basic cognitive process


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Noun1.basic cognitive process - cognitive processes involved in obtaining and storing knowledgebasic cognitive process - cognitive processes involved in obtaining and storing knowledge
cognitive operation, cognitive process, mental process, process, operation - (psychology) the performance of some composite cognitive activity; an operation that affects mental contents; "the process of thinking"; "the cognitive operation of remembering"
attending, attention - the process whereby a person concentrates on some features of the environment to the (relative) exclusion of others
inattention - lack of attention
intuition - instinctive knowing (without the use of rational processes)
perception - the process of perceiving
apperception - the process whereby perceived qualities of an object are related to past experience
believing - the cognitive process that leads to convictions; "seeing is believing"
categorisation, categorization, sorting, classification - the basic cognitive process of arranging into classes or categories
discrimination, secernment - the cognitive process whereby two or more stimuli are distinguished
learning, acquisition - the cognitive process of acquiring skill or knowledge; "the child's acquisition of language"
remembering, memory - the cognitive processes whereby past experience is remembered; "he can do it from memory"; "he enjoyed remembering his father"
representational process - any basic cognitive process in which some entity comes to stand for or represent something else
References in periodicals archive ?
Washington, May 15 ( ANI ): The primary purpose of religious belief is to enhance the basic cognitive process of self-control, which in turn promotes any number of valuable social behaviours, say psychologist.
By the way, I think that the "binary relations" view is a very promising proposal; apart from the fact that we can find lots of binary relations (oppositions) (marked-unmarked, given-new, topic-comment, things-relations, figure-ground, foreground-background, things-relations, temporalatemporal relations, etc.), all of them can be traced to the basic cognitive process described by Langacker (1986) as comparison: "Fundamental to cognitive processing and the structuring of experience is our ability to compare events and register any contrast or discrepancy between them acts of comparison continually occur in all active cognitive domains, ..." (Langacker 1986:101).
Fortunately, we can partially protect ourselves in two ways: 1) the flying skills we acquire and maintain over time can to some degree compensate for declines in basic cognitive processes such as attention and working memory, and 2) we can adopt explicit compensatory strategies for how we approach flying, along the lines of the old adage about using our superior judgment to avoid situations that require superior skill.
Neurocognition is defined by the basic cognitive processes involved in supporting thinking and reasoning, which includes attention, memory, and executive function abilities.
Focusing on students whose first languages are Spanish or Chinese, education, psychology, speech, language, communication, and sociology scholars from North America and Asia discuss the role of family, school, and community contexts; the oral language development of young learners, including lexical and morphosyntactic knowledge, vocabulary development, and decoding skills; the development of written language and its relationships with oral language, including phonological awareness and orthographic information; the basic cognitive processes of second language development and implications for assessment and diagnosis; and reading disabilities.
The particular skills varied by domain (social-emotional skills included emotional abilities, self-concept, relationships with others, and moral abilities; physical skills included basic motor skills, patterns of physical growth, states of health, and selfcare of physical needs; and cognitive skills included basic cognitive processes, learning strategies, knowledge of the world, and academic abilities).
More recently, Ward (2003) has suggested that neural oscillations are closely related to basic cognitive processes. << Fundamental cognitive processes arise from the synchronous activity of neurons in the brain (...) Specific oscillations can be identified with particular cognitive processes: theta and gamma rhythms with memory encoding and retrieval, alpha and gamma rhythms with attentional suppression and focusing, and global synchronization at the gamma frequency with consciousness >> (p.
To sum up, I conclude that the Harvey and Fischer model may help to distinguish some basic cognitive processes; however, it may fail to identify the critical learning feedback processes that may point to most effective short road training programmes for managers.

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