List of conceptual skills

List of Cognitive skills  and Mental Abilities   by Marinus Jan Marijs

Cognitive systems are a number of interrelated items of knowledge held by an individual. A cognitive system may consist of knowledge about a person, ac group, an event, a type of behaviour, a class of objects, or any subject, concrete or abstract. An individual has a number of cognitive systems which vary in complexity and in the degree to which they are interrelated.

Ulric Neisser. (1967). Cognitive Psychology. Englewood Cliffs, NJ: Prentice Hall. :

• The term “cognition” refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations. Such terms as sensation. perception. imagery. retention. recall. problem-solving. and thinking. among others. refer to hypothetical stages or aspects of cognition. …. it is apparent that cognition is involved in everything a human being might possibly do; that every psychological phenomenon is a cognitive phenomenon.

Main Groups:

Cognitive Structures
Processing
Spatial
Collecting Data
Interpretation of data
Mathematics
Planning 
Implementing
Memory   
Communication
Understanding
Volition
Learning 
Flexibility
Balanced
Self-related
Effectiveness   
Systems 
Translogical cognition
Avoiding logical fallacies  
Attitude  
Focussing  
Creativity 
Mental abilities
Concepts

The illustration on top of the page is by Johann Hamza (Austrian, 1850-1927) In the Library

Cognitive structures:

1   Logical thinking: process facts and reason solutions (conclusions)

Logical thinkers observe and analyse phenomena, reactions, and feedback and then draw conclusions based on that input. They can justify their strategies, actions, and decisions based on the facts they gather.

Logical thinking also requires setting aside assumptions and biases.

Logical thinking is the process in which one uses reasoning consistently to come to a conclusion. Problems or situations that involve logical thinking call for structure, for relationships between facts, and for chains of reasoning that are clear and easy to understand.

2   Inductive reasoning is a type of logical thinking that involves forming generalizations based on specific incidents you’ve experienced, observations you’ve made, or facts you know to be true or false.

Inductive reasoning is a logical process in which multiple premises, all believed true or found true most of the time, are combined to obtain a specific conclusion.

It is method of reasoning from particular to general; the mental process involved in creating generalizations from the observed phenomenon or principles.

3   Deductive reasoning relies on a general statement or hypothesis (sometimes called a premise or standard) held to be true to reach a specific, logical conclusion. A common example is this: If A = B and B = C, then deductive reasoning tells us that A = C. This is different from inductive reasoning, sometimes known as bottom-up thinking, which involves making broad generalizations based on specific observations.

Deductive reasoning is a logical process in which a conclusion is based on the concordance of multiple premises that are generally assumed to be true. 

Deductive reasoning is sometimes referred to as top-down logic. Its counterpart, inductive reasoning, is sometimes referred to as bottom-up logic. Where deductive reasoning proceeds from general premises to a specific conclusion, inductive reasoning proceeds from specific premises to a general conclusion. 

4   Systematic Thinking
Systems thinking is understanding how different parts of a system can influence one another within a whole. Systemic thinking, unlike analytical thinking, requires multiple skill sets to establish a holistic view of a system and explain its behavior.

5   Break down a problem into manageable parts Reductionistic approach

6   Broad thinking flexibility or breadth of view, willing to accept many different types of approaches.

7   Creative thinking A way of looking at problems or situations from a fresh perspective that suggests unorthodox solutions

8   Critical thinking
What is critical thinking? It refers to the ability to analyse information objectively and make a reasoned judgment. Critical thinking involves the evaluation of sources such as data, facts, observable phenomenon, and research findings. Good critical thinkers can draw reasonable conclusions from a set of information and discriminate between useful and less useful details to solve a problem or make a decision. 

Critical thinking is the analysis of facts to form a judgement. The subject is complex, and several different definitions exist, which generally include the rational, skeptical, unbiased analysis, or evaluation of factual evidence. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities as well as a commitment to overcome native egocentrism and sociocentrism.

9   Convergent Thinking (1 correct answer) Convergent Thinking narrows down a list of alternatives to “converge” on a single correct answer
It generally means the ability to give the “correct” answer to standard questions that do not require significant creativity.

10   Divergent Thinking (multiple possible answers) Divergent Thinking Expands the range of alternatives by generating many possible solutions.
Divergent thinking is a thought process or method used to generate creative ideas by exploring many possible solutions. divergent thinking typically occurs in a spontaneous, free-flowing, “non-linear” manner, such that many ideas are generated in an emergent cognitive fashion.

11   Formalistic thinking Formalism can be applied to a set of notations and rules for manipulating them which yield results in agreement with experiment or other techniques of calculation. These rules and notations may or may not have a corresponding mathematical semantics.

12   Concrete operational (concrete literal thinking)
Thinking in this stage is characterized by logical operations, such as conservation, reversibility or classification, allowing logical reasoning. These mental acts cannot be applied in hypothetical situations and are still limited to concrete situations.

13   Formal operational (abstract and logical thinking / reflective)
The formal operational stage is the fourth and final stage of Jean Piaget’s theory of cognitive development. It begins at approximately age 12 and lasts into adulthood.

At this point in development, thinking becomes much more sophisticated and advanced. One can think about abstract and theoretical concepts and use logic to come up with creative solutions to problems. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage

14   Digit-Symbol Substitution human associative thinking
Digit Symbol Substitution: to utilise and process information. Various cognitive components that are comprised of scanning, matching, switching, and writing operations that are reflective of several higher cognitive functions like perception, encoding and retrieval processes, transformation of information stored in active memory and decision making.

15   Imaginative thinking skills provide the ability to see things in novel ways.

16   Perceptual reasoning is the ability to think and reason using pictures/visual information. It is the ability to ‘see’ what is being asked, to understand and respond, and to organise information in one’s head through images.

17   Logic reasoning
conducted or assessed according to strict principles of validity.
Logic is the study of the forms of reasoning in arguments and the development of standards and criteria to evaluate arguments.

18   Uniformistic thinking
Thinking the same way, or of not changing or functioning different in any way.

19   Mechanistic thinking
Refers to a type of thinking based on the Newtonian view of nature and nature’s organization.

20   Network thinking.
Thinking within a group or system of interconnected people or things.
It is defined as: Adaptability, emergence, resilience, contributions, diversity and divergence. 

21   Holistic thinking / nested hierarchies, complex adaptive, Chaos theory, panarchic thinking.

22   Associative thinking
The mental process of making associations between a given subject and all pertinent present factors without drawing on past experience.

Free association.
Associational thinking is the way one processes information through integrating patterns, seeing contextual relationships, connecting seemingly unrelated elements, and three dimensional mental modelling.  This type of thinking is characterized by a rapid, fluid, cross-disciplinary ability to select and apply the appropriate thinking combination to the situation.

23   Lateral thinking – this is the term used popularised by Edward De Bono to describe a non-linear mode of thinking.  An effective way to learn how to think in order to systematically generate new ideas.

24   Structured thinking – another way of describing critical thinking; using templates and models to think exhaustively about something.

25   Positive thinking – although often referred to as an attitude rather than a distinct thinking process.

26   Tactical thinking
Tactical thinking allows for a focused approach, but not on an over aching goal. With a tactical plan a person is focused on utilizing a particular component in all aspects of their plan.

27   Strategic thinking the sort of thinking required to set direction rather than individual tactics to deliver results.

28   Metaphorical thinking
Metaphoric thinking is a substitutional mental process in which implicit comparisons are made between qualities of objects which are usually considered in separate classifications.

29   Mythical thinking implies a purely fanciful explanation of facts or the creation of beings and events out of the imagination.

30   Archetypical thinking
Based upon the original pattern or model from which all things of the same kind are copied or on which they are based; a model or first form; prototype. (in Jungian psychology) a collectively inherited unconscious idea, pattern of thought, image, etc., universally present in individual psyches.

31   Synchronistic thinking
To see “meaningful coincidences” if they occur with no causal relationship yet seem to be meaningfully related.

32   Positional thinking
The idea that we can only find value in what we have, what we experience, what we own in relation to what others have.

33   Role thinking
Reacting according to ones predetermined role.

34   Dynamic thinking: framing a problem in terms of a pattern of behaviour over time.

35   System as cause thinking: seeing internal actors who manage the policies of the system as responsible for a behaviour.

36   Forest thinking: seeing beyond the details of the system to the context of relationships in which they’re embedded. 

37   Operational thinking: understanding how a behaviour is actually generated.

38   Closed loop thinking: viewing causality as an ongoing process not as a one-time event, which effects feeding back to influence causes and causes affecting each other.

39   Quantitative thinking: knowing how to quantify, through one can’t always measure.

40   Scientific thinking: knowing how to define testable hypotheses.

41   Abductive reasoning (also called abduction, abductive inference, or retroduction) is a form of logical inference which starts with an observation or set of observations then seeks to find the simplest and most likely explanation for the observations. This process, unlike deductive reasoning, yields a plausible conclusion but does not positively verify it. Abductive conclusions are thus qualified as having a remnant of uncertainty or doubt, which is expressed in retreat terms such as “best available” or “most likely.” One can understand abductive reasoning as inference to the best explanation,

42   Integrative Thinking is the process of integrating intuition, reason and imagination in a human mind with a view to developing a holistic continuum of strategy, tactics, action, review and evaluation.

43   Visual thinking, also called visual/spatial learning or picture thinking is the phenomenon of thinking through visual processing. Visual thinking has been described as seeing words as a series of pictures.

44   Reflective thinking: reflect over a problem situation by focusing on unrelated perspectives. During this process, a mapping of high order relations can be established between a source and a target situation.

45   Statistical reasoning concerns the collection, organization, displaying,  analysis, interpretation and presentation of data.

 

Processing  

46   The ability to analyse problems and find correct answers.

Analytical skills refer to the ability to collect and analyse information, problem-solve, and make decisions.
Examine (something) methodically and in detail, typically in order to explain and interpret it.

Analytical: to separate (a material or abstract entity) into constituent parts or elements; determine the elements or essential features of (opposed to synthesize).

47   Contextualize problems to consider an idea, event, activity etc together with everything relating to it in order to understand it better.

48   To be able to evaluate to judge or calculate the quality, importance, amount, or value of different options.

49   To reflect on novel approaches 
New and not resembling something formerly known or used, original.

50   Innovation : the introduction of something new, a new idea, method, or device, contrivance, or process originated after study and experiment,” usually something which has not previously been in existence.
The creation of a new way of doing something, whether the enterprise is concrete (e.g., the development of a new product) or abstract (e.g., the development of a new philosophy or theoretical approach to a problem).

51   Contemplation
The action of looking thoughtfully at something for a long time.
Deep reflective thought.

52   Intuitive approaches  Intuition is the ability to have a grasp on a situation or information without the need for reasoning. The opposite of intuitive decision making is rational decision making, which occurs when individuals use analytics, facts and a step-by-step process to come to a decision.

53   Problem-solving: defining problems in the correct way to and
      generate solutions and selecting the right one.

54   Brainstorming a creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed.

55   Developing, conceiving and testing hypotheses
A testable hypothesis is a hypothesis that can be proved or disproved as a result of testing, data collection, or experience. Only testable hypotheses can be used to conceive and perform an experiment using the scientific method.

56   Sequencing: the ability to break down complex actions into manageable units and prioritize them in the right order.

57   Science skills include observing qualities, measuring quantities, sorting/classifying, inferring, predicting, experimenting, and communicating.

58   To use factor analysis – a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of a problem or situation.

59   The ability to reorganize patterns, and to make new connections.

60   Inventiveness apt at inventing, devising, or contriving. Apt at creating with the imagination.

61   Synthesis: Synthesize information from multiple sources.
Combining and synthesizing ideas into new concepts.

62   Category Formation is the ability to organize information, concepts and skills into categories, and forms the cognitive basis for higher-level abilities like applying, analysing, and evaluating those concepts and skills. Categories are the basis of language and organization of the world.

63   Analysis is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it. The technique has been applied in the study of mathematics and logic.

64   Calculating
When one uses numbers in order to find out an amount, price, or value.

65   Classifying
The definition of classifying is categorizing something or someone into a certain group or system based on certain characteristics.

66   Generalizing
to infer (a general principle, trend, etc.) from particular facts, statistics, or the like.

to infer or form (a general principle, opinion, conclusion, etc.) from only a few facts, examples, or the like.

 

Spatial   

67   Visual and Spatial Processing  Ability to process incoming visual stimuli, to understand spatial relationship between objects, and to visualize images and scenarios.

68   Determining static properties of entities:
Figure/ground, symmetry, shape, size, etc.

69   Determining relations between static entities

70   Determining relations of dynamics and static entities

71   Performing transformations on entities: change location, change perspective, size, etc.

72   Spatial Ability to find your way around an environment and to form mental images of it; comprehend shapes an images in 3D.

73   Ability to quickly rotate 3D objects in one’s  mind spatial

74   Spatio reasoning Ability to manipulate static mental images.

75   Spatio-temporal reasoning The ability to visualize spatial patterns and mentally manipulate them over a time-ordered sequence of spatial transformations.

76   Preforming transformations on Self: change of perspective, change of location, etc.

Collecting Data  

77   Information seeking: collecting relevant data

78   To develop processes
Identify needs and policies that can be developed.
Gather information.
Draft policy.
Finalise / approve policy.
Consider whether procedures are required.
Implement.

79   Learning the acquisition of knowledge or skills through study, experience, or being taught.

80   Interest in a great variety of subjects. Interest is a feeling of wanting to learn more about something or to be involved in something. A quality that attracts your attention and makes you want to learn more about something or to be involved in something.  

81   Being up-to-date with modern technologies keeping up with the times, as in outlook, information, ideas, appearance, or style. … extending to the present time; current; including the latest information or facts.

82   Fact Finding having the purpose of establishing the facts of an issue.

83   Interpreting data to determine the extent of problems
Data interpretation refers to the implementation of processes through which data is reviewed for the purpose of arriving at an informed conclusion. The interpretation of data assigns a meaning to the information analysed and determines its signification and implications.

84   Select important information from large amounts of data

85   Knowledge facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject, awareness or familiarity gained by experience of a fact or situation.

86   Content knowledge (declarative knowledge) which is understanding one’s own capabilities.

87   Task knowledge (procedural knowledge), which is how one perceives the difficulty of a task which is the content, length, and the type of assignment.

Interpretation of data  

88   Interpretation and evaluation of data The process of evaluating data using analytical and logical reasoning to examine each component of the data provided. … Data from various sources are gathered, reviewed, and then analysed to form some sort of finding or conclusion.

89   Scepticism Questioning evidence
The attitude of doubting knowledge claims set forth in various areas. To challenge the adequacy or reliability of certain claims by asking what principles they are based upon or what they actually establish.

90   Judgment: Ability to evaluate and diagnose complex situations

91   Decision making: To select solutions or responses. the ability to make decisions based on problem-solving, on incomplete information and on emotions.

92   Define strategies for reaching goals A method or plan chosen to bring about a desired future, such as achievement of a goal or solution to a problem. The art and science of planning and marshalling resources for their most efficient and effective use.

93   Flow: {Nakamura and Csíkszentmihályi identify the following six factors as encompassing an experience of flow.

1. Intense and focused concentration on the present moment.
2. Merging of action and awareness.
3. A loss of reflective self-consciousness.
4. A sense of personal control or agency over the situation or activity.
5. A distortion of temporal experience, one’s subjective experience of time is altered.
6. Experience of the activity as intrinsically rewarding, also referred to as autotelic experience. (Wikipedia)}.

94   Prediction To tell about or make known (future events) in advance, especially by means of special knowledge or inference: call, forecast, predict, prognosticate, project.

95   Forecasting the process of making predictions of the future based on past and present data and most commonly by analysis of trends.

96   Seeing the key elements in any situation

97   Attention to detail
Attention:   Ability to sustain concentration on a particular object, action, or thought, and ability to manage competing demands in our environment.

98   Foresight the ability to predict what will happen or be needed in the future.

99   Form hypotheses hypothesizing explanatory models to account for the observed relationships within a given domain.

Mathematics   

100   Logical-mathematical reasoning skills; ability to process and compute logical problems and equations.

101   Mathematical problem solving a fundamental means of developing mathematical knowledge at any level.

102   Numerical Ability: Ability to use numbers to quickly computer answers to problems.

103   Arithmetic Reasoning the branch of mathematics dealing with the properties and manipulation of numbers.

104   Problem solving the process of finding solutions to difficult or complex issues.

105   Symbol-manipulating capacities

106   Mathematical aesthetics
Relating to, or dealing with aesthetics of abstract cognitive structures.

107   Mathematical inclusion of frames of references (for example in relativity theory)

108   Probabilistic/indeterminant (Quantum) mathematics

109   Multi-dimensional (snare) mathematics

 

Planning  

110   Strategic Planning Strategic planning involves frequent decision making. To select a course of action to achieve goals. To examine all of the information available and then make a final decision.
Strategic planning, disciplined effort to produce decisions and actions that shape and guide one’s purpose and activities, particularly with regard to the future. Strategic planning is a fundamental component of decision making. It is a structured approach to establishing one’s direction and to anticipating the future. Through strategic planning, resources are concentrated on a limited number of objectives.

111   To be able to define  problems, challenges, and opportunities.

112   To be able to generate an selection of possible solutions or
      responses to problems.

113   Ergonomic functioning an applied approach concerned with designing and arranging things people use so that the people and things interact most efficiently and safely.

114   Goal directed, aimed toward a goal or toward completion of a task.

115   Efficiency is the quality of being able to do a task successfully, without wasting time or energy.

116   Prioritization: Prioritization is the ranking of things according to
       importance.
The action or process of deciding the relative importance or urgency of a thing or things.

117   Time management the process of planning and exercising conscious control of time spent on specific activities, especially to increase effectiveness, efficiency, and productivity.

118   Benchmark development Standard, or a set of standards, used as a point of reference for evaluating performance or level of quality.

119   Recognize opportunities for improvement, to identifying opportunities that can help to meet ones goals.

120   Resourcefulness the ability to find quick and clever ways to overcome difficulties.

121   Anticipation: prediction based on pattern recognition.

122   Picture Completion A type of intelligence by which the respondent is able to point out missing elements in pictures, such as a numeral missing from a clock face or a leg missing from an insect.

123   To deal effectively with the environment

124   Consideration the act of thinking about something carefully.

125   Goal setting is the process of identifying something that you want to accomplish and establishing measurable goals and timeframes.

126   Teleological thinking: adaptedness to a goal.

Implementing  

127   Implementing Strategies Definition: Strategy Implementation refers to the execution of the plans and strategies, so as to accomplish the long-term goals. It converts the opted strategy into the moves and actions to achieve the objectives.

128   Committed to achieving goals  involves dedicated to something, like a person or a cause.

129   Implement the solutions. The realization of an application, or execution of a plan, idea, model, design, specification, standard, algorithm, or policy.

130   Evaluate the impact of the decision and modify the course of
         action as needed. Plan or method to be used for achieving a specific goal.

131   To construct effective course of action, an overall plan that describes the selected strategies and management actions intended to achieve intended objectives, comply with necessary requirements, and are based on current and expected conditions.

132   Intrinsic Motivation: is being driven by interest, satisfaction, and challenge rather than external pressures.

133   Engagement involvement or commitment

134   To develop new initiatives, a new plan or process to achieve something or solve a problem

135   Self-evaluation, knowing if the problem has been solved correctly

136   Micromanaging
Control every part, however small, of (an enterprise or activity).

137   Macro managing
Concerned with overall plans and results than individual styles or day-to-day habits.

 

Memory  

138   Working memory
Short-term/ working memory (limited storage).
Working Memory is the capacity to hold and manipulate information “on-line” in real time.

139   Nonverbal memory: Objects & location.

140   Abstract Memory: Ability to recall information such as lists or words, mathematical formulas, and definitions.

141   Mid-long term memory

142   Long term memory

143   Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition.

 

Communication  

144   Language
Skills allowing us to translate sounds into words and generate verbal output.

145   Communication
Communication, the exchange of meanings between individuals through a common system of symbols.
Formulate effective course of action
Formulate ideas
Formulate processes

         Communication Skills:
Being a good listener
Express ideas with clarity and concision, with friendliness, confidence, empathy,
open-mindedness, and respect.

146   Verbal Comprehension Ability to understand the meaning of words, concepts, and ideas.

147   To formulate ideas, to create a strategy or come up with a plan or idea, or to express an idea in a clear, concise way.

148   Interrelational: to integrate feedback from others.

149   Word Fluency Ability to use words quickly and fluency in performing such tasks as rhyming, solving anagrams, and solving crossword puzzles.

150   Responsiveness the quality of having a reaction to something or someone, especially a quick or positive.

 

Understanding   

151   Understanding the power of comprehending especially : the capacity to apprehend general relations of particulars, the power to make experience intelligible by applying concepts and categories
Capacity of mind, especially to understand principles, truths, facts or meanings, acquire knowledge, and apply it to practise; the ability to learn and comprehend

152   Comprehension, conscious intelligence

153  Content knowledge (declarative knowledge) which is understanding one’s own capabilities

154   Task knowledge (procedural knowledge), which is how one perceives the difficulty of a task which is the content, length, and the type of assignment.

155   Insight  The form of intelligence that helps people see new relationships among concepts; involves intuition and creativity.

156   Introspection: examining the inner processes of an individual.
Introspection is the examination of one’s own conscious thoughts and feelings. In psychology, the process of introspection relies exclusively on observation of one’s mental state, while in a spiritual context it may refer to the examination of one’s soul. Introspection is closely related to human self-reflection and is contrasted with external observation.

Introspection generally provides a privileged access to one’s own mental states, not mediated by other sources of knowledge, so that individual experience of the mind is unique. Introspection can determine any number of mental states including: sensory, bodily, cognitive, emotional and so forth.

157   Object Permanence; achieves basic understanding of causality, time, and space.

 

Volition  

158   Volition or will is the cognitive process by which an individual decides on and commits to a particular course of action. It is defined as purposive striving and is one of the primary human psychological functions. Others include affect (feeling or emotion), motivation (goals and expectations), and cognition (thinking). Volitional processes can be applied consciously or they can be automatized as habits over time.

Most modern conceptions of volition address it as a process of conscious action control which becomes automatized.

159   Persistence a personality characteristic.

160   Inhibition: the ability to withstand distraction, and internal urges.

161   Delay gratification

162   A venturesome personality:
Seeks new experiences, tolerates ambiguity and risk and perseveres in overcoming obstacles.

 

Learning  

163   Crystallized intelligence
Factual knowledge of the world (e.g. word meaning).

164   Acquire new ideas ability to learn.

165   Training is teaching, or developing in oneself or others, any skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one’s capability, capacity, productivity and performance.

 

Flexibility  

166   Flexibility: the capacity for quickly switching to the appropriate mental mode.

167   Perceptual speed
Ability to grasp perceptual details quickly and accurately and to determine similarities and differences between stimuli inspection time, which is an assessment of how long it takes to make simple perceptual discriminations that meet a certain criterion of accuracy.

168   Adaptability, making necessary adjustments to solve a problem
to adapt effectively to the environment, either by making a change in oneself or by changing the environment or finding a new one.

Balanced  

169   Stability the quality of being unchanging  

170   Nuanced approach a balanced way to proceed

171   Emotional self-regulation: the ability to identify and manage one’s own emotions for good performance.

 

Self-related 

172   Self-perception
Self–perception theory posits that people determine their attitudes and preferences by interpreting the meaning of their own behavior.

173   Ambition  self-control regarding one’s goals

174   Curiosity  self-control regarding knowledge

175   Self-reflection the capacity to reorganize one’s behavior patterns so as to act more effectively and more appropriately in novel situations

 

Effectiveness  

176   Effectiveness the degree to which something is successful in producing a desired result; success.

177   Attention: Ability to sustain concentration on a particular object, action, or thought, and ability to manage competing demands in our environment.

178   Speed of Information Processing refers to how quickly a learner can process incoming information. Some scientists consider speed of information processing a central aspect of IQ.

179   Mental accuracy

 

Systems  

180   Systems thinking
Construct multivariate systems and matrices,
Coordinate more than one variable as input; consider relationships in contexts.
Events and concepts situated in a multivariate context; systems are formed out of relations; systems: legal, societal, corporate, economic, national.

181   Systems of systems (multiple perspective, pluralistic)
Create metasystems out of systems; compare systems and perspectives; name properties of systems: e.g. homomorphic, isomorphic, complete, consistent (such as tested by consistency proofs), commensurable.

182   Paradigmatic  (systems of systems of systems) interacting perspective, integrated unified thinking
Fit metasystems together to form new paradigms; show “incomplete” or “inconsistent” aspects of metasystems
Synthesize metasystems
Paradigms are formed out of multiple metasystems.

183   Cross paradigmatic
Fit paradigms together to form new fields
New fields are formed out of multiple paradigms.

184   Meta-cross paradigmatic
Reflect on various properties of cross-paradigmatic operations

 

Translogical cognition  

185   Intuition
The power or faculty of attaining to direct knowledge or cognition without rational thought and inference.

186   Inspiration
A divine influence directly and immediately exerted upon the mind or soul.

187   Revelation
The divine or supernatural disclosure to humans of something relating to human existence.

188   Union
The pursuit or experience of direct communion between a believer and an ultimate reality, divinity, spiritual truth.

 

Avoiding logical fallacies

189   Avoid fallacious reasoning (erroneous) – logical errors.

190   Identifying and acknowledging the logical fallacies one
         makes and correct them.
A logical fallacy is an error in reasoning that renders an argument invalid. It is also called a fallacy, an informal logical fallacy, and an informal fallacy. All logical fallacies are nonsequiturs—arguments in which a conclusion doesn’t follow logically from what preceded.

191   Impartiality (also called even-handedness or fair-mindedness) is a principle of justice holding that decisions should be based on objective criteria, rather than on the basis of bias, prejudice, or preferring the benefit to one person over another for improper reasons.

192   Prudence the quality of being prudent; cautiousness.

193   Cognitive restructuring (CR) is a psychotherapeutic process of learning to identify and dispute irrational or maladaptive thoughts known as cognitive distortions, such as all-or-nothing thinking (splitting), magical thinking, over-generalization, magnification, and emotional reasoning, It is used in many types of therapies, including cognitive behavioural therapy (CBT)

 

Attitude  

194   Aptitude An aptitude is a component of a competence to do a certain kind of work at a certain level. An aptitude may be physical or mental. Aptitude is inborn potential to do certain kinds of work whether developed or undeveloped. Ability is developed knowledge, understanding, learned or acquired abilities (skills) or attitude.

195   Optimism hopefulness and confidence about the future or the success of something.

 

Focussing  

196   Attention span
The length of time for which a person is able to concentrate on a particular activity or subject.

197   Concentration
The action or power of focusing all one’s attention.

198   Contemplation
The action of looking thoughtfully at something for a long time.
Deep reflective thought.

199   Meditation
A mentally clear and emotionally calm and stable state.

200   Awareness is the ability to directly know and perceive, to feel, or to be cognizant of events. More broadly, it is the state of being conscious of something. Another definition describes it as a state wherein a subject is aware of some information when that information is directly available to bring to bear in the direction of a wide range of behavioural processes. The concept is often synonymous to consciousness and is also understood as being consciousness itself.

201   Perception: Recognition and interpretation of sensory stimuli.

Creativity  

202   Imagination
The faculty or action of forming new ideas, or images or concepts of external objects not present to the senses.

203   Originality freedom from constraint.

204   Talent
The skill that someone has to do something very well that people usually like and that is difficult.

205   Genius
Genius is the capacity for producing something for which no determinate rule can be given, not a predisposition consisting of a skill for something that can be learned by following some rule or other. — Immanuel Kant

 

Mental abilities  

206   Fluid intelligence – memory, speed of information processing and reasoning abilities
Fluid intelligence is the general ability to think abstractly, reason, identify patterns, solve problems, and discern relationships.

207   Reason the power of the mind to think, understand, and form judgements logically.

208   Remembrance a retained mental impression; memory

209   Think abstract To isolate the most fundamental properties

 210   Pattern Recognition: Pattern recognition and inductive thinking is a special ability of the human mind to not only find patterns, but figure out in a logical way what those patterns suggest about what will happen next. In a broad sense, pattern recognition and inductive thinking form the basis for all scientific inquiry.

211   Mental image formation or mental picture is an experience that, on most occasions, significantly resembles the experience of perceiving some object, event, or scene, but occurs when the relevant object, event, or scene is not actually present to the senses.

212   Manipulation of symbols related to concrete objects

213   Logical use of symbols related to abstract concepts; Acquires flexibility in thinking as well as the capacities for abstract thinking

214   Metacognition is “cognition about cognition”, “thinking about thinking”, “knowing about knowing”, becoming “aware of one’s awareness” and higher-order thinking skills. The term comes from the root word meta, meaning “beyond”, or “on top of”. Metacognition can take many forms; it includes knowledge about when and how to use particular strategies for learning or problem-solving. There are generally two components of metacognition: (1) knowledge about cognition and (2) regulation of cognition.

 

Concepts  

215   Abstraction in its main sense is a conceptual process where general rules and concepts are derived from the usage and classification of specific examples, literal (“real” or “concrete”) signifiers, first principles, or other methods.

“An abstraction” is the outcome of this process—a concept that acts as a common noun for all subordinate concepts, and connects any related concepts as a group, field, or category.

216   Conjecture is a conclusion or proposition based on incomplete information, for which no proof or disproof has yet been found

217   Idea In philosophy, ideas are usually taken as mental representational images of some object. Ideas can also be abstract concepts that do not present as mental images.^[1] Many philosophers have considered ideas to be a fundamental ontological category of being. The capacity to create and understand the meaning of ideas is considered to be an essential and defining feature of human beings. In a popular sense, an idea arises in a reflexive, spontaneous manner, even without thinking or serious reflection, for example, when we talk about the idea of a person or a place. A new or original idea can often lead to innovation

218   Logical argument In logic and philosophy, an argument is a series of statements (in a natural language), called the premises or premisses (both spellings are acceptable), intended to determine the degree of truth of another statement, the conclusion.
The logical form of an argument in a natural language can be represented in a symbolic formal language, and independently of natural language formally defined “arguments” can be made in math

219   Premise is a statement that an argument claims will induce or justify a conclusion.
 In other words, a premise is an assumption that something is true.

220   Syllogism (Greek: “conclusion, inference”) is a kind of logical argument that applies deductive reasoning to arrive at a conclusion based on two or more propositions that are asserted or assumed to be true.
From the combination of a general statement (the major premise) and a specific statement (the minor premise), a conclusion is deduced. For example, knowing that all men are mortal (major premise) and that Socrates is a man (minor premise), we may validly conclude that Socrates is mortal. Syllogistic arguments are usually represented in a three-line form:
All men are mortal.
Socrates is a man.
Therefore, Socrates is mortal.

221   Information can be thought of as the resolution of uncertainty; it is that which answers the question of “what an entity is” and thus defines both its essence and nature of its characteristics. It is associated with data, as data represents values attributed to parameters, and information means data in context and with meaning attached. Information relates also to knowledge, as knowledge signifies understanding of an abstract or concrete concept.

222   Knowledge is a familiarity, awareness, or understanding of someone or something, such as facts, information, descriptions, or skills, which is acquired through experience or education by perceiving, discovering, or learning.

223   Schema In psychology and cognitive science, a schema (plural schemata or schemas) describes a pattern of thought or behavior that organizes categories of information and the relationships among them. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information.^[2] Schemata influence attention and the absorption of new knowledge: people are more likely to notice things that fit into their schema, while re-interpreting contradictions to the schema as exceptions or distorting them to fit. Schemata have a tendency to remain unchanged, even in the face of contradictory information. Schemata can help in understanding the world and the rapidly changing environment. People can organize new perceptions into schemata quickly as most situations do not require complex thought when using schema, since automatic thought is all that is required.

People use schemata to organize current knowledge and provide a framework for future understanding. Examples of schemata include academic rubrics, social schemas, stereotypes, social roles, scripts, worldviews, and archetypes. In Piaget’s theory of development, children construct a series of schemata, based on the interactions they experience, to help them understand the world.

224   Mental calculation comprises arithmetical calculations using only the human brain, with no help from any supplies (such as pencil and paper) or devices such as a calculator. People use mental calculation when computing tools are not available, when it is faster than other means of calculation

225   Categorization For humans, both concrete objects and abstract ideas are recognized, differentiated, and understood through categorization. Objects are usually categorized for some adaptive or pragmatic purpose. Categorization is grounded in the features that distinguish the category’s members from nonmembers. Categorization is important in learning, prediction, inference, decision making, language, and many forms of organisms’ interaction with their environments.

226   Process of elimination is a logical method to identify an entity of interest among several ones by excluding all other entities.

227   Analogy is a cognitive process of transferring information or meaning from a particular subject (the analog, or source) to another (the target), or a linguistic expression corresponding to such a process. In a narrower sense, analogy is an inference or an argument from one particular to another particular, as opposed to deduction, induction, and abduction, in which at least one of the premises, or the conclusion, is general rather than particular in nature.

228   Heuristic technique ( Ancient Greek:”find” or “discover”), or a heuristic for short, is any approach to problem solving or self-discovery that employs a practical method that is not guaranteed to be optimal, perfect or rational, but which is nevertheless sufficient for reaching an immediate, short-term goal. Where finding an optimal solution is impossible or impractical, heuristic methods can be used to speed up the process of finding a satisfactory solution. Heuristics can be mental shortcuts that ease the cognitive load of making a decision. Examples that employ heuristics include using trial and error, a rule of thumb, an educated guess, an intuitive judgment, a guesstimate, profiling, or common sense.

229   Semiosis (from the Greek: sēmeíōsis, a derivation of the verb sēmeiô, “to mark”), or sign process, is any form of activity, conduct, or process that involves signs, including the production of meaning. A sign is anything that communicates a meaning, that is not the sign itself, to the interpreter of the sign. The meaning can be intentional such as a word uttered with a specific meaning, or unintentional, such as a symptom being a sign of a particular medical condition. Signs can communicate through any of the senses, visual, auditory, tactile, olfactory, or taste.

230   Mindset is a set of assumptions, methods, or notations held by one or more people or groups of people.
A mindset can also be seen as incident of a person’s world view or philosophy of life.

231   Wisdom, sapience, or sagacity is the ability to think and act using knowledge, experience, understanding, common sense and insight. Wisdom is associated with attributes such as unbiased judgment, compassion, experiential self-knowledge, self-transcendence and non-attachment, and virtues such as ethics and benevolence.

Many forms of high-level mathematics are not included here in this list
see:  Branches of Mathematics,  here below  ↓

To enlarge the diagram, press on ctrl (left under on the keyboard) hold it and press the + (on the keyboard) several times, until one reaches the desired size. Count the number of times one presses the + because to restore the screen to normal size one has to press on ctrl (left under on the keyboard) hold it and press the – (on the keyboard) the same number of times one did press the +