Cognitive developmentCognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain and cognitive psychology. Qualitative differences between how a child processes their waking experience and how an adult processes their waking experience are acknowledged (such as object permanence, the understanding of logical relations, and cause-effect reasoning in school-age children).
Piaget's theory of cognitive developmentPiaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. It was originated by the Swiss developmental psychologist Jean Piaget (1896–1980). The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. Piaget's theory is mainly known as a developmental stage theory. In 1919, while working at the Alfred Binet Laboratory School in Paris, Piaget "was intrigued by the fact that children of different ages made different kinds of mistakes while solving problems".
Cognitive scienceCognitive science is the interdisciplinary, scientific study of the mind and its processes with input from linguistics, psychology, neuroscience, philosophy, computer science/artificial intelligence, and anthropology. It examines the nature, the tasks, and the functions of cognition (in a broad sense). Cognitive scientists study intelligence and behavior, with a focus on how nervous systems represent, process, and transform information.
Cognitive therapyCognitive therapy (CT) is a type of psychotherapy developed by American psychiatrist Aaron T. Beck. CT is one therapeutic approach within the larger group of cognitive behavioral therapies (CBT) and was first expounded by Beck in the 1960s. Cognitive therapy is based on the cognitive model, which states that thoughts, feelings and behavior are all connected, and that individuals can move toward overcoming difficulties and meeting their goals by identifying and changing unhelpful or inaccurate thinking, problematic behavior, and distressing emotional responses.
Cognitive psychologyCognitive psychology is the scientific study of mental processes such as attention, language use, memory, perception, problem solving, creativity, and reasoning. Cognitive psychology originated in the 1960s in a break from behaviourism, which held from the 1920s to 1950s that unobservable mental processes were outside the realm of empirical science. This break came as researchers in linguistics and cybernetics, as well as applied psychology, used models of mental processing to explain human behavior.
Memory consolidationMemory consolidation is a category of processes that stabilize a memory trace after its initial acquisition. A memory trace is a change in the nervous system caused by memorizing something. Consolidation is distinguished into two specific processes. The first, synaptic consolidation, which is thought to correspond to late-phase long-term potentiation, occurs on a small scale in the synaptic connections and neural circuits within the first few hours after learning.
Cognitive neuroscienceCognitive neuroscience is the scientific field that is concerned with the study of the biological processes and aspects that underlie cognition, with a specific focus on the neural connections in the brain which are involved in mental processes. It addresses the questions of how cognitive activities are affected or controlled by neural circuits in the brain. Cognitive neuroscience is a branch of both neuroscience and psychology, overlapping with disciplines such as behavioral neuroscience, cognitive psychology, physiological psychology and affective neuroscience.
LearningLearning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.
PercentageIn mathematics, a percentage () is a number or ratio expressed as a fraction of 100. It is often denoted using the percent sign (%), although the abbreviations pct., pct, and sometimes pc are also used. A percentage is a dimensionless number (pure number), primarily used for expressing proportions, but percent is nonetheless a unit of measurement in its orthography and usage. For example, 45% (read as "forty-five per cent") is equal to the fraction 45/100, the ratio 45:55 (or 45:100 when comparing to the total rather than the other portion), or 0.
LogicLogic is the study of correct reasoning. It includes both formal and informal logic. Formal logic is the science of deductively valid inferences or logical truths. It studies how conclusions follow from premises due to the structure of arguments alone, independent of their topic and content. Informal logic is associated with informal fallacies, critical thinking, and argumentation theory. It examines arguments expressed in natural language while formal logic uses formal language.
Cognitive moduleA cognitive module in cognitive psychology is a specialized tool or sub-unit that can be used by other parts to resolve cognitive tasks. It is used in theories of the modularity of mind and the closely related society of mind theory and was developed by Jerry Fodor. It became better known throughout cognitive psychology by means of his book, The Modularity of Mind (1983).
SubtractionSubtraction (which is signified by the minus sign ) is one of the four arithmetic operations along with addition, multiplication and division. Subtraction is an operation that represents removal of objects from a collection. For example, in the adjacent picture, there are 5 − 2 peaches—meaning 5 peaches with 2 taken away, resulting in a total of 3 peaches. Therefore, the difference of 5 and 2 is 3; that is, 5 − 2 = 3.
Conflict (process)A conflict is a struggle and a clash of interest, opinion, or even principles. Conflict will always be found in society; as the basis of conflict may vary to be personal, racial, class, caste, political and international. Conflict may also be emotional, intellectual, and theoretical, in which case academic recognition may, or may not be, a significant motive. Intellectual conflict is a subclass of cultural conflict, a conflict that tends to grow over time due to different cultural values and beliefs.
Conflict resolutionConflict resolution is conceptualized as the methods and processes involved in facilitating the peaceful ending of conflict and retribution. Committed group members attempt to resolve group conflicts by actively communicating information about their conflicting motives or ideologies to the rest of group (e.g., intentions; reasons for holding certain beliefs) and by engaging in collective negotiation. Dimensions of resolution typically parallel the dimensions of conflict in the way the conflict is processed.
Connection (mathematics)In geometry, the notion of a connection makes precise the idea of transporting local geometric objects, such as tangent vectors or tensors in the tangent space, along a curve or family of curves in a parallel and consistent manner. There are various kinds of connections in modern geometry, depending on what sort of data one wants to transport. For instance, an affine connection, the most elementary type of connection, gives a means for parallel transport of tangent vectors on a manifold from one point to another along a curve.
Percentage pointA percentage point or percent point is the unit for the arithmetic difference between two percentages. For example, moving up from 40 percent to 44 percent is an increase of 4 percentage points (although it is a 10-percent increase in the quantity being measured, if the total amount remains the same). In written text, the unit (the percentage point) is usually either written out, or abbreviated as pp or p.p. to avoid confusion with percentage increase or decrease in the actual quantity.
Connection formIn mathematics, and specifically differential geometry, a connection form is a manner of organizing the data of a connection using the language of moving frames and differential forms. Historically, connection forms were introduced by Élie Cartan in the first half of the 20th century as part of, and one of the principal motivations for, his method of moving frames. The connection form generally depends on a choice of a coordinate frame, and so is not a tensorial object.
Connection (principal bundle)In mathematics, and especially differential geometry and gauge theory, a connection is a device that defines a notion of parallel transport on the bundle; that is, a way to "connect" or identify fibers over nearby points. A principal G-connection on a principal G-bundle P over a smooth manifold M is a particular type of connection which is compatible with the action of the group G. A principal connection can be viewed as a special case of the notion of an Ehresmann connection, and is sometimes called a principal Ehresmann connection.
Order of operationsIn mathematics and computer programming, the order of operations (or operator precedence) is a collection of rules that reflect conventions about which procedures to perform first in order to evaluate a given mathematical expression. For example, in mathematics and most computer languages, multiplication is granted a higher precedence than addition, and it has been this way since the introduction of modern algebraic notation. Thus, the expression 1 + 2 × 3 is interpreted to have the value 1 + (2 × 3) = 7, and not (1 + 2) × 3 = 9.
Connection (vector bundle)In mathematics, and especially differential geometry and gauge theory, a connection on a fiber bundle is a device that defines a notion of parallel transport on the bundle; that is, a way to "connect" or identify fibers over nearby points. The most common case is that of a linear connection on a vector bundle, for which the notion of parallel transport must be linear. A linear connection is equivalently specified by a covariant derivative, an operator that differentiates sections of the bundle along tangent directions in the base manifold, in such a way that parallel sections have derivative zero.
