives sont évaluées au travers du sentiment d’efficacité personnelle, de la motivation, de l’apprenance, de la satisfaction de vie en général et du bien-être. Pour ce faire, nous avons choisi une méthode mixte, une combinaison de la méthode qualitative et quantitative dans laquelle cinq techniques de recueil de données seront étudiées : l’entretien, les tests psychométriques, les échelles et l’observation. Un questionnaire de satisfaction à la fin de la formation est élaboré. Les résultats de cette étude montrent qu’un certain déclin est observé sur le niveau de la motivation et la satisfaction de vie des participants du groupe discussion. Donc, l’apprentissage de type non formel ne permet pas d’améliorer les performances conatives des participants. Mais, ces ateliers basés sur le principe d’apprentissage de type non formel sont plus favorables aux échanges sociaux que les ateliers mémoire puisqu'ils leur permettent une meilleure intégration sociale. Le groupe mémoire maintient son niveau de performances cognitives et conatives au cours de six mois d’entrainement, ce qui peut confirmer les bienfaits des entraînements cognitifs par le biais des ateliers de mémoire fonctionnant sur le principe d’apprentissage de type formel. En ce qui concerne les participants du groupe contrôle, fonctionnant sur la base de l’apprentissage de type informel, on observe une amélioration du niveau du sentiment d’efficacité personnelle et de mémoire
This research consists of estimating, among the various types of learnings, the one which seems the most adapted to elderly and determining the factors which influence their learning. Two questions guide this research: the evaluation and the analysis of the training devices. The first deals with finding among these formal and non-formal types of learning devices the ones which are the most effective in terms of increasing the cognitive and conative competencies of these people. In our opinion, the most effective devices for the elderly adults are the ones who allow the highest social link and interpersonal exchanges. The latter consists of understanding if the formal and non formal modes of learning include the same types of learners. We emphasize the characterization of the public, the definition of their needs for learning and the characterization of the learning situations. The formal learning of type is observed through memory training workshop and the non formal type through discussion training workshop. 45 elderly people from 62 to 87 years of age participated in this study. The evaluation of the specific cognitive skills consists of cognitive testing and scales: the measuring of the working and short-term memory (verbal memory tests), the selective attention and the reasoning capacities. The conative skills are estimated through self-efficacy, motivation, apprenance, life satisfaction and well-being. To do it, we chose a mixed method, a combination of the qualitative and quantitative method in which five techniques of data collection will be studied: the interview, the tasks, the scales and the observation. At the end of the training, a questionnaire of satisfaction was done. The results of this study show that a certain decline is observed on the level of the motivation and the life satisfaction of the participants of the “discussion group”. Thus, the non formal type of learning does not allow to increase the conative performances of the participants. But, the training workshops based on the principle of non formal learning type are more favorable in social exchanges than memory training workshops because they allow people to have a better social integration. The “memory group” maintains its level of cognitive and conative performances during six months of trainings, what can confirm the benefits of the cognitive trainings by means of the memory workshops functioning on the principle of the formal learning type. Concerning the participants of the “control group”, functioning on the basis of the informal learning type, we observe an increase of self-efficacy and memory

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Kennedy, Ivan Anthony. "Irish medium education : cognitive skills, linguistic skills, and attitudes towards Irish." Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/irish-medium-education--cognitive-skills-linguistic-skills-and-attitudes-towards-irish(14b335c5-7232-4435-8755-68e5138e66b7).html.

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The purpose of this research was to investigate the effects of Irish medium education (immersion) on children's first language (L1; English) skills in the educational setting and on their executive functioning (EF) skills. A battery of tests was used to compare 8 Year- Old and 12 Year-Old children's performance on a range of tasks testing their L1 vocabulary, reading, writing, creative, and descriptive (academic) skills and their attention, inhibition, and task switching (EF) skills. Data were collected in two school types (immersion and English medium) in two areas in the Republic of Ireland and one school type (English medium) in one area in Northern Ireland to represent a monolingual sample. As such, this provided a comparison of three school types and, in particular, the effects of learning a second language (L2) to varying degrees of ability-either total immersion (successive bilingualism) or L2 learning for approximately 3.5 hours per week-upon children's L1 and EF skills. Overall, results revealed that immersion education in Irish had no detrimental effects on children's L1 (English) or EF skills. Indeed, results suggest that whereas immersion may have helped to enhance children's attention to and control of their L1, successive bilingualism itself had limited influence on EF skills, although there were some evidence of heightened performance in tasks of attention, inhibition, and task switching. These findings, in addition to the majority of research into bilingualism in the worldwide setting, could be used to inform parents and policy makers that Irish medium education has no negative effects upon children's L1 skills in the educational setting or their EF skills of attention, control, and inhibition.

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Hilger, Anne. "Cognitive and non-cognitive skills in developing countries." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH077.

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Cette thèse examine le rôle joué par les compétences cognitives et non cognitives dans les pays en développement, selon trois axes : la mesure de ces compétences, leurs rendements salariaux et les déterminants de la confiance interpersonnelle. Le premier chapitre utilise des données de panel provenant de deux cohortes d’individus récipiendaires d'un programme de formation des compétences au Mozambique. Le chapitre fait la comparaison entre deux types de mesures de ces compétences : auto-évaluations et observations d’exercices. Le chapitre montre que les auto-évaluations capturent les traits de personnalité de manière satisfaisante, tandis que les observations d’exercices sont davantage adaptées aux évaluations de programme. Le deuxième chapitre tire profit d’une nouvelle base de données appariées employeurs-employés, représentant le secteur formel au Bangladesh. Le chapitre fournit une analyse de l'importance relative des compétences cognitives et non cognitives dans ce marché du travail et de l'interaction entre ces compétences et la méthode d'embauche (formelle ou informelle, c’est-à-dire par le réseau social) pour la détermination des salaires. Les résultats révèlent des rendements positifs des compétences non cognitives, qui varient selon la voie d'embauche utilisée. Ce chapitre propose également des éléments d’appréciation de la raison pour laquelle les employeurs utiliseraient une méthode d'embauche plutôt qu’une autre en fonction du type de compétences qu'ils jugent important. Le troisième chapitre utilise un choc macroéconomique en Inde, la politique de démonétisation en novembre 2016, et une nouvelle enquête en milieu rural pour identifier de manière causale les déterminants de la confiance interpersonnelle. Les données permettent de contrôler un ensemble de caractéristiques individuelles, en particulier les compétences non cognitives et les capacités cognitives, qui sont susceptibles d'influencer la formation et l’usage des réseaux sociaux et la confiance. Les résultats montrent que les interactions sociales déterminent la confiance, en particulier pour les hommes. De plus, des différences importantes apparaissent entre castes, soulignant la nécessité de la prise en compte de cette stratification sociale en Inde sur ce sujet
This dissertation examines the role that cognitive and non-cognitive skills play in developing countries along three axes: measurement of these skills, wage returns to them, and as determinants of levels of trust. The first chapter uses panel data from two cohorts of a skills training program in Mozambique to contrast two types of skill measurement: self-assessments and observational exercises. The chapter shows that self-assessments capture underlying traits, while observational exercises are better suited for program evaluations. The second chapter is based on a novel matched employer-employee data set representing the formal sector in Bangladesh and provides evidence of both the relative importance of cognitive and non-cognitive skills in this part of the labor market and the interplay between skills and hiring channels in determining wages. Results demonstrate positive returns to non-cognitive skills, varying by hiring channel. This chapter also offers suggestive evidence that employers might use hiring channels differently, depending on which skills they deem important. The third chapter makes use of the demonetization policy of November 2016 in India and a newly collected data set to causally identify the determinants of trust in a rural setting, controlling for a variety of individual characteristics, such as non-cognitive skills and cognitive ability, that could influence network formation and trust. We find that social interactions determine trust, though this result holds only among men and varies along the lines of caste membership

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Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.

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Tavares, Lara Patricio. "Parents, children, and non-cognitive skills." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504885.

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Non-cognitive skills are the centerpiece of this thesis which consists of two parts. Part I looks at the relationship between non-cognitive skills and educational attainment as well as at the development of non-cognitive skills, in particular at the role played by parenting practices. Part II focuses on the relationship between non-cognitive skills and fertility timing. The measures of non-cognitive skills used in Parts I and II are attitude towards learning - a measure obtained by factor analysis using insights from the five-factor model of personality - and the Big Five personality traits, respectively. Using both the BHPS and AddHealth, attitude towards learning is found to be an important determinant of educational 'success, thereby adding to the empirical evidence on the importance of non-cognitive skills in explaining educational attainment. The importance of this particular non-cognitive skill also shows that children's own attitudes or behaviours matter for their academic success. The results also show a statistically significant association between parenting practices and both educational attainment and formation of attitude towards learning. Having rules at home and children's rapport with the family is associated with higher educational qualifications and it also fosters the development of a pro-learn'ing attitude. In face of these results, one can say that parenting practices might be a considerable source of inequality of opportunity. The results in Part II show that personality traits contribute to the differences in fertility timing between more and less educated women in two different ways: first, personality traits influence both education and fertility decisions; and second, more educated women do not equally delay childbirth compared with less educated women: the more 'open-minded' are the ones severely postponing childbearing. This thesis shows that non-cognitive skills are an important source of heterogeneity - one that is usually not taken into account.

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Roazzi, A. "Children's cognitive skills : A social class comparison." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235101.

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Wallace, Gregory Lawrence. "Cognitive mechanisms underlying savant skills in autism." Thesis, King's College London (University of London), 2006. https://kclpure.kcl.ac.uk/portal/en/theses/cognitive-mechanisms-underlying-savant-skills-in-autism(5de5f500-ba70-401a-aac5-744cb1d5e58a).html.

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This thesis aimed to investigate possible cognitive underpinnings of sayant skills in autism spectrum disorders (ASD). Since savant skills are overrepresented amongq individuals with ASD, several cognitive functions thought to be intact or enhanced in these individuals were hypothesised to contribute to savant skill development. In particular, central coherence, implicit learning, perceptual functioning, and infonnation processing speed were assessed in a group of nonsavant children with ASD (n=28), age, IQ, and gender (group-wise) matched controls (n=28), a group of typicall~' developing children (n=64), and finally a series of four savants with ~~SD. Consistent with previous reports, weak central coherence, Intact implicit learning and infonnation processing speed, and particularly good ability to reproduce a time window were shown in both savant and nons avant individuals with ASD. Savants also showed indications of good memory and idiosyncratic sensory functioning. As predicted, there was evidence that infonnation processing speed was IQ independent in ASD whereas it was significantly related to IQ in both comparison groups. There was also preliminary indication, via correlations and subgroup analyses, of cross modal central coherence, particularly within the ASD group. A "gateway model", in which certain cognitive functions need to be intact (or superior) in order for individuals (especially those with ASD) to develop savant skills, was proposed to account for these findings. The present findings are preliminary in nature but provide indications that certain cognitive functions more characteristic of the cognitive profile in .\SD may be necessary but insufficient for savant skill development.

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Su, Yu-Lan. "Cognitive diagnostic analysis using hierarchically structured skills." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2640.

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This dissertation proposes two modified cognitive diagnostic models (CDMs), the deterministic, inputs, noisy, "and" gate with hierarchy (DINA-H) model and the deterministic, inputs, noisy, "or" gate with hierarchy (DINO-H) model. Both models incorporate the hierarchical structures of the cognitive skills in the model estimation process, and can be used for situations where the attributes are ordered hierarchically. The Trends in International Mathematics and Science Study (TIMSS) 2003 data are analyzed to illustrate the proposed approaches. The simulation study evaluates the effectiveness of the proposed approaches under various conditions (e.g., various numbers of attributes, test lengths, sample sizes, and hierarchical structures). The simulation study attempts to address the model fits, items fit, and accuracy of item parameter recovery when the skills are in a specified hierarchy and varying estimation models are applied. The simulation analysis examines and compares the impacts of the misspecification of a skill hierarchy on various estimation models under their varying assumptions of dependent or independent attributes. The study is unique in incorporating a skill hierarchy with the conventional DINA and DINO models. It also reduces the number of possible latent classes and decreases the sample size requirements. The study suggests that the DINA-H/ DINO-H models, instead of the conventional DINA/ DINO models, should be considered when skills are hierarchically ordered. Its results demonstrate the proposed approaches to analyzing the hierarchically structured CDMs, illustrate the usage in applying cognitive diagnosis models to a large-scale assessment, and provide researchers and test users with practical guidelines.

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Parker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.

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Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.

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Nikolaou, Dimitrios. "Essays on Noncognitive Skills." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365775863.

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Книги з теми "Cognitive skills and conative skills"

Ruggeri, Lynn Tondat. The thinking skills workbook: A cognitive skills remediation manual for adults. Springfield, Illinois, U.S.A: Charles C Thomas, Publisher, LTD., 2014.

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Bryan, Cordelia. Cognitive skills in work-based learning: Report. London: University of North London Press, 1995.

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Canada. Statistics Canada. Analytical Studies Branch. Minorites, cognitive skills and the incomes of Canadians. Ottawa: Statistics Canada, 2003.

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Lipe, Saundra K. Critical thinking in nursing: A cognitive skills workbook. Philadelphia: Lippincott Williams & Wilkins, 2004.

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Khine, Myint Swe, and Shaljan Areepattamannil, eds. Non-cognitive Skills and Factors in Educational Attainment. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3.

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Henriksen, Danah. The 7 Transdisciplinary Cognitive Skills for Creative Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59545-0.

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Statistics Canada. Analytical Studies Branch., ed. Minorities, cognitive skills and the incomes of Canadians. [Ottawa]: Analytical Studies Branch, Statistics Canada, 2003.

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Bryan, Cordelia. Cognitive skills in work-based learning: User pack. London: University of North London Press, 1995.

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Thorndike, Robert Ladd. Cognitive abilities test: Levels A to F. 2nd ed. Windsor: NFER-Nelson, 1986.

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Helen, Kennerley, and Kirk Joan, eds. An introduction to cognitive behaviour therapy: Skills and applications. Oxford: OCTC, 2007.

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Частини книг з теми "Cognitive skills and conative skills"

Solomon, Marjorie. "Cognitive Skills." In Encyclopedia of Autism Spectrum Disorders, 699–704. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_518.

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Sander, Jana. "Cognitive Skills." In Encyclopedia of Child Behavior and Development, 382. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_609.

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Solomon, Marjorie. "Cognitive Skills." In Encyclopedia of Autism Spectrum Disorders, 1050–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_518.

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Kinnaman, Joanna E. Strong, and Alan S. Bellack. "Social Skills." In Cognitive Behavior Therapy, 251–72. Hoboken, New Jersey: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118470886.ch10.

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Twohig, Michael P., and John P. Dehlin. "Skills Training." In Cognitive Behavior Therapy, 37–73. Hoboken, New Jersey: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118470886.ch3.

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Ream, Derek, and Isaac Tourgeman. "Specialized Cognitive Skills." In Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-16999-6_3000-1.

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Ream, Derek, and Isaac Tourgeman. "Specialized Cognitive Skills." In Encyclopedia of Evolutionary Psychological Science, 7843–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_3000.

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Mendez, Ildefonso, and Gema Zamarro. "Noncognitive Skills." In Non-cognitive Skills and Factors in Educational Attainment, 411–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_19.

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Malhotra, Garima Srivastava, and Manju Mehta. "Study Skills." In A Practical Approach to Cognitive Behaviour Therapy for Adolescents, 57–90. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2241-5_4.

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Gupta, Deepika, Manju Mehta, and Rajesh Sagar. "Interpersonal Skills." In A Practical Approach to Cognitive Behaviour Therapy for Adolescents, 91–107. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2241-5_5.

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Тези доповідей конференцій з теми "Cognitive skills and conative skills"

Ruiz, Natalie, Qian Qian Feng, Ronnie Taib, Tara Handke, and Fang Chen. "Cognitive skills learning." In International Conference on Multimodal Interfaces and the Workshop on Machine Learning for Multimodal Interaction. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1891903.1891955.

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Ahmad, Sadique, Kan Li, Adnan Amin, and Muhammad Yasir Faheem. "Simulation of Student Skills: The Novel Technique Based on Quantization of Cognitive Skills Outcomes." In 2018 IEEE 17th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2018. http://dx.doi.org/10.1109/icci-cc.2018.8482091.

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Roberts, R. C., and R. Flin. "Behavioural Rating of Drillers' Cognitive Skills." In SPE International Conference and Exhibition on Health, Safety, Security, Environment, and Social Responsibility. Society of Petroleum Engineers, 2016. http://dx.doi.org/10.2118/179270-ms.

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Mocanu, Andrei, Irina Mocanu, and Oana Cramariuc. "COGNITIVE GAMES FOR IMPROVING LEARNING SKILLS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1514.

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Mumaw, R. J., I. E. Schoenfeld, and J. J. Persensky. "Training cognitive skills for severe accident management." In Proceedings of 1992 IEEE 5th Human Factors and Power Plants. IEEE, 1992. http://dx.doi.org/10.1109/hfpp.1992.283380.

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Cox, Anthony, and Maryanne Fisher. "Examining Programmer's Cognitive Skills Using Regular Language." In First International Conference on Advances in Computer-Human Interaction. IEEE, 2008. http://dx.doi.org/10.1109/achi.2008.33.

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Huang, Gaoping, Meng-Han Wu, and Alexander J. Quinn. "Task Design for Crowdsourcing Complex Cognitive Skills." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411763.3443447.

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Segerstrale, Ullica. "Education for Creativity, Skills, and Cross-disciplinary Collaboration." In 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146076.

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Csapo, Adam Balazs, Anna Sudar, Borbala Berki, Bence Gergely, Blanka Berenyi, and Csaba Czaban. "Measuring Virtual Rotation Skills in MaxWhere." In 2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2020. http://dx.doi.org/10.1109/coginfocom50765.2020.9237889.

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Vale, Daniel Couto, and Vivien Mast. "Key interpersonal communication skills for wheelchairs." In 2012 IEEE 3rd International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2012. http://dx.doi.org/10.1109/coginfocom.2012.6422018.

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Kautz, Tim, James Heckman, Ron Diris, Bas ter Weel, and Lex Borghans. Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20749.

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Carlsson, Magnus, Gordon Dahl, and Dan-Olof Rooth. The Effect of Schooling on Cognitive Skills. Cambridge, MA: National Bureau of Economic Research, October 2012. http://dx.doi.org/10.3386/w18484.

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Sarzosa, Miguel, and Sergio Urzúa. Bullying among Adolescents: The Role of Cognitive and Non-Cognitive Skills. Cambridge, MA: National Bureau of Economic Research, October 2015. http://dx.doi.org/10.3386/w21631.

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Broecke, Stijn, Glenda Quintini, and Marieke Vandeweyer. Wage Inequality and Cognitive Skills: Re-Opening the Debate. Cambridge, MA: National Bureau of Economic Research, February 2016. http://dx.doi.org/10.3386/w21965.

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Freeman, Jared T., and Marvin S. Cohen. Methods for Training Cognitive Skills in Battlefield Situation Assessment. Fort Belvoir, VA: Defense Technical Information Center, January 1997. http://dx.doi.org/10.21236/ada323565.

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Ohlsson, Stellan. Feedback and Transfer in the Acquisition of Cognitive Skills. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada416633.

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Murnane, Richard, John Willett, and Frank Levy. The Growing Importance of Cognitive Skills in Wage Determination. Cambridge, MA: National Bureau of Economic Research, March 1995. http://dx.doi.org/10.3386/w5076.

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Hanushek, Eric, and Ludger Woessmann. Schooling, Cognitive Skills, and the Latin American Growth Puzzle. Cambridge, MA: National Bureau of Economic Research, June 2009. http://dx.doi.org/10.3386/w15066.

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Andreoni, James, Amalia Di Girolamo, John List, Claire Mackevicius, and Anya Samek. Risk Preferences of Children and Adolescents in Relation to Gender, Cognitive Skills, Soft Skills, and Executive Functions. Cambridge, MA: National Bureau of Economic Research, April 2019. http://dx.doi.org/10.3386/w25723.

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Markessini, Joan. Strategic Leadership in a Changing World Order: Requisite Cognitive Skills. Fort Belvoir, VA: Defense Technical Information Center, April 1995. http://dx.doi.org/10.21236/ada296863.

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