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Cognitive functioning refers to a person's ability to process thoughts. It is defined as "the ability of an individual to perform the various mental activities most closely associated with learning and problem-solving. Examples include the verbal, spatial, psychomotor, and processing-speed ability."
Verbal intelligence is the ability to understand and reason using concepts framed in words. More broadly, it is linked to problem solving , abstract reasoning , [ 1 ] and working memory . Verbal intelligence is one of the most g -loaded abilities.
The word intelligence derives from the Latin nouns intelligentia or intellēctus, which in turn stem from the verb intelligere, to comprehend or perceive.In the Middle Ages, the word intellectus became the scholarly technical term for understanding and a translation for the Greek philosophical term nous.
Reading & writing ability (Grw): includes basic reading and writing skills. Short-term memory (Gsm): is the ability to apprehend and hold information in immediate awareness and then use it within a few seconds. Long-term storage and retrieval (Glr): is the ability to store information and fluently retrieve it later in the process of thinking.
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language. In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate. Language acquisition involves structures, rules, and representation.
Horn notes that crystallized ability is a "precipitate out of experience," resulting from the prior application of fluid ability that has been combined with the intelligence of culture. [9] Examples of tasks that measure crystallized intelligence are vocabulary, general information, abstract word analogies, and the mechanics of language. [7]
Spatial visualization ability is the ability to manipulate mentally two- and three-dimensional figures. [ 1 ] Spatial-temporal reasoning is prominent among visual thinkers as well as among kinesthetic learners (those who learn through movement, physical patterning and doing) and logical thinkers (mathematical thinkers who think in patterns and ...
He purposely chose non-words as opposed to real words to control for the influence of pre-existing experience on what the words might symbolize, thus enabling easier recollection of them. [ 10 ] [ 12 ] Ebbinghaus observed and hypothesized a number of variables that may have affected his ability to learn and recall the non-words he created.