Sentence examples for cognition knowledge from inspiring English sources

Following the literature on SRL and the content analysis of students' statements about their learning process, we identified four main SRL components: Cognitive strategies (Cognition), Knowledge of cognition (Metacognition), Regulation of cognition (Metacognition), and Resource management.

Totally finding showed that Met cognition knowledge of the relationship with academic achievement is the more metacognition knowledge will students, their academic achievement also increased.

After coding the interview met cognition knowledge (knowledge about his person, task and strategy) a significant relationship with academic achievement and individual knowledge about variables predicting variance in achievement accounted for the largest share data.

In his major philosophical work, The World as Will and Representation (1819), Schopenhauer reiterated Kant's claim that, given the structure of human cognition, knowledge of things as they really are is impossible; the best that can be obtained are comparatively superficial representations of things.

Mean final exam scores and the guidance of third year high school scores first semester (first sch ool) as an indicator of academic achievement were considered and met cognition knowledge of students by questionnaire, interview questions Sonson 17(1990), which was done individually about was assessed.

For this analysis, 7 content-related questions used in all three classes were included; questions were categorized as 2 lower-order cognition (knowledge and comprehension), 2 application and 3 analysis level questions (Crowe et al. [2008]).

Volberda et al. (2010), through a bibliometric analysis based on 1213 publications from 1992 to 2005, mapped contributions, constructs, and implications of absorptive capacity in six major organizational theories: learning, innovation, managerial cognition, knowledge-based view of the firm, dynamic capabilities, and co-evolution.

Specifically, there is significant relationship between overall performance in the course and all three subscales of meta-cognition (knowledge, planning and evaluation).

While welcoming this broader definition that does not focus entirely on health status it is still unnecessarily limited in focusing on ' feeling or function' (what about cognitions and knowledge/understanding of the treatment and condition, adherence and self-care behaviours?) and only those that are affected by disease (what about the effects of treatment?).

Since the decision makers' experience, cognitions and knowledge background are quite different from each other, sometimes the preference information they provided may be various and different.

In complex decision making environment, since the attitudes, cognitions and knowledge backgrounds of the decision makers are quite different with each other, they may provide preference information with different preference ordering structures such as preference orderings, interval preference orderings and hesitant preference ordering sets.