noncognitive

noncognitive

(ˌnɒnˈkɒɡnɪtɪv)
adj
not cognitive, not related to the process of acquiring knowledge through the senses, experience, or reasoning
References in periodicals archive ?
Noncognitive questionnaires entail nailing down controversial opinions on issues ranging from the worth of the United Nations to homosexuality to climate change.
Workers' experience of work is adjusted "through their bodies, or through the noncognitive level that in fact conditions which emotions or attitudes can even be expressed" (202).
Nobel and McNabb (1989) examined the relationship between students' noncognitive characteristics and their performance on the ACT assessment.
Effect of Bright Light and Melatonin on Cognitive and Noncognitive Function in Elderly Residents of Group Care Facilities: A Randomized Controlled Trial.
Other studies of the schooling and job market experience of a cohort of workers showed that except for college graduates, noncognitive skills (as measured by indices of locus of control and self-esteem) have at least as high and probably a higher impact on job market outcomes than do cognitive skills.
These interventions include education, cognitive and noncognitive behavioral therapy, informational interventions, and individual and group support.
In particular, an identification error caused an inappropriate admission to an intensive care unit; this error was preanalytic, active, noncognitive, and preventable.
The key piece to this puzzle, according to Heckman, is the acquisition not just of cognitive skills through formal schooling, but also noncognitive skills such as self control, responsibility, initiative, and charisma, and GED recipients apparently possess fewer noncognitive skills relative to high school graduates.
One should draw on research in collaborative learning, which has significant cognitive and noncognitive effects of collaboration.
The major premise of this book is that in order to serve students from a wide range of backgrounds and experiences fairly, educators, administrators, and researchers need to assess students' noncognitive as well as cognitive attributes.
Keller will use his endowed chair support to explore the "Predictive Power of Noncognitive Variables.
Our examination of co-cognitive factors that influence the development of abilities, creativity, and task commitment parallels a great deal of theory and research that has looked at other noncognitive concerns such as social and emotional development, the development of self-concept and self-efficacy, character development, and the development of attitudes and values.