Sentence examples for corresponding abilities from inspiring English sources

Following the design and validation of the C-OSIVQ, the development of object, spatial, and verbal cognitive styles and their corresponding abilities was examined across a wide range of ages (8 60 years old).

The ICDP enhanced interactions between health service 'approachability' and the corresponding abilities of communities and individuals to 'perceive the need for care'.

The ability to utilise effective health interventions depends on the corresponding abilities in the population to perceive, seek, reach, pay and engage.

The leaders are aware of those platforms' corresponding ability to motivate.

He sees in such innovations evidence of the only constant in language: its endless mutability, and its corresponding ability to surprise.

The global increases are a reflection of rising wealth and a corresponding ability to buy discretionary items — along with a heightened perception of sports brands as status symbols, NPD says.

If, in later, years, Dr. Brothers's public image had acquired the faint aura of camp, it was leavened by her obvious awareness of that fact — and her corresponding ability to laugh at herself in public.

The results of this study are also in line with analyses which focus at the importance of wealth, to the corresponding ability to pay and the consequences for health-care seeking, e.g. [57].

Four items (12, 13, 23, 26) could not be matched to a corresponding ability of any of the students, though the contents of these items and the requirements were covered in the curricula of all universities.

Medio's existing product offering is divided into three areas — Measure, Predict and Act, with corresponding ability to offer its customers to do things like offer dashboard with real-time customer statistics around how they are using a mobile service; figure out who is most likely to churn away from a service; and then push suggested content to them to keep them from doing so.

Given the positive relation between self-concept and corresponding ability (Eccles (Parsons) et al. 1983; Marsh and Craven 2006) as well as between perceived item difficulty and actual item difficulty (e.g., Wolf et al. 1995), we predict that individual differences in cognitive ability and differences in item difficulty explain test-taking engagement.