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There are five levels in the affective domain, moving through the lowest-order processes to the highest: Receiving: The lowest level; the student passively pays attention. Without this level, no learning can occur. Receiving is about the student's memory and recognition as well. Responding: The student actively participates in the learning process.
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.
The test-retest reliability for over 6 years, as reported in the NEO PI-R manual, was the following: N = .83, E = .82, O = .83, A = .63, C = .79. Costa and McCrae pointed out that these findings not only demonstrate good reliability of the domain scores, but also their stability (among individuals over the age of 30).
People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time. Many skills require practice to remain at a high level of competence. The four stages suggest that individuals are initially unaware of how little they know, or unconscious of their incompetence.
Two main population-level indices have been important in this area of research: rank-order consistency and mean-level consistency. Rank-order consistency indicates the relative placement of individuals within a group. [134] Mean-level consistency indicates whether groups increase or decrease on certain traits throughout the lifetime. [133]
Construal level theory (CLT) is a theory in social psychology that describes the relation between psychological distance and the extent to which people's thinking (e.g., about objects and events) is abstract or concrete.
The constructive developmental framework (CDF) is a theoretical framework for epistemological and psychological assessment of adults. The framework is based on empirical developmental research showing that an individual's perception of reality is an actively constructed "world of their own", unique to them and which they continue to develop over their lifespan.
Herrmann offered creativity workshops based on leveraging all the quadrants within the Whole Brain Model, rather than focusing on physiological attributes. strengthening particular thinking styles and strengthening the right hemisphere, which received critiques that creativity is not localized to a particular thinking style nor to a particular ...