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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."
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.
Cognitive acceleration or CA is an approach to teaching designed to develop students' thinking ability, developed by Michael Shayer and Philip Adey from 1981 at King's College London. [1] The approach builds on work by Jean Piaget and Lev Vygotsky and takes a constructivist approach.
The Cognitive Abilities Test Fourth Edition (CAT4) is an alternative set of cognitive tests used by many schools in the UK, Ireland, and internationally. [7] The tests were created by GL Education [8] to assess cognitive abilities and predict the future performance of a student. It consists of eight subtests: figure classification; figure ...
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
Examples of cognitive strategies include the use of analogies and metaphors, framing, outlining the mnemonics, concept mapping, advance organizers, and so forth. [20] The cognitive theory mainly emphasizes the major tasks of the teacher / designer and includes analyzing various learning experiences to the learning situation, which can impact ...