A cursory assessment of a number of human resource vacancies reveals that employers seeking qualified personnel value basic skills for cognitive skills, such as language, memory, logic and reasoning. Cognitive infrastructure starts with skills at the bottom of the table, which we call fundamental cognitive skills. These are the basic processes that our brains use to assimilate, organize, store, retrieve and international school Chennai invent information from the outside world. So if students’ basic cognitive skills work efficiently and accurately, the learning process has started well. Otherwise, there will be gaps or confusion in the incoming information that can hinder learning. Basic cognitive skills include mental processes such as attention skills, visual and auditory processing, sequential processing, processing speed and others.

Other cognitive skills are logic and reasoning, which help us generate ideas and solve problems by analyzing, distracting and understanding the necessary information. This also requires auditory processing, which means that our brains mix, analyze and segment the information we have heard or heard. This cognitive ability helps students to listen to and interpret the information received. Thanks to strong visual processing skills, we can formulate designs and understand graphs and tables. The required or minimum qualifications for most jobs include functional experience or work knowledge, basic skills and professional attributes. However, the nature of personnel work, both strategic and functional, requires professionals in this field to have certain cognitive skills to perform their duties.

Academic skills consist of knowledge on various topics such as mathematics, history and science. Logic and reasoning are essential cognitive skills, especially for personnel in the discipline of relationships with employees in this field. Employee relationship specialists are often responsible for conducting workplace investigations, including interviewing employees and witnesses, investigating case law and determining the application of workplace policies.

Well, that turns out to be something that really can’t, at least in the typical sense of teaching. Fundamental cognitive skills occur in fractions of a second at an unconscious level. Therefore, they are generally not susceptible to the type of instruction teachers should give.

The vast majority of students in high poverty schools we have worked with have significant memory and / or job care deficits. This is in line with the growing research into the effects of poverty on cognitive development. In the first article in this series, we recognized what we believe to be a widespread belief across our country that equality is essential in education. Most of the teachers we know believe that students should have equal access to technology, an effective curriculum, well-trained teachers and safe and healthy learning environments. We add cognitive skills to this list of essential sources: the development of each student’s learning ability.

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