Sentence examples for explanatory skill from inspiring English sources

Similarly, Freedman and Shah (2002) suggested that top down and bottom processing are affected by different types of knowledge consisting of graphical skill, domain knowledge, and explanatory skill.

In addition to graph schema and graphical skill, they made different plan through utilization of their explanatory skill involving scientific reasoning or expertise in interpretation of data represented in the graph.

In line with CI model, when test takers do not possess domain knowledge, graphical skill or explanatory skill, they did inferential processes consisting of multiple retrieval and comparison substeps.

Freedman and Shah (2002) elaborated on CI model and suggested that knowledge-based graph comprehension comprised an interaction between top-down and bottom-up processing which are not only affected by graph characteristics but also by several type of knowledge such as graphical skill, domain knowledge, and explanatory skill.

Quigg hopes that it's Gladwell himself who bought the name: "He could turn this into something great by writing a book called "The Igon Value Problem" in which he would use his vast explanatory skills to educate readers about the uses and misuses of math and statistics".

Consistent with the previous literature, several of our proxies for non-cognitive skills have explanatory power on individual earnings beyond the one captured by PIAAC test scores.

Only educational attainment is more strongly related to cognitive skills, while for wages, the explanatory power of personality and cognitive skills is similar.

Educational attainment is more strongly related to cognitive skills, while for wages, the explanatory power of personality and cognitive skills is similar.

The moderator, political skill, offers additional explanatory power, but the key takeaway is that employees respond in favourable ways to leaders that behave in authentic ways in Chinese contexts and act in positive proactive ways as a result.

In sum, students learn about: (1) The link between situations, thoughts, feelings, and behaviors, 2) cognitive biases, including pessimistic versus optimistic explanatory styles, 3) cognitive restructuring skills, and 4) students learn a variety of techniques for coping and problem-solving, including assertiveness, negotiation, decision making, and relaxation.

Repeating our development accounting exercise we find that our baseline model that uses average cognitive skills has a slightly stronger explanatory power than the model that takes into account the distribution of cognitive skills (see Table 10).