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Cognitive skills [a] are skills of the mind, as opposed to other types of skills such as motor skills or social skills. Some examples of cognitive skills are literacy , self-reflection , logical reasoning , abstract thinking , critical thinking , introspection and mental arithmetic .
The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
Executive functions include basic cognitive processes such as attentional control, cognitive inhibition, inhibitory control, working memory, and cognitive flexibility. Higher-order executive functions require the simultaneous use of multiple basic executive functions and include planning and fluid intelligence (e.g., reasoning and problem-solving).
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.
A cognitive model, as illustrated by Robert Fludd (1619) [1]. Cognition is the "mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". [2]
Basic interpersonal communicative skills (BICS) are language skills needed to interact in social situations, for example, when chatting to a friend. BICS refers primarily to context-bound, face-to-face communication, like the language first learned by toddlers and preschoolers, which is used in everyday social interaction.
For example, they can logically arrange a series of different-sized sticks in order by length. Younger children not yet in the concrete stage approach a similar task in a haphazard way. These new cognitive skills increase the child's understanding of the physical world. However, according to Piaget, they still cannot think in abstract ways.
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.