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What are Cognitive Abilities and Skills, and How to Boost Them?

learn about cognitive abilityFirst of all, what is cog­ni­tion? Cog­ni­tion has to do with how a per­son under­stands and acts in the world. It is the set of abil­i­ties or processes that are part of nearly every human action.

Cog­ni­tive abil­i­ties are brain-based skills we need to carry out any task from the sim­plest to the most com­plex. They have more to do with the mech­a­nisms of how we learn, remem­ber, problem-solve, and pay atten­tion rather than with any actual knowl­edge. For instance, answer­ing the tele­phone involves at least: per­cep­tion (hear­ing the ring tone), deci­sion tak­ing (answer­ing or not), motor skill (lift­ing the receiver), lan­guage skills (talk­ing and under­stand­ing lan­guage), social skills (inter­pret­ing tone of voice and inter­act­ing prop­erly with another human being).

Men­tal func­tions or cog­ni­tive abil­i­ties are based on spe­cific neu­ronal net­works. For instance mem­ory skills rely mainly on parts of the tem­po­ral lobes and parts of the frontal lobes (behind the forehead).

In the table below, you can browse through the main brain func­tions involved in cog­ni­tion. You will also find brain teasers that will help you exer­cise the cog­ni­tive abil­i­ties described. Learn, and have fun!

COGNITIVE ABILITIES ARE BRAINS FUNCTIONS

Cog­ni­tive Ability/Brain Func­tion
Skills involved
Per­cep­tion

Recog­ni­tion and inter­pre­ta­tion of sen­sory stim­uli (smell, touch, hear­ing, etc.)

Brain chal­lenges:

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

Mem­ory Short-term/ work­ing mem­ory (lim­ited stor­age).
Long-term mem­ory (unlim­ited storage).Brain challenges:

Motor Abil­ity to mobi­lize our mus­cles and bod­ies.
Abil­ity to manip­u­late objects.

Brain chal­lenges:

  • Tap your right hand on the table. At the same time, make a cir­cu­lar move­ment with  your left hand (as if you were clean­ing the table)
  • Switch hands
Lan­guage Skills allow­ing us to trans­late sounds into words and gen­er­ate ver­bal output.

Brain chal­lenges:

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

Brain chal­lenges:

Exec­u­tive Functions Abil­i­ties that enable goal-oriented behav­ior, such as the abil­ity to plan, and exe­cute a goal. These include:
Flex­i­bil­ity: the capac­ity for quickly switch­ing to the appro­pri­ate men­tal mode.
The­ory of mind: insight into other people’s inner world, their plans, their likes and dis­likes.
Antic­i­pa­tion: pre­dic­tion based on pat­tern recog­ni­tion.
Problem-solving: defin­ing the prob­lem in the right way to then gen­er­ate solu­tions and pick the right one.
Deci­sion mak­ing: the abil­ity to make deci­sions based on problem-solving, on incom­plete infor­ma­tion and on emo­tions (ours and oth­ers’).
Work­ing Mem­ory: the capac­ity to hold and manip­u­late infor­ma­tion “on-line” in real time.
Emo­tional self-regulation: the abil­ity to iden­tify and man­age one’s own emo­tions for good per­for­mance.
Sequenc­ing: the abil­ity to break down com­plex actions into man­age­able units and pri­or­i­tize them in the right order.

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

Brain chal­lenges:

.

COGNITIVE ABILITIES CAN IMPROVE IF EXERCISED

With age, some cog­ni­tive abil­i­ties decline, espe­cially the exec­u­tive func­tions. In addi­tion, cog­ni­tive abil­i­ties that are not used reg­u­larly tend to dimin­ish over time. For­tu­nately, these skills can also be improved with reg­u­lar practice.

To learn more about lifestyle and activ­i­ties to boost cog­ni­tive abil­i­ties, you can enjoy read­ing The Sharp­Brains Guide to Brain Fit­ness: How to Opti­mize Brain Health and Per­for­mance at Any Age (284 pages; April 2013).

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3 Responses

  1. Kevin McGrew says:

    An inter­est­ing list. How­ever, the defin­i­tive cog­ni­tive abil­i­ties tax­on­omy is now widely con­sid­ered to be the Horn-Cattell Gf-Gc or Cattell-Horn-Catell (CHC) the­ory of cog­ni­tive abil­i­ties. It is a hier­ar­chi­cal tax­on­omy of cog­ni­tive abil­i­ties that includes gen­eral intel­li­gence (g) at the top, 8–10 broad abil­i­ties at the next stra­tum, and 50+ spe­cial­ized nar­row cog­ni­tive abil­i­ties. It is widely accepted as the most empir­i­cally solid psy­cho­me­t­ric for­mu­la­tion of a tax­on­omy of human cog­ni­tive abil­i­ties. More infor­ma­tion can be found at:

    http://www.iapsych.com/CHCPP/CHCPP.html

    Updated infor­ma­tion can be found at IQs Cor­ner (www.intelligencetesting.blogspot.com).

    Kevin (the web/blogmaster for these two URLs)

  2. Alvaro says:

    Thanks Kevin, we are try­ing to cre­ate a user-friendly list for non-experts, not rede­fine aca­d­e­mic cat­e­gories. Many neu­ropsy­chol­o­gists focus on other dimen­sions rather than the con­struct “g”. We will review the mate­ri­als you sug­gest, and happy to refine as needed. Thanks

  3. Don says:

    Is a diag­no­sis of legally blind a dimin­ish­ment of cog­ni­tive abil­i­ties?
    If so how many cog­ni­tive abil­i­ties are decreased in the absence of other problems?

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