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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.
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]
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 ...
A decline in cognitive abilities is a normal part of healthy aging, said Dr. Emily Rogalski, Rosalind Franklin Professor of Neurology at the University of Chicago. Overall, cognition peaks in our ...
An illustrative example of this is a test in which a person must repeat numbers read aloud. While two or three numbers are easily repeated, fifteen numbers become more difficult. The person would, on average, repeat seven correctly. [17] Brains are only capable of storing a limited amount of information in their short-term memories.
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."
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 ]