Sentence examples for explanatory skills from inspiring English sources

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".

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.

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.

They find support for differences in human capital, job skill requirements, job characteristics and job skill content as explanatory factors behind the wage penalty.

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.

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.

After controlling for sociodemographic characteristics and cognitive skills, Big Five traits add explanatory power to all models except for employability.

For the latter analyses, we compared the explanatory power of the non-cognitive skills to that of the adult competencies assessed in PIAAC.