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Tacit knowledge or implicit knowledge is knowledge that is difficult to extract or articulate—as opposed to conceptualized, formalized, codified, or explicit knowledge—is more difficult to convey to others through verbalization or writing. Examples of this include individual wisdom, experience, insight, motor skill, and intuition. [1]
Therefore, it may have been possible for an individual to have communication challenges but not meet the criteria of being "substantially below" criteria of the DSM IV-TR. The DSM diagnoses did not comprise a complete list of all communication disorders, for example, auditory processing disorder is not classified under the DSM or ICD-10. [8]
A skill is the learned or innate [1] ability to act with determined results with good execution often within a given amount of time, energy, or both. [2] Skills can often [quantify] be divided into domain-general and domain-specific skills. Some examples of general skills include time management, teamwork [3] and leadership, [4] and self ...
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
Therefore, we should expect skills that appear effortless to be difficult to reverse-engineer, but skills that require effort may not necessarily be difficult to engineer at all. Some examples of skills that have been evolving for millions of years: recognizing a face, moving around in space, judging people's motivations, catching a ball ...
Emotional competence refers to an important set of personal and social skills for identifying, interpreting, and constructively responding to emotions in oneself and others. The term implies ease in getting along with others and determines one's ability to lead and express effectively and successfully.
The former is an example of simple problem solving (SPS) addressing one issue, whereas the latter is complex problem solving (CPS) with multiple interrelated obstacles. [1] Another classification of problem-solving tasks is into well-defined problems with specific obstacles and goals, and ill-defined problems in which the current situation is ...
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