The Interaction Between Knowledge and Practice in the Acquisition of Cognitive Skills

1992 ◽  
Author(s):  
Stellan Ohlsson
Keyword(s):  
Cognitive Skills ◽  
Knowledge And Practice

scholarly journals Cognitive Inductive Prejudice For Corporal Edifice In Hominids And Contraption

2020 ◽  
Vol 14 ◽  
Keyword(s):  
Complex System ◽  
Deep Learning ◽  
Language Processing ◽  
Scientific Knowledge ◽  
Cognitive Skills ◽  
Inductive Effect ◽  
Learning Systems ◽  
Learning Tool ◽  
Significant Stimulus ◽  
Knowledge And Practice

A strong and insightful interpretation of scientific knowledge and practice must take into consideration how human cognitive skills and constraints enable as well restrict the scientific enterprise's activities and products. While existing deep learning systems are outstanding in functions such as object classification, language processing, and gameplay but few can create or transform a complex system like a Frame Pyramid. Assume that what these systems lack is a "Cognitive Inductive Prejudice": an ability to justify inter-object relationships and make decisions about an organized description of the incident. In order to assess this premise, this paper concentrated on a work involving stapling together stacks of frames to balance a castle and quantify how well hominids are doing. Then for analyzing contraption capability, our work introduce the Significant Stimulus Learning Tool that utilizes object-and interactioncentered scene and policy representations, these apply to the task. Our results shows that these structural portrayals enable the tool to perform both hominids and contraption for more naive methods, indicating that cognitive inductive effect is a significant element in solving structured reasoning issues and building more intelligent also flexible for machines.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

Re-conceptualizing Machiavellianism and Social-Cognitive Skills

2020 ◽  
pp. 1-8
Author(s):  
William Hart ◽  
Christopher J. Breeden ◽  
Charlotte Kinrade
Keyword(s):  
Cognitive Skills ◽  
Person Perception ◽  
Social Cognitive ◽  
Cognitive Skill ◽  
Prediction Skill ◽  
Current Evidence ◽  
College Sample ◽  
Social Prediction

Abstract. Machiavellianism is presumed to encompass advanced social-cognitive skill, but research has generally suggested that Machiavellian individuals are rather deficient in social-cognitive skill. However, previous research on the matter has been limited to measures of (a) Machiavellianism that are unidimensional and saturated with both antagonism and disinhibition and measures (b) only one type of social-cognitive skill. Using a large college sample ( N = 461), we examined how various dimensions of Machiavellianism relate to two types of social-cognitive skill: person-perception skill and general social prediction skill. Consistent with some prior theorizing, the planful dimension of Machiavellianism was positively related to both person-perception and general social prediction skills; antagonistic dimensions of Machiavellianism were negatively related to both skills; either agentic or cynical dimensions of Machiavellianism were generally unrelated to both skills. Overall, the current evidence suggests a complicated relationship between Machiavellianism and social-cognitive skill because Machiavellianism encompasses features that blend deficiency, proficiency, and average levels of social-cognitive skills.

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