Orientation – Self-knowledge

       How to recognize your Aptitudes?


Aptitudes and Skills Recognition

“ I don’t know well which my abilities are… … ”

Aptitude has to do with facility, ideas, autonomy, intuition, confidence, imagination… for a certain kind of tasks or activities.

Innate Aptitude and Developed Skills.

Innate aptitude appears at any stage of childhood-adolescence. When stimulated, in our eyes, it could be recognized before, but it will be developed where it already exists and it will appear when the moment comes (working the same way locomotor system stimulation does), and where it does not exist, at best, an ability will be developed (Developed skill), but not an aptitude. For Instance: I don’t own aptitudes for music, if this characteristic is stimulated in me, because of effort or even for joy, I can end up learning theory or playing an instrument quite well, I attain that ability or skill, I can learn everything that someone teaches me, but different is that besides the above, I’m witty in this, I own intuition, self-confidence in this, be able to keep going on my own and printing a personal seal to this.

The person who has this aptitude (innate one), will show these attitudes immediately; Aptitude was there, even when not stimulated, ready to be developed before any stimulus.
Innate aptitudes are the important ones to recognize in oneself.

Aptitude v/s Interest

It is important to highlight that a person’s aptitudes are like a toolkit which the person always resorts to solve that he has to overcome and they are useful for a variety of tasks and activities; that is why sometimes it gets confused with interests for the joy that is produced in the person when obtaining good results in those activities, believing he is interested in them.

“Roofless” Aptitude

Besides, it is not about a person who has a certain aptitude or not, we all have it but in different levels, the important thing is that the person feels he is roofless in that aptitude. In other words, that he feels fruitful enough not to suspect a limit on it.

For Instance, I have an idea of how to make a good color scheme, I know when something is harmonic or not, but from there to achieve an own design that satisfies me, no, I don’t think I can get that far, so here I have a “roof”.

On the other hand, I can be a great generator of pictures, designs, among others, so much that my imagination goes much faster than what I can be doing, so that I don’t see or glimpse a limit or “roof” in this.

How to recognize your Aptitudes?

In what kind of activities can you say?

• I feel witty, in this.

• Here I feel able, I feel confident in this kind of things.

• I don’t need bigger help; I feel that in some way I solve it.

• I can move forward on my own, I can continue to acquire this kind of knowledge or skill by myself; I don’t need someone always teaching me.

• I have intuition for these things.

• I take action and comment on something with assurance.

• I imagine a situation with easiness, in these things.

• I find it natural to do them; they flow in me more easily than the rest of things.

• I feel the certainty of beating them, even if I don’t know how.

• I "take the reins” of the matter.

• I deal with these types of challenges with hope.

I would like to do this my way. When you recognize the activity or activities where this happens to you, try to identify which of the following aptitudes are the ones that shine on them.


Intellectual Skills

These are the ones in which retaining information, learning, analysis, assessment, conceptualization management, among others are strengthened.

Interpersonal Skills

It is the ability to understand others through observing, understanding, and listening to others. It perceives more easily tone and gestures that express a feeling. Being understood by others, expressing your feelings, both positive and negative ones in a wide variety of situations, without producing conflicts.

Those are necessary features in business, motivation, leadership, control and psychological study areas, among others.

Organizational Skills

It corresponds to the ability of systematization, i.e., mental agility to reduce to a system a procedure, an action, the arrangement of parts of a system, etc. In other words, coordinate a set of things or parts, according to an order that relates them to each other for their operation.

In this process to classify, organize, arrange, select, list, prioritize, categorize, etc, are contemplated.
• Necessary skill in administering, planning and monitoring.

Operating Skills

These are the ones in which there is an ability that is manifested to manage physically the use of machinery, technological equipment, metering equipment, repair, console digitizing, a musical instrument rendering, etc.

Increased ability to control complex visual scenes (example: videogames). To be able to keep track of a larger number of items at a time and process with more readiness the visual information of continuous transformations.

Linguistic Skills

Increased ease mastering different languages, communication, wording, public speaking, conveying in an easily and clearly way, etc.

Physical Skills

It refers to coordinated operation of senses and body movements, considering balance, accuracy, elasticity, direction, force, among others.

Good response to ad-lib in body movement, quick response to stimulus.
Greater stamina to environmental conditions such as endurance, power, speed, etc.

Artistic Expression Skills

Ability in the management of aesthetic language, either through music, pictures, colors, textures, movements, words, etc. Ease in expressing the world of sensations or imagination.

Intrapersonal Skills

Ability to spot, understand and express your own feeling, to identify your attributes and reflect on yourself and your personal plans. The self-knowledge makes you a person confident of your abilities and emotionally stable.

•Necessary feature in careers of serve and social contact, mainly.


Logical Thinking

Ability to analyze proposals or complex situations; to understand relations between facts and find the grounds that produced them, foreseeing consequences and thus be able to solve the problem in a coherent way, such as you do in strategy games.

It is the non-verbal reasoning, which is captured through observation of reality. In this type of reasoning, there is the tendency to the use of guidelines (sequences), categorizations, drawings or schemes in the study of operation, behavior and understanding of something; as opposed to spoken, written or discussed language, etc.

Example 1: In localizing faults in parts that constitute any operating system or objects that are parts of a mechanic system.

Example 2: In designing a project, when considering factors that will intervene in its development in a convenient way.

Example 3: In political and social controversies when relating relevant information obtained from reality.

Example 4: In science, in grouping elements in relation to their features, categorizing them in varieties, observing their differences and similarities, in seeing the relation the members of a variety have with other ones, and so on.

Example 5: In math, when glimpsing quantifiable numerical ratio among different entities or phenomena.

Verbal Comprehension and Written Expression

• Ease to understand the meaning of words. Easily retaining their meaning and quickly achieving their suitable usage.

• Ease to follow the idea of something presented in written form, i.e., comprehension and concentration of what is read.

• Ability to place ideas in a convenient way to create an argument.

• There’s a preference for learning by means of what is expressed in words, either through reading, spoken, written, discussing or debating what you’re trying to absorb.

• Expression of the ideas in an accurate and clear way.

• Easiness in written expression:

• Development of an idea, correct structuring of a phrase or sentence, understanding and suitable use of punctuation marks. (i.e., wording)

•Easiness to make a jigsaw puzzle

Literary Skill

• Ability in the poetic, humorous and elaborate construction of language.

• Ease to tell stories.

Numerical Reasoning

• Ability, swiftness and accuracy in calculus, manipulating numbers and solving quantifiable problems. Ease in mental numeric operations and stimulation of quantity with low margin of error.

Spatial Reasoning

• Ability to imagine a three-dimensional object and its position in space in a clear way.

• Mental visualization of an object looking from different points of view. (Different vantage points)

• Visual imagination of a two-dimensional figure moving in space.

• Visualize fictitiously the volume that forms a two-dimensional figure when rotating or moving.

• Understand spatial relationship between objects, that is, spatial location of each one of them, the spatial relationship between them, their confrontation (Their alignment with an axis) etc.

• Ease to interpret flat representations in volumetric ones.

• Ability in distinction of shapes and color nuances.

• Good estimation of the dimensions of a body.

• Ability to interpret graphics, maps and radiographies.

• Tendency to the realization of schemes to comprehend what you are learning.

• Tendency to drawing, building and creating.

Abstract Reasoning

• Easiness in separating or extracting aspects from a situation or problem. For instance: when you can see the source of a problem by distinguishing it from the minor aspects on it. In this moment, you’re making an *abstraction, because you’re mentally isolating an aspect of the problem. Hence the word abstraction is defined as:

Abstracction: Isolating mentally or considering an object attribute separately. Also, consider an object in its essence. It is also expressed in the ease to understand ideas presented as symbols instead of texts as we are used to. It is the ability to think with no words, using symbols and based on *concepts to solve new situations.

Concept: Cognitive and representative idea of a phenomena, procedure, entity and so on. As well as when you use math symbols: <, < >, > and many more. The symbol > symbolizes or is the abstraction of the meaning “being greater than.” Your name is an abstraction of yourself or a symbol that pictures yourself. Math is a symbolic language of the behavior of physical events or relations between entities. All of them are abstractions of reality, expressed as symbols. Examples where abstraction is used: “What was wrong in its behavior…” (An abstraction of an aspect of that behavior is being made). “In this situation there’s something important we haven’t considered….” (An abstraction of the different aspects of a situation is being made).

Attention Span Concentration

Ability to focus your senses and attention voluntarily, on an object or activity which is being performed, leaving out those facts that happen around, sounds or noises from the environment.

Manual Dexterity and Visual-manual Coordination

It is about the ability to move your hands with ease and accuracy.

• Ability to perform tasks with vision and hands in a simultaneous and coordinated way, quickly and accurately.

Memory Capacity

Ability to follow and retain audible and visual stimuli in a short and medium term, through any of these ways:

• Ease to retain and reintegrate data to memory through hearing stimuli, such as oral repetition, whether spoken, chanted, with different rhythms or mental data.

• Ease to retain and reintegrate data to memory through visual stimuli, such as retaining them when seeing them written in different shapes, colors, motility or plotted.

• Ease to retain and reintegrate data to memory through linkage, such as associating them with ideas that relate to them or connecting them to images related to them.

Inventive / Authenticity

Creative or inventive ability Aptitude to think of procedures (ways of doing things); devising objects with new advantages that provide the best services; New and smart presentations using words, movement, sound, image, shape or a combination of them.

Analytical Skill

Understanding method which starts by focusing the whole to end up decomposing it into its basic parts and then see the relationship between these parts.

Example: A study that is made of a reality or situation, distinguishing facts, rating them and seeing the relationship between them.

Example: An examination that is made of a work or a speech.

Example: Distinction of existing substances in a biological sample with the intended purposed of discovering and isolating their elements.

Synthesis Skill

• A mental operation which consists on reducing an accumulation of various data in one that represents them in their totality.

• Summary- Example: A book abstract or summary of the points noted in a meeting.
Example: When looking for a title for an article.

Physical-Mechanical Reasoning

Understanding ability of the movement and behavior of an object subdued to elemental physical principles, such as levers, pulleys, cogs, structures exertions, etc.

• Ability to capture shapes and parts of a system and how they interact between them, having a vision of union.

Observation Skill

• Ability to perceive an object, phenomenon or event in detail and with detention, spotting their particularities and appreciating their differences respect to others.

• Ability in differentiating patterns, that is, catching the difference between the observed reality and the mental concept or preconceived idea that you have had of it.

Perceiving possible physical connections present among the observations obtained from the object, phenomenon or event. Perceiving the logical links (Operating or behavioral) present among the observations done.

Distributed Attention

It is the ability to attend to various specific objects or subjects of different nature simultaneously in an efficient way.

Example: The housewife needs distributed attention because she must attend to different kinds of subjects and at the same time, as the attention of her children’s needs, the functioning of the house, supplies, her personal attention, her work outside home, among others, without feeling overwhelmed for this and doing it efficiently.

Musical Prowess

• Ability of perception of sound, tones, rhythms and resonance.

• A strong sensitivity in musical appreciation.

• Ability in recognizing a musical piece.

• Ability in the creation of a musical piece.

• Ability in recreating or playing a musical piece.

• Ability of rhythmic playback.

• Perception of musical elements in natural ones.

Inference Skill (Connection)

Draw a consequence of a thing. In logic, reason out from one or more proposals to get a new one.

A mental process of forming a certain idea from relating a set of facts.

Example: I thought you wouldn’t come back.

Example: It is known she arrived at time at a meeting in her office; the meeting began at 12 o’clock. (Assertions), so it was concluded that at 12 o ‘clock she wasn’t at home. (Consequence) This connection can be done through the two following reasoning processes:

Inductive Skill

Way of reasoning that goes from the particular to the general, from the parts to the whole, from the facts and events to the laws that govern them, from the effects to the causes, etc.

To reason by drawing from one or more particular proposals a new generalized one of them.

Example: When you perceive what you have in common, a variety of different facts.

Example: When listening to a set of opinions, the main topic is being captured (it is induced).

Example: From the observation of a phenomenon behavior, obtain the formula of a physical law.

Example: “The source of all these problems (effects) was… (Cause)”.

Deductive Skill

To deduce means to depart from a general principle to conclude in a particular one. (Logical method of deduction). Or drawing consequences from a principle.

Example: A physical law is presented (general principle), and it is asked to give an example where this law can be applied (particular case). In this case, a deduction is being made; from a general fact, a particular case is deduced from it.

Example: Following the subject matter in a conversation and stay on topic. You know the idea that is being talked about, (general principle) and during the conversation you bring out the facts and opinions that are related (particular principles) with that main idea.

Strategic Skill

Counting on the astuteness to project and direct actions routed towards an end which ensure an optimal decision in every moment.

To own the art (intuition) of predicting situations spotting on them strengths and weaknesses, with the aim of addressing them in an optimal way to accomplish the proposed goal.

Perception Ability

To acquire knowledge of the world around us through the impressions senses transmit. Such as:

• Visual perception, that is to say, to have a good vision from different lengths, perception of shapes and details, distinction of distances and spaces.

•; Auditory perception, that is to say, to distinguish noises of any intensity, tones and where do they originate, that is, their location.

•; Tactile perception, distinguishing textures, temperature range, hardness grade, etc.

•; Smell and taste perception.

Kinetic-Gestural Representation skill

Ease to make present something by means of words or body shapes that is in the imagination.

An aesthetic of movement and body language, expression of sensations through body movement.
Example: mimics, role playing.

Fine Arts Skill

Sharpness in distinguishing pictures, shapes, details, colors, shades, etc. Imaginative of visual type

Ease to make present something by means of shapes and pictures that are in the imagination.
Example: Sculptures, paintings, videos, posters, etc.

Although is true that we all use these types of abilities in our daily life, the important thing is to know if you look for or you prefer tasks where you apply more, one or more of this type of abilities.

Mark those abilities you consider you tend to use more. Since one tends to use more those abilities in which he feels competent.


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