intellectual skills

2010

Learning activities should involve explicit thinking skills. It is more convenient to categorize thinking skills based on the existing frameworks. The framework that is still considered very useful and popular among educators is Taxonomy Bloom (1956). Bloom's Taxonomy of cognitive domain is categorized into six type of thinking skills (Meyer, 1988; Som and Mohd Dahalan, 1998; Widad and Kandar, 2006). According to Tee et al. (2009), lower order thinking skills are the level of knowledge, understanding and application, while the level of higher order thinking skills are analysis, synthesis and evaluation. However, a revised on Taxonomy Bloom had been done by Bloom's students, Anderson and Krathwohl in the year of 2001. There are some significant changes based on the revised taxonomy. This article will discuss about the Piaget's cognitive theory and the differences between cognitive and meta-cognitive. In addition, Bloom's Taxonomy (1956) and Taxonomy of Anderson and Krathwohl (2001) will also be discussed. Besides that, this article will also address the action verbs widely used in each level of thinking skills and thinking skills evaluation tools such as objective tests, essay tests, and rubric.

A mix-up prevails in the educational literature within and among unidimensional and multidimensional knowledge aspects. Precise knowledge taxonomy based on sound cognitive criteria and cutting across disciplines is necessary to adopt efficient pedagogy for learning and teaching all sorts of knowledge and to design and implement appropriate curricula.

Higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking. They are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. Successful applications of the skills result in explanations, decisions, performances, and products that are valid within the context of available knowledge and experience and that promote continued growth in these and other intellectual skills. Higher order thinking skills are grounded in lower order skills such as discriminations, simple application and analysis, and cognitive strategies and are linked to prior knowledge of subject matter content.

In an integral perspective, and also in the corporate context, thought leadership requires innovation and creativity in conception as well as in execution. Innovation which brings the new idea and creativity in execution which leads to a successful realisation or materialization of the idea in the outer life, are the two aspects of total thought leadership. To realize this ideal we have to go back to the fundamentals and examine the types of thinking, identify those types which can lead to thought – leadership in the future and cultivate them systematically in education, training and development and in the Individual, organisation and the nation as a whole. This article examines thought-leadership in this broader, holistic and long-term perspective.

Human beings are the product of genes and their growing environment. Educators generally agree that the learner learns best by doing and thinking. The ability to think and the methods of thinking are learnable through training. Thinking is the process of how we sense what is happening around us (stimulus) and respond suitably. The skills in thinking are useful as they enable to live the kind of life that we wish. Thinking skills are usable in different proportions and sequences, as per our need. Different patterns of thinking are found to be useful in different types of circumstances. Nevertheless, what we teach, to develop and refine the ability to think is dependent on our efforts to teach the skill to the professional and technical students to succeed in their personal and professional life. So a key to success in creative thinking is clarity. In his article I want to stress on the clarity in methods of thinking such as Information Collection, Organization, Application, Analysis, Synthesis and Review, and the role of the teacher in teaching thinking skills.

Critical thinking can be expressed as the one of the fundamental goal of college education."Thinking" is the key element to

IEEE Computational Intelligence Magazine, 2000

Can computers have intuition and insights, and be creative? Neurocognitive models inspired by the putative processes in the brain show that these mysterious features are a consequence of information processing in complex networks. Intuition is manifested in categorization based on evaluation of similarity, when decision borders are too complex to be reduced to logical rules. It is also manifested in heuristic reasoning based on partial observations, where network activity selects only those paths that may lead to solution, excluding all bad moves. Insight results from reasoning at the higher, non-verbal level of abstraction that comes from involvement of the right hemisphere networks forming large "linguistic receptive fields." Three factors are essential for creativity in invention of novel words: knowledge of word morphology captured in network connections, imagination constrained by this knowledge, and filtering of results that selects the most interesting novel words. These principles have been implemented using a simple correlation-based algorithm for auto-associative memory. Results are surprisingly similar to those created by humans. O ne of the objections against computational intelligence considered by Alan Turing in his famous article, "Computing machinery and intelligence," [1] recalls Lady Lovelace's objection (written in

The Oxford Handbook of Personnel Assessment and Selection, 2012

This chapter describes measures of cognitive ability (general mental ability and specific abilities) and examines their usefulness for personnel selection. An overview of definition al and theoretical issues as they apply to use of such measures in personnel decision mak ing is provided first. Then, issues of reliability of measures are discussed, again with par ticular emphasis on implications for personnel selection (e.g., impact on rank order of candidates when using different measures). Next, validities of cognitive ability tests are summarized for the following criteria: overall job performance, task performance, contex tual performance, counterproductive work behaviors, leadership, creativity and innova tion, voluntary turnover, job satisfaction, and career success.

Journal of Gifted Education and Creativity, 2015

Both creativity and intuition are traits that have led to humanity's greatest innovations. Creativity is a form of problem solving that can be found in all areas of human endeavor. There are certain personal traits that highly creative people seem to possess; however, there are also creative dispositions that can be developed in order to enhance people's creativity. Creativity relies on a knowledge based and involves four types of thinking: fluency, flexibility, elaboration, and originality. Creativity is a process not an event. This process can be represented by the Wallas Four-Stage Model of Creativity. Intuition is a sudden knowing or insight glean apart from logic or knowledge. Three levels or types of intuition are identified here: rational intuition, predictive intuition, and transformational intuition. There are a variety of things that can be used to enhance the intuitive process such as quieting the mind, focused attention, developing an attitude of receptiveness, validating images and impressions, and free writes. Finally, intuition can be a valuable resource to use in problem solving and decision making. Keywords creativity, intuition, education Jhonson Creativity Creativity is a trait that has helped to produce the most important innovations in human history and solve some of our most complex and compelling problems. So what is it? Creativity is a type of thinking that enables people to generate ideas, invent new ideas, improve old ideas, and recombine existing ideas in a novel fashion (Gallagher & Gallagher, 1994). Creativity is an encounter of the interestedly conscious human being with his or her world; the process of bringing something new into being (May, 1975). Behaviorally, creativity can be defined as the ability to produce work that is novel, high in quality, and appropriate (Feldman, Csikszentmihalyi, & Gardner, 1994; Sternberg & Lubart, 1999). Novel here means that the work is original or unique, something nobody has thought of or done before. Appropriate in this context means that the work is of some aesthetic or pragmatic value (Starko, 2005; Swartz & Perkins, 1990). Torrance describes creativity as "the process of sensing difficulties, problems, gaps in information, missing elements, something askew; making guesses and formulating hypotheses about these deficiencies; evaluating and testing these guess and hypothesis; possibly revising and retesting them; and last, communicating the results" (1993, p 233). Creativity as Problem Solving Creativity is essentially a type of problem solving (Gardner, 1994). Problems can be found in all areas including the arts, business, and science, the military, and even education. Examples: How can we design a car to run on electricity? How can this feeling or idea be expressed through movement, dance, music, or visual art in a way that entertains? What kind of a play will enable our team to score a touchdown? How can I make this relationship work? How can this concept be explained so that people understand it? How can this skill be taught? How can I keep my 7 th hour social studies class actively engaged? How can I write a book so that undergraduates can easily understand important concepts in educational psychology? These are all problems that require creative thinking for their ultimate solution. When looking at creativity as problem solving you will note that this definition sounds similar to Gardner's and Sternberg's description of intelligence. Indeed, the line between intelligence and creativity becomes blurred when both cognitive traits are seen as having equal importance in solving problems and creating products (Sternberg & Lubart, 1991). A creative person is going to be better able to solve problems because the process of generating ideas provides more alternatives from which to evaluate and ultimately choose. But if you are not aware of a problem in the first place how are you going to be able to solve it? You are not. Thus, being able to perceive problems is also an important part of creativity (Csikszentmihalyi, 1994). A problem is a difference between the current and ideal state. Creative individuals are able to sense this difference (between what is and what could be). Examples of problem perception can be seen in Figure 1.