Dimensions,Cognitive SkillsEssay Preview: Dimensions,Cognitive SkillsReport this essayThe overall views of dimensions, cognitive skills and listening skills have a few things in common. Cognitive development plays a significant role in a persons ability to think critically as well as perception and strategic planning. “Professors have proposed the idea that cognitive development consisted of the development of logical competence, and that the development of this competence consists of four major stages” (Emory University, 2003, p. 34). Generalizations of this concept are possible and different fields of study will define their spaces by their own relevant dimensions, and use these spaces as frameworks upon which other studies are based (University of Alberta, 2003). This paper discusses the dimensions of mathematics as well as an overview of cognitive skill listening skills, perception and strategic planning
A dimension is a Latin word meaning “measured out” (Hall, 1996). A dimension is a parameter or measurement required to define the characteristics of an object. Dimension can be described in size and an object of space like a room (Wikipedia.com, 2007). When mathematicians and physicists talk about dimensions, they mean the number of independent coordinates needed to specify any point in a given space (SuperStringTheory.com, 2007). Dimensions are also demonstrated in the way we live, talk, and go on with our everyday lives. According to the Super String Theory (2007) “dimensions actually do not perceive them but they form the frame in which they perceive events” (p. 1). This would allow people to explore dimensions in a larger perspective of life.
The Problem
Many human beings have experience that the world is not “real” at all. Some of them do not consciously think that their lives are completely or practically the “real” world. Others think that their lives are actually merely the products of their innermost “thought” (Paulet and Tauscher 1999). The key to understanding this self-understanding is to examine the reality inside the dimensions we do not perceive. All life-forms have different levels of experience. In general the level-of-awareness of reality in our world is very low. However, some of the largest scales of our experience are the ones with the highest level of awareness.
The problem with this is that when we “experience” something and think so much that our actions are not “real” and our actions are not real, we become emotionally “disoriented.” We might call this the “perversion of reality” problem, but it is a more general problem. This could be an emotionally driven problem that is caused by our actions, thoughts, and feelings. But other than creating feelings, this is nothing new. If this problem arose from the need to get out in the open, it is not hard to imagine another problem, like the problem with UFOs, of the size and dimensions they show us (and more). In fact, there is still a debate about the extent to which we humans and others would notice the physical dimensions because of our imagination and imagination only. But if the dimensions are such they are and if we were ever consciously aware of them and thought so much about them that anything would not take away from our own life experience, we might consider this a different problem.
It is well known that in some animals or creatures with higher levels of conscious awareness, there is a certain amount of arousal to things and to things at certain times of the day; in many mammals and birds, for example, arousal is accompanied by “pouty” states and in some amphibians there is a certain amount of arousal to or pleasure in eating. Some mammals and birds like to hide and carry food as they move. Some birds like to explore and touch. But some mammals, such as whales and great white sharks, are always aroused by the sounds they hear, the sounds of birds and whale sounds. Perhaps it is as much arousal as “pouty” or “happy” (Gartner 1994). When we think about something and act so big that it is not really real or it is perceived by us as real, then arousal is likely to occur. Thus the level of awareness of the physical dimensions that we use to describe the behaviors and how we see and feel are dependent on how we react.
The Importance
The fact that it is impossible to perceive dimensions of this sort has been shown to be extremely important, especially since there is a scientific literature in favor of this (see for instance, PĂ©rez-Lebaut et al. 2001). The idea that
According to Isaac Newton, time is universal for all objects no matter their motion, relative to one another (Miller and Rollnick, 2002). This point of view held until Einstein changed it because he was bothered that it wasnt consistent with the propagation of light as electromagnetic radiation (SuperStringTheory.com, 2007). If time is a coordinate, then instead of three coordinates to describe a point in space, we have four coordinates to describe an event in space time. This is why it is said that our space time has four dimensions.
Dimensions are the parameters required to describe the position and relevant characteristics of any object within a conceptual space where the dimension of a space is the total number of different parameters used for all possible objects considered in the a model (Wikipedia.com, 2007). For example, locating a point on a plane requires two parameters latitude and longitude. The corresponding space has therefore two dimensions, its dimension is two, and this space is said to be two dimensional. Locating the exact position of an aircraft in flight requires another dimension hence the position of the aircraft can be rendered in a three-dimensional space (SuperStringTheory.com, 2007).
In the dimension of mathematics, there are fourteen dimensions including: length, height, width, space, time, light, units, breadth, electric energy, inductive dimension, metric spaces, magnetic energy, cardinality, and parallel universes (Wikipedia.com, 2007, SuperStringTheory.com, 2007). Theories such as String Theory and M-theory predict that space, in general, has ten or eleven dimensions, respectively (Wikipedia.com, 2007). The universe, when measured along these additional dimensions, is subatomic in size. As a result, we perceive only the three spatial dimensions that have macroscopic size. Humans can only perceive up to the third dimension while humans have only the knowledge of travel through the fourth. They cannot, however, see anything past the fourth (SuperStringTheory.com, 2007).
Cognitive skills are any mental skills that are used in the process of acquiring knowledge. These skills include reasoning, perception, and intuition. Kiel, (1999). describes the importance of cognitive skills in acquiring literacy skills:
Reading and writing rely on a specific set of cognitive skills such as attention, memory, symbolic thinking, and self-regulation. As children learn to read and write, they continue to improve these skills, making them more purposeful and deliberate. Deliberate attention is required to differentiate between letters, even if they look alike, and to isolate specific portions of a word for encoding or decoding it. Children must remember the previous words as they decode the subsequent words in a sentence. If they do not make a purposeful attempt to remember, they cannot extract what the sentence means. Writing and reading are the use of symbols and if children cannot think symbolically, they cannot learn to manipulate letters and words. Finally, self-regulation must be in place so that children can monitor their own understanding of the print so they can abandon ineffective reading strategies and move on to more effective ones. (p.165)
Most often, cognitive skills are something that an individual was taught or some new information that an individual has gained. One can think about it or talk about it in their own words. People use cognitive skills whenever they try to understand or comprehend something. Cognitive skills are very important in everyday life. Without cognitive skills, children would fall behind because they would not be able to integrate new information as they are taught it. The sad truth is that most students move on to the next grade before they have appropriately mastered the basic academic skills like reading, writing, and math. Because the students have not fully developed their cognitive skills, the ability to learn and make sense of new information is crucial to successful learning (Sternberg, 2003). This is why developing cognitive skills is so important.
Critical thinking is ones ability to create logical conclusions based on reasoning to more complex definitions which take into consideration a persons emotions, personal feelings, and cultural biases. According to the U.S. Department of Education, National Center for Education Statistics, “critical thinking is a broader term describing reasoning in an open-ended manner, with an unlimited number of solutions” (Erwin, 2000, p. 11). Critical thinking requires that the thinker improve the quality of their thinking by skillfully taking charge of the very structures of thought and by imposing intellectual standards upon them (Emory University, 2003). The structures of critical thinking include cognitive skills, emotion, personal feelings, judgment, argument, and logic (2000).
In summary, the critical thinking of children in the U.S. is based upon the assumption that rational decision making should be based on feelings, personal feelings, and cultural biases. For this reason, critical thinking, especially of childhood to high school students, is often considered a form of parental responsibility. According to the Department of Defense, critical thinking is the process by which students learn to apply their critical thinking abilities to understand more complex, difficult information (Hochschild, 2009b). According to a 1992 paper on critical thinking by W. G. Pugh (Harvard School of Economics) (in preparation for a book of his), critical thinking occurs when the student identifies a critical idea or question and provides information that might be helpful in solving the question. If, however, the student fails to respond to the information in a satisfactory way and therefore is unable to provide a meaningful response, critical thinking is considered unsuccessful. In addition, the “inborn capacity” of critical thinking, such as being able to think logically but to think with a mental grasp, can prevent the student from learning how to respond to information that might lead to a successful outcome.
Critical thinking can be a “learning opportunity” for some in the home. According to the National Center for Education Statistics Annual Learning Opportunity Report (US Department of Education), the average score of critical thinking among high school students is 731.0. According to a 2012 report from the Foundation for Professional Development of the National Center for Educational Statistics, The Educational Progress Rate of the U.S. is 1.04 to 2.12, and it is a negative 1.04 to 2.20. A recent study by the National Coalition of Scholars estimated that about one-third of high school students have experienced major stress. To date, there are approximately 7,600 students in the U.S. who have had serious mental health problems with such problems that it would not be possible to distinguish between the two.
Criticizing critical thinking is therefore the process by which the “educational problem solving” process can be addressed in the home. This problem-solving process consists of examining multiple critical concepts involving all four major components of critical thinking. In this process, critical thinking is an ability of the student to examine other people’s actions in an open and objective way, to recognize and identify patterns, and to correct problems in the problems encountered. In addition, critical thinking is a capacity in the home to create a more flexible understanding of the world and a greater appreciation of the possibilities of change (Burglari et al., 2011), and to avoid the obstacles of being distracted, angry, and withdrawn. Critical thinking is often used by families and friends of students in developmental learning programs to identify and address difficult developmental issues that parents and children may encounter in the home or as children. Individuals who have suffered mental illness and have been able to provide supportive support to their children who struggle with life challenges are often referred to by their schools as “critical students.” With their access to resources, they are able to take responsibility for themselves and help others.
While parents must understand their children’s problems, the parents must recognize the responsibility children
In summary, the critical thinking of children in the U.S. is based upon the assumption that rational decision making should be based on feelings, personal feelings, and cultural biases. For this reason, critical thinking, especially of childhood to high school students, is often considered a form of parental responsibility. According to the Department of Defense, critical thinking is the process by which students learn to apply their critical thinking abilities to understand more complex, difficult information (Hochschild, 2009b). According to a 1992 paper on critical thinking by W. G. Pugh (Harvard School of Economics) (in preparation for a book of his), critical thinking occurs when the student identifies a critical idea or question and provides information that might be helpful in solving the question. If, however, the student fails to respond to the information in a satisfactory way and therefore is unable to provide a meaningful response, critical thinking is considered unsuccessful. In addition, the “inborn capacity” of critical thinking, such as being able to think logically but to think with a mental grasp, can prevent the student from learning how to respond to information that might lead to a successful outcome.
Critical thinking can be a “learning opportunity” for some in the home. According to the National Center for Education Statistics Annual Learning Opportunity Report (US Department of Education), the average score of critical thinking among high school students is 731.0. According to a 2012 report from the Foundation for Professional Development of the National Center for Educational Statistics, The Educational Progress Rate of the U.S. is 1.04 to 2.12, and it is a negative 1.04 to 2.20. A recent study by the National Coalition of Scholars estimated that about one-third of high school students have experienced major stress. To date, there are approximately 7,600 students in the U.S. who have had serious mental health problems with such problems that it would not be possible to distinguish between the two.
Criticizing critical thinking is therefore the process by which the “educational problem solving” process can be addressed in the home. This problem-solving process consists of examining multiple critical concepts involving all four major components of critical thinking. In this process, critical thinking is an ability of the student to examine other people’s actions in an open and objective way, to recognize and identify patterns, and to correct problems in the problems encountered. In addition, critical thinking is a capacity in the home to create a more flexible understanding of the world and a greater appreciation of the possibilities of change (Burglari et al., 2011), and to avoid the obstacles of being distracted, angry, and withdrawn. Critical thinking is often used by families and friends of students in developmental learning programs to identify and address difficult developmental issues that parents and children may encounter in the home or as children. Individuals who have suffered mental illness and have been able to provide supportive support to their children who struggle with life challenges are often referred to by their schools as “critical students.” With their access to resources, they are able to take responsibility for themselves and help others.
While parents must understand their children’s problems, the parents must recognize the responsibility children
Emotion and personal feelings are often referred to as barriers to critical thinking. Emotional influences have the ability to “bury, twist, and fragment the thinking process” (Kirby & Goodpaster, 2002, p. 30). However, these same emotions and feelings are a necessary part of the critical thinking process. “Feeling without thinking is often cold and sterile” (Sternberg,