Strategic and cognitive differentiation–integration effort in a study of 76 countries

2014 ◽  
Vol 57 ◽  
pp. 3-7 ◽  
Author(s):  
Michael A. Woodley ◽  
Heitor B.F. Fernandes
Keyword(s):  
Cognitive Differentiation ◽  
Integration Effort

Four successful tests of the Cognitive Differentiation–Integration Effort hypothesis

Intelligence ◽  
2013 ◽  
Vol 41 (6) ◽  
pp. 832-842 ◽  
Author(s):  
Michael A. Woodley ◽  
Aurelio José Figueredo ◽  
Sacha D. Brown ◽  
Kari C. Ross
Keyword(s):  
Cognitive Differentiation ◽  
Integration Effort ◽  
Effort Hypothesis

Multiple successful tests of the Strategic Differentiation-Integration Effort (SD-IE) hypothesis.

2013 ◽  
Vol 7 (4) ◽  
pp. 361-383 ◽  
Author(s):  
Aurelio Jose Figueredo ◽  
Michael A. Woodley ◽  
Sacha D. Brown ◽  
Kari C. Ross
Keyword(s):  
Strategic Differentiation ◽  
Integration Effort

scholarly journals Non-g Factors Predict Educational and Occupational Criteria: More than g

2018 ◽  
Vol 6 (3) ◽  
pp. 43 ◽  
Author(s):  
Thomas Coyle
Keyword(s):  
Standardized Tests ◽  
Future Research ◽  
Special Issue ◽  
Opposite Pattern ◽  
College Majors ◽  
Verbal Abilities ◽  
Scientific Issue ◽  
Armed Services ◽  
Integration Effort ◽  
G Factors

In a prior issue of the Journal of Intelligence, I argued that the most important scientific issue in intelligence research was to identify specific abilities with validity beyond g (i.e., variance common to mental tests) (Coyle, T.R. Predictive validity of non-g residuals of tests: More than g. Journal of Intelligence 2014, 2, 21–25.). In this Special Issue, I review my research on specific abilities related to non-g factors. The non-g factors include specific math and verbal abilities based on standardized tests (SAT, ACT, PSAT, Armed Services Vocational Aptitude Battery). I focus on two non-g factors: (a) non-g residuals, obtained after removing g from tests, and (b) ability tilt, defined as within-subject differences between math and verbal scores, yielding math tilt (math > verbal) and verbal tilt (verbal > math). In general, math residuals and tilt positively predict STEM criteria (college majors, jobs, GPAs) and negatively predict humanities criteria, whereas verbal residuals and tilt show the opposite pattern. The paper concludes with suggestions for future research, with a focus on theories of non-g factors (e.g., investment theories, Spearman’s Law of Diminishing Returns, Cognitive Differentiation-Integration Effort Model) and a magnification model of non-g factors.

Vigilance and the Perceptions of Teachers and Students

1971 ◽  
Vol 32 (1) ◽  
pp. 83-86 ◽  
Author(s):  
Emil Soucar
Keyword(s):  
Sex Differences ◽  
Sex Difference ◽  
Personal Characteristics ◽  
Authority Figures ◽  
Teachers And Students ◽  
Cognitive Differentiation ◽  
Perceptions Of Teachers

Data were obtained on a measure of cognitive differentiation from a group of 70 teachers and a group of 66 non-teachers. Teachers were more differentiating in their perceptions of their disliked students and non-teachers were more differentiating in their perceptions of their disliked instructors. As predicted in neither sample were disliked persons significantly more differentiated by females than males. Male non-teachers were more differentiating of both liked and disliked instructors while no such sex difference was found for the teacher group. It was suggested that sex differences occurred when superior persons were being rated. Males are probably more threatened by authority figures (instructors) than are females. Consequently males would be more attentive to the personal characteristics of their instructors. These findings were discussed in relation to the “vigilance” hypothesis suggested by Miller and Bieri (1965) and Irwin, et al. (1967).

Effectiveness of the Cognitive Differentiation Program of the Integrated Psychological Therapy

2011 ◽  
Vol 199 (12) ◽  
pp. 978-982 ◽  
Author(s):  
Juan C. Ruiz ◽  
Inma Fuentes ◽  
Volker Roder ◽  
Pilar Tomás ◽  
Carmen Dasí ◽  
...  
Keyword(s):  
Psychological Therapy ◽  
Cognitive Differentiation

scholarly journals Automatic Information Extraction from Text-Based Requirements

2021 ◽  
Vol 7 (1) ◽  
pp. 8-13
Author(s):  
Simon Fritz ◽  
◽  
Vethiga Srikanthan ◽  
Ryan Arbai ◽  
Chenwei Sun ◽  
...  
Keyword(s):  
Requirements Management ◽  
Small Companies ◽  
Semantic Roles ◽  
Semantic Data ◽  
Requirements Specifications ◽  
Automatic Information ◽  
Very High ◽  
Automatic Information Extraction ◽  
Integration Effort ◽  
Subsequent Integration

Requirements form the legal basis for many development pro-jects. They are usually exchanged between customer and supplier in the form of product and requirements specifications and re-quire a subsequent integration effort into the corresponding requirements management solutions. Especially for small and medium-sized enterprises (SME), which mainly use office solutions for the management of requirements, this involves a very high integration effort, which is why this is usually only partially managed or not managed at all. Software solutions available on the market already offer support, but they are too expensive or complex, especially for small companies. The project DAM4KMU, funded by German Federal Ministry for Education and Research (BMBF), addresses this challenge and by enabling SMEs from Germany to integrate requirement documents automatically into existing requirement structures with the help of NLP-based techniques. For this purpose, the documents to be processed are divided into semantic roles, which can then be transferred into a semantic data structure. This in turn enables an automatic linking of the requirements and system components, which reduces the manual effort and avoids possible errors.

scholarly journals Manajemen Pembelajaran Bahasa Arab Berbasis TIK di Madrasah Aliyah Daarul Uluum Majalengka

2017 ◽  
Vol 2 (1) ◽  
pp. 155-167
Author(s):  
Badrudin Badrudin
Keyword(s):  
Language Learning ◽  
Research Method ◽  
Arabic Language ◽  
Learning Model ◽  
Research Approach ◽  
Learning Tools ◽  
Digital Era ◽  
Computer Based ◽  
Descriptive Method ◽  
Integration Effort

This study aimed to analyze the management of ICT-based Arabic learning. This study was designed to find the management of ICT-based Arabic learning in MA Daarul Uluum Majalengka. This study proposed that the integration of various fields of studies with ICT, including Arabic language learning, is undeniably vital to be enhanced in this digital era. However, the constraints experienced by some institutions, especially the educators, have not had a clear format of the use of ICT in the integration effort of the both disciplines. This study applied a qualitative research approach. The research method was descriptive method. The data were collected by conducting observation, interview, and documentation. The data were analyzed using the techniques qualitative analysis. The results showed that the design of ICT-based Arabic learning model can be developed at MA Daarul Uluum Majalengka a communicative computer-based Arabic learning model. The materials and other learning tools are designed using a computer program. Through this kind of learning models, a teacher served as learning motivator and facilitator elaborating the materials that need clarification for the learners.

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