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Creativeness is the ability to have new original ideas, and being analytical can help a person decide whether the idea is a good one or not. "Practical abilities are used to implement the ideas and persuade others of their value". [5] In the middle of Sternberg's theory is cognition and with that is information
The information stored here can stay for many years. Long-term memory can be divided between semantic, episodic, and procedural memories. [3] Semantic memory is made up of facts or information learned or obtained throughout life. Episodic memory concerns personal experiences or real events that have happened in a person's life. [5]
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.
The Serial-position effect is meant to test a theory of memory that states that when information is given in a serial manner, we tend to remember information at the beginning of the sequence, called the primacy effect, and information at the end of the sequence, called the recency effect. Consequently, information given in the middle of the ...
Narrow abilities are described as abilities that do not correlate with skills outside their domain, following more along the lines of domain-specific learning theories. Despite breaking g into more specific areas, or domains of intelligence, Carroll maintained that a single general ability was essential to intelligence theories.
By using the strategies the information becomes related to each other and the information sticks. [64] Another type of device people use to help their recall memory become efficient is chunking. Chunking is the process of breaking down numbers into smaller units to remember the information or data, this helps recall numbers and math facts. [64]
The 1989 American Library Association (ALA) Presidential Committee on Information Literacy formally defined information literacy (IL) as attributes of an individual, stating that "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed ...
Thus, this is based on an individual's perception of the target person's ability and willingness to provide information that will reduce the uncertainty discrepancy. The theory argues that outcome expectancy, which is an individual's assessments of the benefits and costs of information seeking, impact their efficacy judgments. [ 5 ]