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.

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.

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.

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

2020

The process of design is basically a problem-solving process, and consists of the following steps: 1) develop functional specifications; 2) develop the concept design; 3) generate design alternatives; 4) select and model the best alternatives; and 5) test and verify the design. 1 Because the process of design is a main focus of most 4-year programs in engineering technology, it is essential that students be taught the skills that will make them proficient in design. Three key skills which are essential are creativity, estimating, and critical thinking. The ability to think creatively is the skill that allows the designer to step ahead beyond what already exists, and to envision what does not yet exist. It is particularly useful in steps 1, 2, 3, and 5 of the design process outlined above. The ability to estimate allows the designer to look ahead to assess feasibility, to look back to verify assumptions and calculations, and to around to keep one's feet on the ground during the design process. It is very useful at all steps of the design process. And lastly, the ability to think critically allows the designer to move through the design process step by step, while checking the intermediate results for validity and applicability. It is essential in all the preceding design steps. Students enrolling in engineering technology (ET) quickly acquire a toolbox of ideas, knowledge, and thinking skills. The thinking skills they acquire should be among the sharpest, most versatile, and most oft-used tools in their toolbox. The degree to which students are successful in building and applying these tools is dependent on the degree to which we specifically teach them and apply them in our curriculum. Because the manner in which they integrate all these tools into their ET experience has a significant effect on the success of their career and university experience, we believe there should be a greater focus on these three specific thinking skills.

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.