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It simply means the loss of information from long-term memory.

It occurs when simply the passage of time causes us to forget; information is forgotten because of the gradual disappearance, rather than displacement, of the memory trace.

It refers to the view that forgetting occurs because recall of certain words interferes with recall of other words; when competing information causes us to forget something.

It occurs when newly acquired knowledge impedes the recall of older material. This kind of interference is caused by activity occurring after we learn something but before we are asked to recall that thing.

It occurs when material that was learned in the past impedes the learning of new material. In this case, the interfering material occurs before, rather than after, learning of the to-be-remembered material.

All that we learn, we learn in some context. Every experience of learning is preceded and followed by some other experiences. These experiences are often interrelated and influence each other. It has also been noted that more the similarity between two sets of materials to be learned, the greater will be the degree of interference between them.

According to Freud, forgetting takes place because the event is unpleasant. We forget because we do not want to remember something. We may exclude memories or push them out of consciousness if we do not like them. Freud called this process repression.

An individual lack of particular cues or reminders. The changes in context associated with physical and mental states from the occasion of learning (encoding) to recall (retrieval) often result in poor retention scores. We often “blank out” during examinations.

It refers to the declining accessibility of memory over time; noting that our memory fades.

It explains a particular time in which an individual is looking for something only to discover that they have forgotten what they are seeking.

People sometimes have something that they know they should remember, but they can’t. It’s as though the information is on the tip of their tongue, but they cannot retrieve it.

People cannot remember where they heard what they heard or read what they read. Sometimes people think they saw things they did not see or heard thing they did not hear.

People are susceptible to suggestion, so if it is suggested to them that they saw something, they may think they remember seeing it.

People are often bias in their recall such as when they are currently experiencing chronic pain in their lives, they are more likely to remember pain in the past, whether or not they actually experienced t. People who are not experiencing such pain are less likely to recall pain in the past, again with little regard to their actual past experience.

People sometimes remember things as consequential that, in a broad context. For example, someone with many successes but one may remember the single failure better than the many successes.

It refers to a system of communication using sounds or symbols that enables us to express our feelings, thoughts, ideas, and experiences.

Language permits us to communicate with one or more people who share our language.

Language creates an arbitrary relationship between a symbol and what it represents: an idea, a thing, a process, a relationship, or a description.

Language has a structure; only particularly patterned arrangements of symbols have meaning, and different arrangements yield different meanings.

The structure of language can be analyzed at more than one level (e.g., in sounds, meaning units, words, and phrases).

Within the limits of a linguistic structure, language users can produce novel utterances. The possibilities for creating new utterances are virtually limitless.

Languages constantly evolve.

How do people understand spoken and written language? This includes how people process language sounds; how they understand words, sentences, and stories, as expressed in writing, speech, or sign language; and how people have conversations with one another.

How do people produce language? This includes the physical processes of speech production and the mental processes that occur as a person creates speech.

How do people learn language? This includes not only how children learn language, but also how people learn additional languages, either as children or later in life.

These refer to the shortest segment of speech that, if changed, changes the meaning of a word. Each word you are reading is made up of letters.

These are the smallest units of language that have a defi nable meaning or a grammatical function.

This refers to the rules for combining words into sentences. Recent experiments have demonstrated a physiological distinction between these two characteristics of words and sentences.

It is characterized by notable impairment in the understanding of spoken words and sentences.

Involves difficulties in naming objects or in retrieving words. The patient may look at an object and simply be unable to retrieve the word that corresponds to the object.

Is a developmental disorder characterized by abnormalities in social behavior, language, and cognition. It is biological in its origins, and researchers have already identified some of the genes associated with it.

An act of performing; doing actions to achieve specific tasks.

Engage the performer in reflective practice. Reflective practice involves actions that help people pay attention to and learn from experiences. Examples include observing the present level of performance, noting accomplishments, analyzing strengths and areas for improvements, analyzing and develop identity, and improving levels of knowledge.

This component includes variables associated with the situation that the individual or organization performs in; relates to circumstances associate with performance.

Knowledge involves facts, information, concepts, theories, or principles acquired by a person or group through experience or education; derives from human experiences.

Skills describe specific actions that are used by individuals, groups, or organizations in multiple types of performances; describes an action.

As individuals mature in a discipline, they take on the shared identity of the professional community while elevating their own uniqueness; associate with maturation in life.

This component includes variables associated with the personal situation of an individual; involves life situation of an individual.

It refers to the enthusiasm and effort contributed to successfully complete a task; influenced by individual’s personality.

Individuals need to be willing and able to engage in continuous learning processes in order to accomplish their present and future tasks successfully.

This development has consequences for conceptualizing performance and for specifying performance predictors. With respect to the performance concept, proactive behaviors such as personal initiative become an essential part of contextual performance. In addition, proactivity might become an important predictor of task performance.

Particularly computer and information systems, play an important role in most work processes. In many jobs, individual work behavior, thus performance, is very closely linked to the use of technology-based systems.

The process of reasoning from one or more general statements regarding what is known to reach a logically certain conclusion. It often involves reasoning from one or more general statements regarding what is known to a specific application of the general statement.

It involves selecting one option from several possibilities. You probably had to decide which university to attend, which courses to study and so on.

The process of reasoning from specific facts or observations to reach a likely conclusion that may explain the facts.

The following are Factors Affecting Decision Making except

This involves exaggerating the likelihood of positive events happening to them in the future but minimizing the likelihood of negative events happening.

The following are three main Criteria for Engaging in Problem-solving Activities except

Occurs when the solution of an earlier problem makes it easier to solve a new problem. That is, sometimes the transfer of a mental set can be an aid to problem solving.

Occurs when solving an earlier problem makes it harder to solve a later one. Sometimes an early problem gets an individual on a wrong track.