Observation: It is a detailed examination of phenomena prior to analysis, diagnosis, or interpretation. It is the act of noticing or paying attention. It is the process whereby a person concentrates on some features of the environment to the (relative) exclusion of others.
Discrimination: It is the power of making fine distinctions. It is the ability to perceive and respond to differences. It is considered a more advanced form of learning than generalization i.e. the ability to perceive similarities.
Memory: It is the power or process of recalling or reproducing what has been learned or experienced. It is the storing of learned information and the ability to recall. There are three processes in remembering or recalling things. They are
Perception and registering of a stimulus
Temporary maintenance of the perception or short-term memory
Lasting storage of the perception, or long-term memory
Reasoning: Reasoning is one of the most specific mental abilities. Tasks that reflect reasoning processes are classification, associations, part whole relationships, sequencing and analogies.
Classification: Arranging objects in groups according to a defined concept or plan. Initially simple, then multiple.
Association: A mental connection or relation between thoughts, feelings, ideas or sensations. It is the process of bringing ideas or events together in memory or imagination. Ex. Sorting the pictures by placing each in the appropriate pocket, that is one directly under the picture which represents that classification category. Here the thinking goes beyond perceptual accuracy to a simple form of classification reasoning .
Analogy: Similarity in some respects between things that are otherwise dissimilar. It is drawing a comparison based on such similarity.
Sequential thinking: It is a step by step linear thinking over time. The sequential system involves analysis, progression from simple to complex, organization of information and linear deductive reasoning.
Problem solving. Process involved in finding a solution to a problem. It is a strategy which confronts the child with a problem situation and requires development and application of a plan to reach a solution. Children not only use trial and error but also insight based understanding of principles, inductive and deductive reasoning and divergent or creative thinking in solving their problems.
Usually children are able to do sequential thinking and classification only after the age of 4 years. Until then children have to be given experiences in pattern making and sorting which facilitate these skills later.
Participants