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Within the receptive–productive distinction lies a range of abilities that are often referred to as degree of knowledge. This simply indicates that a word gradually enters a person's vocabulary over a period of time as more aspects of word knowledge are learnt. Roughly, these stages could be described as: Never encountered the word.
A knowledge production mode is a term from the sociology of science which refers to the way (scientific) knowledge is produced. So far, three modes have been conceptualized. Mode 1 production of knowledge is knowledge production motivated by scientific knowledge alone (basic research) which is not primarily concerned by the applicability of its finding
In medieval philosophy, the active intellect (Latin: intellectus agens; also translated as agent intellect, active intelligence, active reason, or productive intellect) is the formal (morphe) aspect of the intellect , according to the Aristotelian theory of hylomorphism. The nature of the active intellect was a major theme of late classical and ...
In one particular version of the experiment, if the subject recalled a list correctly, the list length was increased by one for that type of material, and vice versa if it was recalled incorrectly. The theory is that people have a memory span of about seven items for numbers, the same for letters that sound dissimilar and short words.
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language.In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate.
Productivity expert Erica Anderson Rooney adds another step to the calendaring. “Tack on an extra 15 minutes,” she suggests. “Tack on an extra 15 minutes,” she suggests.
Vocabulary development during the school years builds upon what the child already knows, and the child uses this knowledge to broaden their vocabulary. Once children have gained a level of vocabulary knowledge, new words are learned through explanations using familiar, or "old" words.
Knowledge work requires continuous learning on the part of the knowledge worker, but equally continuous teaching on the part of the knowledge worker. Productivity of the knowledge worker is not — at least not primarily — a matter of the quantity of output. Quality is at least as important.