Higher Level Functioning
- This section could go on and on and is therefore only a cross broad sampling. Higher level brain function typically involves the coordination of several areas of the brain, typically simultaneously. Deficiencies in higher level brain functions are complex and multifaceted. See also the Integration area above.
- Curiosity, Interest (emotion)
- Linguistics speech, language, Reading (process), Reading comprehension, and Writing
- Symbol, Semeiotic, Semiotics, Symbolic (disambiguation), Symbolism (disambiguation), Abstraction
- Logic, Deductive reasoning, inductive reasoning
- Mathematics, Lists of mathematics topics, Science
- Art, Music, Dance, Play (activity), Sport, Recreation, Entertainment, Amusement
- Bloom's Taxonomy - a classification of the different objectives that educators set for students (learning objectives). Bloom's Taxonomy divides educational objectives into three "domains":
- Cognitive - knowing/head
- Affective - feeling/heart
- Psychomotor - doing]/hands
- Learning, Education, Individualized Education Program (Individual Education Plan or IEP) - written, individualized educational objectives of a child who has been found with a learning disability.
Read more about this topic: Human Brain Mapping
Famous quotes containing the words higher level, higher, level and/or functioning:
“To expect to increase prices and then to maintain them at a higher level by means of a plan which must of necessity increase production while decreasing consumption is to fly in the face of an economic law as well established as any law of nature.”
—Calvin Coolidge (1872–1933)
“A higher class, in the estimation and love of this city- building, market-going race of mankind, are the poets, who, from the intellectual kingdom, feed the thought and imagination with ideas and pictures which raise men out of the world of corn and money, and console them for the short-comings of the day, and the meanness of labor and traffic.”
—Ralph Waldo Emerson (1803–1882)
“Adults understandably assume that the level of verbal proficiency a five-year-old displays represents his level of proficiency in all areas of functioning—if he talks like an adult, he must think and feel like one. However, five-year-olds,... belie the promise of adult-like behavior with their child-like, impulsive actions.”
—Dorothy H. Cohen (20th century)
“Once a child has demonstrated his capacity for independent functioning in any area, his lapses into dependent behavior, even though temporary, make the mother feel that she is being taken advantage of....What only yesterday was a description of the child’s stage in life has become an indictment, a judgment.”
—Elaine Heffner (20th century)