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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.
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.
Paul Costa Jr. (born September 16, 1942) is an American psychologist associated with the Five Factor Model. [ 1 ] [ 2 ] He earned his Ph.D. from the University of Chicago in 1970. [ 3 ]
In their most common sense, the terms thought and thinking refer to cognitive processes that can happen independently of sensory stimulation. Their most paradigmatic forms are judging, reasoning, concept formation, problem solving, and deliberation. But other mental processes, like considering an idea, memory, or imagination, are also often ...
This higher-level cognition was given the label metacognition by American developmental psychologist John H. Flavell (1976). [9]The term metacognition literally means 'above cognition', and is used to indicate cognition about cognition, or more informally, thinking about thinking.
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]
Cognitive style or thinking style is a concept used in cognitive psychology to describe the way individuals think, perceive and remember information.Cognitive style differs from cognitive ability (or level), the latter being measured by aptitude tests or so-called intelligence tests.