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MSK is an awareness of the type of thinking strategies being used in specific instances and it consists of the following abilities: making generalizations and drawing rules regarding a thinking strategy, naming the thinking strategy, explaining when, why and how such a thinking strategy should be used, when it should not be used, what are the ...
Social group work is a method of social work that enhance people's social functioning through purposeful group experiences, and to cope more effectively with personal, group or community problems (Marjorie Murphy, 1959). Social group work is a primary modality of social work in bringing about positive change.
The primary thinking processes, as codified by Goldratt and others: Current reality tree (CRT, similar to the current state map used by many organizations) — evaluates the network of cause-effect relations between the undesirable effects (UDE's, also known as gap elements) and helps to pinpoint the root cause(s) of most of the undesirable effects.
Social cognition is a topic within psychology that focuses on how people process, store, and apply information about other people and social situations. It focuses on the role that cognitive processes play in social interactions.
A thinking chimpanzee. The following outline is provided as an overview of and topical guide to thought (thinking): . Thought is the object of a mental process called thinking, in which beings form psychological associations and models of the world.
In this context, thinking is associated with a sober, dispassionate, and rational approach to its topic while feeling involves a direct emotional engagement. [15] [16] [17] The terms "thought" and "thinking" can also be used to refer not to the mental processes themselves but to mental states or systems of ideas brought about by these processes ...
Collaborative group work has the ability to promote critical thinking skills, problem solving skills, social skills, and self-esteem. By using collaboration and communication, members often learn from one another and construct meaningful knowledge that often leads to better learning outcomes than individual work. [85]
A cornerstone of this theoretical framework is the understanding that individual differences in executive functions reflect both unity (i.e., common EF skills) and diversity of each component (e.g., shifting-specific). In other words, aspects of updating, inhibition, and shifting are related, yet each remains a distinct entity.