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Any sentence that requires a play on those different meanings will not work the same way in Chinese. In fact, very simple concepts in English can sometimes be difficult to translate, for example, there is no single direct translation for the word "yes" in Chinese, as in Chinese the affirmative is said by repeating the verb in the question.
Higher-order thinking involves the learning of complex judgmental skills such as critical thinking and problem solving. Higher-order thinking is considered more difficult to learn or teach but also more valuable because such skills are more likely to be usable in novel situations (i.e., situations other than those in which the skill was learned).
The task must be able to be accomplished. Too difficult a task may dissuade the learner and prevent full processing. A model called the challenge point framework can also be used. [7] It is based on the relationship between task difficulty and the ability or the knowledge and skills of the learner. [5]
In his 1998 book The Scandals of Translation: Towards an Ethics of Difference, Venuti states that "Domestication and foreignization deal with 'the question of how much a translation assimilates a foreign text to the translating language and culture, and how much it rather signals the differences of that text'".
However, the positive effects of CBTraining have been difficult to prove throughout the field of research. [6] Lack of randomized controlled trials (RCTs) in many studies and a lack of a standardization of training methods and definitions of success make it difficult to compare studies with each other and find trends. [7]
Thinking, Fast and Slow is a 2011 popular science book by psychologist Daniel Kahneman. The book's main thesis is a differentiation between two modes of thought : "System 1" is fast, instinctive and emotional ; "System 2" is slower, more deliberative , and more logical .
The tacit aspects of knowledge are those that cannot be codified, but can only be transmitted via training or gained through personal experience. There is a view against the distinction, where it is believed that all propositional knowledge (knowledge that) is ultimately reducible to practical knowledge (knowledge how).
The term "curse of knowledge" was coined in a 1989 Journal of Political Economy article by economists Colin Camerer, George Loewenstein, and Martin Weber.The aim of their research was to counter the "conventional assumptions in such (economic) analyses of asymmetric information in that better-informed agents can accurately anticipate the judgement of less-informed agents".