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General abilities are abilities possessed by an agent independent of their situation while specific abilities concern what an agent can do in a specific situation. So while an expert piano player always has the general ability to play various piano pieces, they lack the corresponding specific ability in a situation where no piano is present.
Spearman's two-factor theory proposes that intelligence has two components: general intelligence ("g") and specific ability ("s"). [7] To explain the differences in performance on different tasks, Spearman hypothesized that the "s" component was specific to a certain aspect of intelligence.
Domain specificity is a theoretical position in cognitive science (especially modern cognitive development) that argues that many aspects of cognition are supported by specialized, presumably evolutionarily specified, learning devices. [1]
In medical diagnosis, test sensitivity is the ability of a test to correctly identify those with the disease (true positive rate), whereas test specificity is the ability of the test to correctly identify those without the disease (true negative rate). If 100 patients known to have a disease were tested, and 43 test positive, then the test has ...
A skill is the learned or innate [1] ability to act with determined results with good execution often within a given amount of time, energy, or both. [2] Skills can often [quantify] be divided into domain-general and domain-specific skills.
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.
The g factor [a] is a construct developed in psychometric investigations of cognitive abilities and human intelligence.It is a variable that summarizes positive correlations among different cognitive tasks, reflecting the assertion that an individual's performance on one type of cognitive task tends to be comparable to that person's performance on other kinds of cognitive tasks.
Domain-specific learning theories of development hold that we have many independent, specialised knowledge structures (domains), rather than one cohesive knowledge structure. Thus, training in one domain may not impact another independent domain. [ 1 ]