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According to this theory, this correlation should not depend critically on the level of cognitive ability, however.
This description does not clearly indicate a close relationship between preattentive processes and cognitive ability. It is not obvious that such processes contribute directly to the kind of "higher mental functioning," which is regarded as essential for abstract thinking and complex problem solving.
This suggests that individuals with higher cognitive ability should get more out of the training classes than those with lower cognitive ability.
Achievement need is a personality characteristic which should be indicative of an individual's trait motivation, whereas cognitive ability should accurately represent an individual's capability to perform effectively.
The literature suggests a particularly poor performance of educational remediation programs for adults of low cognitive ability as measured by AFQT and other cognitive tests.
Ability, at its most global level, can be thought of as general cognitive ability or the underlying general mental abilities that are expressed in the differential performance of individuals on a class of tasks that require cognitive information processing (e.g., Carroll, 1992).
Despite their insistence that it is not so reducible, the authors frequently infer "cognitive ability" from education or simply class position.
One such test of cognitive ability, the Wonderlic Personnel Test, measures an individual's ability to learn, adapt, solve problems, and understand instructions.
Washington D.C.[USA], July 27 ( ANI ): Turns out, vessels connecting the brain and the immune system play critical roles in both Alzheimer's disease and decline in cognitive ability that comes with time.
Employers must make good selection decisions to attain organizational goals, and cognitive ability tests have become well-established tools for assisting in these decisions.
Educational research and theory clearly indicate that effective teaching requires sensitivity to the learning style, as well as the cognitive ability and maturity, of the learner.
Before a stroke occurs, prolonged hypertension has been associated with a range of impairments and cognitive ability. Evidence indicates that reduction of hypertension reduces the incidence and the susceptibility of patients to brain damage.

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