Human cognitive ability includes observation, memory, imagination and attention. First, observation-observing the world is an important and very effective ability to collect information. Observation should be systematic, comprehensive and meticulous, so as to fundamentally grasp the context of things and serve as a guide for your actions. But some young friends disdain to observe the details of things, and always think that these things are useless, so they ignore them. In fact, it is closely related to success. As long as you collect these tiny parts and arrange them according to a certain system, you will find that this is an extremely important piece of information, or the information you are looking for at present. So pay attention to this detail everywhere. When more information is accumulated, you will find that all information can be interdependent. Look at the world with your eyes and discover the world with your heart, and the same world will bring us surprises and rewards. So, how to cultivate observation? The following briefly introduces several methods to cultivate observation. (1) observation with a clear purpose and no purpose is not harvested. Turning a blind eye and turning a deaf ear is often a waste of time and energy. For example, when visiting exhibitions, some people have a clear purpose of observation and have gained a lot after visiting. Some people walk aimlessly and walk around for nothing. Generally speaking, the more specific the purpose of observation, the better the effect of observation. (2) The method is suitable for blind people to touch elephants. In life, why have we never played the role of "blind"? One-sided observation often makes us generalize. Therefore, it is very important to master good observation methods, and good methods often get twice the result with half the effort. The better observation methods are: ① Orderly. Observe things in a certain order. Generally, there are various observation forms, from top to bottom, from left (right) to right (left), from front to back, from far (near) to near (far), whole-part-whole. Only in this way can the observation be organized and not be ignored. 2. Get to the point. According to the purpose of observation, observation should grasp the main and key features and make careful and repeated observations. For other features, general observation is time-saving and labor-saving. 3 contrast. This observation method refers to comparing the observed objects in order to understand the general characteristics and individual characteristics of things. This observation method can compare more than two things and find out their differences in gender and personality. You can also compare different aspects of a thing and find out its main features. ④ comprehensiveness. When observing, we should observe the various characteristics of the object, one by one. We should also pay attention to observing a certain number of things. Only in this way can one-sidedness in observation be prevented and overcome. The above observation methods cannot be used alone, but should be used in conjunction with other methods. Of course, you can choose one of the methods as the main observation method. (3) The effect of basic knowledge observation is closely related to the observer's knowledge reserve. * * * once said, "Only what is understood can be better perceived, and what is perceived may not be understood." For example, it is common for apples to fall to the ground. Why did Newton observe this situation and inspire him to discover gravity? This is because he has a solid mechanical foundation and is studying and thinking about this problem, so such observation can be effective. (4) Making observation notes plays an important role in observation. First of all, observation notes are conducive to the accumulation and preservation of observation data; Secondly, observation notes are conducive to orderly observation, improve language expression ability and make it more logical. In addition, observing notes is conducive to the development of thinking, and sometimes new inspiration can be realized. Taking observation notes should be concrete, true and accurate, and grasp the main characteristics of the observed object. When taking observation notes, you can also write some opinions on the preliminary study of things. The contents of observation notes can be recorded as one-time observation or continuous observation. As long as you persevere, your insight into the world will be improved, your connotation will be profound, and your knowledge reserve will be increasingly extensive. As the saying goes, it is not difficult to travel around the world. Second, memory-recording the progress of Karl, the master of human psychology? Jung said: "All human thoughts are just human collective memory, and so is human history." The master's words can be summed up in one sentence. What exactly is memory? Memory is the reflection of past experiences in our minds. You have been to many places of interest! You have seen many plays and movies! You have heard many popular songs. ......
What is cognitive ability and what does human cognitive ability include?
Cognitive ability:
Refers to the human brain's ability to process, store and extract information, that is, people's ability to grasp the composition of things, the relationship between performance and other things, development motivation, development direction and basic laws.
Cognitive ability is the most important psychological condition for people to successfully complete activities. The abilities of perception, memory, attention, thinking and imagination are all considered as cognitive abilities.
What is cognitive ability and what does human cognitive ability include?
Cognitive abilities; Cognitive ability refers to the ability of human brain to process, store and extract information, that is, people's ability to grasp the composition of things, the relationship between performance and other things, the driving force of development, the direction of development and the basic laws. It is the most important psychological condition for people to successfully complete their activities. The abilities of perception, memory, attention, thinking and imagination are all considered as cognitive abilities.
American psychologist R.M. Gagne put forward five cognitive abilities: verbal information (the ability to answer the question of what the world is); Intellectual skills (ability to answer why and how questions); Cognitive strategy (the ability to consciously adjust and monitor one's cognitive process); Attitude (the reaction of emotions and emotions forms learners' attitude towards behavior, which means that learners form an internal state or tendency that affects their behavior choices); Motor skills (activities consisting of organized and coordinated muscle movements)
What are the main aspects of cognitive ability? What are the qualities corresponding to various cognitive abilities? How to cultivate the cognitive ability of primary and middle school students?
From the point of view of modern information theory, the performance of cognitive ability refers to the ability to receive, process, store and apply information. From the point of view of traditional psychology, cognitive ability includes the ability of attention, perception, memory, thinking and imagination. In short, it is people's basic ability to understand nature and society. Primary school students' attention, perception, memory, thinking ability and imagination need to proceed from students' reality and gradually improve. Success can't be achieved in one step, there is a gradual process, and we can't rush it. The so-called corresponding quality is good attention, which is manifested in concentration and stability of attention; A keen sense, perception; If you have a strong memory, it is best to never forget it; Active thinking; Rich imagination.
What are the cognitive abilities of professional technicians?
Stress and mental health of professional and technical personnel I. Overview of stress I. What is work stress What we usually call work stress usually refers to the source of stress. In the research process of job stress, researchers have not reached an agreement on the definition of job stress. It is generally believed that the stress problem in the work background is the work stress problem. Some negative stress reactions caused by work stress are essentially anxiety reactions caused by the interaction between environmental requirements and personality characteristics. 2) Theories and explanations related to working pressure 1. The basic framework of OSI working pressure measurement This system is based on the working pressure interaction model, and regards the pressure result as the result of the interaction between the pressure source and a series of regulating variables. The moderating variables include personality characteristics, locus of control and coping strategies. 2. Robbins' stress model Robbins believes that stress is a dynamic situation. When an individual is faced with opportunities, limitations and requirements associated with the desired goal, and the corresponding results are important to the individual, but they are uncertain, pressure is generated at this time. He believes that the stressor consists of three potential factors: environment, organization and individual. Whether stressors can produce stress depends on individual differences; The five intermediate variables that individual differences affect stress are personal cognition, work experience, social support, locus of control and hostility. Stress results include physiological, psychological and behavioral characteristics. 3. In Neustrom's work stress model, stressors can be divided into two categories: work factors and non-work environment, and it is pointed out that work stressors can cause two kinds of stress scenarios: positive stress and negative stress, and the stress results include both positive effects at the organizational level and negative effects at the individual level. 4. The relationship between job stress and job performance is inverted U-shaped; That is, when the sense of stress is lower than the medium level, it will help the body, enhance the body's response ability, and personal work will be better and faster; But when putting too much pressure on individuals and putting forward too many requirements and restrictions, personal performance will be reduced. Second, the pressure sources of professional and technical personnel 1) personal factors 1, career development. It mainly includes concerns about unemployment, promotion, transfer and personal development. 2. Family and economic problems. Personality characteristics. An important factor affecting work stress is personal personality tendency. Many times, pressure comes from the heart, and personal thoughts often affect the degree of stress. 2) Organizational factors 1, tasks and role requirements Task requirements refer to some factors related to the work that individuals are engaged in. As far as the nature of work is concerned, the heavy workload, the pressure of time and deadline and the bad working environment are often the main sources of stress. Role requirement refers to the pressure brought to individuals by their specific roles in the organization. Role conflict will bring personal expectations that are difficult to coordinate and realize. When an individual is asked to do a lot of things and there is not enough time, there will be a sense of role overload; If the role expectation is not clear, it will produce a sense of role ambiguity; When you have multiple roles and different roles conflict, you will have anxiety. 2. Interpersonal factors The influence of complex interpersonal relationships in the workplace on the psychology of professional and technical personnel cannot be ignored. For example, individuals who lack social support from their colleagues or have a tense relationship with their superiors will all feel stressed. Of course, stress is also related to personal personality characteristics. 3. Organizational structure and culture If there are too many organizational rules and regulations, employees lack the opportunity to participate in decision-making, or the internal communication chain of the enterprise is too long and lacks open communication, employees will be affected at work. In addition, the management style of middle and senior managers in an organization will also have an impact on employees. Finally, the life cycle of an organization, especially the start-up period and the recession period, will also bring different degrees of pressure to employees. External environmental factors 1, economic and political uncertainty 2, technical uncertainty. Problems such as technical uncertainty brought about by enterprise reform will also become stressors. Especially for some enterprises in transition, environmental changes have a profound impact on employees' concepts and mentality. 3. National conditions and cultural differences. Differences in national conditions and cultures will also bring about differences in stressors. Third, professional and technical personnel's stress response and management 1) personal level 1, timely self-reflection Individuals can appropriately reduce their stress response by analyzing themselves and their stressors. Including understanding their own personality characteristics, living habits and working conditions, listening to their own pressure signals, examining the price they pay in the face of pressure, and paying attention to finding out the source of pressure. 2, effective management of time individuals can adjust their work and time, so that they can recover from the state of excessive tension to the state of optimism and relaxation. Common time management principles at work include: first, list things to do every day; Secondly, ......
What are the cognitive abilities of children?
1, from the sense and perception, it is impossible for three or four-year-old children to carry out purposeful and organized observation. They perceive the appearance of things and like observation tools. Something tangible, prominent and distinctive. Only when you are five or six years old will you gradually have a purpose: you can gradually carry out perception and observation activities according to the scheduled tasks and the requirements of adults.
2. Preschool children's unintentional attention is dominant, and intentional attention is gradually formed. Someone once did an experiment: taking children of all ages to the zoo to observe "wolves and foxes". The teacher first put forward the observation task to the children, asking them to pay attention to the difference in appearance between wolves and foxes. When I first arrived at the zoo, because there were many animals around that aroused children's interest, many children immediately focused on monkeys who liked to play, and inadvertently forgot the task of observing "wolves and foxes". Despite the teacher's repeated requests, the children in the small class still ignored it and refused to leave the monkey cage. Under the guidance of the teacher, the children in the big class can control themselves more, and deliberately shift their attention to observing "wolves and foxes" and continue to perform the original observation task.
3. Preschool children's memory is intuitive and unintentional. They are easy to remember anything that is directly related to their children's lives, has a vivid impression and can arouse their interest. For example, children's birthdays and "June 1" festivals. Simply treating memory as a special purposeful activity, they find it difficult, especially for children in small classes. For example, if children in small classes are asked to retell the story of Wolf in Sheep's Clothing, most children feel that they can't remember it and can't tell it. This is because the child can't concentrate intentionally when the teacher is telling this story. Some are playing with towels, some are clutching skirts, or looking at something else. Psychological research shows that anyone who wants to remember one thing must pay attention to it first. Memory is always inseparable from attention. Children in small classes can't concentrate at will, and of course they can't remember the stories they have heard. The situation of children in the middle class is different from that in the big class. They can consciously step by step. For example, the teacher told the story "Wolf in sheep's clothing", and they listened carefully, and they could basically retell the content and plot of the story. Preschool children have strong mechanical memory but poor meaning memory. For example, three or four-year-old children can recite five or six poems by Chairman Mao, and five or six-year-old children can recite more than ten Tang poems. Although they still don't understand the content and meaning of these poems, they can remember them by practicing many times. It is difficult for him to tell the content and significance of these poems.
4. Preschool children's imagination is characterized by unintentional imagination and re-created imagination, and creative imagination is developing. Preschool children's unconscious imagination is manifested in the diversity of subjects. For example, a child in a small class may become a butterfly by drawing a person at one moment, a horse at another, and occasionally adding some shadow lines to the pony. Small class children's imagination is sometimes confused with reality. For example, when playing the game of "cat and mouse", children who play the role of "cat" often bite the hands of children who play the role of "mouse" and bleed. At this stage, children's imagination is also particularly exaggerated. They like to exaggerate certain features and plots of things. For example, a child draws a cow, and he draws the nipple of the cow bigger than the head of the cow. At this time, children's imagination does not point to a certain purpose, but is satisfied with the imagination process itself. With the growth of children's age, the development of language and thinking, imagination and intention gradually increase, and they can obey certain purposes. For example, when children in large classes play the game of "driving a car", their imagination revolves around the theme. First build a "car" with stools and chairs, with the cab in front and the carriage in the back, and then assign roles, some as drivers, some as ticket sellers, some as passengers, etc. These imaginations are carried out consciously and purposefully.
Preschool children's imagination begins to develop mainly through recreating imagination and creating imagination. The reconstruction imagination of small class children basically imitates some simple actions in adults' daily life, such as cutting vegetables and cooking. The creativity of children's imagination in large classes has increased significantly. They can process and transform things they have touched in the past in their brains and create new images. For example, when retelling fairy tales, they can use their imagination to supplement and enrich some plots of the story, instead of retelling them sentence by sentence.
5, preschool children's thinking are ......
What are the aspects of cognitive function evaluation?
Activities of daily living (ADL) refers to a series of basic activities that people need to take care of themselves, such as clothing, food, shelter and transportation, keep personal hygiene clean and live independently in the community. The ability of daily living reflects people's basic activity ability in family (or medical institution) and community, so it is a very basic and important research object in rehabilitation medicine.
What are the cognitive abilities of children?
Generally speaking, children's cognitive abilities include perception, attention, memory problem-solving ability and reasoning ability. Nesser, the father of modern psychology, emphasized in Cognitive Psychology that cognition refers to the whole process of conversion, simplification, storage, recovery and application of sensory input.
Perception is the basis of people's understanding of the world, in which perception is produced through the transmission of various sensory organs. There is no integrated information, but perception is organized. It integrates the perceived information and gives meaning. Generally speaking, perception is after feeling, but in time, the processes of perception and feeling often overlap.
Attention also includes * * * and attention. * * * with attention, sometimes called joint attention, refers to the process in which one individual follows the attention of another to make two people * * * pay attention to the same object. Memory is the preservation and reproduction of people's past experiences. The basic process of memory includes memory, retention and recall or recognition. The importance of memory is self-evident. Without memory, people can't keep the information they perceive, nor can they learn and think.
Thinking ability is an important embodiment of people's cognitive ability and an advanced stage of cognitive activities, in which problem solving ability and reasoning ability are important components of thinking ability.
Every activity in our life needs the participation of cognitive ability. For example, when children see flowers and trees, they can recognize that objects have different shapes. Children begin to know their parents and friends, point out their parents in photos, remember some things and forget some things, and learn to sing children's songs and tell stories; Children can recognize themselves in the mirror, know what they are, and gradually express emotions such as happiness, guilt and embarrassment; Children learn to speak slowly, count, learn all kinds of cultural knowledge, learn to play chess and games, learn to solve small problems in life, and ask others for help when they encounter difficulties. Children's activities in life reflect their existing cognitive abilities.
What life ability includes, and what social ability includes.
One: Living ability refers to people's self-care ability in life. Generally includes the following aspects:
1. Able to handle daily chores, such as cooking, sanitation, shopping, study, etc.
2. Be able to handle personnel relations in interpersonal relationships and handle some affairs independently.
3. mentally, I can bear all kinds of pressures alone.
4. Be able to think and understand independently in learning.
Secondly, social competence can be summarized into two components: (1) adaptive behavior; (2) Social skills.
Adaptive behaviors include:1; Interaction with others, such as accepting authority, conversation skills and cooperative behavior; 2; Self-related behaviors, such as emotional expression, moral behavior and positive attitude towards self; Wow; Task-related behaviors: participation behavior, task completion, and following guidance; And other behaviors.
Social skills include:1; Independent work skills, physical development, speech development and academic ability; 2; Self-cognitive ability, self-cognitive ability is the ability to know yourself, and only by knowing yourself can we find our place in teamwork; 3; Social cognitive ability, social cognitive ability is the ability to understand the relationship between self and others, as well as the relationship with others, so as to better communicate with others, with social cognitive ability; 4; Teamwork ability, teamwork ability is the ability to learn to cooperate with others, unity is strength, heroism can not determine everything, only unity can exert greater strength; 5; The ability to complete the task, the ability to complete the task is to be able to flexibly use the skills you know to complete what you want to do.