Auswahl der wissenschaftlichen Literatur zum Thema „Cognitive skills and conative skills“
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Zeitschriftenartikel zum Thema "Cognitive skills and conative skills":
Kovač, Darko. „COMPETENCE MODEL IN EDUCATION AND TRAINING PROCESS“. Tourism and hospitality management 14, Nr. 1 (2007): 141–52. http://dx.doi.org/10.20867/thm.14.1.12.
Kovač, Darko, und Andrej Bertoncelj. „Organizational Mental Map and Conative Competences“. Organizacija 41, Nr. 4 (01.07.2008): 127–35. http://dx.doi.org/10.2478/v10051-008-0014-6.
Sternberg, Robert J., Linda Jarvin und Ophélie Allyssa Desmet. „Lessons from the Conservatory Model as a Basis for Undergraduate Education and the Development of Intelligence“. Journal of Intelligence 10, Nr. 2 (15.06.2022): 34. http://dx.doi.org/10.3390/jintelligence10020034.
Niemelä, Tarja. „Interfirm Cooperation Capability in the Context of Networking Family Firms: The Role of Power“. Family Business Review 17, Nr. 4 (Dezember 2004): 319–30. http://dx.doi.org/10.1111/j.1741-6248.2004.00021.x.
Permatasari, Intan, Agus Wijayanto und Diah Kristina. „Extensive Reading on Wattpad and Its Benefits to Students' English Skills: Students' Perceptions“. ELS Journal on Interdisciplinary Studies in Humanities 3, Nr. 4 (30.12.2020): 518–30. http://dx.doi.org/10.34050/elsjish.v3i4.11714.
Afroogh, Saleh, Amir Esmalian, Jonan Donaldson und Ali Mostafavi. „Empathic Design in Engineering Education and Practice: An Approach for Achieving Inclusive and Effective Community Resilience“. Sustainability 13, Nr. 7 (06.04.2021): 4060. http://dx.doi.org/10.3390/su13074060.
Yadav, Ravinder, und NP Singh. „Effect of Biological Rhythm on Cognitive Performance“. Defence Life Science Journal 3, Nr. 4 (03.10.2018): 326–33. http://dx.doi.org/10.14429/dlsj.3.13411.
Jamal, Tazim, Julie Kircher und Jonan Phillip Donaldson. „Re-Visiting Design Thinking for Learning and Practice: Critical Pedagogy, Conative Empathy“. Sustainability 13, Nr. 2 (19.01.2021): 964. http://dx.doi.org/10.3390/su13020964.
Harsh, Joseph, John J. Esteb und Adam V. Maltese. „Evaluating the development of chemistry undergraduate researchers’ scientific thinking skills using performance-data: first findings from the performance assessment of undergraduate research (PURE) instrument“. Chemistry Education Research and Practice 18, Nr. 3 (2017): 472–85. http://dx.doi.org/10.1039/c6rp00222f.
Ryan, Nicholas P., Kim Mihaljevic, Miriam H. Beauchamp, Cathy Catroppa, Louise Crossley, Stephen Hearps, Timothy Silk, Celia Godfrey, Keith Owen Yeates und Vicki A. Anderson. „Examining the Prospective Relationship between Family Affective Responsiveness and Theory of Mind in Chronic Paediatric Traumatic Brain Injury“. Brain Impairment 18, Nr. 1 (11.10.2016): 88–101. http://dx.doi.org/10.1017/brimp.2016.20.
Dissertationen zum Thema "Cognitive skills and conative skills":
Chavoshi, Monfared Leila. „L’impact des dispositifs de formation sur le fonctionnement des personnes âgées : Évaluation de l’efficacité d’apprentissage de types formels et non formels sur les compétences cognitives et conatives des personnes âgées saines“. Thesis, Mulhouse, 2017. http://www.theses.fr/2017MULH8232.
This research consists of estimating, among the various types of learnings, the one which seems the most adapted to elderly and determining the factors which influence their learning. Two questions guide this research: the evaluation and the analysis of the training devices. The first deals with finding among these formal and non-formal types of learning devices the ones which are the most effective in terms of increasing the cognitive and conative competencies of these people. In our opinion, the most effective devices for the elderly adults are the ones who allow the highest social link and interpersonal exchanges. The latter consists of understanding if the formal and non formal modes of learning include the same types of learners. We emphasize the characterization of the public, the definition of their needs for learning and the characterization of the learning situations. The formal learning of type is observed through memory training workshop and the non formal type through discussion training workshop. 45 elderly people from 62 to 87 years of age participated in this study. The evaluation of the specific cognitive skills consists of cognitive testing and scales: the measuring of the working and short-term memory (verbal memory tests), the selective attention and the reasoning capacities. The conative skills are estimated through self-efficacy, motivation, apprenance, life satisfaction and well-being. To do it, we chose a mixed method, a combination of the qualitative and quantitative method in which five techniques of data collection will be studied: the interview, the tasks, the scales and the observation. At the end of the training, a questionnaire of satisfaction was done. The results of this study show that a certain decline is observed on the level of the motivation and the life satisfaction of the participants of the “discussion group”. Thus, the non formal type of learning does not allow to increase the conative performances of the participants. But, the training workshops based on the principle of non formal learning type are more favorable in social exchanges than memory training workshops because they allow people to have a better social integration. The “memory group” maintains its level of cognitive and conative performances during six months of trainings, what can confirm the benefits of the cognitive trainings by means of the memory workshops functioning on the principle of the formal learning type. Concerning the participants of the “control group”, functioning on the basis of the informal learning type, we observe an increase of self-efficacy and memory
Kennedy, Ivan Anthony. „Irish medium education : cognitive skills, linguistic skills, and attitudes towards Irish“. Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/irish-medium-education--cognitive-skills-linguistic-skills-and-attitudes-towards-irish(14b335c5-7232-4435-8755-68e5138e66b7).html.
Hilger, Anne. „Cognitive and non-cognitive skills in developing countries“. Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH077.
This dissertation examines the role that cognitive and non-cognitive skills play in developing countries along three axes: measurement of these skills, wage returns to them, and as determinants of levels of trust. The first chapter uses panel data from two cohorts of a skills training program in Mozambique to contrast two types of skill measurement: self-assessments and observational exercises. The chapter shows that self-assessments capture underlying traits, while observational exercises are better suited for program evaluations. The second chapter is based on a novel matched employer-employee data set representing the formal sector in Bangladesh and provides evidence of both the relative importance of cognitive and non-cognitive skills in this part of the labor market and the interplay between skills and hiring channels in determining wages. Results demonstrate positive returns to non-cognitive skills, varying by hiring channel. This chapter also offers suggestive evidence that employers might use hiring channels differently, depending on which skills they deem important. The third chapter makes use of the demonetization policy of November 2016 in India and a newly collected data set to causally identify the determinants of trust in a rural setting, controlling for a variety of individual characteristics, such as non-cognitive skills and cognitive ability, that could influence network formation and trust. We find that social interactions determine trust, though this result holds only among men and varies along the lines of caste membership
Gibbs, Benjamin Guild. „Gender and Cognitive Skills throughout Childhood“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.
Tavares, Lara Patricio. „Parents, children, and non-cognitive skills“. Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504885.
Roazzi, A. „Children's cognitive skills : A social class comparison“. Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235101.
Wallace, Gregory Lawrence. „Cognitive mechanisms underlying savant skills in autism“. Thesis, King's College London (University of London), 2006. https://kclpure.kcl.ac.uk/portal/en/theses/cognitive-mechanisms-underlying-savant-skills-in-autism(5de5f500-ba70-401a-aac5-744cb1d5e58a).html.
Su, Yu-Lan. „Cognitive diagnostic analysis using hierarchically structured skills“. Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2640.
Parker, Deborah A. (Deborah Ann). „Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.
Nikolaou, Dimitrios. „Essays on Noncognitive Skills“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365775863.
Bücher zum Thema "Cognitive skills and conative skills":
Ruggeri, Lynn Tondat. The thinking skills workbook: A cognitive skills remediation manual for adults. Springfield, Illinois, U.S.A: Charles C Thomas, Publisher, LTD., 2014.
Bryan, Cordelia. Cognitive skills in work-based learning: Report. London: University of North London Press, 1995.
Canada. Statistics Canada. Analytical Studies Branch. Minorites, cognitive skills and the incomes of Canadians. Ottawa: Statistics Canada, 2003.
Lipe, Saundra K. Critical thinking in nursing: A cognitive skills workbook. Philadelphia: Lippincott Williams & Wilkins, 2004.
Khine, Myint Swe, und Shaljan Areepattamannil, Hrsg. Non-cognitive Skills and Factors in Educational Attainment. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3.
Henriksen, Danah. The 7 Transdisciplinary Cognitive Skills for Creative Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59545-0.
Finnie, Ross. Minorities, cognitive skills and the incomes of Canadians. [Ottawa]: Analytical Studies Branch, Statistics Canada, 2003.
Bryan, Cordelia. Cognitive skills in work-based learning: User pack. London: University of North London Press, 1995.
Thorndike, Robert Ladd. Cognitive abilities test: Levels A to F. 2. Aufl. Windsor: NFER-Nelson, 1986.
Westbrook, David. An introduction to cognitive behaviour therapy: Skills and applications. Oxford: OCTC, 2007.
Buchteile zum Thema "Cognitive skills and conative skills":
Solomon, Marjorie. „Cognitive Skills“. In Encyclopedia of Autism Spectrum Disorders, 699–704. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_518.
Sander, Jana. „Cognitive Skills“. In Encyclopedia of Child Behavior and Development, 382. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_609.
Solomon, Marjorie. „Cognitive Skills“. In Encyclopedia of Autism Spectrum Disorders, 1050–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_518.
Kinnaman, Joanna E. Strong, und Alan S. Bellack. „Social Skills“. In Cognitive Behavior Therapy, 251–72. Hoboken, New Jersey: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118470886.ch10.
Twohig, Michael P., und John P. Dehlin. „Skills Training“. In Cognitive Behavior Therapy, 37–73. Hoboken, New Jersey: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118470886.ch3.
Ream, Derek, und Isaac Tourgeman. „Specialized Cognitive Skills“. In Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-16999-6_3000-1.
Ream, Derek, und Isaac Tourgeman. „Specialized Cognitive Skills“. In Encyclopedia of Evolutionary Psychological Science, 7843–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_3000.
Mendez, Ildefonso, und Gema Zamarro. „Noncognitive Skills“. In Non-cognitive Skills and Factors in Educational Attainment, 411–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_19.
Malhotra, Garima Srivastava, und Manju Mehta. „Study Skills“. In A Practical Approach to Cognitive Behaviour Therapy for Adolescents, 57–90. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2241-5_4.
Gupta, Deepika, Manju Mehta und Rajesh Sagar. „Interpersonal Skills“. In A Practical Approach to Cognitive Behaviour Therapy for Adolescents, 91–107. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2241-5_5.
Konferenzberichte zum Thema "Cognitive skills and conative skills":
Ruiz, Natalie, Qian Qian Feng, Ronnie Taib, Tara Handke und Fang Chen. „Cognitive skills learning“. In International Conference on Multimodal Interfaces and the Workshop on Machine Learning for Multimodal Interaction. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1891903.1891955.
Ahmad, Sadique, Kan Li, Adnan Amin und Muhammad Yasir Faheem. „Simulation of Student Skills: The Novel Technique Based on Quantization of Cognitive Skills Outcomes“. In 2018 IEEE 17th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2018. http://dx.doi.org/10.1109/icci-cc.2018.8482091.
Roberts, R. C., und R. Flin. „Behavioural Rating of Drillers' Cognitive Skills“. In SPE International Conference and Exhibition on Health, Safety, Security, Environment, and Social Responsibility. Society of Petroleum Engineers, 2016. http://dx.doi.org/10.2118/179270-ms.
Mocanu, Andrei, Irina Mocanu und Oana Cramariuc. „COGNITIVE GAMES FOR IMPROVING LEARNING SKILLS“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1514.
Mumaw, R. J., I. E. Schoenfeld und J. J. Persensky. „Training cognitive skills for severe accident management“. In Proceedings of 1992 IEEE 5th Human Factors and Power Plants. IEEE, 1992. http://dx.doi.org/10.1109/hfpp.1992.283380.
Cox, Anthony, und Maryanne Fisher. „Examining Programmer's Cognitive Skills Using Regular Language“. In First International Conference on Advances in Computer-Human Interaction. IEEE, 2008. http://dx.doi.org/10.1109/achi.2008.33.
Huang, Gaoping, Meng-Han Wu und Alexander J. Quinn. „Task Design for Crowdsourcing Complex Cognitive Skills“. In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411763.3443447.
Segerstrale, Ullica. „Education for Creativity, Skills, and Cross-disciplinary Collaboration“. In 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146076.
Csapo, Adam Balazs, Anna Sudar, Borbala Berki, Bence Gergely, Blanka Berenyi und Csaba Czaban. „Measuring Virtual Rotation Skills in MaxWhere“. In 2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2020. http://dx.doi.org/10.1109/coginfocom50765.2020.9237889.
Vale, Daniel Couto, und Vivien Mast. „Key interpersonal communication skills for wheelchairs“. In 2012 IEEE 3rd International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2012. http://dx.doi.org/10.1109/coginfocom.2012.6422018.
Berichte der Organisationen zum Thema "Cognitive skills and conative skills":
Kautz, Tim, James Heckman, Ron Diris, Bas ter Weel und Lex Borghans. Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success. Cambridge, MA: National Bureau of Economic Research, Dezember 2014. http://dx.doi.org/10.3386/w20749.
Carlsson, Magnus, Gordon Dahl und Dan-Olof Rooth. The Effect of Schooling on Cognitive Skills. Cambridge, MA: National Bureau of Economic Research, Oktober 2012. http://dx.doi.org/10.3386/w18484.
Sarzosa, Miguel, und Sergio Urzúa. Bullying among Adolescents: The Role of Cognitive and Non-Cognitive Skills. Cambridge, MA: National Bureau of Economic Research, Oktober 2015. http://dx.doi.org/10.3386/w21631.
Broecke, Stijn, Glenda Quintini und Marieke Vandeweyer. Wage Inequality and Cognitive Skills: Re-Opening the Debate. Cambridge, MA: National Bureau of Economic Research, Februar 2016. http://dx.doi.org/10.3386/w21965.
Freeman, Jared T., und Marvin S. Cohen. Methods for Training Cognitive Skills in Battlefield Situation Assessment. Fort Belvoir, VA: Defense Technical Information Center, Januar 1997. http://dx.doi.org/10.21236/ada323565.
Ohlsson, Stellan. Feedback and Transfer in the Acquisition of Cognitive Skills. Fort Belvoir, VA: Defense Technical Information Center, Juni 2003. http://dx.doi.org/10.21236/ada416633.
Murnane, Richard, John Willett und Frank Levy. The Growing Importance of Cognitive Skills in Wage Determination. Cambridge, MA: National Bureau of Economic Research, März 1995. http://dx.doi.org/10.3386/w5076.
Hanushek, Eric, und Ludger Woessmann. Schooling, Cognitive Skills, and the Latin American Growth Puzzle. Cambridge, MA: National Bureau of Economic Research, Juni 2009. http://dx.doi.org/10.3386/w15066.
Andreoni, James, Amalia Di Girolamo, John List, Claire Mackevicius und Anya Samek. Risk Preferences of Children and Adolescents in Relation to Gender, Cognitive Skills, Soft Skills, and Executive Functions. Cambridge, MA: National Bureau of Economic Research, April 2019. http://dx.doi.org/10.3386/w25723.
Markessini, Joan. Strategic Leadership in a Changing World Order: Requisite Cognitive Skills. Fort Belvoir, VA: Defense Technical Information Center, April 1995. http://dx.doi.org/10.21236/ada296863.