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If a word is cognitively synonymous with another word, they refer to the same thing independently of context.Thus, a word is cognitively synonymous with another word if and only if all instances of both words express the same exact thing, and the referents are necessarily identical, which means that the words' interchangeability is not context-sensitive.
Jean Piaget differentiated a preoperational stage, and operational stages of cognitive development, on the basis of presence of mental operations as an adaptation tool. [ 3 ] J. P. Guilford's Structure of Intellect model described up to 180 different intellectual abilities organized along three dimensions—Operations, Content, and Products.
The hippocampus regulates memory function. Memory improvement is the act of enhancing one's memory. Factors motivating research on improving memory include conditions such as amnesia, age-related memory loss, people’s desire to enhance their memory, and the search to determine factors that impact memory and cognition.
Brain training (also called cognitive training) is a program of regular activities purported to maintain or improve one's cognitive abilities. The phrase “cognitive ability” usually refers to components of fluid intelligence such as executive function and working memory .
In the cognitive area, the brain's prefrontal cortex as well as the limbic system undergoes important changes. The prefrontal cortex is the part of the brain that is active when engaged in complicated cognitive activities such as planning, generating goals and strategies, intuitive decision-making, and metacognition (thinking about thinking).
It is a notion that students must master the lower level skills before they can engage in higher-order thinking. However, the United States National Research Council objected to this line of reasoning, saying that cognitive research challenges that assumption, and that higher-order thinking is important even in elementary school.
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Cognitive acceleration or CA is an approach to teaching designed to develop students' thinking ability, developed by Michael Shayer and Philip Adey from 1981 at King's College London. [1] The approach builds on work by Jean Piaget and Lev Vygotsky and takes a constructivist approach.