actively open-minded thinking: Topics by Science.gov

Sample records for actively open-minded thinking

A randomised active-controlled trial to examine the effects of an online mindfulness intervention on executive control, critical thinking and key thinking dispositions in a university student sample.

PubMed

Noone, Chris; Hogan, Michael J

2018-04-05

Arguments for including mindfulness instruction in higher education have included claims about the benefits of mindfulness practice for critical thinking. While there is theoretical support for this claim, empirical support is limited. The aim of this study was to test this claim by investigating the effects of an online mindfulness intervention on executive function, critical thinking skills and associated thinking dispositions. Participants recruited from a university were randomly allocated, following screening, to either a mindfulness meditation group or a sham meditation group. Both the researchers and the participants were blind to group allocation. The intervention content for both groups was delivered through the Headspace online application, an application which provides guided meditations to users. Both groups were requested to complete 30 guided mindfulness meditation sessions across a 6 week period. Primary outcome measures assessed mindfulness, executive functioning, critical thinking, actively open-minded thinking and need for cognition. Secondary outcome measures assessed wellbeing, positive and negative affect, and real-world outcomes. In a series of full-information maximum likelihood analyses, significant increases in mindfulness dispositions and critical thinking scores were observed in both the mindfulness meditation and sham meditation groups. However, no significant effects of group allocation were observed for either primary or secondary measures. Furthermore, mediation analyses testing the indirect effect of group allocation through executive functioning performance did not reveal a significant result and moderation analyses showed that the effect of the intervention did not depend on baseline levels of the key thinking dispositions, actively open-minded thinking and need for cognition. No evidence was found to suggest that engaging in guided mindfulness practice for 6 weeks using the online intervention method applied in this study improves critical thinking performance. While further research is warranted, claims regarding the benefits of mindfulness practice for critical thinking should be tempered in the meantime. The study was initially registered in the AEA Social Science Registry before the recruitment was initiated (RCT ID: AEARCTR-0000756; 14/11/2015) and retrospectively registered in the ISRCTN registry ( RCT ID: ISRCTN16588423 ) in line with requirements for publishing the study protocol.
A protocol for a randomised active-controlled trial to evaluate the effects of an online mindfulness intervention on executive control, critical thinking and key thinking dispositions in a university student sample.

PubMed

Noone, Chris; Hogan, Michael J

2016-04-12

While most modern research focuses on the clinical benefits of mindfulness, an emerging body of work suggests that mindfulness can facilitate self-regulation of everyday thinking in typically developing individuals. This behaviour is best captured using critical thinking assessments. The aim of this paper is to describe a rigorous, pre-registered study which will investigate the effect of an online mindfulness intervention on Executive Functioning, critical thinking skills and associated thinking dispositions. The design employed is a randomised-controlled 2 (condition) X 2 (time) parallel-group design which is explanatory in nature. A sample of at least 60 participants will be recruited from the pool of students at NUI Galway, with those between the ages of 18 and 65 with an adequate level of English included. Participants will be randomly assigned following screening, using block randomisation with a fixed block of 6 and a 1:1 ratio, to either the mindfulness meditation group or a sham meditation group. Both groups will be given access to the Headspace app. This is an app which provides guided meditations to users. Participants in each group will receive unique codes granting access to either the experimental or active-control intervention materials. Group allocation will be double-blinded. The primary outcome measures will assess mindfulness, executive functioning, critical thinking, actively open-minded thinking and need for cognition. Secondary outcome measures will assess eudaimonic and hedonic wellbeing, positive and negative affect, and real-world outcomes. These will be measured at baseline and at the end of the intervention. Manipulation checks will assess adherence to the intervention, meditation quality and task difficulty and enjoyment. If this intervention proves effective, it will show the potential of mindfulness practice to facilitate everyday critical thinking and should stimulate more interest in this line of research. If ineffective, claims regarding mindfulness and thinking skills should be tempered. This research was funded by a Galway Doctoral Research Scholarship awarded to the first author and was facilitated by Headspace Inc. who provided the intervention materials. The trial is registered in the ISRCTN registry and any protocol amendments will be recorded there (RCT ID: ISRCTN16588423. Registered 7th January 2016).
Rational thinking and cognitive sophistication: development, cognitive abilities, and thinking dispositions.

PubMed

Toplak, Maggie E; West, Richard F; Stanovich, Keith E

2014-04-01

We studied developmental trends in 5 important reasoning tasks that are critical components of the operational definition of rational thinking. The tasks measured denominator neglect, belief bias, base rate sensitivity, resistance to framing, and the tendency toward otherside thinking. In addition to age, we examined 2 other individual difference domains that index cognitive sophistication: cognitive ability (intelligence and executive functioning) and thinking dispositions (actively open-minded thinking, superstitious thinking, and need for cognition). All 5 reasoning domains were consistently related to cognitive sophistication regardless of how it was indexed (age, cognitive ability, thinking dispositions). The implications of these findings for taxonomies of developmental trends in rational thinking tasks are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.
Pedagogical tools to explore Cartesian mind-body dualism in the classroom: philosophical arguments and neuroscience illusions.

PubMed

Hamilton, Scott; Hamilton, Trevor J

2015-01-01

A fundamental discussion in lower-level undergraduate neuroscience and psychology courses is Descartes's "radical" or "mind-body" dualism. According to Descartes, our thinking mind, the res cogitans, is separate from the body as physical matter or substance, the res extensa. Since the transmission of sensory stimuli from the body to the mind is a physical capacity shared with animals, it can be confused, misled, or uncertain (e.g., bodily senses imply that ice and water are different substances). True certainty thus arises from within the mind and its capacity to doubt physical stimuli. Since this doubting mind is a thinking thing that is distinct from bodily stimuli, truth and certainty are reached through the doubting mind as cogito ergo sum, or the certainty of itself as it thinks: hence Descartes's famous maxim, I think, therefore I am. However, in the last century of Western philosophy, with nervous system investigation, and with recent advances in neuroscience, the potential avenues to explore student's understanding of the epistemology and effects of Cartesian mind-body dualism has expanded. This article further explores this expansion, highlighting pedagogical practices and tools instructors can use to enhance a psychology student's understanding of Cartesian dualistic epistemology, in order to think more critically about its implicit assumptions and effects on learning. It does so in two ways: first, by offering instructors an alternative philosophical perspective to dualistic thinking: a mind-body holism that is antithetical to the assumed binaries of dualistic epistemology. Second, it supplements this philosophical argument with a practical component: simple mind-body illusions that instructors may use to demonstrate contrary epistemologies to students. Combining these short philosophical and neuroscience arguments thereby acts as a pedagogical tool to open new conceptual spaces within which learning may occur.
Pedagogical tools to explore Cartesian mind-body dualism in the classroom: philosophical arguments and neuroscience illusions

PubMed Central

Hamilton, Scott; Hamilton, Trevor J.

2015-01-01

A fundamental discussion in lower-level undergraduate neuroscience and psychology courses is Descartes’s “radical” or “mind-body” dualism. According to Descartes, our thinking mind, the res cogitans, is separate from the body as physical matter or substance, the res extensa. Since the transmission of sensory stimuli from the body to the mind is a physical capacity shared with animals, it can be confused, misled, or uncertain (e.g., bodily senses imply that ice and water are different substances). True certainty thus arises from within the mind and its capacity to doubt physical stimuli. Since this doubting mind is a thinking thing that is distinct from bodily stimuli, truth and certainty are reached through the doubting mind as cogito ergo sum, or the certainty of itself as it thinks: hence Descartes’s famous maxim, I think, therefore I am. However, in the last century of Western philosophy, with nervous system investigation, and with recent advances in neuroscience, the potential avenues to explore student’s understanding of the epistemology and effects of Cartesian mind-body dualism has expanded. This article further explores this expansion, highlighting pedagogical practices and tools instructors can use to enhance a psychology student’s understanding of Cartesian dualistic epistemology, in order to think more critically about its implicit assumptions and effects on learning. It does so in two ways: first, by offering instructors an alternative philosophical perspective to dualistic thinking: a mind-body holism that is antithetical to the assumed binaries of dualistic epistemology. Second, it supplements this philosophical argument with a practical component: simple mind-body illusions that instructors may use to demonstrate contrary epistemologies to students. Combining these short philosophical and neuroscience arguments thereby acts as a pedagogical tool to open new conceptual spaces within which learning may occur. PMID:26321981
Implementation and evaluation of critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses.

PubMed

Simpson, Elaine; Courtney, Mary

2008-12-01

The purpose of this study was to develop, implement and evaluate critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses. Critical thinking strategies such as questioning, debate, role play and small group activity were developed and used in a professional development programme, which was trialled on a sample of Middle Eastern nurses (n = 20), to promote critical thinking skills, encourage problem solving, development of clinical judgment making and care prioritization in order to improve patient care and outcomes. Classroom learning was transformed from memorization to interaction and active participation. The intervention programme was successful in developing critical thinking skills in both the nurse educators and student nurses in this programme. This programme successfully integrated critical thinking strategies into a Middle Eastern nursing curriculum. Recommendations are as follows: (1) utilize evidence-based practice and stem questions to encourage the formulation of critical thinking questions; (2) support the needs of nurse educators for them to effectively implement teaching strategies to foster critical thinking skills; and (3) adopt creative approaches to (i) transform students into interactive participants and (ii) open students' minds and stimulate higher-level thinking and problem-solving abilities.
Four Strategies for Teaching Open-Mindedness

ERIC Educational Resources Information Center

Merryfield, Merry M.

2012-01-01

An open mind--the willingness to consider experiences, beliefs, values, perspectives, etc. that differ from one's own--allows the learner to explore how diverse people across the world think and act. Open-mindedness creates opportunities to rethink assumptions, identify misinformation, and consider alternative ways to make decisions.…
Green Energy: Powering Education from a STEM Education Methodology

ERIC Educational Resources Information Center

Hughes, Bill

2011-01-01

With the pressing energy needs that the global population is facing, renewable energies are rapidly becoming prominent science and engineering challenges throughout the world. Where will the young scientific and engineering minds come from to meet these demands? With some creative, open-minded thinking, it could be from one's very own classrooms.…
Mind Sparklers. Fireworks for Igniting Creativity in Young Minds. Book 1 for Grades K-3.

ERIC Educational Resources Information Center

Myers, Robert E.

The 40 activities contained in this book were designed to persuade students to think both critically and creatively. The activities call for the use of all 18 of E. Paul Torrance's creative thinking abilities. The theoretical underpinnings for this collection are based upon philosophical and pedagogical beliefs that experiences be positive: if…
Development of a Framework to Characterise the Openness of Mathematical Tasks

ERIC Educational Resources Information Center

Yeo, Joseph B. W.

2017-01-01

Educators usually mean different constructs when they speak of open tasks: some may refer to pure-mathematics investigative tasks while others may have authentic real-life tasks in mind; some may think of the answer being open while others may refer to an open method. On the other hand, some educators use different terms, e.g. open and open-ended,…
Construct Validity Examination of Critical Thinking Dispositions for Undergraduate Students in University Putra Malaysia

ERIC Educational Resources Information Center

Ghadi, Ibrahim; Alwi, Nor Hayati; Bakar, Kamariah Abu; Talib, Othman

2012-01-01

This research aims to evaluate the psychology properties of the construct validity for the Critical Thinking Disposition (CTD) instrument. The CTD instrument consists of 39 Likert-type items measuring seven dispositions, namely analyticity, open-mind, truth-seeking, systematicity, self-confidence inquisitiveness and maturity. The study involves…
A decade of theory of mind research on Cayo Santiago: Insights into rhesus macaque social cognition.

PubMed

Drayton, Lindsey A; Santos, Laurie R

2016-01-01

Over the past several decades, researchers have become increasingly interested in understanding how primates understand the behavior of others. One open question concerns whether nonhuman primates think about others' behavior in psychological terms, that is, whether they have a theory of mind. Over the last ten years, experiments conducted on the free-ranging rhesus monkeys (Macaca mulatta) living on Cayo Santiago have provided important insights into this question. In this review, we highlight what we think are some of the most exciting results of this body of work. Specifically we describe experiments suggesting that rhesus monkeys may understand some psychological states, such as what others see, hear, and know, but that they fail to demonstrate an understanding of others' beliefs. Thus, while some aspects of theory of mind may be shared between humans and other primates, others capacities are likely to be uniquely human. We also discuss some of the broader debates surrounding comparative theory of mind research, as well as what we think may be productive lines for future research with the rhesus macaques of Cayo Santiago. © 2016 Wiley Periodicals, Inc.
The Mindful Worker. Learning and Working into the 21st Century. The Mindful Workforce Portfolio.

ERIC Educational Resources Information Center

Miles, Curtis

This textbook contains information and activities designed to help college students develop the following generalized competencies that are critical to job success and satisfaction in the 21st century: learns; thinks reflectively; manages time; manages stress; sets goals; solves problems; demonstrates interdependence; thinks systematically; solves…
Henri Ey's neojacksonism and the psychopathology of disintegrated mind.

PubMed

Farina, Benedetto; Ceccarelli, Maurizio; Di Giannantonio, Massimo

2005-01-01

The French psychiatrist Henri Ey developed his organo-dynamic theory of the mind function and consciousness 50 years ago incorporating Hughling Jackson's thinking, along with psychiatric and philosophical theorizations by Janet and Bergson. This model has not received the attention it deserved, but recent advances in neuroscience rekindled interest for Ey's theory. By overcoming the Cartesian mind-body dualism and treating the mind-body unit as an inseparable whole, this model opens the way for the integrated treatment of mental disorders. Ey's conceptualization of consciousness as being simultaneously both synchronous and diachronic anticipates current theories of consciousness (Damasio, Edelman, Mesulam).
Neural correlates of mindful self-awareness in mindfulness meditators and meditation-naïve subjects revisited.

PubMed

Lutz, J; Brühl, A B; Scheerer, H; Jäncke, L; Herwig, U

2016-09-01

Mindful self-awareness is central to mindfulness meditation and plays a key role in its salutary effects. It has been related to decreased activation in cortical midline structures (CMS) and amygdala, and increased activation in somatosensory regions. However, findings in untrained individuals are contradictory, and scarce in experienced meditators. Using fMRI, we investigated experienced mindfulness meditators (LTM, n=21, average 4652 practice-hours) and matched meditation-naïve participants (MNP, n=19) during short periods of mindful self-awareness (FEEL) and self-referential thinking (THINK). We report somatosensory activations and decreases in CMS during FEEL for both groups, but significantly stronger decreases in prefrontal CMS in LTM. LTM further showed decreases in language-related and amygdala regions, but the latter was not significantly different between groups. Overall, higher activations in amygdala and mid-line regions during FEEL were related to levels of depressiveness. Neural patterns of mindful self-awareness emerge already in MNP but more pronounced in LTM. Specifically, meditation training might reduce self-reference and verbalization during mindful awareness. We further corroborate the suggested link between mindfulness and healthy self-related functions on the neural level. Longitudinal studies need to corroborate these findings. Copyright © 2016 Elsevier B.V. All rights reserved.
Conversing as Metaphor of Human Thinking: Is Mind like a Conversation?

PubMed

Sorsana, Christine; Trognon, Alain

2018-06-01

How can researchers shape their ideas so that they understand the mind better? This theoretical paper discusses the merits of the conversation metaphor as a means of analyzing the human mind. We will develop arguments concerning conversation as i) a situated and distributed activity, ii) a "product" in perpetual construction, and iii) the amount of credence and belief we afford it. Finally, we will advocate for metaphorical tools that promote a more dynamic conceptualization of human thinking.
Head and Hand: An Action Approach to Thinking. Occasional Paper No. 3.

ERIC Educational Resources Information Center

Scribner, Sylvia

Much research has focused on cognitive skills in isolation from daily life and from action. However, memory and thinking in daily life are not separate from, but are part of, doing. This study is based on a theoretical framework that encompasses an integrated account of mind in action. This "activity theory" holds that neither mind as such nor…
Working Memory Capacity, Mind Wandering, and Creative Cognition: An Individual-Differences Investigation into the Benefits of Controlled Versus Spontaneous Thought.

PubMed

Smeekens, Bridget A; Kane, Michael J

2016-11-01

Should executive control, as indicated by working memory capacity (WMC) and mind-wandering propensity, help or hinder creativity? Sustained and focused attention should help guide a selective search of solution-relevant information in memory and help inhibit uncreative, yet accessible, ideas. However, unfocused attention and daydreaming should allow mental access to more loosely relevant concepts, remotely linked to commonplace solutions. Three individual-differences studies inserted incubation periods into one or two divergent thinking tasks and tested whether WMC (assessed by complex span tasks) and incubation-period mind wandering (assessed as probed reports of task-unrelated thought [TUT]) predicted post-incubation performance. Retrospective self-reports of Openness (Experiment 2) and mind-wandering and daydreaming propensity (Experiment 3) complemented our thought-probe assessments of TUT. WMC did not correlate with creativity in divergent thinking, whereas only the questionnaire measure of daydreaming, but not probed thought reports, weakly predicted creativity; the fact that in-the-moment TUTs did not correlate divergent creativity is especially problematic for claims that mind-wandering processes contribute to creative cognition. Moreover, the fact that WMC tends to strongly predict analytical problem solving and reasoning, but may not correlate with divergent thinking, provides a useful boundary condition for defining WMC's nomological net. On balance, our data provide no support for either benefits or costs of executive control for at least one component of creativity.
Does the cognitive reflection test measure cognitive reflection? A mathematical modeling approach.

PubMed

Campitelli, Guillermo; Gerrans, Paul

2014-04-01

We used a mathematical modeling approach, based on a sample of 2,019 participants, to better understand what the cognitive reflection test (CRT; Frederick In Journal of Economic Perspectives, 19, 25-42, 2005) measures. This test, which is typically completed in less than 10 min, contains three problems and aims to measure the ability or disposition to resist reporting the response that first comes to mind. However, since the test contains three mathematically based problems, it is possible that the test only measures mathematical abilities, and not cognitive reflection. We found that the models that included an inhibition parameter (i.e., the probability of inhibiting an intuitive response), as well as a mathematical parameter (i.e., the probability of using an adequate mathematical procedure), fitted the data better than a model that only included a mathematical parameter. We also found that the inhibition parameter in males is best explained by both rational thinking ability and the disposition toward actively open-minded thinking, whereas in females this parameter was better explained by rational thinking only. With these findings, this study contributes to the understanding of the processes involved in solving the CRT, and will be particularly useful for researchers who are considering using this test in their research.
Out of the box: A psychedelic model to study the creative mind.

PubMed

Kuypers, K P C

2018-06-01

Our creativity is challenged daily when facing new situations asking for novel solutions. Creativity, a multicomponent construct includes flexible divergent and rigid convergent thinking. Psychedelic drugs like psilocybin can enhance creativity and affect state of mind (mood, empathy, openness). Of note, flexible thinking is disturbed in psychopathological conditions like anxiety disorders and depression and preliminary findings have shown psychedelics to be efficacious in the treatment of those conditions. The question how psychedelics induce this state of enhanced flexible thinking remains to be answered and investigating the neurobiology underlying this phenomenon will not only help in understanding why psychedelics are of use in the therapeutic setting but also in other settings where flexible thinking is challenged. A model including neuronal networks, neurotransmitters and personal factors playing a role in this process will be proposed which can be put to the test by means of placebo-controlled pharmaco-imaging studies in healthy volunteers. Copyright © 2018 The Author. Published by Elsevier Ltd.. All rights reserved.

Radiant thinking and the use of the mind map in nurse practitioner education.

PubMed

Spencer, Julie R; Anderson, Kelley M; Ellis, Kathryn K

2013-05-01

The concept of radiant thinking, which led to the concept of mind mapping, promotes all aspects of the brain working in synergy, with thought beginning from a central point. The mind map, which is a graphical technique to improve creative thinking and knowledge attainment, utilizes colors, images, codes, and dimensions to amplify and enhance key ideas. This technique augments the visualization of relationships and links between concepts, which aids in information acquisition, data retention, and overall comprehension. Faculty can promote students' use of the technique for brainstorming, organizing ideas, taking notes, learning collaboratively, presenting, and studying. These applications can be used in problem-based learning, developing plans of care, health promotion activities, synthesizing disease processes, and forming differential diagnoses. Mind mapping is a creative way for students to engage in a unique method of learning that can expand memory recall and help create a new environment for processing information. Copyright 2013, SLACK Incorporated.
[Psyche and soma--Descartes in our hearts?].

PubMed

Jørgensen, J

1993-10-20

The essay deals with the mind-body problem. The first part describes the different views held by philosophers from Plato up to modern times, stressing the standpoint of René Descartes for medical philosophy and dualism. The author outlines the new research field of psychoneuroimmunology, and asks whether this could be one of the keys to the mind-body problem. The concept of anomaly is discussed, taking placebo and nocebo as prominent examples. Finally the author outlines modern holistic thinking based on a general systems theory, with biology as a dynamic interplay of culture, ecology, mind, and body in an open non-lineary system.
Ecology of Mind: A Batesonian Systems Thinking Approach to Curriculum Enactment

ERIC Educational Resources Information Center

Bloom, Jeffrey W.

2012-01-01

This article proposes a Batesonian systems thinking and ecology of mind approach to enacting curriculum. The key ideas for the model include ecology of mind, relationships, systems, systems thinking, pattern thinking, abductive thinking, and context. These ideas provide a basis for a recursive, three-part model involving developing (a) depth of…
The Literacy Component of Mathematical and Scientific Literacy

ERIC Educational Resources Information Center

Yore, Larry D.; Pimm, David; Tuan, Hsiao-Lin

2007-01-01

This opening article of the Special Issue makes an argument for parallel definitions of scientific literacy and mathematical literacy that have shared features: importance of general cognitive and metacognitive abilities and reasoning/thinking and discipline-specific language, habits-of-mind/emotional dispositions, and information communication…
Desire thinking as a confounder in the relationship between mindfulness and craving: Evidence from a cross-cultural validation of the Desire Thinking Questionnaire.

PubMed

Chakroun-Baggioni, Nadia; Corman, Maya; Spada, Marcantonio M; Caselli, Gabriele; Gierski, Fabien

2017-10-01

Desire thinking and mindfulness have been associated with craving. The aim of the present study was to validate the French version of the Desire Thinking Questionnaire (DTQ) and to investigate the relationship between mindfulness, desire thinking and craving among a sample of university students. Four hundred and ninety six university students completed the DTQ and measures of mindfulness, craving and alcohol use. Results from confirmatory factor analyses showed that the two-factor structure proposed in the original DTQ exhibited suitable goodness-of-fit statistics. The DTQ also demonstrated good internal reliability, temporal stability and predictive validity. A set of linear regressions revealed that desire thinking had a confounding effect in the relationship between mindfulness and craving. The confounding role of desire thinking in the relationship between mindfulness and craving suggests that interrupting desire thinking may be a viable clinical option aimed at reducing craving. Copyright © 2017 Elsevier B.V. All rights reserved.
Working Memory Capacity, Mind Wandering, and Creative Cognition: An Individual-Differences Investigation into the Benefits of Controlled Versus Spontaneous Thought

PubMed Central

Smeekens, Bridget A.; Kane, Michael J.

2015-01-01

Should executive control, as indicated by working memory capacity (WMC) and mind-wandering propensity, help or hinder creativity? Sustained and focused attention should help guide a selective search of solution-relevant information in memory and help inhibit uncreative, yet accessible, ideas. However, unfocused attention and daydreaming should allow mental access to more loosely relevant concepts, remotely linked to commonplace solutions. Three individual-differences studies inserted incubation periods into one or two divergent thinking tasks and tested whether WMC (assessed by complex span tasks) and incubation-period mind wandering (assessed as probed reports of task-unrelated thought [TUT]) predicted post-incubation performance. Retrospective self-reports of Openness (Experiment 2) and mind-wandering and daydreaming propensity (Experiment 3) complemented our thought-probe assessments of TUT. WMC did not correlate with creativity in divergent thinking, whereas only the questionnaire measure of daydreaming, but not probed thought reports, weakly predicted creativity; the fact that in-the-moment TUTs did not correlate divergent creativity is especially problematic for claims that mind-wandering processes contribute to creative cognition. Moreover, the fact that WMC tends to strongly predict analytical problem solving and reasoning, but may not correlate with divergent thinking, provides a useful boundary condition for defining WMC’s nomological net. On balance, our data provide no support for either benefits or costs of executive control for at least one component of creativity. PMID:28458764
Activating & Engaging Habits of Mind. A Developmental Series, Book 2.

ERIC Educational Resources Information Center

Costa, Arthur L., Ed.; Kallick, Bena, Ed.

This book is the second in a four-book series on habits of mind. It translates a habits of mind approach to education into action using classroom-tested advice. Contributions come from practitioners in literature, math, music, foreign language, reading, character education, and social science. After "Series Foreword: Thinking on the Road of…
Reconciling Indigenous and Western Knowing.

ERIC Educational Resources Information Center

Hooley, Neil

Being able to consider the full range of social and economic issues from different cultural perspectives while maintaining respect and an open mind is a difficult task. The similarities between the latest thinking of Western cosmology and theoretical physics and Indigenous understandings of the bush and its components are striking and provide a…
Counterfactual thinking: an fMRI study on changing the past for a better future

PubMed Central

Ma, Ning; Ampe, Lisa; Baetens, Kris; Van Overwalle, Frank

2013-01-01

Recent studies suggest that a brain network mainly associated with episodic memory has a more general function in imagining oneself in another time, place or perspective (e.g. episodic future thought, theory of mind, default mode). If this is true, counterfactual thinking (e.g. ‘If I had left the office earlier, I wouldn’t have missed my train.’) should also activate this network. Present functional magnetic resonance imaging (fMRI) study explores the common and distinct neural activity of counterfactual and episodic thinking by directly comparing the imagining of upward counterfactuals (creating better outcomes for negative past events) with the re-experiencing of negative past events and the imagining of positive future events. Results confirm that episodic and counterfactual thinking share a common brain network, involving a core memory network (hippocampal area, temporal lobes, midline, and lateral parietal lobes) and prefrontal areas that might be related to mentalizing (medial prefrontal cortex) and performance monitoring (right prefrontal cortex). In contrast to episodic past and future thinking, counterfactual thinking recruits some of these areas more strongly and extensively, and additionally activates the bilateral inferior parietal lobe and posterior medial frontal cortex. We discuss these findings in view of recent fMRI evidence on the working of episodic memory and theory of mind. PMID:22403155
Awareness and Awakening: A Narrative-Oriented Inquiry of Undergraduate Students' Development of Mindful Agency in China

PubMed Central

Wang, Qing; Law, Ho Chung; Li, Yan; Xu, Zhanfei; Pang, Weiguo

2017-01-01

The article explores undergraduate students' experiences of developing mindful agency as a positive learning disposition, their perceived change as a learner, and the possible impact of mindful agency coaching on students' learning and personal growth, using a narrative research method. Seventy Chinese undergraduate students generated personal reflective journals and eight participants' journals were selected to enter into the narrative-oriented inquiry. Our analysis revealed a number of primary themes based on which we produced a meta-story. The supplements of the story were exacted for further critical cross-case discussion. The finding indicated that the multifaceted development of mindful agency involved learning methods, emotional regulation, strategic thinking, and awareness of planning, openness to experience, self-acceptance and self-esteem, and learning engagement, with enhanced sense of personal awareness and awakening. The coaching was supportive for students to foster positive self-identities and become more reflective, mindful, and self-determined. PMID:29209260
Mindfulness: Reconnecting the Body and Mind in Geriatric Medicine and Gerontology

PubMed Central

Rejeski, W. Jack

2008-01-01

Derived from Buddhism, mindfulness is a unique approach for understanding human suffering and happiness that has attracted rapidly growing interest among health care professionals. In this article I describe current thinking about the concept of mindfulness and elaborate on why and how mindfulness-based interventions have potential within the context of geriatric medicine and gerontology. Upon reviewing definitions and models of the concept, I give attention to the unique role that the body plays in cultivating mindfulness and the advantages that this focus has for older adults because they have aging biological systems and may experience chronic disease, pain, and disability. In the final section I discuss why mindfulness may be particularly useful in promoting physical activity among older adults and how physical activity may be used as a vehicle to promote mindfulness. PMID:18483425
Reality is broken to be rebuilt: how a gamer's mindset can show science educators new ways of contribution to science and world?

NASA Astrophysics Data System (ADS)

Farhangi, Sanaz

2012-12-01

This paper presents a review of Jane McGonigal's book, "Reality is broken" (Reality is broken: why games make us better and how they can change the world. Penguin Press, New York, 2011). As the book subtitle suggests it is a book about "why games make us better and how they can change the world", written by a specialist in computer game design. I will try to show the relevance this book might have to science educators through emphasizing the points that the author offers as the fixes to rebuild reality on the image of gaming world. Using cultural-historical activity theory, I will explore how taking up a gamer mindset can challenge one to consider shortcomings in current approaches to the activity of teaching-learning science and how using this mindset can open our minds to think of new ways of engaging in the activity of doing science. I hope this review will encourage educators to explore the worldview presented in the book and use it to transform our thinking about science education.
Think green.

PubMed

Serb, Chris

2008-08-01

Hospitals typically don't come to mind when you think about cutting-edge environmental programs, but that's changing. Rising energy costs, the need to replace older facilities, and a growing environmental consciousness have spurred hospitals nationwide to embrace a green ideology. The executive suite is a vocal and active player in these efforts.
Strategic Genius

DTIC Science & Technology

2015-05-21

complex adaptive systems, emergence, lateral thinking, bias, communication, buy-in, discourses, ecologies 16. SECURITY CLASSIFICATION OF: 17...consistent logic. Dr. Alice Butler-Smith dramatically opened my mind to understand the nature of design and the ecology of discourses. I’m also indebted to...perspectives. A lifelong student in the classical Greek style, Scipio possessed a highly lateral background in logic, ethics , astronomy, geometry
Speak Your Mind

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wiley, H. S.

2009-12-01

Good science comes from the open competition between ideas. Even the best hypotheses and conjectures are based on incomplete data and are influenced by inherent biases. Presenting these ideas in public provides an excellent opportunity to stack them up against the competition. I found that anticipation of a direct public question was also one of the most effective motivators for critical thinking.
Shakespeare in Taiwan: Teaching Online in a Global Community

ERIC Educational Resources Information Center

Goedde, Brian

2014-01-01

When you think of global, online education, the first thing that may jump to mind these days are MOOCs, the "massive open online classes" that are widely publicized (and criticized). The author states that his classes were not these, but rather, closer to what are now being called SPOCs--small private online classes. Enrollment is…
3 CFR 8723 - Proclamation 8723 of October 3, 2011. National Arts and Humanities Month, 2011

Code of Federal Regulations, 2012 CFR

2012-01-01

... the creative thinkers of tomorrow. Educators across our country are opening young minds, fostering... education for our children that will fuel our efforts to lead in a new economy where critical and creative thinking will be the keys to success. Today, the arts and humanities continue to break social and political...
Corresponding Habits of Mind and Mathematical Ability

NASA Astrophysics Data System (ADS)

Dwirahayu, G.; Kustiawati, D.; Bidari, I.

2017-09-01

Objective of learning process regarding system of Indonesia government should be consist of knowledge, attitudes, and skills, or in general we call cognitive, affective and psychomotor. These objective are apply to mathematics education also. Attitude in mathematics known as habits of mind. The teacher should create a learning objective which including all, cognitive, affective and psychomotor. In general, math teachers in Indonesia pay attention to aspects of knowledge, and they ignore other aspects. Habits of mind is term which means the tendency to behave intellectually or intelligently when faced with problems which is immediately known solution. This article examines the math teacher’s attention to students’ habits of mind. The research done by survey method to 38 students at Islamic School 32 Jakarta academic year 2015/2016 from April to May 2016. Habits of mind are observed in this research restricted to persisting, thinking about thinking, thinking flexible and applying past knowledge to new situation. Based on survey, conclude that teacher, without realizing, they have to improve students’ habits of mind, as long as teaching and learning only persisting and thinking about thinking are already well developed, while flexible thinking and applying past knowledge to new situation has not well developed. We hope, math teacher can pay attention not only cognitive aspect but habits of mind also.
Mind Sparklers. Fireworks for Igniting Creativity in Young Minds. Book 2 for Grades 4-8.

ERIC Educational Resources Information Center

Myers, Robert E.

The activities in this book were designed to encourage students to perceive what is going on around them, to be both receptive to and critical of the ideas of others, to analyze problems, to elaborate upon ideas, to explore possibilities, and to see relationships. The activities call for all 18 of E. Paul Torrance's creative thinking abilities.…
An open mind to closed borders

NASA Astrophysics Data System (ADS)

Fallet, Ulrike; Lefeber, Bob

2017-04-01

One aspect of "Science in tomorrow's classroom" is teaching geography students the basic skills and knowledge to play an active role in society as citizens. Topics that frame the development of good citizenship are wide-ranged and include climate change, migration and integration as well as democracy and identity. Often these kinds of topics do not allow for right or wrong answers or classroom lectures; it is more important to encourage students to find and discuss arguments with which to underpin their opinion. In this way, civic education is very suitable for active learning. Active learning is described as a method of learning in which students are actively involved in the learning process through (group) discussion, experiments or games. By doing so, students are stimulated to engage in higher-order thinking tasks such as analysis, synthesis, and evaluation, which are inherent to becoming responsible, reflective and critical citizens as well as (future) scientists. It has also been shown that the use of active learning methods significantly increased the number of meaningful geographical relationships that students give in tests (Karkdijk, 2012). I, therefore, propose to use active learning to approach civic education in the classroom. Specifically, I used a "mystery" to engage students in active learning on the highly polarizing subject of migration. A mystery (Leat, 1990) is a didactic method that uses short bits of information to solve an intriguing question. A current polarizing subject in society and in the classroom is the migration from Northern Africa and the Middle East to Europe and the increasing number of terrorist attacks by individuals who have radicalised before, during or after their journey over the Mediterranean. In class, students were asked to solve this migration mystery: "Could the terrorist attack in Berlin have been stopped by closing the borders of the Mediterranean countries to migrants?" In order to solve this mystery and to find an answer to this polarizing question, students got clues, which they had to analyse and discuss. Through solving this migration mystery, high-school students were encouraged to keep 'an open mind to closed borders' and learned important steps of the scientific thinking process as well as experience the nuance in a widely discussed civic case.

Think about Your Thinking: Reclaiming a Foundation of Liberal Education at the Evergreen State College

ERIC Educational Resources Information Center

Koppelman, Nancy

2013-01-01

At colleges and universities, thinking one's own thoughts is at the heart of all the other activity that, together, constitutes a liberal education. Self-examination and reflection enable people to make sense of the world and their places in it. Each individual can experience the mind as it grasps its own dynamics and spawns deep and unique…
Dispositional mindfulness and reward motivated eating: The role of emotion regulation and mental habit.

PubMed

Fisher, Naomi R; Mead, Bethan R; Lattimore, Paul; Malinowski, Peter

2017-11-01

Evidence regarding the effectiveness of mindfulness based interventions (MBIs) for eating disorders, weight management and food craving is emerging and further studies are required to understand the underlying mechanisms of MBIs in these domains. The current study was designed to establish the role of specific mechanisms underlying the putative relationship between mindfulness and reward motivated eating. We predicted that mindfulness would be negatively related to features of reward motivated eating and that this association would be mediated by emotion regulation and habitual negative self-thinking. A cross-sectional survey measuring uncontrolled and emotional eating, mindfulness, emotion regulation and habitual negative self-thinking was completed by female and male meditators and non-meditators (N = 632). Lower levels of dispositional mindfulness were associated with difficulties in emotion regulation, habitual negative self-thinking and both emotional and uncontrolled eating. Difficulties in emotion regulation significantly mediated the mindfulness-uncontrolled eating relationship. Habitual negative self-thinking significantly mediated the mindfulness-emotional eating relationship. Participants with meditation experience reported greater levels of dispositional mindfulness, fewer difficulties with emotion regulation and habitual negative self-thinking and reduced uncontrolled eating tendencies, compared to non-meditators. The findings suggest that MBIs designed to change reward motivated eating and weight control should focus on emotion regulation and mental habits as underlying mechanisms. Copyright © 2017. Published by Elsevier Ltd.
An analysis of logical thinking using mind mapping

NASA Astrophysics Data System (ADS)

Swestyani, S.; Masykuri, M.; Prayitno, B. A.; Rinanto, Y.; Widoretno, S.

2018-05-01

Brains can remember information in different forms, i.e images, symbols, sounds, and senses, and the information is connected by logical gate. This information needs imagination and association to construct new meaningful images. The purpose of this research was to describe a method of teaching which based on Tony Buzan’s mind mapping technique. This research showed how mind mapping could be used to measure students’ logical thinking and how mind mapping could promote students’ understanding in meaningful way. The test of mind mapping that involved 31 students of XI grade in SMA Batik 2 Surakarta was used as the data collecting method in this research. Then, the Ohassta’s mind mapping rubric was used to analyze the structure and content of mind mapping. The rubric includes four aspects, i.e knowledge, communication, thinking, and application. A qualitative analysis Miles and Hubberman’s was used to assess the obtained data. The result showed that the percentage of knowledge aspect was 53,23 %, communication aspect was 28,33 %, thinking aspect was 28,33 %, and knowledge aspect was 41,53 %. Mind mapping makes logical thinking visible so that the quality of learning that has occurred can be seen and explored. Using mind mapping in the course of teaching means that learning is no longer a complex and intractable process, measurable is not only by proxy but also by an observable phenomenon.
Two Mind-Altering Curriculums: Contemplation, Mindfulness, and the Educational Question Whether "To Think or Not to Think?"

ERIC Educational Resources Information Center

Ergas, Oren

2013-01-01

Findings "from" neuroscience and psychological research reveal that the mind's "default" state is "wandering" bearing directly on our well-being. These findings raise difficult questions as to the premises underlying the curriculum rendered as a "mind-altering device" (Eisner, 1993). This article analyzes…
The utilization of mind map painting on 3D shapes with curved faces

NASA Astrophysics Data System (ADS)

Nur Sholikhah, Ayuk; Usodo, Budi; Pramudya, Ikrar

2017-12-01

This paper aims to study on the use of mind map painting media on material with 3D shapes with curved faces and its effect on student’s interest. Observation and literature studies were applied as the research method with the sake design of utilization of mind map painting. The result of this research is the design of mind map painting media can improve students' ability to solve problems, improve the ability to think, and maximize brain power. In relation, mind map painting in learning activities is considered to improve student interest.
Sustainability as a Design Principle for Composition: Situational Creativity as a Habit of Mind

ERIC Educational Resources Information Center

Newcomb, Matthew

2012-01-01

Design is a rhetorical activity that requires creative thinking in response to difficult situations. That creative work ultimately builds new relationships and new contexts. Sustainable design can become an approach to composition that alters ways of thinking about writing situations, keeping ethical and contextual factors in focus, and…
Validity Evidence for the State Mindfulness Scale for Physical Activity

ERIC Educational Resources Information Center

Cox, Anne E.; Ullrich-French, Sarah; French, Brian F.

2016-01-01

Being attentive to and aware of one's experiences in the present moment with qualities of acceptance and openness reflects the state of mindfulness. Positive associations exist between state mindfulness and state autonomous motivation for everyday activities. Though this suggests that state mindfulness links with adaptive motivational experiences,…
Critical thinking dispositions among newly graduated nurses

PubMed Central

Wangensteen, Sigrid; Johansson, Inger S; Björkström, Monica E; Nordström, Gun

2010-01-01

wangensteen s., johansson i.s., björkström m.e. & nordström g. (2010) Critical thinking dispositions among newly graduated nurses. Journal of Advanced Nursing66(10), 2170–2181. Aim The aim of the study was to describe critical thinking dispositions among newly graduated nurses in Norway, and to study whether background data had any impact on critical thinking dispositions. Background Competence in critical thinking is one of the expectations of nursing education. Critical thinkers are described as well-informed, inquisitive, open-minded and orderly in complex matters. Critical thinking competence has thus been designated as an outcome for judging the quality of nursing education programmes and for the development of clinical judgement. The ability to think critically is also described as reducing the research–practice gap and fostering evidence-based nursing. Methods A cross-sectional descriptive study was performed. The data were collected between October 2006 and April 2007 using the California Critical Thinking Disposition Inventory. The response rate was 33% (n= 618). Pearson’s chi-square tests were used to analyse the data. Results Nearly 80% of the respondents reported a positive disposition towards critical thinking. The highest mean score was on the Inquisitiveness subscale and the lowest on the Truth-seeking subscale. A statistically significant higher proportion of nurses with high critical thinking scores were found among those older than 30 years, those with university education prior to nursing education, and those working in community health care. Conclusion Nurse leaders and nurse teachers should encourage and nurture critical thinking among newly graduated nurses and nursing students. The low Truth-seeking scores found may be a result of traditional teaching strategies in nursing education and might indicate a need for more student-active learning models. PMID:20384637
Open Minds to Equality: A Source Book of Learning Activities to Affirm Diversity and Promote Equity. Third Edition

ERIC Educational Resources Information Center

Schniedewind, Nancy; Davidson, Ellen

2006-01-01

"Open Minds to Equality" is an educator's sourcebook of activities to help students understand and change inequalities based on: race, gender, class, age, language, sexual orientation, physical/mental ability, and religion. The activities promote respect for diversity and interpersonal equality among students, fostering a classroom that is…
Primary School Teacher Candidates' Geometric Habits of Mind

ERIC Educational Resources Information Center

Köse, Nilu¨fer Y.; Tanisli, Dilek

2014-01-01

Geometric habits of mind are productive ways of thinking that support learning and using geometric concepts. Identifying primary school teacher candidates' geometric habits of mind is important as they affect the development of their future students' geometric thinking. Therefore, this study attempts to determine primary school teachers' geometric…
Never say die: death euphemisms, misunderstandings and their implications for practice.

PubMed

Rawlings, Deborah; Tieman, Jennifer J; Sanderson, Christine; Parker, Deborah; Miller-Lewis, Lauren

2017-07-02

A Massive Open Online Course (MOOC) on death and dying was conducted to open the dialogue around death and dying. In one activity, participants were asked to engage with language and to think of alternative words (or euphemisms) that are used to describe death. To reflect from a nursing perspective how language enables and sometimes disguises important messages and conversations. Four hundred and seventy one participants provided 3053 euphemisms. Euphemisms were varied, with many providing commentary on their purpose and use. As a society we have become quite creative in the use of euphemisms, but need to be mindful of misunderstandings and misinterpretations which can cause embarrassment and distress in clinical situations. This paper describes some of the euphemisms that were provided, examining why they are used and how their use can be easily misconstrued in daily life and in clinical practice.
Descartes' embodied psychology: Descartes' or Damasio's error?

PubMed

Kirkebøen, G

2001-08-01

Damasio (1994) claims that Descartes imagined thinking as an activity separate from the body, and that the effort to understand the mind in general biological terms was retarded as a consequence of Descartes' dualism. These claims do not hold; they are "Damasio's error". Descartes never considered what we today call thinking or cognition without taking the body into account. His new dualism required an embodied understanding of cognition. The article gives an historical overview of the development of Descartes' radically new psychology from his account of algebraic reasoning in the early Regulae (1628) to his "neurobiology of rationality" in the late Passions of the soul (1649). The author argues that Descartes' dualism opens the way for mechanistic and mathematical explanations of all kinds of physiological and psychological phenomena, including the kind of phenomena Damasio discusses in Descartes' error. The models of understanding Damasio puts forward can be seen as advanced version of models which Descartes introduced in the 1640s. A far better title for his book would have been Descartes' vision.
Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?

PubMed

D'Antoni, Anthony V; Zipp, Genevieve Pinto; Olson, Valerie G; Cahill, Terrence F

2010-09-16

A learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using mind mapping as a note-taking strategy facilitates critical thinking. The purpose of this study was to investigate whether a relationship existed between mind mapping and critical thinking, as measured by the Health Sciences Reasoning Test (HSRT), and whether a relationship existed between mind mapping and recall of domain-based information. In this quasi-experimental study, 131 first-year medical students were randomly assigned to a standard note-taking (SNT) group or mind map (MM) group during orientation. Subjects were given a demographic survey and pre-HSRT. They were then given an unfamiliar text passage, a pre-quiz based upon the passage, and a 30-minute break, during which time subjects in the MM group were given a presentation on mind mapping. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. A post-quiz based upon the passage was administered, followed by a post-HSRT. Differences in mean pre- and post-quiz scores between groups were analyzed using independent samples t-tests, whereas differences in mean pre- and post-HSRT total scores and subscores between groups were analyzed using ANOVA. Mind map depth was assessed using the Mind Map Assessment Rubric (MMAR). There were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores. Although mind mapping was not found to increase short-term recall of domain-based information or critical thinking compared to SNT, a brief introduction to mind mapping allowed novice MM subjects to perform similarly to SNT subjects. This demonstrates that medical students using mind maps can successfully retrieve information in the short term, and does not put them at a disadvantage compared to SNT students. Future studies should explore longitudinal effects of mind-map proficiency training on both short- and long-term information retrieval and critical thinking.
Development and Evaluation of a Web Map Mind Tool Environment with the Theory of Spatial Thinking and Project-Based Learning Strategy

ERIC Educational Resources Information Center

Hou, Huei-Tse; Yu, Tsai-Fang; Wu, Yi-Xuan; Sung, Yao-Ting; Chang, Kuo-En

2016-01-01

The theory of spatial thinking is relevant to the learning and teaching of many academic domains. One promising method to facilitate learners' higher-order thinking is to utilize a web map mind tool to assist learners in applying spatial thinking to cooperative problem solving. In this study, an environment is designed based on the theory of…
The Stakes of Movement: A Dynamic Approach to Mathematical Thinking

ERIC Educational Resources Information Center

Roth, Wolff-Michael; Maheux, Jean-François

2015-01-01

Standard approaches to thinking in the mathematics curriculum depict it as the result of some stable constructions in the mind of the person, constructions that are the results of individual efforts in the mind of subjects or of collective efforts that are then appropriated by and into the mind of individuals. Such work does not appreciate what…
Energizing the Thinking Dimensions of Physical Education.

ERIC Educational Resources Information Center

Miller, Donna Mae

1987-01-01

Physical educators should reinforce the mind-body dualism covered in physical education through activities that illustrate the use of problem-solving, asking and answering questions, developing game sense, and perceiving relationships. (CB)
A Systematic Review: Using Habits of Mind to Improve Student's Thinking in Class

ERIC Educational Resources Information Center

Alhamlan, Suad; Aljasser, Haya; Almajed, Asma; Almansour, Haila; Alahmad, Nidhal

2018-01-01

This review article aims to explore how habits of mind as the concept defined under the recent Framework for Success in Postsecondary Writing contributes to the development of critical thinking in the classroom. The application of a systematic review and a meta-analysis approach allows investigating the selected habits of mind and comparing them…
Turning Thinking on Its Head: How Bodies Make up Their Minds

ERIC Educational Resources Information Center

Claxton, Guy

2012-01-01

The assumption that bodies have little to do with thinking--other than to be the vehicle that gets a mind to a classroom--deeply underpins the traditional model of schooling. Lessons and seminars are designed on the premise that thinking happens best when people are pretty still, their bodies are quiet and undemanding of attention, and they are…
Global-minded Human Resources and Expectations for Universities

NASA Astrophysics Data System (ADS)

Inoue, Hiroshi

Under the globalized economy, Japanese corporations compete with rivals of the western countries and emerging economies. And domestically, they face with deflation, falling birth-rate, an aging society, and shrinking market. So they need to foster and retain global-minded human resources who can play an active role in global business, and who can drive innovation. What Japanese corporations expect for global-minded human resources are ability to meet challenges, ability to think independently free from conventional wisdom, communication skills in foreign languages, interests in foreign cultures and different values, and so on. In order to foster global-minded human resources, Keidanren work with the 13 universities selected under the Japanese Government‧s “Global 30” projects to undertake “Global-minded Human Resources Development Projects” .
Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?

PubMed Central

2010-01-01

Background A learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using mind mapping as a note-taking strategy facilitates critical thinking. The purpose of this study was to investigate whether a relationship existed between mind mapping and critical thinking, as measured by the Health Sciences Reasoning Test (HSRT), and whether a relationship existed between mind mapping and recall of domain-based information. Methods In this quasi-experimental study, 131 first-year medical students were randomly assigned to a standard note-taking (SNT) group or mind map (MM) group during orientation. Subjects were given a demographic survey and pre-HSRT. They were then given an unfamiliar text passage, a pre-quiz based upon the passage, and a 30-minute break, during which time subjects in the MM group were given a presentation on mind mapping. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. A post-quiz based upon the passage was administered, followed by a post-HSRT. Differences in mean pre- and post-quiz scores between groups were analyzed using independent samples t-tests, whereas differences in mean pre- and post-HSRT total scores and subscores between groups were analyzed using ANOVA. Mind map depth was assessed using the Mind Map Assessment Rubric (MMAR). Results There were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores. Conclusions Although mind mapping was not found to increase short-term recall of domain-based information or critical thinking compared to SNT, a brief introduction to mind mapping allowed novice MM subjects to perform similarly to SNT subjects. This demonstrates that medical students using mind maps can successfully retrieve information in the short term, and does not put them at a disadvantage compared to SNT students. Future studies should explore longitudinal effects of mind-map proficiency training on both short- and long-term information retrieval and critical thinking. PMID:20846442

Learning to BREATHE: A Pilot Study of a Mindfulness-Based Intervention to Support Marginalized Youth

PubMed Central

Eva, Amy L.; Thayer, Natalie M.

2017-01-01

Mindfulness-based curricular interventions can support adolescents who are at risk of school failure as they negotiate the transition from high school into young adulthood. Researchers hypothesized that a 6-week mindfulness-based intervention would lower participants’ perceived stress while increasing their reported levels of self-esteem. Participants (N = 23) ranged in age from 17 to 20 years while the majority were male students of color. Pre- and postintervention survey mean responses revealed statistically significant differences on the Single-Item Self-Esteem Scale and 3 items on the Perceived Stress Scale (with small to moderate effect sizes). Postintervention focus group (n = 8) data indicated that the most valued daily practice was the body scan technique. Open coding of the focus group data also revealed several key themes in the form of overarching codes as participants discussed intervention benefits. These included (a) self-regulation, (b) attention-awareness, and (c) positive thinking. PMID:29228794
Outdoors America: recreational opportunites on public lands

USGS Publications Warehouse

,

1992-01-01

What comes to your mind when you think of outdoor recreation? Boating? Camping? Hiking or backpacking? Horse-back riding? Hunting or fishing? Chances are, if you can name an outdoor activity, you can do it on public lands.
Neuroscience and Psychoanalysis

PubMed Central

2007-01-01

There exists an enormous amount of biological and scientific data in the field of neuroscience, which are daunting and laborious to those who are not directly engaged in these specialized areas. The intricacies and complexities of the role of the central nervous system (CNS) in psychiatric disorders and human behavior are, of course, acknowledged. In this article, observations and speculations of some prominent workers in the field of neuroscience are described with focus on their conclusions, rather than specific findings as they pertain to the mind-body relationship. The mind-brain/body issue has not been resolved insofar as clarifying the connections between CNS activity and thinking is concerned. Currently, it is useful to accept the concept of parallelism between CNS activity and thought. An argument will be made for the inclusion of the psychoanalytic method as an essential component of the scientific effort to elucidate consciousness and thinking. PMID:20711329
Case studies combined with or without concept maps improve critical thinking in hospital-based nurses: a randomized-controlled trial.

PubMed

Huang, Yu-Chuan; Chen, Hsing-Hsia; Yeh, Mei-Ling; Chung, Yu-Chu

2012-06-01

Critical thinking (CT) is essential to the exercise of professional judgment. As nurses face increasingly complex health-care situations, critical thinking can promote appropriate clinical decision-making and improve the quality of nursing care. This study aimed to evaluate the effects of a program of case studies, alone (CS) or combined with concept maps (CSCM), on improving CT in clinical nurses. The study was a randomized controlled trial. The experimental group participated in a 16-week CSCM program, whereas the control group participated in a CS program of equal duration. A randomized-controlled trial with a multistage randomization process was used to select and to assign participants, ultimately resulting in 67 nurses in each group. Data were collected before and after the program using the California Critical Thinking Skill Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). After the programs, there were significant differences between the two groups in the critical thinking skills of analysis, evaluation, inference, deduction, and induction. There was also an overall significant difference, and a significant difference in the specific disposition of open-mindedness. This study supports the application of case studies combined with concept maps as a hospital-based teaching strategy to promote development of critical thinking skills and encourage dispositions for nurses. The CSCM resulted in greater improvements in all critical thinking skills of as well as the overall and open-minded affective dispositions toward critical thinking, compared with the case studies alone. An obvious improvement in the CSCM participants was the analytic skill and disposition. Further longitudinal studies and data collection from multisite evaluations in a range of geographic locales are warranted. Copyright © 2012 Elsevier Ltd. All rights reserved.
K-8 Pre-Service Teachers' Algebraic Thinking: Exploring the Habit of Mind "Building Rules to Represent Functions"

ERIC Educational Resources Information Center

Magiera, Marta T.; van den Kieboom, Leigh A.; Moyer, John C.

2017-01-01

In this study, we examined the ability of grades 1-8 pre-service teachers (PSTs) to engage in thinking about patterns, relationships, and functional rules. Using the algebraic habit of mind Building Rules to Represent Functions as a framework, we examined whether and how well our PSTs (n = 18) used seven features of this habit of mind: organize…
Developing scholarly thinking using mind maps in graduate nursing education.

PubMed

Kotcherlakota, Suhasini; Zimmerman, Lani; Berger, Ann M

2013-01-01

Two broad issues that beginning graduate nursing students face are identifying a research focus and learning how to organize complex information. Developing a mind map is 1 strategy to help students clarify their thinking and lay the foundation for in-depth expertise related to their research focus, review of the literature, and conceptual framework. The authors discuss their use of mind mapping combined with feedback using a fishbowl technique.
Student resources for learning physics

NASA Astrophysics Data System (ADS)

Hammer, David

2015-04-01

Careful observations of learners' reasoning belie simple characterizations of their knowledge or abilities: Students who appear to lack understanding or abilities at one moment show evidence of them at another. Detecting this variability generally requires close examination of what and how students are thinking, moment-to-moment, which makes research difficult. But the findings challenge unitary accounts of intelligence, stages of development, and misconceptions. Joe Redish and others have been working from a more complex theoretical framework of innumerable, fine-grained cognitive structures we call ``resources.'' They are, roughly, ways of thinking people have that may apply or not in any particular moment. (Thinking about energy, for example, may involve resources for understanding location or conservation, or oscillations in time, or differential symmetry.) The variability we observe in student reasoning reflects variability in resource activation. Resources are to models of mind what partons used to be to models of hadrons: We know we should be thinking of entities and dynamics at a smaller scale than we've been considering, even if we don't know their particular properties. Understanding minds in this way has profound implications for research and for teaching.
Theory of Mind Development in Adolescence and Early Adulthood: The Growing Complexity of Recursive Thinking Ability

PubMed Central

Valle, Annalisa; Massaro, Davide; Castelli, Ilaria; Marchetti, Antonella

2015-01-01

This study explores the development of theory of mind, operationalized as recursive thinking ability, from adolescence to early adulthood (N = 110; young adolescents = 47; adolescents = 43; young adults = 20). The construct of theory of mind has been operationalized in two different ways: as the ability to recognize the correct mental state of a character, and as the ability to attribute the correct mental state in order to predict the character’s behaviour. The Imposing Memory Task, with five recursive thinking levels, and a third-order false-belief task with three recursive thinking levels (devised for this study) have been used. The relationship among working memory, executive functions, and linguistic skills are also analysed. Results show that subjects exhibit less understanding of elevated recursive thinking levels (third, fourth, and fifth) compared to the first and second levels. Working memory is correlated with total recursive thinking, whereas performance on the linguistic comprehension task is related to third level recursive thinking in both theory of mind tasks. An effect of age on third-order false-belief task performance was also found. A key finding of the present study is that the third-order false-belief task shows significant age differences in the application of recursive thinking that involves the prediction of others’ behaviour. In contrast, such an age effect is not observed in the Imposing Memory Task. These results may support the extension of the investigation of the third order false belief after childhood. PMID:27247645
A wandering mind is an unhappy mind.

PubMed

Killingsworth, Matthew A; Gilbert, Daniel T

2010-11-12

We developed a smartphone technology to sample people's ongoing thoughts, feelings, and actions and found (i) that people are thinking about what is not happening almost as often as they are thinking about what is and (ii) found that doing so typically makes them unhappy.
The embodied and relational nature of the mind: implications for clinical interventions in aging individuals and populations.

PubMed

Rejeski, W Jack; Gauvin, Lise

2013-01-01

Considerable research over the past decade has garnered support for the notion that the mind is both embodied and relational. Jointly, these terms imply that the brain, physical attributes of the self, and features of our interpersonal relationships and of the environments in which we live jointly regulate energy and information flow; they codetermine how we think, feel, and behave both individually and collectively. In addition to direct experience, evidence supports the view that stimuli embedded within past memories trigger multimodal simulations throughout the body and brain to literally recreate lived experience. In this paper, we review empirical support for the concept of an embodied and relational mind and then reflect on the implications of this perspective for clinical interventions in aging individuals and populations. Data suggest that environmental influences literally "get under the skin" with aging; that musculoskeletal and visceral sensations become more prominent in activities of the mind due to aging biological systems and chronic disease. We argue that conceiving the mind as embodied and relational will grow scientific inquiry in aging, transform how we think about the self-system and well-being, and lead us to rethink health promotion interventions aimed at aging individuals and populations.
The embodied and relational nature of the mind: implications for clinical interventions in aging individuals and populations

PubMed Central

Rejeski, W Jack; Gauvin, Lise

2013-01-01

Considerable research over the past decade has garnered support for the notion that the mind is both embodied and relational. Jointly, these terms imply that the brain, physical attributes of the self, and features of our interpersonal relationships and of the environments in which we live jointly regulate energy and information flow; they codetermine how we think, feel, and behave both individually and collectively. In addition to direct experience, evidence supports the view that stimuli embedded within past memories trigger multimodal simulations throughout the body and brain to literally recreate lived experience. In this paper, we review empirical support for the concept of an embodied and relational mind and then reflect on the implications of this perspective for clinical interventions in aging individuals and populations. Data suggest that environmental influences literally “get under the skin” with aging; that musculoskeletal and visceral sensations become more prominent in activities of the mind due to aging biological systems and chronic disease. We argue that conceiving the mind as embodied and relational will grow scientific inquiry in aging, transform how we think about the self-system and well-being, and lead us to rethink health promotion interventions aimed at aging individuals and populations. PMID:23776330
Thinking with Hands-On Activities

ERIC Educational Resources Information Center

Conover, Patricia Ross

2009-01-01

The goal for library media specialists and teachers is to lead students to use technology to communicate, in a powerful and meaningful way, and to creatively display what they have learned. With these ideas in mind, this article details several projects using Microsoft PowerPoint XP. The activities, with simplified instructions, can be adapted to…
Interactive forms of conducting business and role games in dialogical training

NASA Astrophysics Data System (ADS)

Medvedeva, L.; Yushkov, E.; Yakovlev, D.; Bogatyreova, M.

2017-01-01

Mastering interactive technologies by teachers of higher educational institutions is the basis of enhancing the quality of education. The competent use of interactive forms of business and role-play games at seminars strengthens a pedagogical effect on the development of the culture of thinking, professional and personal qualities of students, as well as provides an in-depth study of the subject and acquisition of scientific cognition methods. Dialogical thinking creates a truly open mind for sharing opinions and freely discussing suggestions made by the participants, especially in situations of seeking effective task-solving methods. In order to train competitive graduates, ready to act efficiently in their future career, it is necessary to apply innovational interactive technologies in the educational process.
Autopilot, Mind Wandering, and the Out of the Loop Performance Problem.

PubMed

Gouraud, Jonas; Delorme, Arnaud; Berberian, Bruno

2017-01-01

To satisfy the increasing demand for safer critical systems, engineers have integrated higher levels of automation, such as glass cockpits in aircraft, power plants, and driverless cars. These guiding principles relegate the operator to a monitoring role, increasing risks for humans to lack system understanding. The out of the loop performance problem arises when operators suffer from complacency and vigilance decrement; consequently, when automation does not behave as expected, understanding the system or taking back manual control may be difficult. Close to the out of the loop problem, mind wandering points to the propensity of the human mind to think about matters unrelated to the task at hand. This article reviews the literature related to both mind wandering and the out of the loop performance problem as it relates to task automation. We highlight studies showing how these phenomena interact with each other while impacting human performance within highly automated systems. We analyze how this proximity is supported by effects observed in automated environment, such as decoupling, sensory attention, and cognitive comprehension decrease. We also show that this link could be useful for detecting out of the loop situations through mind wandering markers. Finally, we examine the limitations of the current knowledge because many questions remain open to characterize interactions between out of the loop, mind wandering, and automation.
Justifying all the fuss about false belief.

PubMed

Russell, James

2005-07-01

The classic study by Wimmer and Perner showed that children below the age of about 4 years of age fail to appreciate others' false beliefs. This opened the floodgates to the theory-of-mind research programme. Recently, a study by Riggs and Simpson has called the central challenge of false belief into question, reporting similar difficulties with true belief. I would argue, however, that not only should the acquisition of false belief remain a central concern but that we should think harder about it and its earlier manifestations.
Will machines ever think

NASA Technical Reports Server (NTRS)

Denning, P. J.

1986-01-01

Artificial Intelligence research has come under fire for failing to fulfill its promises. A growing number of AI researchers are reexamining the bases of AI research and are challenging the assumption that intelligent behavior can be fully explained as manipulation of symbols by algorithms. Three recent books -- Mind over Machine (H. Dreyfus and S. Dreyfus), Understanding Computers and Cognition (T. Winograd and F. Flores), and Brains, Behavior, and Robots (J. Albus) -- explore alternatives and open the door to new architectures that may be able to learn skills.
Biogenesis: number mysticism in protein thinking.

PubMed

Klotz, I M

1993-10-01

Historically, great minds have been tantalized by the idea that integers contain hidden, subtle meanings that could give us deep insights into natural (and supernatural) phenomena. Numerological analysis has been used in religion, mythology, and the sciences. In the field of proteins, integers played a stimulating role during early struggles to unravel structure, but they ultimately proved constrictive and misleading. In contrast, the introduction of imaginary (or complex) numbers into the algebra and numerical analysis of ligand-protein affinities can open new perspectives into such interactions.
Personality and complex brain networks: The role of openness to experience in default network efficiency

PubMed Central

Kaufman, Scott Barry; Benedek, Mathias; Jung, Rex E.; Kenett, Yoed N.; Jauk, Emanuel; Neubauer, Aljoscha C.; Silvia, Paul J.

2015-01-01

Abstract The brain's default network (DN) has been a topic of considerable empirical interest. In fMRI research, DN activity is associated with spontaneous and self‐generated cognition, such as mind‐wandering, episodic memory retrieval, future thinking, mental simulation, theory of mind reasoning, and creative cognition. Despite large literatures on developmental and disease‐related influences on the DN, surprisingly little is known about the factors that impact normal variation in DN functioning. Using structural equation modeling and graph theoretical analysis of resting‐state fMRI data, we provide evidence that Openness to Experience—a normally distributed personality trait reflecting a tendency to engage in imaginative, creative, and abstract cognitive processes—underlies efficiency of information processing within the DN. Across two studies, Openness predicted the global efficiency of a functional network comprised of DN nodes and corresponding edges. In Study 2, Openness remained a robust predictor—even after controlling for intelligence, age, gender, and other personality variables—explaining 18% of the variance in DN functioning. These findings point to a biological basis of Openness to Experience, and suggest that normally distributed personality traits affect the intrinsic architecture of large‐scale brain systems. Hum Brain Mapp 37:773–779, 2016. © 2015 Wiley Periodicals, Inc. PMID:26610181
Use of critical thinking in the diagnostic process.

PubMed

Lunney, Margaret

2010-01-01

To demonstrate use of critical thinking in the diagnostic process in order to achieve accuracy of nursing diagnoses. The 7 cognitive skills and 10 habits of mind identified as important for nursing in a Delphi study by Scheffer and Rubenfeld are applied to the diagnostic process using a published case study of a woman with heart failure. Taking into account all data from the case study and using the concepts of critical thinking, two high-accuracy nursing diagnoses were selected to guide nursing interventions. Because the specific types of critical thinking needed for accurate diagnosing are not known, nurses should develop all 17 of the cognitive skills and habits of mind so these thinking abilities are available when needed. The 17 critical thinking concepts should be combined with domain knowledge, e.g., nursing diagnoses, to think about thinking, which will improve critical thinking processes.
Dorsomedial prefontal cortex supports spontaneous thinking per se.

PubMed

Raij, T T; Riekki, T J J

2017-06-01

Spontaneous thinking, an action to produce, consider, integrate, and reason through mental representations, is central to our daily experience and has been suggested to serve crucial adaptive purposes. Such thinking occurs among other experiences during mind wandering that is associated with activation of the default mode network among other brain circuitries. Whether and how such brain activation is linked to the experience of spontaneous thinking per se remains poorly known. We studied 51 healthy subjects using a comprehensive experience-sampling paradigm during 3T functional magnetic resonance imaging. In comparison with fixation, the experiences of spontaneous thinking and spontaneous perception were related to activation of wide-spread brain circuitries, including the cortical midline structures, the anterior cingulate cortex and the visual cortex. In direct comparison of the spontaneous thinking versus spontaneous perception, activation was observed in the anterior dorsomedial prefrontal cortex. Modality congruence of spontaneous-experience-related brain activation was suggested by several findings, including association of the lingual gyrus with visual in comparison with non-verbal-non-visual thinking. In the context of current literature, these findings suggest that the cortical midline structures are involved in the integrative core substrate of spontaneous thinking that is coupled with other brain systems depending on the characteristics of thinking. Furthermore, involvement of the anterior dorsomedial prefrontal cortex suggests the control of high-order abstract functions to characterize spontaneous thinking per se. Hum Brain Mapp 38:3277-3288, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Opening the Creative Mind of High Need for Cognitive Closure Individuals through Activation of Uncreative Ideas

ERIC Educational Resources Information Center

Ong, Lay See; Leung, Angela K.-Y.

2013-01-01

Drawing on the integrative system theory of creativity combining the person, process, and press perspectives, this research offers the first evidence of how high-need-for-cognitive-closure (NFC) individuals' creative mind can be opened up, by making them become more cognizant of uncreative ideas as consensually invalid solutions to creative…
Quechua Children's Theory of Mind.

ERIC Educational Resources Information Center

McCormick, Penelope G.; Olson, David R.

Three different theory of mind tasks were conducted with 4- to 8-year-old Quechua peasant children in the Peruvian Andes. The study investigated the ways in which children in preliterate cultures think and the possibility that they think differently than children in literate cultures. The tasks included: (1) a false-belief task, which tested the…
Correlates and Predictors of Resilience among Baccalaureate Nursing Students.

PubMed

Mathad, Monali Devaraj; Pradhan, Balaram; Rajesh, Sasidharan K

2017-02-01

A growing body of literature recognizes the importance of resilience in the nursing profession. Both mindfulness and resilience aid in handling stress, stress increases the risk of rumination and/or worry especially in females and they are more empathetic than other healthcare students. To identify correlates and predictors of the resilience among nursing students. This is a descriptive correlation study and we have recruited 194 participants (1-4 th year B.Sc Nursing) from Government College of Nursing and NIMHANS College of Nursing in Bangalore, India. The following instruments were used to collect the data, Freiburg Mindfulness Inventory (FMI), Toronto Empathy Questionnaire (TEQ), Perseverative Thinking Questionnaire (PTQ) and Connor-Davidson Resilience Scale (CD-RISC). Data was analysed using Pearson's correlation test and multiple regression analysis. Resilience is significantly correlated with mindfulness, perseverative thinking and empathy in nursing students. Based on regression analysis this model accounted for almost 33% of variance in resilience. This result is of interest as mindfulness alone explained 23% of the variance and unproductive Repeated Negative Thinking (RNT) and RNT consuming mental capacity predicted 8% and 2% respectively. These results support the importance of resilience and mindfulness in nursing students. Hence, resilience and/or mindfulness enhancing interventions should be inculcated in nursing education.
Heuristic and analytic processing: age trends and associations with cognitive ability and cognitive styles.

PubMed

Kokis, Judite V; Macpherson, Robyn; Toplak, Maggie E; West, Richard F; Stanovich, Keith E

2002-09-01

Developmental and individual differences in the tendency to favor analytic responses over heuristic responses were examined in children of two different ages (10- and 11-year-olds versus 13-year-olds), and of widely varying cognitive ability. Three tasks were examined that all required analytic processing to override heuristic processing: inductive reasoning, deductive reasoning under conditions of belief bias, and probabilistic reasoning. Significant increases in analytic responding with development were observed on the first two tasks. Cognitive ability was associated with analytic responding on all three tasks. Cognitive style measures such as actively open-minded thinking and need for cognition explained variance in analytic responding on the tasks after variance shared with cognitive ability had been controlled. The implications for dual-process theories of cognition and cognitive development are discussed.
Mindfulness: Reconnecting the Body and Mind in Geriatric Medicine and Gerontology

ERIC Educational Resources Information Center

Rejeski, W. Jack

2008-01-01

Derived from Buddhism, mindfulness is a unique approach for understanding human suffering and happiness that has attracted rapidly growing interest among health care professionals. In this article I describe current thinking about the concept of mindfulness and elaborate on why and how mindfulness-based interventions have potential within the…
Cultivating Computational Thinking Practices and Mathematical Habits of Mind in Lattice Land

ERIC Educational Resources Information Center

Pei, Christina; Weintrop, David; Wilensky, Uri

2018-01-01

There is a great deal of overlap between the set of practices collected under the term "computational thinking" and the mathematical habits of mind that are the focus of much mathematics instruction. Despite this overlap, the links between these two desirable educational outcomes are rarely made explicit, either in classrooms or in the…
Brain Friendly Techniques: Mind Mapping

ERIC Educational Resources Information Center

Goldberg, Cristine

2004-01-01

Mind Mapping can be called the Swiss Army Knife for the brain, a total visual thinking tool or a multi-handed thought catcher. Invented by Tony Buzan in the early 1970s and used by millions around the world, it is a method that can be a part of a techniques repertoire when teaching information literacy, planning, presenting, thinking, and so…
Improving Students' Creative Thinking and Achievement through the Implementation of Multiple Intelligence Approach with Mind Mapping

ERIC Educational Resources Information Center

Widiana, I. Wayan; Jampel, I. Nyoman

2016-01-01

This classroom action research aimed to improve the students' creative thinking and achievement in learning science. It conducted through the implementation of multiple intelligences with mind mapping approach and describing the students' responses. The subjects of this research were the fifth grade students of SD 8 Tianyar Barat, Kubu, and…
The American Indian Mind in a Linear World: American Indian Studies & Traditional Knowledge.

ERIC Educational Resources Information Center

Fixico, Donald L.

This book presents an ethnohistorical examination of American Indian thinking and philosophy and strives to explain the complexity of the American Indian mind in its traditional cultural and natural environment and in contrast to the American mainstream linear world. It is argued that Indian thinking is visual; circular; concerned with the…
Braccio di Ferro: a new haptic workstation for neuromotor rehabilitation.

PubMed

Casadio, Maura; Sanguineti, Vittorio; Morasso, Pietro G; Arrichiello, Vincenzo

2006-01-01

This technical note describes a new robotic workstation for neurological rehabilitation, shortly named Braccio di Ferro. It has been designed by having in mind the range of forces and the frequency bandwidth that characterize the interaction between a patient and a physical therapist, as well as a number of requirements that we think are essential for allowing a natural haptic interaction: back-driveability, very low friction and inertia, mechanical robustness, the possibility to operate in different planes, and an open software environment, which allows the operator to add new functionalities and design personalized rehabilitation protocols. Braccio di Ferro is an open system and, in the spirit of open source design, is intended to foster the dissemination of robot therapy. Moreover, its combination of features is not present in commercially available systems.
Clinical concept mapping: Does it improve discipline-based critical thinking of nursing students?

PubMed

Moattari, Marzieh; Soleimani, Sara; Moghaddam, Neda Jamali; Mehbodi, Farkhondeh

2014-01-01

Enhancing nursing students' critical thinking is a challenge faced by nurse educators. This study aimed at determining the effect of clinical concept mapping on discipline-based critical thinking of nursing students. In this quasi-experimental post-test only design, a convenient sample of 4(th) year nursing students (N = 32) participated. They were randomly divided into two groups. The experimental group participated in a 1-day workshop on clinical concept mapping. They were also assigned to use at least two clinical concepts mapping during their clinical practice. Post-test was done using a specially designed package consisting of vignettes for measurement of 17 dimensions of critical thinking in nursing under two categories of cognitive critical thinking skills and habits of mind. They were required to write about how they would use a designated critical thinking skills or habits of mind to accomplish the nursing actions. The students' responses were evaluated based on identification of critical thinking, justification, and quality of the student's response. The mean score of both groups was compared by Mann-Whitney test using SPSS version 16.5. The results of the study revealed a significant difference between the two groups' critical thinking regarding identification, justification, and quality of responses, and overall critical thinking scores, cognitive thinking skills, and habits of mind. The two groups also differed significantly from each other in 11 out of 17 dimensions of critical thinking. Clinical concept mapping is a valuable strategy for improvement of critical thinking of nursing students. However, further studies are recommended to generalize this result to nursing students in their earlier stage of education.
Ayahuasca enhances creative divergent thinking while decreasing conventional convergent thinking.

PubMed

Kuypers, K P C; Riba, J; de la Fuente Revenga, M; Barker, S; Theunissen, E L; Ramaekers, J G

2016-09-01

Ayahuasca is a South American psychotropic plant tea traditionally used in Amazonian shamanism. The tea contains the psychedelic 5-HT2A receptor agonist N,N-dimethyltryptamine (DMT), plus β-carboline alkaloids with monoamine oxidase-inhibiting properties. Increasing evidence from anecdotal reports and open-label studies indicates that ayahuasca may have therapeutic effects in treatment of substance use disorders and depression. A recent study on the psychological effects of ayahuasca found that the tea reduces judgmental processing and inner reactivity, classic goals of mindfulness psychotherapy. Another psychological facet that could potentially be targeted by ayahuasca is creative divergent thinking. This mode of thinking can enhance and strengthen psychological flexibility by allowing individuals to generate new and effective cognitive, emotional, and behavioral strategies. The present study aimed to assess the potential effects of ayahuasca on creative thinking. We visited two spiritual ayahuasca workshops and invited participants to conduct creativity tests before and during the acute effects of ayahuasca. In total, 26 participants consented. Creativity tests included the "pattern/line meanings test" (PLMT) and the "picture concept test" (PCT), both assessing divergent thinking and the latter also assessing convergent thinking. While no significant effects were found for the PLMT, ayahuasca intake significantly modified divergent and convergent thinking as measured by the PCT. While convergent thinking decreased after intake, divergent thinking increased. The present data indicate that ayahuasca enhances creative divergent thinking. They suggest that ayahuasca increases psychological flexibility, which may facilitate psychotherapeutic interventions and support clinical trial initiatives.
Distinguishing the cognitive processes of mindfulness: Developing a standardised mindfulness technique for use in longitudinal randomised control trials.

PubMed

Isbel, Ben; Summers, Mathew J

2017-07-01

A capacity model of mindfulness is adopted to differentiate the cognitive faculty of mindfulness from the metacognitive processes required to cultivate this faculty in mindfulness training. The model provides an explanatory framework incorporating both the developmental progression from focussed attention to open monitoring styles of mindfulness practice, along with the development of equanimity and insight. A standardised technique for activating these processes without the addition of secondary components is then introduced. Mindfulness-based interventions currently available for use in randomised control trials introduce components ancillary to the cognitive processes of mindfulness, limiting their ability to draw clear causative inferences. The standardised technique presented here does not introduce such ancillary factors, rendering it a valuable tool with which to investigate the processes activated in mindfulness practice. Copyright © 2017 Elsevier Inc. All rights reserved.
Got Inquiry?

ERIC Educational Resources Information Center

Bergman, Daniel J.; Olson, Joanne

2011-01-01

Many elementary teachers encounter science lessons with a hands-on component that requires very little engaged thinking by the students. The good news is that any teacher can create successful minds-on inquiry opportunities by adding key instructional strategies to a typical "cookbook" activity. The authors discuss some of these strategies using a…
Tech-Knowledgy & Diverse Learners

ERIC Educational Resources Information Center

Suh, Jennifer M.

2010-01-01

"Cognitive" technology tools have been described as "technologies that help transcend the limitation of the mind... in thinking, learning and problem solving activities" (Pea 1985, p. 168). These tools also respond to a user's commands and make mathematical actions more overtly apparent (Zbiek et al. 2007). By definition, these cognitive…
The Implementation of Open-Inquiry Approach to Improve Students' Learning Activities, Responses, and Mathematical Creative Thinking Skills

ERIC Educational Resources Information Center

Kadir; Lucyana; Satriawati, Gusni

2017-01-01

This study aims to reveal the improvement of the students' learning activities, responses, and mathematical creative thinking skills (MCTS) through open-inquiry approach (OIA). Other relevant studies in mathematics learning tend to focus on guided inquiry, and especially in Indonesia, OIA is still less applied. This study is conducted at State…
An Experience of "Yes": Independent Schools Begin to Explore and Exploit the Power of Design Thinking

ERIC Educational Resources Information Center

Gow, Peter

2012-01-01

The inkling was there all along. Back in 2005, in "A Whole New Mind," author Daniel Pink included design--"utility enhanced by significance"--as an essential aptitude for the 21st-century learner. Some attentive independent school educators began looking around. If forward-thinking independent schools are to produce new minds, they maintained,…
Children's Theory of God's Mind: Theory-of-Mind Studies and Why They Matter to Religious Education

ERIC Educational Resources Information Center

Wigger, J. Bradley

2016-01-01

Theory-of-mind research has been carried out for over three decades, examining the ways children understand the minds of others--their perspectives, intentions, desires, and knowledge. Since the early 21st century, theory-of-mind studies have begun exploring the ways in which children think and reason about the minds--not only of ordinary, visible…
Profiling a Mind Map User: A Descriptive Appraisal

ERIC Educational Resources Information Center

Tucker, Joanne M.; Armstrong, Gary R.; Massad, Victor J.

2010-01-01

Whether manually or through the use of software, a non-linear information organization framework known as mind mapping offers an alternative method for capturing thoughts, ideas and information to linear thinking modes such as outlining. Mind mapping is brainstorming, organizing, and problem solving. This paper examines mind mapping techniques,…
Autopilot, Mind Wandering, and the Out of the Loop Performance Problem

PubMed Central

Gouraud, Jonas; Delorme, Arnaud; Berberian, Bruno

2017-01-01

To satisfy the increasing demand for safer critical systems, engineers have integrated higher levels of automation, such as glass cockpits in aircraft, power plants, and driverless cars. These guiding principles relegate the operator to a monitoring role, increasing risks for humans to lack system understanding. The out of the loop performance problem arises when operators suffer from complacency and vigilance decrement; consequently, when automation does not behave as expected, understanding the system or taking back manual control may be difficult. Close to the out of the loop problem, mind wandering points to the propensity of the human mind to think about matters unrelated to the task at hand. This article reviews the literature related to both mind wandering and the out of the loop performance problem as it relates to task automation. We highlight studies showing how these phenomena interact with each other while impacting human performance within highly automated systems. We analyze how this proximity is supported by effects observed in automated environment, such as decoupling, sensory attention, and cognitive comprehension decrease. We also show that this link could be useful for detecting out of the loop situations through mind wandering markers. Finally, we examine the limitations of the current knowledge because many questions remain open to characterize interactions between out of the loop, mind wandering, and automation. PMID:29051723

Thinking is believing.

PubMed

Kasturirangan, Rajesh

2008-01-01

Philosophers as well lay people often think of beliefs as psychological states with dubious epistemic properties. Beliefs are conceptualized as unregulated conceptual structures, for the most part hypothetical and often fanciful or deluded. Thinking and reasoning on the other hand are seen as rational activities regulated by rules and governed by norms. Computational modeling of the mind has focused on rule-governed behavior, ultimately trying to reduce them to rules of logic. What if thinking is less like reasoning and more like believing? I argue that the classical model of thought as rational is mistaken and that thinking is fundamentally constituted by believing. This new approach forces us to re-evaluate classical epistemic concepts like "truth", "justification" etc. Furthermore, if thinking is believing, then it is not clear how thoughts can be modeled computationally. We need new mathematical ideas to model thought, ideas that are quite different from traditional logic-based mathematical structures.
Does Mindfulness Enhance Critical Thinking? Evidence for the Mediating Effects of Executive Functioning in the Relationship between Mindfulness and Critical Thinking.

PubMed

Noone, Chris; Bunting, Brendan; Hogan, Michael J

2015-01-01

Mindfulness originated in the Buddhist tradition as a way of cultivating clarity of thought. Despite the fact that this behavior is best captured using critical thinking (CT) assessments, no studies have examined the effects of mindfulness on CT or the mechanisms underlying any such possible relationship. Even so, mindfulness has been suggested as being beneficial for CT in higher education. CT is recognized as an important higher-order cognitive process which involves the ability to analyze and evaluate evidence and arguments. Such non-automatic, reflective responses generally require the engagement of executive functioning (EF) which includes updating, inhibition, and shifting of representations in working memory. Based on research showing that mindfulness enhances aspects of EF and certain higher-order cognitive processes, we hypothesized that individuals higher in facets of dispositional mindfulness would demonstrate greater CT performance, and that this relationship would be mediated by EF. Cross-sectional assessment of these constructs in a sample of 178 university students was achieved using the observing and non-reactivity sub-scales of the Five Factor Mindfulness Questionnaire, a battery of EF tasks and the Halpern Critical Thinking Assessment. Our hypotheses were tested by constructing a multiple meditation model which was analyzed using Structural Equation Modeling. Evidence was found for inhibition mediating the relationships between both observing and non-reactivity and CT in different ways. Indirect-only (or full) mediation was demonstrated for the relationship between observing, inhibition, and CT. Competitive mediation was demonstrated for the relationship between non-reactivity, inhibition, and CT. This suggests additional mediators of the relationship between non-reactivity and CT which are not accounted for in this model and have a negative effect on CT in addition to the positive effect mediated by inhibition. These findings are discussed in the context of the Default Interventionist Dual Process Theory of Higher-order Cognition and previous studies on mindfulness, self-regulation, EF, and higher-order cognition. In summary, dispositional mindfulness appears to facilitate CT performance and this effect is mediated by the inhibition component of EF. However, this relationship is not straightforward which suggests many possibilities for future research.
Does Mindfulness Enhance Critical Thinking? Evidence for the Mediating Effects of Executive Functioning in the Relationship between Mindfulness and Critical Thinking

PubMed Central

Noone, Chris; Bunting, Brendan; Hogan, Michael J.

2016-01-01

Mindfulness originated in the Buddhist tradition as a way of cultivating clarity of thought. Despite the fact that this behavior is best captured using critical thinking (CT) assessments, no studies have examined the effects of mindfulness on CT or the mechanisms underlying any such possible relationship. Even so, mindfulness has been suggested as being beneficial for CT in higher education. CT is recognized as an important higher-order cognitive process which involves the ability to analyze and evaluate evidence and arguments. Such non-automatic, reflective responses generally require the engagement of executive functioning (EF) which includes updating, inhibition, and shifting of representations in working memory. Based on research showing that mindfulness enhances aspects of EF and certain higher-order cognitive processes, we hypothesized that individuals higher in facets of dispositional mindfulness would demonstrate greater CT performance, and that this relationship would be mediated by EF. Cross-sectional assessment of these constructs in a sample of 178 university students was achieved using the observing and non-reactivity sub-scales of the Five Factor Mindfulness Questionnaire, a battery of EF tasks and the Halpern Critical Thinking Assessment. Our hypotheses were tested by constructing a multiple meditation model which was analyzed using Structural Equation Modeling. Evidence was found for inhibition mediating the relationships between both observing and non-reactivity and CT in different ways. Indirect-only (or full) mediation was demonstrated for the relationship between observing, inhibition, and CT. Competitive mediation was demonstrated for the relationship between non-reactivity, inhibition, and CT. This suggests additional mediators of the relationship between non-reactivity and CT which are not accounted for in this model and have a negative effect on CT in addition to the positive effect mediated by inhibition. These findings are discussed in the context of the Default Interventionist Dual Process Theory of Higher-order Cognition and previous studies on mindfulness, self-regulation, EF, and higher-order cognition. In summary, dispositional mindfulness appears to facilitate CT performance and this effect is mediated by the inhibition component of EF. However, this relationship is not straightforward which suggests many possibilities for future research. PMID:26834669
TLC for Growing Minds. Microcomputer Projects. Elementary Intermediate Microcomputer Projects.

ERIC Educational Resources Information Center

Buxton, Marilyn

Designed to improve students' thinking, learning, and creative skills while they learn to program a microcomputer in BASIC programing language, this book for intermediate learners at the elementary school level provides a variety of microcomputer activities designed to extend the concepts learned in accompanying instructional manuals (Volumes 3…
Reflectivity and the Pedagogical Moment: The Normativity of Pedagogical Thinking and Acting.

ERIC Educational Resources Information Center

Van Manen, Max

1991-01-01

Discusses the relationship between reflection and action and its importance in teaching when time for reflection before decision making is rarely available. Describes anticipatory reflection, active or interactive reflection, recollective reflection, and mindfulness or tact. Emphasizes the importance of tact to teaching as the teacher develops…
Point of View: Academic Librarians as STEM Retention Partners

ERIC Educational Resources Information Center

O'Toole, Erin M.

2017-01-01

When thinking of collaborating with campus partners on activities to increase the retention of students in science majors, who comes to mind? Usually other academic departments--but are science librarians included? Academic librarians are charged with supporting retention on university and college campuses. However, what exactly can science…
From data to decisions: Processing information, biases, and beliefs for improved management of natural resources and environments

NASA Astrophysics Data System (ADS)

Glynn, Pierre D.; Voinov, Alexey A.; Shapiro, Carl D.; White, Paul A.

2017-04-01

Our different kinds of minds and types of thinking affect the ways we decide, take action, and cooperate (or not). Derived from these types of minds, innate biases, beliefs, heuristics, and values (BBHV) influence behaviors, often beneficially, when individuals or small groups face immediate, local, acute situations that they and their ancestors faced repeatedly in the past. BBHV, though, need to be recognized and possibly countered or used when facing new, complex issues or situations especially if they need to be managed for the benefit of a wider community, for the longer-term and the larger-scale. Taking BBHV into account, we explain and provide a cyclic science-infused adaptive framework for (1) gaining knowledge of complex systems and (2) improving their management. We explore how this process and framework could improve the governance of science and policy for different types of systems and issues, providing examples in the area of natural resources, hazards, and the environment. Lastly, we suggest that an "Open Traceable Accountable Policy" initiative that followed our suggested adaptive framework could beneficially complement recent Open Data/Model science initiatives.
Clinical concept mapping: Does it improve discipline-based critical thinking of nursing students?

PubMed Central

Moattari, Marzieh; Soleimani, Sara; Moghaddam, Neda Jamali; Mehbodi, Farkhondeh

2014-01-01

Background: Enhancing nursing students’ critical thinking is a challenge faced by nurse educators. This study aimed at determining the effect of clinical concept mapping on discipline-based critical thinking of nursing students. Materials and Methods: In this quasi-experimental post-test only design, a convenient sample of 4th year nursing students (N = 32) participated. They were randomly divided into two groups. The experimental group participated in a 1-day workshop on clinical concept mapping. They were also assigned to use at least two clinical concepts mapping during their clinical practice. Post-test was done using a specially designed package consisting of vignettes for measurement of 17 dimensions of critical thinking in nursing under two categories of cognitive critical thinking skills and habits of mind. They were required to write about how they would use a designated critical thinking skills or habits of mind to accomplish the nursing actions. The students’ responses were evaluated based on identification of critical thinking, justification, and quality of the student's response. The mean score of both groups was compared by Mann-Whitney test using SPSS version 16.5. Results: The results of the study revealed a significant difference between the two groups’ critical thinking regarding identification, justification, and quality of responses, and overall critical thinking scores, cognitive thinking skills, and habits of mind. The two groups also differed significantly from each other in 11 out of 17 dimensions of critical thinking. Conclusion: Clinical concept mapping is a valuable strategy for improvement of critical thinking of nursing students. However, further studies are recommended to generalize this result to nursing students in their earlier stage of education. PMID:24554963
Schizotypy and mindfulness: Magical thinking without suspiciousness characterizes mindfulness meditators.

PubMed

Antonova, Elena; Amaratunga, Kavitha; Wright, Bernice; Ettinger, Ulrich; Kumari, Veena

2016-09-01

Despite growing evidence for demonstrated efficacy of mindfulness in various disorders, there is a continuous concern about the relationship between mindfulness practice and psychosis. As schizotypy is part of the psychosis spectrum, we examined the relationship between long-term mindfulness practice and schizotypy in two independent studies. Study 1 included 24 experienced mindfulness practitioners (19 males) from the Buddhist tradition (meditators) and 24 meditation-naïve individuals (all males). Study 2 consisted of 28 meditators and 28 meditation-naïve individuals (all males). All participants completed the Schizotypal Personality Questionnaire (Raine, 1991), a self-report scale containing 9 subscales (ideas of reference, excessive social anxiety, magical thinking, unusual perceptual experiences, odd/eccentric behavior, no close friends, odd speech, constricted affect, suspiciousness). Participants of study 2 also completed the Five-Facet Mindfulness Questionnaire which assesses observing (Observe), describing (Describe), acting with awareness (Awareness), non-judging of (Non-judgment) and non-reactivity to inner experience (Non-reactivity) facets of trait mindfulness. In both studies, meditators scored significantly lower on suspiciousness and higher on magical thinking compared to meditation-naïve individuals and showed a trend towards lower scores on excessive social anxiety. Excessive social anxiety correlated negatively with Awareness and Non-judgment; and suspiciousness with Awareness, Non-judgment and Non-reactivity facets across both groups. The two groups did not differ in their total schizotypy score. We conclude that mindfulness practice is not associated with an overall increase in schizotypal traits. Instead, the pattern suggests that mindfulness meditation, particularly with an emphasis on the Awareness, Non-judgment and Non-reactivity aspects, may help to reduce suspiciousness and excessive social anxiety.
Defining Mindfulness by How Poorly I Think I Pay Attention during Everyday Awareness and Other Intractable Problems for Psychology's (Re)Invention of Mindfulness: Comment on Brown Et Al. (2011)

ERIC Educational Resources Information Center

Grossman, Paul

2011-01-01

The Buddhist construct of mindfulness is a central element of mindfulness-based interventions and derives from an age-old systematic phenomenological program to investigate subjective experience. Recent enthusiasm for "mindfulness" in psychology has resulted in proliferation of self-report inventories that purport to measure mindful awareness as a…
When Students Say "I Just Couldn't Think": Challenges in Teaching Skilful Thinking

ERIC Educational Resources Information Center

Row, Bavani Nageswana; Subramaniam, Selvaranee; Sathasivam, Renuka V.

2016-01-01

This paper discusses challenges encountered by selected Year Four science teachers regarding their knowledge and implementation of skilful thinking (ST) in their classrooms. ST is a complex concept comprising three elements; specific thinking strategies, habits of mind and metacognitive thinking. Due of the complexity of ST, the implementation of…
Mind Mirror Projects: A Tool for Integrating Critical Thinking into the English Language Classroom

ERIC Educational Resources Information Center

Tully, Matthew M.

2009-01-01

Identifying a point of view can be a complex task in any language. By analyzing what characters say, think, and do throughout a story, readers can observe how points of view tend to change over time. Easier said than done, this ability to climb inside the mind of a character can help students as they analyze personalities found in literature,…
Can mind-wandering be timeless? Atemporal focus and aging in mind-wandering paradigms

PubMed Central

Jackson, Jonathan D.; Weinstein, Yana; Balota, David A.

2013-01-01

Recent research has examined how often mind-wandering occurs about past vs. future events. However, mind-wandering may also be atemporal, although previous investigations of this possibility have not yielded consistent results. Indeed, it is unclear what proportion of mind-wandering is atemporal, and also how an atemporal response option would affect the future-oriented bias often reported during low-demand tasks used to measure mind-wandering. The present study examined self-reported (Experiment 1) and probe-caught (Experiment 2) mind-wandering using the low-demand Sustained Attention to Response Task (SART) in younger (18–30) and older (50–73) adults in an experimental paradigm developed to measure mind-wandering using Amazon's Mechanical Turk (Mturk). Across self-reported and probe-caught mind-wandering, the atemporal response option was used at least as frequently as past or future mind-wandering options. Although older adults reported far fewer mind-wandering events, they showed a very similar temporal pattern to younger adults. Most importantly, inclusion of the atemporal report option affected performance on the SART and selectively eliminated the prospective bias in self-reported mind-wandering, but not in probe-caught mind-wandering. These results suggest that both young and older participants are often not thinking of past or future events when mind-wandering, but are thinking of events that cannot easily be categorized as either. PMID:24137147
Self-Reported Stickiness of Mind-Wandering Affects Task Performance

PubMed Central

van Vugt, Marieke K.; Broers, Nico

2016-01-01

When asked to perform a certain task, we typically spend a decent amount of time thinking thoughts unrelated to that task–a phenomenon referred to as “mind-wandering.” It is thought that this mind-wandering is driven at least in part by our unfinished goals and concerns. Previous studies have shown that just after presenting a participant with their own concerns, their reports of task-unrelated thinking increased somewhat. However, effects of these concerns on task performance were somewhat inconsistent. In this study we take the opposite approach, and examine whether task performance depends on the self-reported thought content. Specifically, a particularly intriguing aspect of mind-wandering that has hitherto received little attention is the difficulty of disengaging from it, in other words, the “stickiness” of the thoughts. While presenting participants with their own concerns was not associated with clear effects on task performance, we showed that the reports of off-task thinking and variability of response times increased with the amount of self-reported stickiness of thoughts. This suggests that the stickiness of mind-wandering is a relevant variable, and participants are able to meaningfully report on it. PMID:27242636
Healing, Mental Energy in the Physics Classroom: Energy Conceptions and Trust in Complementary and Alternative Medicine in Grade 10-12 Students

NASA Astrophysics Data System (ADS)

Svedholm, Annika M.; Lindeman, Marjaana

2013-03-01

Lay conceptions of energy often conflict with scientific knowledge, hinder science learning and scientific literacy, and provide a basis for ungrounded beliefs. In a sample of Finnish upper secondary school students, energy was attributed with features of living and animate beings and thought of as a mental property. These ontologically confused conceptions (OCC) were associated with trust in complementary and alternative medicine (CAM), and independent of scientifically valid conceptions. Substance-based energy conceptions followed the correlational pattern of OCC, rather than scientific conceptions. OCC and CAM decreased both during the regular school physics curriculum and after a lesson targeted at the ontological confusions. OCC and CAM were slightly less common among students with high actively open-minded thinking, low trust in intuition and high need for cognition. The findings are discussed in relation to the goals of scientific education.
Connecting the Hands-On to the Minds-On: A Video Case Analysis of South African Physical Sciences Lessons for Student Thinking

ERIC Educational Resources Information Center

Ramnarain, Umesh

2015-01-01

In South Africa, there is a strong curriculum imperative for South African school science teachers to not only involve learners in practical inquiry activities but also to support students in making a connection between the construction of substantive scientific knowledge to these activities. The research reported in this article investigated the…
Schooled in Our Own Minds: Mind-Wandering and Mindfulness in the Makings of the Curriculum

ERIC Educational Resources Information Center

Ergas, Oren

2018-01-01

Curriculum discourse focuses understandably, on the formal and enacted curriculum; however, studies demonstrate that much of individuals' waking hours are spent in task-unrelated thinking and mind-wandering. No less, this pervasive phenomenon has been shown to affect us in many ways that can be linked to education. This paper examines this…
TLC for Growing Minds. Microcomputer Projects. Advanced Projects for Adults.

ERIC Educational Resources Information Center

Taitt, Henry A.

Designed to improve students' thinking, learning, and creative skills while they learn to program a microcomputer in BASIC programing language, this book for advanced learners at the high school/adult level provides a variety of microcomputer activities designed to extend the concepts learned in the accompanying instructional manuals (volumes 3…
TLC for Growing Minds. Microcomputer Projects. Junior High Projects for Volumes 3 & 4.

ERIC Educational Resources Information Center

Taitt, Henry A.

Designed to improve students' thinking, learning, and creative skills while they learn to program a microcomputer in BASIC programing language, this book for intermediate learners at the junior high level provides a variety of microcomputer activities designed to extend the concepts learned in the accompanying instructional manuals (Volumes 3 and…
The Effects of Viewpoint Diversity and Racial Diversity on Need for Cognition

ERIC Educational Resources Information Center

Goodman, Kathleen M.

2017-01-01

Need for cognition is the enjoyment of and motivation to think, solve problems, and actively use one's mind, characteristics that are vital to learning. Diversity has been associated with many learning outcomes, yet critics of diversity claim that viewpoint diversity--not racial diversity--is sufficient for learning; therefore, I explored the…

Activities for Challenging Gifted Learners by Increasing Complexity in the Common Core

ERIC Educational Resources Information Center

McKeone, Alyssa; Caruso, Lenora; Bettle, Kailyn; Chase, Ashley; Bryson, Bridget; Schneider, Jean S.; Rule, Audrey C.

2015-01-01

Gifted learners need opportunities for critical and creative thinking to stretch their minds and imaginations. Strategies for increasing complexity in the four core areas of language arts, mathematics, science, and social studies were addressed using the Common Core and Iowa Core Standards through several methods. Descriptive adjective object…
TLC for Growing Minds. Microcomputer Projects. Advanced Projects for Junior High.

ERIC Educational Resources Information Center

Taitt, Henry A.

Designed to improve students' thinking, learning, and creative skills while they learn to program a microcomputer in BASIC programing language, this book for advanced learners at the junior high level provides a variety of microcomputer activities designed to extend the concepts learned in the accompanying instructional manuals (volumes 5 and 6).…
TLC for Growing Minds. Microcomputer Projects. Adult Intermediate Microcomputer Projects.

ERIC Educational Resources Information Center

Taitt, Henry A.

Designed to improve students' thinking, learning, and creative skills while they learn to program a microcomputer in BASIC programing language, this book for intermediate learners at the high school/adult level provides a variety of microcomputer activities designed to extend the concepts taught in the accompanying instructional manuals (Volumes 3…
Designing Genetics Instruction for a Socratic Approach

ERIC Educational Resources Information Center

Idros, Sharifah Norhaidah Syed

2004-01-01

Science is at heart a rational activity. Reasoning, being an important component of critical thinking has been successfully taught using Socratic methods. As an approach, the instructor or designer of instruction models an inquiring and probing mind focusing on providing questions and not answers. The main aim has been to allow learners to…
Self-reflection and the temporal focus of the wandering mind.

PubMed

Smallwood, Jonathan; Schooler, Jonathan W; Turk, David J; Cunningham, Sheila J; Burns, Phebe; Macrae, C Neil

2011-12-01

Current accounts suggest that self-referential thought serves a pivotal function in the human ability to simulate the future during mind-wandering. Using experience sampling, this hypothesis was tested in two studies that explored the extent to which self-reflection impacts both retrospection and prospection during mind-wandering. Study 1 demonstrated that a brief period of self-reflection yielded a prospective bias during mind-wandering such that participants' engaged more frequently in spontaneous future than past thought. In Study 2, individual differences in the strength of self-referential thought - as indexed by the memorial advantage for self rather than other-encoded items - was shown to vary with future thinking during mind-wandering. Together these results confirm that self-reflection is a core component of future thinking during mind-wandering and provide novel evidence that a key function of the autobiographical memory system may be to mentally simulate events in the future. Copyright © 2011 Elsevier Inc. All rights reserved.
Milestones of critical thinking: a developmental model for medicine and nursing.

PubMed

Papp, Klara K; Huang, Grace C; Lauzon Clabo, Laurie M; Delva, Dianne; Fischer, Melissa; Konopasek, Lyuba; Schwartzstein, Richard M; Gusic, Maryellen

2014-05-01

Critical thinking is essential to a health professional's competence to assess, diagnose, and care for patients. Defined as the ability to apply higher-order cognitive skills (conceptualization, analysis, evaluation) and the disposition to be deliberate about thinking (being open-minded or intellectually honest) that lead to action that is logical and appropriate, critical thinking represents a "meta-competency" that transcends other knowledge, skills, abilities, and behaviors required in health care professions. Despite its importance, the developmental stages of critical thinking have not been delineated for nurses and physicians. As part of a task force of educators who considered different developmental stage theories, the authors have iteratively refined and proposed milestones in critical thinking. The attributes associated with unreflective, beginning, practicing, advanced, accomplished, and challenged critical thinkers are conceived as independent of an individual's level of training. Depending on circumstances and environmental factors, even the most experienced clinician may demonstrate attributes associated with a challenged thinker. The authors use the illustrative case of a patient with abdominal pain to demonstrate how critical thinking may manifest in learners at different stages of development, analyzing how the learner at each stage applies information obtained in the patient interaction to arrive at a differential diagnosis and plan for evaluation. The authors share important considerations and provide this work as a foundation for the development of effective approaches to teaching and promoting critical thinking and to establishing expectations for learners in this essential meta-competency.
Bion's thinking about groups: a study of influence and originality.

PubMed

Schneider, John A

2015-04-01

One of Bion's least-acknowledged contributions to psychoanalytic theory is his study of the relationship between the mind of the individual (the ability to think), the mentalities of groups of which the individual is a member, and the individual's bodily states. Bion's early work on group therapy evolved into a study of the interplay between mind and bodily instincts associated with being a member of a group, and became the impetus for his theory of thinking. On the foundation of Bion's ideas concerning this interaction among the thinking of the individual, group mentality, and the psyche-soma, the author presents his thoughts on the ways in which group mentality is recognizable in the analysis of individuals. © 2015 The Psychoanalytic Quarterly, Inc.
Thinking within the box: The relational processing style elicited by counterfactual mind-sets.

PubMed

Kray, Laura J; Galinsky, Adam D; Wong, Elaine M

2006-07-01

By comparing reality to what might have been, counterfactuals promote a relational processing style characterized by a tendency to consider relationships and associations among a set of stimuli. As such, counterfactual mind-sets were expected to improve performance on tasks involving the consideration of relationships and associations but to impair performance on tasks requiring novel ideas that are uninfluenced by salient associations. The authors conducted several experiments to test this hypothesis. In Experiments 1a and 1b, the authors determined that counterfactual mind-sets increase mental states and preferences for thinking styles consistent with relational thought. Experiment 2 demonstrated a facilitative effect of counterfactual mind-sets on an analytic task involving logical relationships; Experiments 3 and 4 demonstrated that counterfactual mind-sets structure thought and imagination around salient associations and therefore impaired performance on creative generation tasks. In Experiment 5, the authors demonstrated that the detrimental effect of counterfactual mind-sets is limited to creative tasks involving novel idea generation; in a creative association task involving the consideration of relationships between task stimuli, counterfactual mind-sets improved performance. Copyright 2006 APA, all rights reserved.
Developing Mathematical Habits of Mind

ERIC Educational Resources Information Center

Mark, June; Cuoco, Al; Goldenberg, E. Paul; Sword, Sarah

2010-01-01

"Mathematical habits of mind" include reasoning by continuity, looking at extreme cases, performing thought experiments, and using abstraction that mathematicians use in their work. Current recommendations emphasize the critical nature of developing these habits of mind: "Once this kind of thinking is established, students can apply it in the…
Assessing Social Learning Outcomes through Participatory Mind Mapping

ERIC Educational Resources Information Center

Smith, Justin G.; DuBois, Bryce; Corwin, Jason

2016-01-01

This article presents a method for using mind mapping to assess social learning outcomes in collaborative environmental restoration and participatory natural resource management initiatives. Using mind mapping for preassessment and postassessment can reveal changes in individual and collective thinking about critical social and ecological issues.…
Using Theory of Mind to Promote Conceptual Change in Science

NASA Astrophysics Data System (ADS)

Kyriakopoulou, Natassa; Vosniadou, Stella

2014-07-01

We argue that learning science requires children to move from perceptually based representations to more abstract conceptual representations and to understand that appearance may sometimes deceive us and that the same phenomenon in the world can have more than one representation when seen from different perspectives. We also argue that the beginnings of such an epistemological perspective can be found in young children's ability to think about the difference between their beliefs and the beliefs of others in the social domain, i.e., their Theory of Mind. We present the results of two empirical studies that show significant correlations between children's growing Theory of Mind, developing epistemological thinking, and science learning, and suggest that Theory of Mind tasks can be used to promote conceptual change in science.
Making Thinking Audible and Visible via Cooperative Learning

ERIC Educational Resources Information Center

Jacobs, George M.; Wang, Aili; Li, Xishuang; Xie, Yongye

2008-01-01

This chapter begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section looks briefly at why making thinking audible and visible enriches students' thinking. Making thinking audible means that teachers and students speak out what is going through their minds as they do a task,…
Supporting Mathematical Thinking

ERIC Educational Resources Information Center

Houssart, Jenny; Roaf, Caroline; Watson, Anne

2005-01-01

This book looks at how practitioners have focused on the fully educational application of intellect to the problem of developing mathematical thinking among one's pupils. Each chapter demonstrates reflective minds at work, relying on close observation, willingness to understand the student's thinking processes and patient commitment to students…
Editorial: Child psychology and psychiatry - using science to make a difference.

PubMed

Fearon, R M Pasco

2017-04-01

The Journal of Child Psychology and Psychiatry has, I think it is fair to say, a special place in the hearts of scientists and scientist-practitioners working broadly in the field of developmental psychopathology. How would you put into words what it is we all love about the journal? Answers on a postcard please! For me, in addition to the high quality of the science, there is something unique about JCPP's open-minded, eclectic yet rigorous and methodologically pluralistic style that makes it stand out from the rest. © 2017 Association for Child and Adolescent Mental Health.
Solving leadership problems by going to the zoo: the pull of diverse experiences.

PubMed

Kerfoot, Karlene M

2010-01-01

Being confronted with a diversity of thinking can break up the old models in our head and open new pathways to innovation. In health care, it is extremely important to be exposed to very different situations that can potentially create very different answers for us; hence the trip to the zoo, to a factory known for quality outcomes, or other venues that will open new vistas in our mind. Anytime we try to do something that worked in the last 5 years, we are flirting with disaster. Health care is constantly changing and if we attempt to cover the present with the templates of the past, we will fail. Immersing people in situations where they can share openly with very diverse people and ideas will create the culture consistent with behaviors that eagerly engage in seeking diverse answers to the issues of the future.
Television Viewing as a Dominant Activity of Childhood: A Suggestion for a Developmental Effects Theory.

ERIC Educational Resources Information Center

Watkins, Bruce

Research on children and media has generally focused on the negative impact of media on developing minds. However, a theoretical framework is proposed for thinking about the role of television for American children from a developmental perspective. Instead of focusing on television's effects, television viewing can be examined as is any other…
Critical Thinking vs. Critical Consciousness

ERIC Educational Resources Information Center

Doughty, Howard A.

2006-01-01

This article explores four kinds of critical thinking. The first is found in Socratic dialogues, which employ critical thinking mainly to reveal logical fallacies in common opinions, thus cleansing superior minds of error and leaving philosophers free to contemplate universal verities. The second is critical interpretation (hermeneutics) which…
Effects of Induced Memory Strategies on Children's Memory for Pictures and Words.

ERIC Educational Resources Information Center

Filan, Gary; Sullivan, Howard

In this study of children's memory, two types of presentation modes (pictures or words) were crossed with two levels of memory strategy ("make a picture in your mind" or "think of the word") to comprise four treatments: see picture/think picture, see picture/think word, see word/think picture, see word/think word. The study was conducted with 144…
Neuroart: picturing the neuroscience of intentional actions in art and science.

PubMed

Siler, Todd

2015-01-01

Intentional actions cover a broad spectrum of human behaviors involving consciousness, creativity, innovative thinking, problem-solving, critical thinking, and other related cognitive processes self-evident in the arts and sciences. The author discusses the brain activity associated with action intentions, connecting this activity with the creative process. Focusing on one seminal artwork created and exhibited over a period of three decades, Thought Assemblies (1979-82, 2014), he describes how this symbolic art interprets the neuropsychological processes of intuition and analytical reasoning. It explores numerous basic questions concerning observed interactions between artistic and scientific inquiries, conceptions, perceptions, and representations connecting mind and nature. Pointing to some key neural mechanisms responsible for forming and implementing intentions, he considers why and how we create, discover, invent, and innovate. He suggests ways of metaphorical thinking and symbolic modeling that can help integrate the neuroscience of intentional actions with the neuroscience of creativity, art and neuroaesthetics.
Neuroart: picturing the neuroscience of intentional actions in art and science

PubMed Central

Siler, Todd

2015-01-01

Intentional actions cover a broad spectrum of human behaviors involving consciousness, creativity, innovative thinking, problem-solving, critical thinking, and other related cognitive processes self-evident in the arts and sciences. The author discusses the brain activity associated with action intentions, connecting this activity with the creative process. Focusing on one seminal artwork created and exhibited over a period of three decades, Thought Assemblies (1979–82, 2014), he describes how this symbolic art interprets the neuropsychological processes of intuition and analytical reasoning. It explores numerous basic questions concerning observed interactions between artistic and scientific inquiries, conceptions, perceptions, and representations connecting mind and nature. Pointing to some key neural mechanisms responsible for forming and implementing intentions, he considers why and how we create, discover, invent, and innovate. He suggests ways of metaphorical thinking and symbolic modeling that can help integrate the neuroscience of intentional actions with the neuroscience of creativity, art and neuroaesthetics. PMID:26257629

Identification of Relationships between Emotional Intelligence Skill & Critical Thinking Disposition in Undergraduate Leadership Students

ERIC Educational Resources Information Center

Stedman, Nicole L. P.; Andenoro, Anthony C.

2007-01-01

Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a rational and reasonable emotional life. The link between thinking and emotions is essential in leadership education. With this in mind, the researchers sought to examine the…
Taking Your Mind for a Walk: A Qualitative Investigation of Walking and Thinking among Nine Norwegian Academics

ERIC Educational Resources Information Center

Keinänen, Mia

2016-01-01

Walking has long been associated with thinking. Anecdotal evidence from philosophers, writers, researchers, artists, business leaders and so forth testify to the powers of walking-for-thinking. This study explores walking-for-thinking among nine academics in Norway, four university professors, two research and development professionals, two…
From data to decisions: Processing information, biases, and beliefs for improved management of natural resources and environments

USGS Publications Warehouse

Glynn, Pierre D.; Voinov, Alexey A.; Shapiro, Carl D.; White, Paul A.

2017-01-01

Our different kinds of minds and types of thinking affect the ways we decide, take action, and cooperate (or not). Derived from these types of minds, innate biases, beliefs, heuristics, and values (BBHV) influence behaviors, often beneficially, when individuals or small groups face immediate, local, acute situations that they and their ancestors faced repeatedly in the past. BBHV, though, need to be recognized and possibly countered or used when facing new, complex issues or situations especially if they need to be managed for the benefit of a wider community, for the longer-term and the larger-scale. Taking BBHV into account, we explain and provide a cyclic science-infused adaptive framework for (1) gaining knowledge of complex systems and (2) improving their management. We explore how this process and framework could improve the governance of science and policy for different types of systems and issues, providing examples in the area of natural resources, hazards, and the environment. Lastly, we suggest that an “Open Traceable Accountable Policy” initiative that followed our suggested adaptive framework could beneficially complement recent Open Data/Model science initiatives.
Educating the Wandering Mind: Pedagogical Mechanisms of Mindfulness for a Curricular Blind Spot

ERIC Educational Resources Information Center

Ergas, Oren

2016-01-01

Educational theory and practice have been focusing on educating students as to "how to think." Yet, contemporary neuroscience and psychological research reveal that many of our waking hours are spent in a state of "mind-wandering" characterized by uncontrolled thoughts that have little to do with our concrete present…
Encouraging Students To Think about How They Think!

ERIC Educational Resources Information Center

Reeves, Charles A. (Andy); Reeves, Rosemarie

2003-01-01

Suggests that teachers become knowledgeable about the effects of Einstellung (pattern seeking in the human mind that results in rigid behavior) and use that knowledge in their teaching practices. (YDS)
Developing Minds: Programs for Teaching Thinking. Revised Edition, Volume 2.

ERIC Educational Resources Information Center

Costa, Arthur L., Ed.

This book contains 29 articles which address topics related to teaching thinking. The articles include: (1) "Balancing Process and Content" (Marilyn Jager Adams); (2) "Structure of Intellect (SOI)" (Mary N. Meeker); (3) "Instrumental Enrichment" (Francis R. Link); (4) "Thinking to Write: Assessing Higher-Order Cognitive Skills and Abilities"…
Critical Thinking Skills for Language Students

ERIC Educational Resources Information Center

Djiwandono, Patrisius Istiarto

2013-01-01

Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this area have begun to emerge, it is believed that a probe into the learners' mind when they process information can contribute significantly to the effort of identifying exactly how our learners think. This study was…
Brain Stretchers, Book 3 - Advanced.

ERIC Educational Resources Information Center

Stickels, Terry H.

Current thinking suggests that solving brainteasing puzzles uses the same critical thinking skills needed to solve difficult math, science, and business problems. This book is a non-intimidating exploration of the wonderful powers of the mind with an emphasis on the joy of thinking and learning. It contains 100 puzzles, presented in order of…
How Babies Think

ERIC Educational Resources Information Center

Bachleda, Amelia R.; Thompson, Ross A.

2018-01-01

Babies think differently than adults, and understanding how they think can help us see their explosive brain growth in everyday behavior. Infants learn language faster than adults do, use statistics to understand how the world works, and even reason about the minds of others. But these achievements can be hidden by their poor self-regulatory…
Educational Modes of Thinking in Neo-Confucianism: A Traditional Lens for Rethinking Modern Education

ERIC Educational Resources Information Center

Hwang, Keumjoong

2013-01-01

This article discusses the distinctive educational modes of thinking in Neo-Confucianism, with an interest of extracting Confucian reflective views for modern education of traditionally Confucian East Asia. Neo-Confucian typical modes of thinking on education are characterized as "heart-mind centered" and "learning as…
Into the Deep: Mindful Music Learning

ERIC Educational Resources Information Center

Lind, Vicki R.

2014-01-01

This article outlines strategies for using thinking routines in the general music classroom to foster deeper learning. Based on the Artful Thinking program, a model developed by Harvard's Project Zero in collaboration with Traverse City [Michigan] Area Public Schools, thinking routines were developed to draw students into a more meaningful…
Thinking Maps: Research-Based Instructional Strategy in a PDS

ERIC Educational Resources Information Center

Kessler, Cristy; Zuercher, Deborah K.; Wong, Caroline S.

2013-01-01

An exploratory action research case study was conducted at Moanalua Middle School from 2006-2009 to examine the impact of Thinking Maps on student achievement. Thinking Maps are not just another set of graphic organizers but a set of eight of unique visual mind maps with each linked to a specific higher-order thinking pattern. This study tells the…
It's not maths; it's science: exploring thinking dispositions, learning thresholds and mindfulness in science learning

NASA Astrophysics Data System (ADS)

Quinnell, R.; Thompson, R.; LeBard, R. J.

2013-09-01

Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to 'do maths' as part of 'doing science' leads to disengagement from learning. Notions of 'I can't do maths' speak of a rigidity of mind, a 'standoff', forming a barrier to learning in science that needs to be addressed if we, as science educators, are to offer solutions to the so-called 'maths problem' and to support students as they move from being novice to expert. Moving from novice to expert is complex and we lean on several theoretical frameworks (thinking dispositions, threshold concepts and mindfulness in learning) to characterize this pathway in science, with a focus on quantitative skills. Fluid thinking and application of numeracy skills are required to manipulate experimental data sets and are integral to our science practice; we need to stop students from seeing them as optional 'maths' or 'statistics' tasks within our discipline. Being explicit about the ways those in the discipline think, how quantitative data is processed, and allowing places for students to address their skills (including their confidence) offer some ways forward.
A revolution of the mind: some implications of George Hogenson's 'The Baldwin Effect: a neglected influence on C.G. Jung's evolutionary thinking' (2001).

PubMed

Colman, Warren

2015-09-01

George Hogenson's 2001 paper 'The Baldwin Effect: a neglected influence on C.G. Jung's evolutionary thinking' developed the radical argument that, if archetypes are emergent, they 'do not exist in the sense that there is no place that the archetypes can be said to be'. In this paper, I show how Hogenson's thinking has been seminal to my own: it is not just archetypes but the mind itself that has no 'place'. The mind is a dynamic system, emergent from the cultural environment of symbolic meanings to which humans are evolutionarily adapted. Drawing on the work of philosopher John Searle, I argue that symbols constitute the realities that they bring forth, including the imaginal realities of the psyche. The implications for clinical work include a rejection of structural models of the psyche in favour of the emergence of symbolic realities in the context of psychoanalysis as a distributed system of cognition. © 2015, The Society of Analytical Psychology.
Connecting Minds: Emergence of a Future Bent, Writing/Thinking Intensive Psychology Course. Occasional Paper #10

ERIC Educational Resources Information Center

Fluellen, J. E., Jr.

2011-01-01

How might students engage mindful learning? How might the professor engage mindful teaching? Both questions derived from fieldnotes a participant observer had created for the Future of Learning 2010 Summer Institute (Harvard Graduate School of Education) and the Tests and Measurements course, fall 2010 at Edward Waters College (EWC). Additionally,…
Quieting the Cacophony of the Mind: The Role of Mindfulness in Adult Learning

ERIC Educational Resources Information Center

Parish, Kay Annette

2010-01-01

The purpose of this study was to investigate the role between mindfulness practice and adult learning. The participants were full-time students enrolled in a two-year radiography program at a Midwestern community college. Critical thinking and problem solving skills are essential to students' success and to healthcare professionals. The main…
Mirrors of the Mind: Introduction to Mindful Ways of Thinking Education. Educational Psychology: Critical Pedagogical Perspectives. Volume 19

ERIC Educational Resources Information Center

Inoue, Noriyuki

2012-01-01

"Mirrors of the Mind" uses East Asian epistemology and cultural concepts as new conceptual tools to address fundamental questions that educators encounter. The book invites readers to critically reflect on commonly held assumptions about learning, cognition, motivation, development, and other essential areas of educational psychology and learning…
Patterns and Punctuation: Learning to Question Language

ERIC Educational Resources Information Center

Schlessman, Elizabeth

2011-01-01

As teachers plan instruction--even instruction about punctuation--they have the opportunity to engage students' minds and create new labels: question-asking, problem-solving. How teachers teach embeds a vision of who they think kids are and what they think kids are capable of. Are they destined for a future of critical thinking, questioning,…
The Nature and Development of Critical-Analytic Thinking

ERIC Educational Resources Information Center

Byrnes, James P.; Dunbar, Kevin N.

2014-01-01

In this article, we attempt to provide an overview of the features of the abilities, aptitudes, and frames of minds that are attributed to critical thinking and provide the broad outlines of the development of critical-analytic thinking (CAT) abilities. In addition, we evaluate the potential viability of three main hypotheses regarding the reasons…
What it means to be Zen: Marked modulations of local and interareal synchronization during open monitoring meditation

PubMed Central

Hauswald, Anne; Übelacker, Teresa; Leske, Sabine; Weisz, Nathan

2015-01-01

Experienced meditators are able to voluntarily modulate their state of consciousness and attention. In the present study, we took advantage of this ability and studied brain activity related to the shift of mental state. Electrophysiological activity, i.e. EEG, was recorded from 11 subjects with varying degrees of meditation experience during Zen meditation (a form of open monitoring meditation) and during non-meditation rest. On a behavioral level, mindfulness scores were assessed using the Mindfulness Attention and Awareness Scale (MAAS). Analysis of EEG source power revealed the so far unreported finding that MAAS scores significantly correlated with gamma power (30–250 Hz), particularly high-frequency gamma (100–245 Hz), during meditation. High levels of mindfulness were related to increased high-frequency gamma, for example, in the cingulate cortex and somatosensory cortices. Further, we analyzed the relationship between connectivity during meditation and self-reported mindfulness (MAAS). We found a correlation between graph measures in the 160–170 Hz range and MAAS scores. Higher levels of mindfulness were related to lower small worldedness as well as global and local clustering in paracentral, insular, and thalamic regions during meditation. In sum, the present study shows significant relationships of mindfulness and brain activity during meditation indicated by measures of oscillatory power and graph theoretical measures. The most prominent effects occur in brain structures crucially involved in processes of awareness and attention, which also show structural changes in short- and long-term meditators, suggesting continuative alterations in the meditating brain. Overall, our study reveals strong changes in ongoing oscillatory activity as well as connectivity patterns that appear to be sensitive to the psychological state changes induced by Zen meditation. PMID:25562827

What it means to be Zen: marked modulations of local and interareal synchronization during open monitoring meditation.

PubMed

Hauswald, Anne; Übelacker, Teresa; Leske, Sabine; Weisz, Nathan

2015-03-01

Experienced meditators are able to voluntarily modulate their state of consciousness and attention. In the present study, we took advantage of this ability and studied brain activity related to the shift of mental state. Electrophysiological activity, i.e. EEG, was recorded from 11 subjects with varying degrees of meditation experience during Zen meditation (a form of open monitoring meditation) and during non-meditation rest. On a behavioral level, mindfulness scores were assessed using the Mindfulness Attention and Awareness Scale (MAAS). Analysis of EEG source power revealed the so far unreported finding that MAAS scores significantly correlated with gamma power (30-250Hz), particularly high-frequency gamma (100-245Hz), during meditation. High levels of mindfulness were related to increased high-frequency gamma, for example, in the cingulate cortex and somatosensory cortices. Further, we analyzed the relationship between connectivity during meditation and self-reported mindfulness (MAAS). We found a correlation between graph measures in the 160-170Hz range and MAAS scores. Higher levels of mindfulness were related to lower small worldedness as well as global and local clustering in paracentral, insular, and thalamic regions during meditation. In sum, the present study shows significant relationships of mindfulness and brain activity during meditation indicated by measures of oscillatory power and graph theoretical measures. The most prominent effects occur in brain structures crucially involved in processes of awareness and attention, which also show structural changes in short- and long-term meditators, suggesting continuative alterations in the meditating brain. Overall, our study reveals strong changes in ongoing oscillatory activity as well as connectivity patterns that appear to be sensitive to the psychological state changes induced by Zen meditation. Copyright © 2015. Published by Elsevier Inc.
Practice It: Mindful Eating Exercise

Cancer.gov

We often think most of taste when we think about food. But using all five senses to explore how food looks, feels, sounds, smells and tastes can help you to find more to enjoy about the foods you’re eating!
A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills.

PubMed

Johanns, Beth; Dinkens, Amber; Moore, Jill

2017-11-01

The advantages of using traditional closed-book examinations are closely compared to the advantages of using open-book examinations for the development of critical thinking skills in nursing students. The use of critical thinking skills is vital among nurses to assess patient needs and modify standard approaches to individualize care for better patient outcomes. The following areas are compared and contrasted for both closed-book and open-book examinations: examination preparation, rote memorization versus active learning, intellectual engagement, simulation of working environment, higher order thinking skills, anxiety reduction and student satisfaction. During investigation of closed-book examinations and open-book examinations, the use of collaborative testing was unveiled. Collaborative testing combines areas from both closed-book and open-book examinations. Based on the systematic review of literature, the recommendation is to use a mixed method of examination types throughout the course of the nursing program. Each type of examination helps develop different skill sets in the nursing student. Copyright © 2017 Elsevier Ltd. All rights reserved.
Integration of Algebraic Habits of Mind into the Classroom Practice

ERIC Educational Resources Information Center

Eroglu, Deniz; Tanisli, Dilek

2017-01-01

Getting students adopt the habits of mind specific to many disciplines can be seen as an anchor that will support them to solve the problems in their daily lives. Starting from this premise, a new subject, featuring the habits of mind and how to use and improve them in educational environments seems to worth thinking on. This article describes an…
Computers in the Classroom? A Critique of the Digital Computer as a Metaphor for Mind

ERIC Educational Resources Information Center

Gibson, Keith

2007-01-01

In this article, the author argues that the computer/artificial intelligence (AI) metaphor dominates current thinking about the operation of the mind among educators and the public, and that the metaphor limits one's understanding of how the mind really works to detrimental effect. In particular, the author posits that ideas about literacy are…
Self-poisoning of the mind.

PubMed

Elster, Jon

2010-01-27

Rational-choice theory tries to explain behaviour on the assumption that individuals optimize. Some forms of irrational behaviour can be explained by assuming that the individual is subject to hedonic, pleasure-seeking mechanisms, such as wishful thinking or adaptive preference formation. In this paper, I draw attention to psychic mechanisms, originating in the individual, which make her worse off. I first consider the ideas of counterwishful thinking and of counteradaptive preference formation and then, drawing heavily on Proust, the self-poisoning of the mind that occurs through the operation of amour-propre.
Self-poisoning of the mind

PubMed Central

Elster, Jon

2010-01-01

Rational-choice theory tries to explain behaviour on the assumption that individuals optimize. Some forms of irrational behaviour can be explained by assuming that the individual is subject to hedonic, pleasure-seeking mechanisms, such as wishful thinking or adaptive preference formation. In this paper, I draw attention to psychic mechanisms, originating in the individual, which make her worse off. I first consider the ideas of counterwishful thinking and of counteradaptive preference formation and then, drawing heavily on Proust, the self-poisoning of the mind that occurs through the operation of amour-propre. PMID:20026460
Mind Mapping in Executive Education: Applications and Outcomes.

ERIC Educational Resources Information Center

Mento, Anthony J.; Martinelli, Patrick; Jones, Raymond M.

1999-01-01

Illustrates the technique of mind mapping as applied in executive education and management development. Indicates that most of the 70 students surveyed appreciated its use for recall and creative thinking, although some prefer a top-to-bottom, linear outline approach. (SK)
How to think about your drink: Action-identification and the relation between mindfulness and dyscontrolled drinking.

PubMed

Schellhas, Laura; Ostafin, Brian D; Palfai, Tibor P; de Jong, Peter J

2016-05-01

Cross-sectional and intervention research have shown that mindfulness is inversely associated with difficulties in controlling alcohol use. However, little is known regarding the mechanisms through which mindfulness is related to increased control over drinking. One potential mechanism consists of the way individuals represent their drinking behaviour. Action identification theory proposes that self-control of behaviour is improved by shifting from high-level representations regarding the meaning of a behaviour to lower-level representations regarding "how-to" aspects of a behaviour. Because mindfulness involves present-moment awareness, it may help to facilitate such shifts. We hypothesized that an inverse relation between mindfulness and dyscontrolled drinking would be partially accounted for by the way individuals mentally represent their drinking behaviour - i.e., reduced levels of high-level action identification and increased levels of low-level action identification. One hundred and twenty five undergraduate psychology students completed self-report measures of mindful awareness, action identification of alcohol use, and difficulty in controlling alcohol use. Results supported the hypothesis that high-level action identification partially mediates the relation between mindfulness and dyscontrolled drinking but did not support a mediating role for low-level action identification. These results suggest that mindfulness can improve self-control of alcohol by changing the way we think about our drinking behaviour. Copyright © 2016. Published by Elsevier Ltd.
The new functional identity: a body that thinks, a mind that feels - Frontiers and unexplored territories of the "Body and Mind zone".

PubMed

Spurio, Maria Grazia

2016-09-01

For a long time, terms like "mind" and "emotion" have rarely been taken into account, not even mentioned in the medical texts. The latest scientific researches, including the studies of Candace Pert, on the contrary, have emphasized that the entire body thinks, because every single cell hears, and feels emotions. The international researcher has discovered the endocrines and a vast number of neuropeptides, that work as an "information network" that interconnects the entire body, the "psychic" molecules are transmitted and travel, communicating information as in a circular and recursive body - mind mechanism. This is a sort of body and mind functional identity, which is different in each person, because each person is a unique universe, and the body is the place where mind and body meet in a unique and unrepeatable alchemy. So, if it is true that only in the body the secret of its potential for development and transformation is well hidden, it is also true that this secret is unique for each of us. Then, the strategic therapy becomes 'tailor-made', and the knowledge of the body component is essential to unlock behavior patterns and planning new ones, in order to improve relationships and the quality of life, and enhance the sense of well-being. People are not as simple containers which merely record external incitements, on the contrary, they are able to evaluate and weigh what happens around. Depending on the meaning attributed to each stimulus, a stress response of different magnitude and duration is activated, this can be considered functional or dysfunctional. Many recent studies, in fact, states that there is a significant correlation between the coping strategy chosen and the onset of a disease. According to the theory of 'psychogenic tumor', for example, anyone can potentially develop cancer, but only those who do not have the psychological strength to resist disease get sick. No matter what is the theoretical framework and the conclusion adopted, we go towards a consensus of considering body and mind as a part of a unique and complex functional identity. As a consequence of this completely new approach on how to consider the wellbeing and health, researchers suggest that the goal of a satisfactory physical and mental balance can be achieved through a transversal approach to the various disciplines (psychotherapy, surgical, nutritionist, medical aesthetics and medicine in general). According to this bio-psycho-social approach, each person should be approached in his entirety, bodily and psychological; each individual should be 'hosted' in a sort of 'Body and Mind' zone, where the entire body is able to think.
What Is It Like to Be a Person Who Knows Nothing? Defining the Active Intersubjective Mind of a Newborn Human Being

ERIC Educational Resources Information Center

Trevarthen, Colwyn

2011-01-01

As thinking adults depend upon years of practical experience, reasoning about facts and causes, and language to sustain their knowledge, beliefs and memories, and to understand one another, it seems quite absurd to suggest that a newborn infant has intersubjective mental capacities. But detailed research on how neonatal selves coordinate the…
Problems of collegial learning in psychoanalysis: narcissism and curiosity.

PubMed

Poland, Warren S

2009-04-01

Despite clinical sensitivity when listening to patients, analysts have not fared well in hearing and talking to each other with respectful open-mindedness. Underlying factors are considered with particular focus on the interplay between self-aimed forces of narcissism and outward-aimed forces of curiosity. Included in examination of problems of collegial communication are limitations structurally inherent to the human mind (such as the need to abstract aspects of experience in order to focus attention plus the mind's tendency to categorical thinking), those derived from individual psychology (such as vulnerability of self-esteem), and those related to group dynamics (such as the problems attendant to new ideas and the allegiances they stir, parochialism and the development of radical schools, the competitiveness between schools). The contribution of cultural influences and the multiply determined uses of language are also highlighted. The core sense of smallness in the strangeness of the universe and in the presence of others is seen as a common thread.
The Effects of Reflective Training on the Disposition of Critical Thinking for Nursing Students in China: A Controlled Trial.

PubMed

Zhang, Caihong; Fan, Huiying; Xia, Jieqiong; Guo, Honghua; Jiang, Xinjun; Yan, Yane

2017-09-01

The aim of this study was to evaluate the effects of reflective trainings for nursing students on their critical thinking disposition. A total of 157 senior undergraduate nursing students sampled from Hainan Medical University in China participated in this study in 2014. They were randomly divided into experimental and control groups. The experimental group students were provided the reflective training during their entire 12-month clinical internship, whereas students in the control group were requested to keep their reflective diaries but without a formal training. Before and after the intervention, nursing students' critical thinking disposition was rated using the Chinese version of Critical Thinking Disposition Inventory (CTDI-CV). Before the start of the intervention, the critical thinking disposition scores of the two groups had no significant differences. At the end of the intervention, it was found that the experimental students performed better in each subscale of CTDI-CV. These include the search for truth, open mind, analytical ability, systematic ability, critical thinking, self-confidence, curiosity, and cognitive maturity. By summing the scores of all categories, the results showed that the experimental group had a significantly higher total score than that of the control group (p ≤ .044). Evaluating the score difference in each function indicated that there was a range of improvements on the critical thinking disposition because of the reflective training intervention. Reflective training during the internship period improves nursing students' disposition of critical thinking and promotes their readiness for their clinical practices in the rapidly increasing demands of the healthcare field. Copyright © 2017. Published by Elsevier B.V.
Moving Bodies, Building Minds: Foster Preschoolers' Critical Thinking and Problem Solving through Movement

ERIC Educational Resources Information Center

Marigliano, Michelle L.; Russo, Michele J.

2011-01-01

Creative movement is an ideal way to help young children develop critical-thinking and problem-solving skills. Most young children are, by nature, extremely physical. They delight in exploring the world with their bodies and expressing their ideas and feelings through movement. During creative movement experiences, children learn to think before…
Bridging Intuitive and Analytical Thinking: Four Looks at the 2-Glass Puzzle

ERIC Educational Resources Information Center

Ejersbo, Lisser Rye; Leron, Uri; Arcavi, Abraham

2014-01-01

The observation that the human mind operates in two distinct thinking modes--intuitive and analytical- have occupied psychological and educational researchers for several decades now. Much of this research has focused on the explanatory power of intuitive thinking as source of errors and misconceptions, but in this article, in contrast, we view…
Daydream Believer: Rumination, Self-Reflection and the Temporal Focus of Mind Wandering Content.

PubMed

Shrimpton, Daisy; McGann, Deborah; Riby, Leigh M

2017-11-01

Current research into mind-wandering is beginning to acknowledge that this process is one of heterogeneity. Following on from previous findings highlighting the role of self-focus during mind wandering, the present study aimed to examine individual differences in rumination and self-reflection and the impact such styles of self-focus may have on mind-wandering experiences. Thirty-three participants were required to complete the Sustained Attention Response Task (SART), aimed at inducing mind-wandering episodes, whilst also probing the content of thought in terms of temporal focus. Self-report questionnaires were also administered after the SART to measure dispositional differences in style and beliefs regarding mind-wandering and assessments of individual differences in rumination and self-reflection. Those individuals with reflective self-focus showed a strong positive association with positive and constructive thoughts. Critically, ruminative self-focus was positively associated with a tendency for the mind to wander towards anguished fantasies, failures and aggression, but it was also positively associated with positive and constructive thoughts. Furthermore, while dispositional differences in self-focus showed no relationship with the temporal perspective of thoughts when probed during a cognitive task, performance on the task itself was related to whether participants were thinking about the past, present or future during that activity. Such findings are discussed in line with previous research, and provide a further step towards accounting for the heterogeneous nature of mind-wandering.
Daydream Believer: Rumination, Self-Reflection and the Temporal Focus of Mind Wandering Content

PubMed Central

Shrimpton, Daisy; McGann, Deborah; Riby, Leigh M.

2017-01-01

Current research into mind-wandering is beginning to acknowledge that this process is one of heterogeneity. Following on from previous findings highlighting the role of self-focus during mind wandering, the present study aimed to examine individual differences in rumination and self-reflection and the impact such styles of self-focus may have on mind-wandering experiences. Thirty-three participants were required to complete the Sustained Attention Response Task (SART), aimed at inducing mind-wandering episodes, whilst also probing the content of thought in terms of temporal focus. Self-report questionnaires were also administered after the SART to measure dispositional differences in style and beliefs regarding mind-wandering and assessments of individual differences in rumination and self-reflection. Those individuals with reflective self-focus showed a strong positive association with positive and constructive thoughts. Critically, ruminative self-focus was positively associated with a tendency for the mind to wander towards anguished fantasies, failures and aggression, but it was also positively associated with positive and constructive thoughts. Furthermore, while dispositional differences in self-focus showed no relationship with the temporal perspective of thoughts when probed during a cognitive task, performance on the task itself was related to whether participants were thinking about the past, present or future during that activity. Such findings are discussed in line with previous research, and provide a further step towards accounting for the heterogeneous nature of mind-wandering. PMID:29358989
Going Bananas over Fruit: Using Habits of Mind to Foster Nutritional Literacy

ERIC Educational Resources Information Center

Wilson, Rachel; Hodges, Georgia Wood; Haddox, Anne; Arrington, Alejandro; Tippins, Deborah

2009-01-01

Science literacy for all students is an education goal in the United States, as well as in many other parts of the world. Habits of mind are the skills and attitudes that students need to develop in order to understand science as a way of thinking. In this standards-based era, habits of mind can be readily incorporated to teach multiple content…
Why We Think We Can't Dance: Theory of Mind and Children's Desire to Perform

ERIC Educational Resources Information Center

Chaplin, Lan Nguyen; Norton, Michael I.

2015-01-01

Theory of mind (ToM) allows children to achieve success in the social world by understanding others' minds. A study with 3- to 12-year-olds, however, demonstrates that gains in ToM are linked to decreases in children's desire to engage in performative behaviors associated with health and well-being, such as singing and dancing. One hundred and…
Where civics meets science: building science for the public good through Civic Science.

PubMed

Garlick, J A; Levine, P

2017-09-01

Public understanding of science and civic engagement on science issues that impact contemporary life matter more today than ever. From the Planned Parenthood controversy, to the Flint water crisis and the fluoridation debate, societal polarization about science issues has reached dramatic levels that present significant obstacles to public discussion and problem solving. This is happening, in part, because systems built to support science do not often reward open-minded thinking, inclusive dialogue, and moral responsibility regarding science issues. As a result, public faith in science continues to erode. This review explores how the field of Civic Science can impact public work on science issues by building new understanding of the practices, influences, and cultures of science. Civic Science is defined as a discipline that considers science practice and knowledge as resources for civic engagement, democratic action, and political change. This review considers how Civic Science informs the roles that key participants-scientists, public citizens and institutions of higher education-play in our national science dialogue. Civic Science aspires to teach civic capacities, to inform the responsibilities of scientists engaged in public science issues and to inspire an open-minded, inclusive dialogue where all voices are heard and shared commitments are acknowledged. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Effect of Knowledge Integration Activities on Students' Perception of the Earth's Crust as a Cyclic System.

ERIC Educational Resources Information Center

Kali, Yael; Orion, Nir; Eylon, Bat-Sheva

2003-01-01

Characterizes students' understanding of the rock cycle system. Examines effects of a knowledge integration activity on their system thinking. Interprets answers to an open-ended test using a systems thinking continuum ranging from a completely static view of the system to an understanding of the system's cyclic nature. Reports meaningful…
Spectral power and functional connectivity changes during mindfulness meditation with eyes open: A magnetoencephalography (MEG) study in long-term meditators.

PubMed

Wong, W P; Camfield, D A; Woods, W; Sarris, J; Pipingas, A

2015-10-01

Whilst a number of previous studies have been conducted in order to investigate functional brain changes associated with eyes-closed meditation techniques, there is a relative scarcity in the literature with regards to changes occurring during eyes-open meditation. The current project used magnetoencephalography (MEG) to investigate differences in spectral power and functional connectivity between 11 long-term mindfulness meditators (LTMMs) with >5 years of experience and 12 meditation-naïve control participants both during baseline eyes-open rest and eyes-open open-monitoring (OM) mindfulness meditation. During resting with eyes-open, prior to meditating, greater mean alpha power was observed for LTMMs in comparison to controls. However, during the course of OM meditation, a significantly greater increase in theta power was observed over a broad fronto-centro-parietal region for control participants in comparison to LTMMs. In contrast, whole-head mean connectivity was found to be significantly greater for long-term meditators in comparison to controls in the theta band both during rest as well as during meditation. Additionally, mean connectivity was significantly lower for long-term meditators in the low gamma band during rest and significantly lower in both low and high gamma bands during meditation; and the variance of low-gamma connectivity scores for long-term meditators was significantly decreased compared to the control group. The current study provides important new information as to the trait functional changes in brain activity associated with long-term mindfulness meditation, as well as the state changes specifically associated with eyes-open open monitoring meditation techniques. Copyright © 2015 Elsevier B.V. All rights reserved.
Indigenous Intelligence: Have We Lost Our Indigenous Mind?

ERIC Educational Resources Information Center

Dumont, Jim

2002-01-01

Eurocentric intelligence is restricted to rational, linear, competitive, and hierarchical thinking. Indigenous intelligence encompasses the body, mind, heart, and experience in total responsiveness and total relationship to the whole environment, which includes the seven generations past and future. Implementation of major changes to indigenous…
Using mindfulness to reduce the health effects of community reaction to aircraft noise.

PubMed

Hede, Andrew J

2017-01-01

This paper investigates whether mindfulness-based interventions might ameliorate the detrimental health effects of aircraft noise on residential communities. Numerous empirical studies over the past 50 years have demonstrated the increasing negative impact of aircraft noise on residents worldwide. However, extensive database searches have revealed no published studies on psychological interventions that reduce residents' reactivity to environmental noise. By contrast, there has been extensive research over several decades confirming the effectiveness of mindfulness-based stress reduction training in lowering people's stress from work and life. Considering that stress is a major component of aircraft noise reaction, it would seem worth assessing whether mindfulness-based interventions might be effective in reducing the health effects of aircraft noise. It appears that no existing conceptualization of mindfulness specifically accounts for noise as a stressor. Conceptual Analysis: A new conceptual model is presented here which explains how mindfulness can reduce noise reactivity. Two types of mindfulness are distinguished: an active form (meta-mindfulness) and a passive form (supra-mindfulness). It is posited that meta-mindfulness can facilitate "cognitive defusion" which research has confirmed as enabling people to disconnect from their own dysfunctional thoughts. In the case of aircraft noise, negative thinking associated with residents' reactive experiences can exacerbate the health effects they suffer. The present model further proposes that supra-mindfulness can enable an individual to disengage their own sense of identity from the often overwhelming negative thoughts which can define their existence when they are consumed by extreme noise annoyance. The mindfulness processes of defusion and disidentification are postulated to be the key efficacy mechanisms potentially responsible for reducing reactivity to aircraft noise. This approach can be evaluated by extending previous research on the health benefits of mindfulness training.
Using Mindfulness to Reduce the Health Effects of Community Reaction to Aircraft Noise

PubMed Central

Hede, Andrew J.

2017-01-01

Aim: This paper investigates whether mindfulness-based interventions might ameliorate the detrimental health effects of aircraft noise on residential communities. Review: Numerous empirical studies over the past 50 years have demonstrated the increasing negative impact of aircraft noise on residents worldwide. However, extensive database searches have revealed no published studies on psychological interventions that reduce residents’ reactivity to environmental noise. By contrast, there has been extensive research over several decades confirming the effectiveness of mindfulness-based stress reduction training in lowering people’s stress from work and life. Considering that stress is a major component of aircraft noise reaction, it would seem worth assessing whether mindfulness-based interventions might be effective in reducing the health effects of aircraft noise. It appears that no existing conceptualization of mindfulness specifically accounts for noise as a stressor. Conceptual Analysis: A new conceptual model is presented here which explains how mindfulness can reduce noise reactivity. Two types of mindfulness are distinguished: an active form (meta-mindfulness) and a passive form (supra-mindfulness). It is posited that meta-mindfulness can facilitate “cognitive defusion” which research has confirmed as enabling people to disconnect from their own dysfunctional thoughts. In the case of aircraft noise, negative thinking associated with residents’ reactive experiences can exacerbate the health effects they suffer. The present model further proposes that supra-mindfulness can enable an individual to disengage their own sense of identity from the often overwhelming negative thoughts which can define their existence when they are consumed by extreme noise annoyance. Conclusion: The mindfulness processes of defusion and disidentification are postulated to be the key efficacy mechanisms potentially responsible for reducing reactivity to aircraft noise. This approach can be evaluated by extending previous research on the health benefits of mindfulness training. PMID:28816203
Improving Junior High Schools' Critical Thinking Skills Based on Test Three Different Models of Learning

ERIC Educational Resources Information Center

Fuad, Nur Miftahul; Zubaidah, Siti; Mahanal, Susriyati; Suarsini, Endang

2017-01-01

The aims of this study were (1) to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2) to find out the differences of critical thinking skills among male and female…
Why Didn't I Think of That? Dodging Big Ruts for Big Ideas in Higher Education

ERIC Educational Resources Information Center

Shushok, Frank, Jr.

2014-01-01

Though educators are a diverse, most collectively believe that they are forward-thinking, creative, and even innovative. This entrepreneurial mind-set can be observed by the uniform response to marketplace inventions such as the iPhone, Redbox, and TED talks. In this article Frank Shushok Jr. challenges educators to "think free."
TASC: Thinking Actively in a Social Context. A Universal Problem-Solving Process--A Powerful Tool to Promote Differentiated Learning Experiences

ERIC Educational Resources Information Center

Wallace, Belle; Bernardelli, Alessio; Molyneux, Clare; Farrell, Clare

2012-01-01

All children are born with the gifts of curiosity and creativity--and an insatiable appetite for asking questions to find out about the world in which they live. Fostering these questions and developing inquisitive and investigating minds is one of the essential roles of parent and teacher, and the processes of enquiry are the necessary routes for…
The Audacity of Thought: Seeing Thinking as the Moral Virtue Pivotal to the Re-Founding of Democracy on a Moral Basis

ERIC Educational Resources Information Center

Novak, Bruce

2009-01-01

The theme of intellectual courage can help anyone re-conceive the activity of philosophizing as a "moral" virtue. For Aristotle, courage was the first of the moral virtues, empowering noble action in the human realm, contemplation the last and highest of the intellectual virtues, enabling the union of the human mind with the eternal and divine,…
Discussions on Some Educational Issues VIII. Research Report 204.

ERIC Educational Resources Information Center

Kansanen, Pertti, Ed.

This book contains six papers: "Studying the Teachers Life and Work" (Ivor F. Goodson); "Mindful Orientation in Teachers' Pedagogical Thinking" (Jukka Husu); "The Way Thinking is Once Again" (Pertti Kansanen); "Preparing Prospective Elementary Teachers to Teach Mathematics: A Problem-Solving Approach" (Frank…
Student’s Critical Thinking in Solving Open-Ended Problems Based on Their Personality Type

NASA Astrophysics Data System (ADS)

Fitriana, L. D.; Fuad, Y.; Ekawati, R.

2018-01-01

Critical thinking plays an important role for students in solving open-ended problems. This research aims at describing student’s critical thinking in solving open-ended problems based on Keirsey’s personality types, namely rational, idealist, guardian, and artisan. Four students, with the higher rank in the mathematics’ test and representing each type of Keirsey personality, were selected as the research subjects. The data were collected from the geometry problem and interviews. The student’s critical thinking is described based on the FRISCO criteria. The result underlines that rational and idealist students fulfilled all FRISCO criteria, and but not for guardian and artisan students. Related to the inference criteria, guardian and artisan students could not make reasonable conclusions and connect the concepts. Related to the reason of criteria, rational student performed critical thinking by providing logical reason that supported his strategy to solve the problem. In contrast, the idealist student provided subjective reason. This results suggest that teachers should frequently train the students’ logical thinkingin every lesson and activity to develop student’s critical thinking and take the student’s personality character into account, especially for guardian and artisan students.
Solving Homeland Security’s Wicked Problems: A Design Thinking Approach

DTIC Science & Technology

2015-09-01

spur solutions. This thesis provides a framework for how S&T can incorporate design- thinking principles that are working well in other domains to...to spur solutions. This thesis provides a framework for how S&T can incorporate design-thinking principles that are working well in other domains to...Galbraith’s Star Model was used to analyze how DHS S&T, MindLab, and DARPA apply design-thinking principles to inform the framework to apply and
The effectiveness of formative assessment with understanding by design (UbD) stages in forming habits of mind in prospective teachers

NASA Astrophysics Data System (ADS)

Gloria, R. Y.; Sudarmin, S.; Wiyanto; Indriyanti, D. R.

2018-03-01

Habits of mind are intelligent thinking dispositions that every individual needs to have, and it needs an effort to form them as expected. A behavior can be formed by continuous practice; therefore the student's habits of mind can also be formed and trained. One effort that can be used to encourage the formation of habits of mind is a formative assessment strategy with the stages of UbD (Understanding by Design), and a study needs to be done to prove it. This study aims to determine the contribution of formative assessment to the value of habits of mind owned by prospective teachers. The method used is a quantitative method with a quasi-experimental design. To determine the effectiveness of formative assessment with Ubd stages on the formation of habits of mind, correlation test and regression analysis were conducted in the formative assessment questionnaire consisting of three components, i.e. feed back, peer assessment and self assessment, and habits of mind. The result of the research shows that from the three components of Formative Assessment, only Feedback component does not show correlation to students’ habits of mind (r = 0.323). While peer assessment component (r = 0. 732) and self assessment component (r = 0.625), both indicate correlation. From the regression test the overall component of the formative assessment contributed to the habits of mind at 57.1%. From the result of the research, it can be concluded that the formative assessment with Ubd stages is effective and contributes in forming the student's habits of mind; the formative assessment components that contributed the most are the peer assessment and self assessment. The greatest contribution goes to the Thinking interdependently category.
The Challenge of Formative Assessment in Mathematics Education: Children's Minds, Teachers' Minds

ERIC Educational Resources Information Center

Ginsburg, Herbert P.

2009-01-01

The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment--the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a…
Preschoolers' Generation of Different Types of Counterfactual Statements and Theory of Mind Understanding

ERIC Educational Resources Information Center

Guajardo, Nicole R.; Turley-Ames, Kandi Jo

2004-01-01

Two studies examined associations between theory of mind performance and counterfactual thinking using both antecedent and consequent counterfactual tasks. Moreover, the studies examined children's abilities to generate different types of counterfactual statements in terms of direction and structure. Participants were 3-, 4-, and 5-year-old…
AF Security Forces and Building Partner Capacity Examining Cultural Competency as a Force Enabler

DTIC Science & Technology

2017-02-03

key leaders taking on these missions across any foreign culture. The concept of “cultural mindfulness ” alone would be a prudent tool to any BPC...team member executing key leader engagements. “ Mindfulness refers to the heightened awareness of our own thinking patterns, affective reactions, and...New York: McGraw Hill. Pp. 5-11. Ting-Toomey, Stella. 1999. “ Mindful Intercultural Verbal Communication.” Communicating Across Cultures. New
"I Won't Trust You if I Think You're Trying to Deceive Me": Relations between Selective Trust, Theory of Mind, and Imitation in Early Childhood

ERIC Educational Resources Information Center

DiYanni, Cara; Nini, Deniela; Rheel, Whitney; Livelli, Alicia

2012-01-01

This study explores connections between 3-, 4-, and 5-year-olds' performance in theory-of-mind tasks, their performance on an assessment of selective trust, and their decisions to (not) imitate the questionable tool choices of an adult model. The prediction was that all the tasks would be related, with improvements in theory of mind and selective…
Differential patterns in mind perception in subclinical paranoia: relationships to self-reported empathy.

PubMed

Buck, Benjamin; Hester, Neil; Penn, David L; Gray, Kurt

2017-03-01

Although social cognition skills and biases are well-studied in paranoia, "mind perception" - perceiving the extent to which someone even possesses a thinking, feeling mind - is not. We sought to better characterise the profile of mind perception for individuals with paranoia. We examined links between mind perception and paranoia in a large (n = 890) subclinical sample. Participants completed measures of paranoia, schizotypy, mind perception, and dispositional empathy. These assessments were examined for their relationships to one another, as well as the possibility that mind perception partially mediates the relationship between paranoia and empathy. Analyses revealed that increased paranoia was linked to less mind perception towards people. This distorted mind perception partially explained the link between paranoia and both perspective taking and empathic concern. In paranoia - and psychopathology more broadly - understanding and addressing distorted mind perception may be one component of restoring social functioning.
Imagery: Thinking with the Mind's Eye.

ERIC Educational Resources Information Center

Riley, Margaret E.

Teachers teach literature to help students expand and develop their image-making powers, "to imagine, conceive, fancy, picture," to think. To get students involved in literature, especially poetry, Robert Frost's poem, "The Witch of Coos," is particularly useful because it is so immediately accessible. In order to help engage…
From Years of Work in Psychology and Computer Science, Scientists Build Theories of Thinking and Learning.

ERIC Educational Resources Information Center

Wheeler, David L.

1988-01-01

Scientists feel that progress in artificial intelligence and the availability of thousands of experimental results make this the right time to build and test theories on how people think and learn, using the computer to model minds. (MSE)

Evolution of the Creative Mind.

ERIC Educational Resources Information Center

Lumsden, Charles J.; Findlay, C. Scott

1988-01-01

A model of the Darwinian evolution of creative thinking is proposed. Creative thinking is modeled as a re-linkage of connections among mental representations, occurring in relationship to gene-culture heterarchy, which is a system of causative and motivational connections among the individual, the innate regularities of cognitive development, and…
Feasibility, acceptability and preliminary psychological benefits of mindfulness meditation training in a sample of men diagnosed with prostate cancer on active surveillance: results from a randomized controlled pilot trial.

PubMed

Victorson, David; Hankin, Vered; Burns, James; Weiland, Rebecca; Maletich, Carly; Sufrin, Nathaniel; Schuette, Stephanie; Gutierrez, Bruriah; Brendler, Charles

2017-08-01

In a pilot randomized controlled trial, examine the feasibility and preliminary efficacy of an 8-week, mindfulness training program (Mindfulness Based Stress Reduction) in a sample of men on active surveillance on important psychological outcomes including prostate cancer anxiety, uncertainty intolerance and posttraumatic growth. Men were randomized to either mindfulness (n = 24) or an attention control arm (n = 19) and completed self-reported measures of prostate cancer anxiety, uncertainty intolerance, global quality of life, mindfulness and posttraumatic growth at baseline, 8 weeks, 6 months and 12 months. Participants in the mindfulness arm demonstrated significant decreases in prostate cancer anxiety and uncertainty intolerance, and significant increases in mindfulness, global mental health and posttraumatic growth. Participants in the control condition also demonstrated significant increases in mindfulness over time. Longitudinal increases in posttraumatic growth were significantly larger in the mindfulness arm than they were in the control arm. While mindfulness training was found to be generally feasible and acceptable among participants who enrolled in the 8-week intervention as determined by completion rates and open-ended survey responses, the response rate between initial enrollment and the total number of men approached was lower than desired (47%). While larger sample sizes are necessary to examine the efficacy of mindfulness training on important psychological outcomes, in this pilot study posttraumatic growth was shown to significantly increase over time for men in the treatment group. Mindfulness training has the potential to help men cope more effectively with some of the stressors and uncertainties associated with active surveillance. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.
Open-Minded Cognition.

PubMed

Price, Erika; Ottati, Victor; Wilson, Chase; Kim, Soyeon

2015-11-01

The present research conceptualizes open-minded cognition as a cognitive style that influences how individuals select and process information. An open-minded cognitive style is marked by willingness to consider a variety of intellectual perspectives, values, opinions, or beliefs-even those that contradict the individual's opinion. An individual's level of cognitive openness is expected to vary across domains (such as politics and religion). Four studies develop and validate a novel measure of open-minded cognition, as well as two domain-specific measures of religious and political open-minded cognition. Exploratory and confirmatory factor analysis (controlling for acquiescence bias) are used to develop the scales in Studies 1 to 3. Study 4 demonstrates that these scales possess convergent and discriminant validity. Study 5 demonstrates the scale's unique predictive validity using the outcome of Empathic Concern (Davis, 1980). Study 6 demonstrates the scale's unique predictive validity using the outcomes of warmth toward racial, religious, and sexual minorities. © 2015 by the Society for Personality and Social Psychology, Inc.
In two minds: dual-process accounts of reasoning.

PubMed

Evans, Jonathan St B T

2003-10-01

Researchers in thinking and reasoning have proposed recently that there are two distinct cognitive systems underlying reasoning. System 1 is old in evolutionary terms and shared with other animals: it comprises a set of autonomous subsystems that include both innate input modules and domain-specific knowledge acquired by a domain-general learning mechanism. System 2 is evolutionarily recent and distinctively human: it permits abstract reasoning and hypothetical thinking, but is constrained by working memory capacity and correlated with measures of general intelligence. These theories essentially posit two minds in one brain with a range of experimental psychological evidence showing that the two systems compete for control of our inferences and actions.
Turning Towards or Turning Away: A Comparison of Mindfulness Meditation and Guided Imagery Relaxation in Patients with Acute Depression.

PubMed

Costa, Ana; Barnhofer, Thorsten

2016-07-01

Disengaging from maladaptive thinking is an important imperative in the treatment of depression. Mindfulness training is aimed at helping patients acquire relevant skills for this purpose. It remains unclear, however, whether this practice is helpful when patients are acutely depressed. In order to investigate effects of mindfulness on symptoms and self-regulatory capacities in this group, the current study compared a brief training in mindfulness (n = 19) to guided imagery relaxation (n = 18). Participants were introduced to the respective techniques in a single session, and practised daily over one week. Self-reported severity of symptoms, difficulties in emotion-regulation, attentional control, the ability to decentre, and mindfulness were assessed pre and postintervention, and at a one-week follow-up. Symptoms of depression significantly decreased and self-regulatory functioning significantly increased in both groups, with changes being maintained during follow-up. When controlling for change in depressive symptoms, results showed significantly higher improvements in emotion regulation at follow-up in the mindfulness group. The ability to decentre predicted changes in symptoms from pre to postintervention, while mindfulness skills predicted changes in symptoms during the maintenance phase. The findings suggest that both practices can help to instigate reductions in symptoms and enhance self-regulatory functioning in depression. However, in order to improve emotion regulation above levels explained by reductions in symptoms more intentional mental training seems necessary. Furthermore, while the ability to disengage from negative patterns of thinking seems crucial for initial reduction of symptoms, maintenance of gains might require broader skills in mindfulness.
Cognitive Technologies for Mathematics Education. Technical Report No. 37.

ERIC Educational Resources Information Center

Pea, Roy D.

This paper provides an historical perspective on the possible roles of cognitive technologies in thinking as "reorganizers" of the mind. It suggests that by understanding the transformational roles of advanced technologies for mathematical thinking, positive contributions can be made to research and practice on the use of computers in…
Developing Minds: A Resource Book for Teaching Thinking. 3rd Edition.

ERIC Educational Resources Information Center

Costa, Arthur L., Ed.

The major purpose of this book is to rejuvenate the focus on thinking throughout the curriculum. This collection of 85 essays is intended to help educational leaders--teachers, administrators, curriculum workers, staff developers, and teacher educators--infuse curriculum, instruction, and school organization with practices that more fully develop…
Metacognition: Transforming the Learning Experience

ERIC Educational Resources Information Center

Chekwa, Emmanuel; McFadden, Misty; Divine, Angelia; Dorius, Tina

2015-01-01

A simplistic definition of metacognition is "thinking about thinking." It involves taking time to analyze and delve into the various ways the mind receives and retains information. It is not a new concept but metacognition is evolving as a new word for successful learners. It is stimulating much conversation and excitement in academia as…
Metacognition: Transforming Learning Experience

ERIC Educational Resources Information Center

Chekwa, Emmanuel; McFadden, Misty; Divine, Angelia; Dorius, Tina

2014-01-01

A simplistic definition of metacognition is "thinking about thinking." It involves taking time to analyze and delve into the various ways the mind receives and retains information. It is not a new concept but metacognition is evolving as a new word for successful learners. It is stimulating much conversation and excitement in academia as…
Thinking Creatively Is Thinking Critically

ERIC Educational Resources Information Center

Gruenfeld, Elizabeth

2010-01-01

The Cartoneras projects aim to promote the celebration of language, culture, and creativity through a collaboration between top literary minds and cardboard collectors in Buenos Aires and Lima. They produce and publish beautiful books with hand-painted cardboard covers that speak of the wonderful literature inside. Inspired by those projects, the…
The Virtual Reference Librarian's Handbook.

ERIC Educational Resources Information Center

Lipow, Anne Grodzins

This book is a practical guide to librarians and their administrators who are thinking about or in the early stages of providing virtual reference service. Part 1, "The Decision to Go Virtual," provides a context for thinking about virtual reference, including the benefits and problems, getting in the virtual frame of mind, and shopping…
Classroom Environments That Foster a Disposition for Critical Thinking

ERIC Educational Resources Information Center

Mathews, Samuel R.; Lowe, Katie

2011-01-01

In this article, we examine the disposition for critical thinking (CT) from three perspectives and analyse the underlying constructs of the disposition for CT, such as one's ability, sensitivity and inclination to engage in critical, mindful thought. Environmental factors that enhance or inhibit the development of a generalisable disposition for…
Design Thinking for Life

ERIC Educational Resources Information Center

Watson, Andrew D.

2015-01-01

According to Vande Zande (2007), understanding the Design Process can help students become stronger critical thinkers. With this in mind, Andrew Watson decided to undertake an observational case study in which he focused directly on Design Thinking and addressed it more intentionally in his teaching. The hope was to understand how students saw…
Analysis of creative mathematical thinking ability by using model eliciting activities (MEAs)

NASA Astrophysics Data System (ADS)

Winda, A.; Sufyani, P.; Elah, N.

2018-05-01

Lack of creative mathematical thinking ability can lead to not accustomed with open ended problem. Students’ creative mathematical thinking ability in the first grade at one of junior high school in Tangerang City is not fully developed. The reason of students’ creative mathematical thinking ability is not optimally developed is so related with learning process which has done by the mathematics teacher, maybe the learning design that teacher use is unsuitable for increasing students’ activity in the learning process. This research objective is to see the differences in students’ ways of answering the problems in terms of students’ creative mathematical thinking ability during the implementation of Model Eliciting Activities (MEAs). This research use post-test experimental class design. The indicators for creative mathematical thinking ability in this research arranged in three parts, as follow: (1) Fluency to answer the problems; (2) Flexibility to solve the problems; (3) Originality of answers. The result of this research found that by using the same learning model and same instrument from Model Eliciting Activities (MEAs) there are some differences in the way students answer the problems and Model Eliciting Activities (MEAs) can be one of approach used to increase students’ creative mathematical thinking ability.
Localization of cortical areas activated by thinking.

PubMed

Roland, P E; Friberg, L

1985-05-01

These experiments were undertaken to demonstrate that pure mental activity, thinking, increases the cerebral blood flow and that different types of thinking increase the regional cerebral blood flow (rCBF) in different cortical areas. As a first approach, thinking was defined as brain work in the form of operations on internal information, done by an awake subject. The rCBF was measured in 254 cortical regions in 11 subjects with the intracarotid 133Xe injection technique. In normal man, changes in the regional cortical metabolic rate of O2 leads to proportional changes in rCBF. One control study was taken with the subjects at rest. Then the rCBF was measured during three different simple algorithm tasks, each consisting of retrieval of a specific memory followed by a simple operation on the retrieved information. Once started, the information processing went on in the brain without any communication with the outside world. In 50-3 thinking, the subjects started with 50 and then, in their minds only, continuously subtracted 3 from the result. In jingle thinking the subjects internally jumped every second word in a nine-word circular jingle. In route-finding thinking the subjects imagined that they started at their front door and then walked alternatively to the left or the right each time they reached a corner. The rCBF increased only in homotypical cortical areas during thinking. The areas in the superior prefrontal cortex increased their rCBF equivalently during the three types of thinking. In the remaining parts of the prefrontal cortex there were multifocal increases of rCBF. The localizations and intensities of these rCBF increases depended on the type of internal operation occurring. The rCBF increased bilaterally in the angular cortex during 50-3 thinking. The rCBF increased in the right midtemporal cortex exclusively during jingle thinking. The intermediate and remote visual association areas, the superior occipital, posterior inferior temporal, and posterior superior parietal cortex, increased their rCBF exclusively during route-finding thinking. We observed no decreases in rCBF. All rCBF increases extended over a few square centimeters of the cortex. The activation of the superior prefrontal cortex was attributed to the organization of thinking. The activation of the angular cortex in 50-3 thinking was attributed to the retrieval of the numerical memory and memory for subtractions. The activation of the right midtemporal cortex was attributed to the retrieval of the nonverbal auditory memory.(ABSTRACT TRUNCATED AT 400 WORDS)
Concurrent Relations between Perspective-Taking Skills, Desire Understanding, and Internal-State Vocabulary

ERIC Educational Resources Information Center

Chiarella, Sabrina S.; Kristen, Susanne; Poulin-Dubois, Diane; Sodian, Beate

2013-01-01

Recent studies suggest that there appears to be a similar developmental sequence in the understanding of mental states in both internal-state language and in standard theory-of-mind tasks. These findings suggest possible developmental relations between children's ability to talk and think about the mind. Two experiments investigated the concurrent…
Reading Minds: How Infants Come to Understand Others

ERIC Educational Resources Information Center

Gopnik, Alison; Seiver, Elizabeth

2009-01-01

Navigating the social world is an extraordinarily difficult and complex task. How do we think about other people's minds, and how do we come to infer other people's intentions from their actions? Developmental psychologists have shown that even very young infants are attuned to the emotions of those around them, imitate facial expressions and…
Got It Wrong? Think Again. And Again.

ERIC Educational Resources Information Center

Miller, Donna L.

2013-01-01

Although the human mind resists confusion, this feeling of disequilibrium nurtures learning. Newkirk, the author quotes, says intelligence is not a matter of being smart--it is the capacity to view difficulty as an opportunity to stop, reassess, and employ strategies for making sense of problems. These same habits of mind define reflection, a…
We're Losing Our Minds: Rethinking American Higher Education

ERIC Educational Resources Information Center

Keeling, Richard P.; Hersh, Richard H.

2011-01-01

America is being held back by the quality and quantity of learning in college. This is a true educational emergency! Many college graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers' expectations. We are losing our minds--and endangering our social, economic, and scientific leadership.…
The Self-Generative Mind in Education: Review and Future Directions

ERIC Educational Resources Information Center

Ergas, Oren; Berkovich-Ohana, Aviva

2017-01-01

Since the turn of the millennium, there has been a surge of interest in diverse forms of spontaneous thinking, such as mind-wandering, and their associated brain networks. Studies demonstrate the pervasiveness of these phenomena as well as their effects on education-relevant domains such as academic skills, well-being, creativity, executive…

Heuristics and biases: interactions among numeracy, ability, and reflectiveness predict normative responding

PubMed Central

Klaczynski, Paul A.

2014-01-01

In Stanovich's (2009a, 2011) dual-process theory, analytic processing occurs in the algorithmic and reflective minds. Thinking dispositions, indexes of reflective mind functioning, are believed to regulate operations at the algorithmic level, indexed by general cognitive ability. General limitations at the algorithmic level impose constraints on, and affect the adequacy of, specific strategies and abilities (e.g., numeracy). In a study of 216 undergraduates, the hypothesis that thinking dispositions and general ability moderate the relationship between numeracy (understanding of mathematical concepts and attention to numerical information) and normative responses on probabilistic heuristics and biases (HB) problems was tested. Although all three individual difference measures predicted normative responses, the numeracy-normative response association depended on thinking dispositions and general ability. Specifically, numeracy directly affected normative responding only at relatively high levels of thinking dispositions and general ability. At low levels of thinking dispositions, neither general ability nor numeric skills related to normative responses. Discussion focuses on the consistency of these findings with the hypothesis that the implementation of specific skills is constrained by limitations at both the reflective level and the algorithmic level, methodological limitations that prohibit definitive conclusions, and alternative explanations. PMID:25071639
Heuristics and biases: interactions among numeracy, ability, and reflectiveness predict normative responding.

PubMed

Klaczynski, Paul A

2014-01-01

In Stanovich's (2009a, 2011) dual-process theory, analytic processing occurs in the algorithmic and reflective minds. Thinking dispositions, indexes of reflective mind functioning, are believed to regulate operations at the algorithmic level, indexed by general cognitive ability. General limitations at the algorithmic level impose constraints on, and affect the adequacy of, specific strategies and abilities (e.g., numeracy). In a study of 216 undergraduates, the hypothesis that thinking dispositions and general ability moderate the relationship between numeracy (understanding of mathematical concepts and attention to numerical information) and normative responses on probabilistic heuristics and biases (HB) problems was tested. Although all three individual difference measures predicted normative responses, the numeracy-normative response association depended on thinking dispositions and general ability. Specifically, numeracy directly affected normative responding only at relatively high levels of thinking dispositions and general ability. At low levels of thinking dispositions, neither general ability nor numeric skills related to normative responses. Discussion focuses on the consistency of these findings with the hypothesis that the implementation of specific skills is constrained by limitations at both the reflective level and the algorithmic level, methodological limitations that prohibit definitive conclusions, and alternative explanations.
Openness to Experience as a Moderator of the Relationship between Intelligence and Creative Thinking: A Study of Chinese Children in Urban and Rural Areas.

PubMed

Shi, Baoguo; Dai, David Y; Lu, Yongli

2016-01-01

Using testing and questionnaire methods, this study investigated the relationships among openness to experience, intelligence and creative thinking. This study focused on the moderating effects of openness to experience on the relationship between intelligence and creative thinking in a sample of 831 primary school students in China. The findings showed significant positive relationships among openness to experience, intelligence and creative thinking. In relation to the focus of this study, openness to experience moderated the relationship between intelligence and creative thinking. However, the correlation between openness to experience and creative thinking was stronger for urban children than for rural children, and the moderating effect existed only in urban settings.
Openness to Experience as a Moderator of the Relationship between Intelligence and Creative Thinking: A Study of Chinese Children in Urban and Rural Areas

PubMed Central

Shi, Baoguo; Dai, David Y.; Lu, Yongli

2016-01-01

Using testing and questionnaire methods, this study investigated the relationships among openness to experience, intelligence and creative thinking. This study focused on the moderating effects of openness to experience on the relationship between intelligence and creative thinking in a sample of 831 primary school students in China. The findings showed significant positive relationships among openness to experience, intelligence and creative thinking. In relation to the focus of this study, openness to experience moderated the relationship between intelligence and creative thinking. However, the correlation between openness to experience and creative thinking was stronger for urban children than for rural children, and the moderating effect existed only in urban settings. PMID:27199866
Validity of worksheet-based guided inquiry and mind mapping for training students’ creative thinking skills

NASA Astrophysics Data System (ADS)

Susanti, L. B.; Poedjiastoeti, S.; Taufikurohmah, T.

2018-04-01

The purpose of this study is to explain the validity of guided inquiry and mind mapping-based worksheet that has been developed in this study. The worksheet implemented the phases of guided inquiry teaching models in order to train students’ creative thinking skills. The creative thinking skills which were trained in this study included fluency, flexibility, originality and elaboration. The types of validity used in this study included content and construct validity. The type of this study is development research with Research and Development (R & D) method. The data of this study were collected using review and validation sheets. Sources of the data were chemistry lecturer and teacher. The data is the analyzed descriptively. The results showed that the worksheet is very valid and could be used as a learning media with the percentage of validity ranged from 82.5%-92.5%.
Insight with hands and things.

PubMed

Vallée-Tourangeau, Frédéric; Steffensen, Sune Vork; Vallée-Tourangeau, Gaëlle; Sirota, Miroslav

2016-10-01

Two experiments examined whether different task ecologies influenced insight problem solving. The 17 animals problem was employed, a pure insight problem. Its initial formulation encourages the application of a direct arithmetic solution, but its solution requires the spatial arrangement of sets involving some degree of overlap. Participants were randomly allocated to either a tablet condition where they could use a stylus and an electronic tablet to sketch a solution or a model building condition where participants were given material with which to build enclosures and figurines. In both experiments, participants were much more likely to develop a working solution in the model building condition. The difference in performance elicited by different task ecologies was unrelated to individual differences in working memory, actively open-minded thinking, or need for cognition (Experiment 1), although individual differences in creativity were correlated with problem solving success in Experiment 2. The discussion focuses on the implications of these findings for the prevailing metatheoretical commitment to methodological individualism that places the individual as the ontological locus of cognition. Copyright © 2016 Elsevier B.V. All rights reserved.
Hemodynamic Profiles of Functional and Dysfunctional Forms of Repetitive Thinking.

PubMed

Ottaviani, Cristina; Brosschot, Jos F; Lonigro, Antonia; Medea, Barbara; Van Diest, Ilse; Thayer, Julian F

2017-04-01

The ability of the human brain to escape the here and now (mind wandering) can take functional (problem solving) and dysfunctional (perseverative cognition) routes. Although it has been proposed that only the latter may act as a mediator of the relationship between stress and cardiovascular disease, both functional and dysfunctional forms of repetitive thinking have been associated with blood pressure (BP) reactivity of the same magnitude. However, a similar BP reactivity may be caused by different physiological determinants, which may differ in their risk for cardiovascular pathology. To examine the way (hemodynamic profile) and the extent (compensation deficit) to which total peripheral resistance and cardiac output compensate for each other in determining BP reactivity during functional and dysfunctional types of repetitive thinking. Fifty-six healthy participants randomly underwent a perseverative cognition, a mind wandering, and a problem solving induction, each followed by a 5-min recovery period while their cardiovascular parameters were continuously monitored. Perseverative cognition and problem solving (but not mind wandering) elicited BP increases of similar magnitude. However, perseverative cognition was characterized by a more vascular (versus myocardial) profile compared to mind wandering and problem solving. As a consequence, BP recovery was impaired after perseverative cognition compared to the other two conditions. Given that high vascular resistance and delayed recovery are the hallmarks of hypertension the results suggest a potential mechanism through which perseverative cognition may act as a mediator in the relationship between stress and risk for developing precursors to cardiovascular disease.
Gender differences in creative thinking: behavioral and fMRI findings.

PubMed

Abraham, Anna; Thybusch, Kristin; Pieritz, Karoline; Hermann, Christiane

2014-03-01

Gender differences in creativity have been widely studied in behavioral investigations, but this topic has rarely been the focus of neuroscientific research. The current paper presents follow-up analyses of a previous fMRI study (Abraham et al., Neuropsychologia 50(8):1906-1917, 2012b), in which behavioral and brain function during creative conceptual expansion as well as general divergent thinking were explored. Here, we focus on gender differences within the same sample. Conceptual expansion was assessed with the alternate uses task relative to the object location task, whereas divergent thinking was assessed in terms of responses across both the alternate uses and object location tasks relative to n-back working memory tasks. While men and women were indistinguishable in terms of behavioral performance across all tasks, the pattern of brain activity while engaged in the tasks in question was indicative of strategy differences between the genders. Brain areas related to semantic cognition, rule learning and decision making were preferentially engaged in men during conceptual expansion, whereas women displayed higher activity in regions related to speech processing and social perception. During divergent thinking, declarative memory related regions were strongly activated in men, while regions involved in theory of mind and self-referential processing were more engaged in women. The implications of gender differences in adopted strategies or cognitive style when faced with generative tasks are discussed.
Feeling one's way in the world: Making a life.

PubMed

Browning, Margaret M

2017-08-01

This paper argues for the psychoanalytic relevance of the works of James Gibson and Susanne Langer in explicating the early development of the human child and makes use of this combined formulation of development to think about psychoanalytic theory and practice. From the insights of James Gibson's ecological psychology we can appreciate the embodiment and embeddedness of the child's growing mind within both her physical and social environments. Making use of Susanne Langer's concept of feeling to redefine ecological psychology's perceptual counterpart to action allows us to understand the child's seamless transition into active participation in her culture, as she learns to project her animalian capacity to feel into intersubjectively defined forms of behavior and experience with others. The paper presents a lengthy exposition of Gibson's ecological psychology, before explaining Langer's thinking and launching into the combined insights of these scholars to explicate the nature of the child's mind as she feels her way in the world and makes a life for herself within it. This is the life she will be able to remake in the embeddedness of a psychoanalytic therapeutic relationship where she can learn to feel her way in the world in a new light. Copyright © 2016 Institute of Psychoanalysis.
Objectification of people and thoughts: An attitude change perspective.

PubMed

Briñol, Pablo; Petty, Richard E; Belding, Jennifer

2017-06-01

Many objectification phenomena can be understood from a mind-body dualism perspective in which the more people focus on their bodies, the less they focus on their minds. Instead of viewing mind and body in opposition to each other, we advocate for a more reciprocal view in which mind and body work in conjunction. Consistent with an integrated mind-body approach, we begin our review by describing research on embodied persuasion revealing that focusing on our own body can reduce but also increase thinking (elaboration), as well as affecting the use of thoughts in forming evaluations (validation). Next, we extend our integrated view to a new domain and suggest that physical objects can influence thoughts and that one's thoughts can also be objectified. The first portion of this section focuses on research on enclothed cognition revealing that wearing physical objects can operate through the same processes of elaboration (increasing and decreasing thinking) and validation (increasing and decreasing thought usage) as the body. The second portion reveals that thoughts can be understood and treated as if they were physical objects affecting evaluative processes by influencing elaboration and validation processes. The final section provides some practical guidance relevant to campaigns designed to reduce the objectification of women and the infrahumanization of stigmatized groups. © 2017 The British Psychological Society.
Suicidal thoughts and emotion competence

PubMed Central

Paradiso, Sergio; Beadle, Janelle; Raymont, Vanessa; Grafman, Jordan

2016-01-01

Background During deployment and upon returning home, Veterans experience emotional challenges that test their social and psychological adaptation and place them at risk for suicidal thinking. Individual variability in skill-based capacity to adaptively perceive, understand, correctly use and manage emotions (called emotional competence) may play a role in the development of psychological suffering and suicidal thinking. Based on research in healthy and clinical samples, poor emotional competence was predicted to be associated with suicidal thinking among returning Veterans. Methods Participants were selected from the W.F. Caveness Vietnam Head Injury Study (VHIS) registry that in the late 1960’s began prospectively assessing 1221 Veterans (Raymont, V., Salazar, A. M., Krueger, F., & Grafman, J., 2011). The study sample was comprised of Veterans examined between 2003–2006 and included 185 participants who at the time of assessment with the Beck Depression Inventory (BDI) did (N=46) or did not endorse (N=139) suicidal thinking then or during the previous two weeks and received performance based measures of emotional competence (MSCEIT, version 2.0) and theory of mind. MSCEIT subtests and theory of mind tasks were condensed via principal component analysis: Component 1 (Emotion Processing) included Using, Understanding and Managing emotions tasks, and Component 2 (Emotion Perception) included Perceiving emotions. Results Veterans endorsing suicidal thoughts showed poorer Emotion Processing whereas Emotion Perception and theory of mind tasks did not show significant group effects. In addition, Veterans who endorsed thoughts of suicide were deployed at a younger age, had lower education, and tended to report more negative experiences in social interactions upon return to the US. Conclusions The capacity to understand, use and manage emotionally charged stimuli and situations may represent risk factors for suicidal thinking among Veterans. PMID:27171549
Teaching to Think: Applying the Socratic Method outside the Law School Setting

ERIC Educational Resources Information Center

Peterson, Evan

2009-01-01

An active learning process has the potential to provide educational benefits above-and-beyond what they might receive from more traditional, passive approaches. The Socratic Method is a unique approach to passive learning that facilitates critical thinking, open-mindedness, and teamwork. By imposing a series of guided questions to students, an…
Looking West: Russian Perspectives of the Baltics Through the Lens of the Great Patriotic War

DTIC Science & Technology

2017-04-13

legacy of the Great Patriotic War is still potent in the minds of Russian officials. 15. SUBJECT TERMS Russia; Baltics; Great Patriotic War; Estonia...thinking towards the Baltic region, and they indicate that the legacy of the Great Patriotic War is still potent in the minds of Russian officials...real in the minds of Russian citizens. The war also represents the preeminent subject of study by the Russian military. The military and political
Is There a Dark Side to Mindfulness? Relation of Mindfulness to Criminogenic Cognitions.

PubMed

Tangney, June P; Dobbins, Ashley E; Stuewig, Jeffrey B; Schrader, Shannon W

2017-10-01

In recent years, mindfulness-based interventions have been modified for use with inmate populations, but how this might relate to specific criminogenic cognitions has not been examined empirically. Theoretically, characteristics of mindfulness should be incompatible with distorted patterns of criminal thinking, but is this in fact the case? Among both 259 male jail inmates and 516 undergraduates, mindfulness was inversely related to the Criminogenic Cognitions Scale (CCS) through a latent variable of emotion regulation. However, in the jail sample, this mediational model also showed a direct, positive path from mindfulness to CCS, with an analogous, but nonsignificant trend in the college sample. Post hoc analyses indicate that the Nonjudgment of Self scale derived from the Mindfulness Inventory: Nine Dimensions (MI:ND) largely accounts for this apparently iatrogenic effect in both samples. Some degree of self-judgment is perhaps necessary and useful, especially among individuals involved in the criminal justice system.
Mind Wandering in Chinese Daily Lives – An Experience Sampling Study

PubMed Central

Song, Xiaolan; Wang, Xiao

2012-01-01

Mind wandering has recently received extensive research because it reveals an important characteristic of our consciousness: conscious experience can arise internally and involuntarily. As the first attempt to examine mind wandering in a non-western population, the present study used experience-sampling method to collect the daily momentary mind wandering episodes in a Chinese sample. The results showed that mind wandering was also a ubiquitous experience among the Chinese population, and, instead of emerging out of nowhere, it was often elicited by external or internal cues. Furthermore, most of the mind wandering episodes involved prospective thinking and were closely related to one’s personal life. Finally, the frequency of mind wandering was influenced by some contextual factors. These results taken together suggest that mind wandering plays an important role in helping people to maintain a continuous feeling of “self” and to prepare them to cope with the upcoming events. PMID:22957071
Hard Thinking about Soft Skills

ERIC Educational Resources Information Center

Claxton, Guy; Costa, Arthur L.; Kallick, Bena

2016-01-01

People use various terms to refer to traits and tendencies connected to social-emotional behavior and ways of thinking or approaching problems--from 21st century skills to mindsets to habits of mind. Such traits are also often called soft skills or non-cognitive skills. The authors contend that these latter terms imply that these traits and…
Plural Public Schooling: Religion, Worldviews and Moral Education

ERIC Educational Resources Information Center

Valk, John

2007-01-01

Educators seek to nurture in the hearts and minds of students a sense of moral thinking, action and behaviour. What these constitute is dependent on one's perspective, or worldview. Moral thinking and action emerge from worldviews or visions of life--religious or secular. In the history of common or public schools educators have linked moral…
Intentional Mental Processing: Student Thinking as a Habit of Mind

ERIC Educational Resources Information Center

Wiersema, Janice A.; Licklider, Barbara L.

2009-01-01

Most college students do not habitually do the deep thinking that will allow them to take their learning beyond the acquisition of knowledge. This paper examines the findings from a phenomenological study of 8 students involved in an interdisciplinary community focused on developing responsible, life-long learners and effective team members.…
"Think" Pragmatically: Children's Interpretation of Belief Reports

ERIC Educational Resources Information Center

Lewis, Shevaun; Hacquard, Valentine; Lidz, Jeffrey

2017-01-01

Children under 4 years of age often evaluate belief reports based on reality instead of beliefs. They tend to reject sentences like, "John thinks that giraffes have stripes" on the grounds that giraffes do not have stripes. Previous accounts have proposed that such judgments reflect immature Theory of Mind or immature syntactic/semantic…
Using Minds to Command the Logic of Things: A Response to Case and Wright.

ERIC Educational Resources Information Center

Paul, Richard

1997-01-01

Reviews some of the basic tenets of critical thinking as it applies to social studies, especially those articulated in Roland Case's and Ian Wright's article, "Taking Seriously the Teaching of Critical Thinking." Praises the article but suggests that it would be improved by tightening the central focus. (MJP)

How Middle Grade Teachers Think about Algebraic Reasoning

ERIC Educational Resources Information Center

Glassmeyer, David; Edwards, Belinda

2016-01-01

Algebraic reasoning is an essential habit of mind for building conceptual knowledge in K-12 mathematics, yet little is known about how middle school mathematics teachers think about algebraic reasoning. In this article we describe a research project examining how algebraic reasoning was considered by grades 6, 7, or 8 mathematics teachers in a…
Learning Is Like a Lava Lamp: The Student Journey to Critical Thinking

ERIC Educational Resources Information Center

Walker, Rosie

2017-01-01

This article explores the ways in which a university Foundation Degree programme supports undergraduate Early Years students to develop critical thinking, mindfulness and self-actualisation through their lived personal and professional experiences. It considers the impact of this on graduates employed within the Early Years sector. Findings inform…
Mental Verb Input for Promoting Children's Theory of Mind: A Training Study

ERIC Educational Resources Information Center

Gola, Alice Ann Howard

2012-01-01

An experimental study investigated the effect of the type of mental verb input (i.e., input with "think", "know", and "remember") on preschoolers' theory of mind development. Preschoolers (n = 72) heard 128 mental verb utterances presented in video format across four sessions over two weeks. The training conditions differed only in the way the…
Math Mind Benders Warm Up: Deductive Reasoning Mathematics.

ERIC Educational Resources Information Center

Harnadek, Anita

This book contains "math mind benders," puzzles that are worked like crossword puzzles except that each square is filled with a digit rather than a letter. Clues to the puzzles are interrelated with each other and a given story. Clear thinking and deductive reasoning must be used to find potential answers and eliminate those that fail to meet all…
How to Overcome the One-Track Mind: Teaching for Creativity and Wisdom

ERIC Educational Resources Information Center

Dai, David Yun; Cheng, Huai

2017-01-01

In this response to Sternberg's (2017) feature article in this special issue, we identify and define a kind of closed-minded, dogmatic, self-serving thinking that is nowadays quite prevalent around the world but counterproductive in solving many social problems. We argue that overcoming such a mindset takes wisdom and creativity. We present some…
Theory of Mind: An Overview and Behavioral Perspective

ERIC Educational Resources Information Center

Schlinger, Henry D., Jr.

2009-01-01

Theory of mind (ToM) refers to the ability of an individual to make inferences about what others may be thinking or feeling and to predict what they may do in a given situation based on those inferences. Discussions of ToM focus almost exclusively on inferred cognitive structures and processes and shed little light on the actual behaviors…
A Qualitative Exploration of Self-Kindness and "Treating Oneself" in Contexts of Eating, Weight Regulation and Other Health Behaviors: Implications for Mindfulness-Based Eating Programs.

PubMed

Egan, Helen; Mantzios, Michail

2018-01-01

Background: Caring for oneself through mindfulness and compassion to improve or enhance health behaviors, and specifically eating behaviors has come to the forefront of scientific inquiry. The experiences and challenges for people in decision making around food within the context of self-kindness for body and mind care have not been previously explored. Aims: This study explored the experiences of eating behaviors in a community sample and examined the understanding of self-kindness and its relationship to eating behaviors and wellbeing of body and mind. Methods: A phenomenological theoretical position was taken; data were collected using individual semi-structured interviews. The sample was twenty-five members of the wider community in the West Midlands in England. The data were analyzed using Braun and Clarke's (2006) procedural steps for thematic analysis. Results: Two overarching themes were inductively formulated: 'Thinking about eating' and 'Caring for body and mind'. Five themes were constructed: (a) Treat food is exceptional eating, (b) The proof of the pudding is in the planning, (c) Dieting is a dirty word, which are subsumed under Thinking about eating, and (d) Self-kindness is a disavowed abstract noun, and (e) Self-kindness: A rose by any other name; under Caring for body and mind. Participants described a number of ways of treating themselves both with food and with other activities and pleasure in eating was discussed in terms of social aspects of eating rather than food. Two clear contradictions within narratives around eating and health behaviors were shown. Participants largely eschewed the concept of dieting, but described engaging in highly regulated and restrained eating. There was a lack of connection with the notion of self-kindness; although positive eating and exercise health behaviors were undertaken, they were described as necessary self-regulation, not construed as acts of self-kindness. Conclusion: The results suggests a lack of ease in the interpretation of being kind to oneself as a means of improving mental wellbeing, and an inability to relate self-kindness to physical health behaviors. The association of self-kindness with self-indulgence, and the described disconnect between hunger, satiety and pleasure in eating has implications for interpretation of mindful eating scales, practices and interventions.
Increased False-Memory Susceptibility After Mindfulness Meditation.

PubMed

Wilson, Brent M; Mickes, Laura; Stolarz-Fantino, Stephanie; Evrard, Matthew; Fantino, Edmund

2015-10-01

The effect of mindfulness meditation on false-memory susceptibility was examined in three experiments. Because mindfulness meditation encourages judgment-free thoughts and feelings, we predicted that participants in the mindfulness condition would be especially likely to form false memories. In two experiments, participants were randomly assigned to either a mindfulness induction, in which they were instructed to focus attention on their breathing, or a mind-wandering induction, in which they were instructed to think about whatever came to mind. The overall number of words from the Deese-Roediger-McDermott paradigm that were correctly recalled did not differ between conditions. However, participants in the mindfulness condition were significantly more likely to report critical nonstudied items than participants in the control condition. In a third experiment, which tested recognition and used a reality-monitoring paradigm, participants had reduced reality-monitoring accuracy after completing the mindfulness induction. These results demonstrate a potential unintended consequence of mindfulness meditation in which memories become less reliable. © The Author(s) 2015.
Creativity, information, and consciousness: The information dynamics of thinking.

PubMed

Wiggins, Geraint A

2018-05-07

This paper presents a theory of the basic operation of mind, Information Dynamics of Thinking, which is intended for computational implementation and thence empirical testing. It is based on the information theory of Shannon, and treats the mind/brain as an information processing organ that aims to be information-efficient, in that it predicts its world, so as to use information efficiently, and regularly re-represents it, so as to store information efficiently. The theory is presented in context of a background review of various research areas that impinge upon its development. Consequences of the theory and testable hypotheses arising from it are discussed. Copyright © 2018. Published by Elsevier B.V.
Ancient Ethical Practices of Dualism and Ethical Implications for Future Paradigms in Nursing.

PubMed

Milton, Constance L

2016-07-01

Paradigms contain theoretical structures to guide scientific disciplines. Since ancient times, Cartesian dualism has been a prominent philosophy incorporated in the practice of medicine. The discipline of nursing has continued the body-mind emphasis with similar paradigmatic thinking and theories of nursing that separate body and mind. Future trends for paradigm and nursing theory development are harkening to former ways of thinking. In this article the author discusses the origins of Cartesian dualism and implications for its current usage. The author shall illuminate what it potentially means to engage in dualism in nursing and discuss possible ethical implications for future paradigm and theory development in nursing. © The Author(s) 2016.
Critical thinking and accuracy of nurses' diagnoses.

PubMed

Lunney, Margaret

2003-01-01

Interpretations of patient data are complex and diverse, contributing to a risk of low accuracy nursing diagnoses. This risk is confirmed in research findings that accuracy of nurses' diagnoses varied widely from high to low. Highly accurate diagnoses are essential, however, to guide nursing interventions for the achievement of positive health outcomes. Development of critical thinking abilities is likely to improve accuracy of nurses' diagnoses. New views of critical thinking serve as a basis for critical thinking in nursing. Seven cognitive skills and ten habits of mind are identified as dimensions of critical thinking for use in the diagnostic process. Application of the cognitive skills of critical thinking illustrates the importance of using critical thinking for accuracy of nurses' diagnoses. Ten strategies are proposed for self-development of critical thinking abilities.
Ethical issues associated with the use of animal experimentation in behavioral neuroscience research.

PubMed

Ohl, Frauke; Meijboom, Franck

2015-01-01

This chapter briefly explores whether there are distinct characteristics in the field of Behavioral Neuroscience that demand specific ethical reflection. We argue that although the ethical issues in animal-based Behavioral Neuroscience are not necessarily distinct from those in other research disciplines using animal experimentation, this field of endeavor makes a number of specific, ethically relevant, questions more explicit and, as a result, may expose to discussion a series of ethical issues that have relevance beyond this field of science. We suggest that innovative research, by its very definition, demands out-of-the-box thinking. At the same time, standardization of animal models and test procedures for the sake of comparability across experiments inhibits the potential and willingness to leave well-established tracks of thinking, and leaves us wondering how open minded research is and whether it is the researcher's established perspective that drives the research rather than the research that drives the researcher's perspective. The chapter finishes by introducing subsequent chapters of this book volume on Ethical Issues in Behavioral Neuroscience.
A psychiatric dialogue on the mind-body problem.

PubMed

Kendler, K S

2001-07-01

Of all the human professions, psychiatry is most centrally concerned with the relationship of mind and brain. In many clinical interactions, psychiatrists need to consider both subjective mental experiences and objective aspects of brain function. This article attempts to summarize, in the form of a dialogue between a philosophically informed attending psychiatrist and three residents, the major philosophical positions on the mind-body problem. The positions reviewed include the following: substance dualism, property dualism, type identity, token identity, functionalism, eliminative materialism, and explanatory dualism. This essay seeks to provide a brief user-friendly introduction, from a psychiatric perspective, to current thinking about the mind-body problem.
Mindful Learning: A Case Study of Langerian Mindfulness in Schools.

PubMed

Davenport, Chase; Pagnini, Francesco

2016-01-01

The K-12 classroom applications of mindfulness as developed by Ellen Langer are discussed in a case study of a first-year charter school. Langerian Mindfulness, which is the act of drawing distinctions and noticing novelty, is deeply related to well-being and creativity, yet its impact has yet to be tested at the primary or secondary school level. The objective of the article is to display how Langerian Mindfulness strategies could increase 21st century skills and Social-Emotional Learning in primary classrooms. The New School San Francisco, an inquiry-based, socioeconomically and racially integrated charter school, serves as a model for mindful teaching and learning strategies. It is concluded that when mindful strategies are implemented, students have significant opportunities to exercise the 21st century skills of creativity, collaboration, communication and critical thinking. Langerian Mindfulness is also considered as a tool for increasing Social-Emotional Learning in integrated classrooms. It is recommended that mindful interventions be further investigated in the primary and secondary school context.
Creating a Collaborative Context for Critical Thinking in Composition.

ERIC Educational Resources Information Center

Hess, Marlene A.

This paper describes the efforts of the director of a composition program who is also a teacher of composition at an open admissions college to teach critical thinking by showing students how to use content rather than just acquire it. Applying Jean Piaget's learning theory to classroom teaching, the director attempts to create an active learning…
EEG Brain Activity in Dynamic Health Qigong Training: Same Effects for Mental Practice and Physical Training?

PubMed

Henz, Diana; Schöllhorn, Wolfgang I

2017-01-01

In recent years, there has been significant uptake of meditation and related relaxation techniques, as a means of alleviating stress and fostering an attentive mind. Several electroencephalogram (EEG) studies have reported changes in spectral band frequencies during Qigong meditation indicating a relaxed state. Much less is reported on effects of brain activation patterns induced by Qigong techniques involving bodily movement. In this study, we tested whether (1) physical Qigong training alters EEG theta and alpha activation, and (2) mental practice induces the same effect as a physical Qigong training. Subjects performed the dynamic Health Qigong technique Wu Qin Xi (five animals) physically and by mental practice in a within-subjects design. Experimental conditions were randomized. Two 2-min (eyes-open, eyes-closed) EEG sequences under resting conditions were recorded before and immediately after each 15-min exercise. Analyses of variance were performed for spectral power density data. Increased alpha power was found in posterior regions in mental practice and physical training for eyes-open and eyes-closed conditions. Theta power was increased after mental practice in central areas in eyes-open conditions, decreased in fronto-central areas in eyes-closed conditions. Results suggest that mental, as well as physical Qigong training, increases alpha activity and therefore induces a relaxed state of mind. The observed differences in theta activity indicate different attentional processes in physical and mental Qigong training. No difference in theta activity was obtained in physical and mental Qigong training for eyes-open and eyes-closed resting state. In contrast, mental practice of Qigong entails a high degree of internalized attention that correlates with theta activity, and that is dependent on eyes-open and eyes-closed resting state.
Notebooks of the Mind. Explorations of Thinking.

ERIC Educational Resources Information Center

John-Steiner, Vera

In an attempt to find out more about how creative people engage in thinking, more than 50 men and women considered to be prominant in the humanities, the arts, and the sciences were interviewed. Letters, diaries and autobiographies of other creative individuals were examined in an effort to provide a broad base for studying the psychology of…
Developing Critical Thinking through the Arts

ERIC Educational Resources Information Center

Eutsler, Mark L.

2017-01-01

The purpose of this study was to prove to what degree using the arts could increase developing student critical thinking skills. The thesis is based on Paul, Elder, and Bartell assertion that intensive arts training, can prepare students for life and work by developing in them the general skills and attitudes, the habits of heart and mind they…
Floating Experiences: Empowering Early Childhood Educators to Encourage Critical Thinking in Young Children through the Visual Arts

ERIC Educational Resources Information Center

Danko-McGhee, Kathy; Slutsky, Ruslan

2007-01-01

Engagement in the arts nurtures the development of cognitive, social, and personal competencies. When well taught, the arts provide young children with authentic learning experiences that engage their minds. To get children to think critically, teachers ought to become comfortable with the problem-solving process themselves. This article…
Meeting of Minds and Futures: The Nature of Knowledge in Diverse Global Settings

ERIC Educational Resources Information Center

Odora Hoppers, Catherine A.; Sandgren, Björn

2014-01-01

When we think of communities of the future, we have to think of new social contracts between universities and society with a different ecology, and an intense compatibility towards transdisciplinarity. We know that today there is a need for truly fundamental reflections and questions on knowledge as the building block of global societies…

The Effects of Mind Mapping with Cooperative Learning on Programming Performance, Problem Solving Skill and Metacognitive Knowledge among Computer Science Students

ERIC Educational Resources Information Center

Ismail, Mohd Nasir; Ngah, Nor Azilah; Umar, Irfan Naufal

2010-01-01

The purpose of the study is to investigate the effects of mind mapping with cooperative learning (MMCL) and cooperative learning (CL) on: (a) programming performance; (b) problem solving skill; and (c) metacognitive knowledge among computer science students in Malaysia. The moderating variable is the students' logical thinking level with two…
Mind the Gap: An Exploratory Investigation of a Family Learning Initiative to Develop Metacognitive Awareness

ERIC Educational Resources Information Center

Wall, Kate; Burns, Helen; Llewellyn, Anna

2017-01-01

Mind the Gap is a family learning project aiming to facilitate intergenerational engagement with learning in schools through the vehicle of a stop-motion animation project. Implicit in the animation process is reflective and strategic thinking that helps to make the process of learning explicit (Learning to Learn: Wall et al.). The animation…
The Significance of Physical Education Content: "Sending the Message" in Physical Education Teacher Education

ERIC Educational Resources Information Center

Johnson, Tyler G.

2012-01-01

Mind-body dualism has likely influenced how many view human beings and their behavior--mind (i.e., thinking) is elevated over body (i.e., performing)--even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more "intellectual" or…
Brief mindfulness meditation training reduces mind wandering: The critical role of acceptance.

PubMed

Rahl, Hayley A; Lindsay, Emily K; Pacilio, Laura E; Brown, Kirk W; Creswell, J David

2017-03-01

Mindfulness meditation programs, which train individuals to monitor their present-moment experience in an open or accepting way, have been shown to reduce mind wandering on standardized tasks in several studies. Here we test 2 competing accounts for how mindfulness training reduces mind wandering, evaluating whether the attention-monitoring component of mindfulness training alone reduces mind wandering or whether the acceptance training component is necessary for reducing mind wandering. Healthy young adults (N = 147) were randomized to either a 3-day brief mindfulness training condition incorporating instruction in both attention monitoring and acceptance, a mindfulness training condition incorporating attention monitoring instruction only, a relaxation training condition, or an active reading-control condition. Participants completed measures of dispositional mindfulness and treatment expectancies before the training session on Day 1 and then completed a 6-min Sustained Attention to Response Task (SART) measuring mind wandering after the training session on Day 3. Acceptance training was important for reducing mind wandering, such that the attention-monitoring plus acceptance mindfulness training condition had the lowest mind wandering relative to the other conditions, including significantly lower mind wandering than the attention-monitoring only mindfulness training condition. In one of the first experimental mindfulness training dismantling studies to-date, we show that training in acceptance is a critical driver of mindfulness-training reductions in mind wandering. This effect suggests that acceptance skills may facilitate emotion regulation on boring and frustrating sustained attention tasks that foster mind wandering, such as the SART. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
A partnership in like-minded thinking-generating hopefulness in persons with cancer.

PubMed

Ayers, Tressie A Dutchyn

2007-03-01

A conceptual model of a partnership in 'like-minded thinking' consists of the following components: a relationship, a shared goal with mutual agreement to work toward that goal, and reciprocal encouragement between two people. A like-minded alliance is a relationship that offers support while at the same time encourages hope and establishes a reciprocating emotional attitude of hopefulness. The discussion focuses on the principles of such a model that is designed primarily as a lay intervention for anyone who has a close friend with cancer and who wants to assist the friend in maintaining a hopeful attitude in the face of illness. While this model is not directed at healthcare professionals it may be transferable into psychosocial interventions to assist persons toward sustaining hopefulness in the context of the cancer trajectory. Much has been written in the literature about how hopelessness spawns despair for individuals who have cancer and in those near the end of life; it may even create a desire for hastened death (Breitbart W., Heller K.S.: 2003, 'Reframing Hope: Meaning-Centered Care for Patients Near the End of Life'. Journal of Palliative Medicine 6, 979-988; Jones J.M., Huggins M.A., Rydall A.C., Rodin G.M.: 2003, 'Symptomatic distress, hopelessness, and the desire for hastened death in hospitalized cancer patients', Journal of Psychosomatic Research 55, 411-418). Therefore, the aim of this paper is to explore how like-minded thinking for a person with cancer and his or her support person provides a framework for a personal shared worldview that is hope-based, meaningful and coherent.
Reconstruing intolerance: abstract thinking reduces conservatives' prejudice against nonnormative groups.

PubMed

Luguri, Jamie B; Napier, Jaime L; Dovidio, John F

2012-07-01

Myrdal (1944) described the "American dilemma" as the conflict between abstract national values ("liberty and justice for all") and more concrete, everyday prejudices. We leveraged construal-level theory to empirically test Myrdal's proposition that construal level (abstract vs. concrete) can influence prejudice. We measured individual differences in construal level (Study 1) and manipulated construal level (Studies 2 and 3); across these three studies, we found that adopting an abstract mind-set heightened conservatives' tolerance for groups that are perceived as deviating from Judeo-Christian values (gay men, lesbians, Muslims, and atheists). Among participants who adopted a concrete mind-set, conservatives were less tolerant of these nonnormative groups than liberals were, but political orientation did not have a reliable effect on tolerance among participants who adopted an abstract mind-set. Attitudes toward racial out-groups and dominant groups (e.g., Whites, Christians) were unaffected by construal level. In Study 3, we found that the effect of abstract thinking on prejudice was mediated by an increase in concerns about fairness.
Longitudinal Associations between Children’s Understanding of Emotions and Theory of Mind

PubMed Central

O’Brien, Marion; Weaver, Jennifer Miner; Nelson, Jackie A.; Calkins, Susan; Leerkes, Esther; Marcovitch, Stuart

2010-01-01

Theory of mind competence and knowledge of emotions were studied longitudinally in a sample of preschoolers aged 3 (n =263) and 4 (n =244) years. Children were assessed using standard measures of theory of mind and emotion knowledge. Three competing hypotheses were tested regarding the developmental associations between children’s theory of mind abilities and their knowledge of emotions. First, that an understanding of emotion develops early and informs children’s understanding of others’ thinking. Alternatively, having a basic theory of mind may help children learn about emotions. Thirdly, that the two domains are separate aspects of children’s social cognitive skills such that each area develops independently. Results of hierarchical regressions supported the first hypothesis that early emotion understanding predicts later theory of mind performance, and not the reverse. PMID:21895570
Religion and psychosis: a common evolutionary trajectory?

PubMed

Dein, Simon; Littlewood, Roland

2011-07-01

In this article we propose that schizophrenia and religious cognition engage cognate mental modules in the over-attribution of agency and the overextension of theory of mind. We argue similarities and differences between assumptions of ultrahuman agents with omniscient minds and certain ''pathological'' forms of thinking in schizophrenia: thought insertion, withdrawal and broadcasting, and delusions of reference. In everyday religious cognition agency detection and theory of mind modules function ''normally,'' whereas in schizophrenia both modules are impaired. It is suggested that religion and schizophrenia have perhaps had a related evolutionary trajectory.
Neural mechanisms of the mind, Aristotle, Zadeh, and fMRI.

PubMed

Perlovsky, Leonid I

2010-05-01

Processes in the mind: perception, cognition, concepts, instincts, emotions, and higher cognitive abilities for abstract thinking, beautiful music are considered here within a neural modeling fields (NMFs) paradigm. Its fundamental mathematical mechanism is a process "from vague-fuzzy to crisp," called dynamic logic (DL). This paper discusses why this paradigm is necessary mathematically, and relates it to a psychological description of the mind. Surprisingly, the process from "vague to crisp" corresponds to Aristotelian understanding of mental functioning. Recent functional magnetic resonance imaging (fMRI) measurements confirmed this process in neural mechanisms of perception.
Open Mind, Open Heart: An Anthropological Study of the Therapeutics of Meditation Practice in the US.

PubMed

Myers, Neely; Lewis, Sara; Dutton, Mary Ann

2015-09-01

Based on ethnographic fieldwork and interviews collected with meditation teachers and students in the United States, this article will argue that active training in meditation-based practices occasions the opportunity for people with traumatic stress to develop a stronger mind-body connection through heightened somatic awareness and a focus on the present moment that they find to be therapeutic. Three important themes related to healing through meditation for trauma emerged from the data and centered around the ways our interlocutors attempted to realign their sense of self, mind and body, after a traumatic experience. The themes helped explain why US women perceive meditation as therapeutic for trauma, namely that the practice of meditation enables one to focus on the lived present rather than traumatic memories, to accept pain and "open" one's heart, and to make use of silence instead of speech as a healing modality. As meditation practices increasingly enter global popular culture, promoted for postulated health benefits, the driving question of this research--how meditation may perpetuate human resilience for women who have experienced trauma based on their own perspectives of meditation practices--is a critical addition to the literature.
Empathic control through coordinated interaction of amygdala, theory of mind and extended pain matrix brain regions.

PubMed

Bruneau, Emile G; Jacoby, Nir; Saxe, Rebecca

2015-07-01

Brain regions in the "pain matrix", can be activated by observing or reading about others in physical pain. In previous research, we found that reading stories about others' emotional suffering, by contrast, recruits a different group of brain regions mostly associated with thinking about others' minds. In the current study, we examined the neural circuits responsible for deliberately regulating empathic responses to others' pain and suffering. In Study 1, a sample of college-aged participants (n=18) read stories about physically painful and emotionally distressing events during functional magnetic resonance imaging (fMRI), while either actively empathizing with the main character or trying to remain objective. In Study 2, the same experiment was performed with professional social workers, who are chronically exposed to human suffering (n=21). Across both studies activity in the amygdala was associated with empathic regulation towards others' emotional pain, but not their physical pain. In addition, psychophysiological interaction (PPI) analysis and Granger causal modeling (GCM) showed that amygdala activity while reading about others' emotional pain was preceded by and positively coupled with activity in the theory of mind brain regions, and followed by and negatively coupled with activity in regions associated with physical pain and bodily sensations. Previous work has shown that the amygdala is critically involved in the deliberate control of self-focused distress - the current results extend the central importance of amygdala activity to the control of other-focused empathy, but only when considering others' emotional pain. Copyright © 2015 Elsevier Inc. All rights reserved.
Mapping out past and future minds: The perceived trajectory of rationality versus emotionality over time.

PubMed

O'Brien, Ed

2015-06-01

Who do we see when envisioning our "past self" and "future self"? Extant research finds a motivation to perceive improvement over time, such that past selves are seen as worse versions, and future selves as better versions, of current selves. However, the broader components comprising "worse" or "better" beyond domain-specific achievement (e.g., "Last year I failed at dieting, but next year I'll succeed") are less well understood. Are there more general qualities ascribed to the person we recall versus imagine being? Six studies suggest so, extending the 2-dimensional mind perception framework to the self: Past selves seem to possess highly emotional but not very rational minds, whereas future selves seem to possess highly rational but not very emotional minds (Studies 1a, 1b, 1c). Consistent with motivated improvement, this asymmetry does not emerge in evaluating others and applies uniquely to self-judgment (Study 2). Thus, our pervasive belief in changing for the "better" specifically means becoming more rational types of people. This observation has asymmetric consequences. Participants who brought to mind future selves sought intellectual enrichment (Study 3) and performed better on a self-control task (Study 4); however, participants who brought to mind past selves sought emotional enrichment and performed better on the same task when allegedly measuring enjoyment. These findings build a bridge between mind perception and intertemporal dynamics, raising novel implications for the present. Thinking about the future may not uniformly "improve" decisions and behaviors; rather, it mostly facilitates rational-related pursuits, whereas thinking about the past may enhance feeling-related experiences. (c) 2015 APA, all rights reserved).
The harm-made mind: observing victimization augments attribution of minds to vegetative patients, robots, and the dead.

PubMed

Ward, Adrian F; Olsen, Andrew S; Wegner, Daniel M

2013-08-01

People often think that something must have a mind to be part of a moral interaction. However, the present research suggests that minds do not create morality but that morality creates minds. In four experiments, we found that observing intentional harm to an unconscious entity--a vegetative patient, a robot, or a corpse--leads to augmented attribution of mind to that entity. A fifth experiment reconciled these results with extant research on dehumanization by showing that observing the victimization of conscious entities leads to reduced attribution of mind to those entities. Taken together, these experiments suggest that the effects of victimization vary according to victims' preexisting mental status and that people often make an intuitive cognitive error when unconscious entities are placed in harm's way. People assume that if apparent moral harm occurs, then there must be someone there to experience that harm-a harm-made mind. These findings have implications for political policies concerning right-to-life issues.
Thinking with Broken Glass: Making Pedagogical Spaces of Enchantment in the City

ERIC Educational Resources Information Center

Pyyry, Noora

2017-01-01

In this paper, I explore thinking that happens in children's meaningful engagement with the city. To open up my argument, I discuss two events during which children are caught up in "intra-active" play with things and spaces. I argue that this mode of being joyfully engaged with one's surroundings is key to what Jane Bennett (2001) calls…
Tempering the Normative Demands of Professional Learning Communities with the Organizational Realities of Life in Schools: Exploring the Cognitive Dilemmas Faced by Educational Leaders

ERIC Educational Resources Information Center

Kruse, Sharon D.; Johnson, Bob L.

2017-01-01

This work explores how mindful leadership practice can inform school and district leadership specifically as it occurs in professional learning communities (PLC). When school and district leaders create PLC cultures that encourage rich thinking and intentional practice, individual and organizational mindfulness is present. As leaders work to craft…
All or None Hypothesis: A Global-Default Mode that Characterizes the Brain and Mind

ERIC Educational Resources Information Center

Diamond, Adele

2009-01-01

It is proposed that the mind and brain often work at a gross level and only with fine tuning or inhibition act in a more differentiated manner, even when one might think the domains being issued the global command should be distinct. This applies to disparate findings in cognitive science and neuroscience in both children and adults. Thus, it is…
It's Not Maths; It's Science: Exploring Thinking Dispositions, Learning Thresholds and Mindfulness in Science Learning

ERIC Educational Resources Information Center

Quinnell, R.; Thompson, R.; LeBard, R. J.

2013-01-01

Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to "do maths" as part of "doing science" leads to disengagement from learning. Notions of "I can't do maths" speak of a rigidity of mind, a…
"Mens Sana in Corpore Sano": Cartesian Dualism and the Marginalisation of Sex Education

ERIC Educational Resources Information Center

Paechter, Carrie

2004-01-01

Cartesian dualism has left a heavy legacy in terms of how we think about ourselves, so that we treat humans as minds within bodies rather than mind/body unities. This has far-reaching effects on our conceptualisation of the sex/gender distinction and on the relationship between bodies and identities. Related to this is a dualism that is embedded…
Scientists and Scientific Thinking: Understanding Scientific Thinking through an Investigation of Scientists Views about Superstitions and Religious Beliefs

ERIC Educational Resources Information Center

Coll, Richard K.; Lay, Mark C.; Taylor, Neil

2008-01-01

Scientific literacy is explored in this paper which describes two studies that seek to understand a particular feature of the nature of science; namely scientists' habits of mind. The research investigated scientists' views of scientific evidence and how scientists judge evidence claims. The first study is concerned with scientists' views of what…
The Way We Think: A Research Symposium on Conceptual Integration and the Nature and Origin of Cognitively Modern Human Beings (Odense, Denmark, August 19-23, 2002).

ERIC Educational Resources Information Center

Hougaard, Anders, Ed.; Lund, Steffen Nordahl, Ed.

2002-01-01

This collection of conference papers and abstracts includes: "Integrating Two Languages, Theories of Minds, and Executive Functions" (Agnes Melinda Kovacs and Erno Teglas); "Unconventional Thinking for Speaking: The Blends of George W. Bush" (Alan Cienki); "Blends of Alternations in the Grammar of Brazilian Vernacular…

Envision and Observe: Using the Studio Thinking Framework for Learning and Teaching in Digital Arts

ERIC Educational Resources Information Center

Sheridan, Kimberly M.

2011-01-01

The Studio Thinking Framework (STF) focuses on habits of mind taught through studio arts rather than disciplinary content or media-specific techniques. It is well suited to integrate studies of arts learning and teaching in a range of contexts, and it provides a framework for understanding how visual arts participation is dramatically changing…
CUTTING BACK THE STEM: CULTIVATING LIBERAL ARTS IN OFFICER ACCESSIONS

DTIC Science & Technology

2016-06-01

research demonstrates that creativity , innovation, and critical thinking are indeed important capabilities for the profession of arms. Additionally, a...Thinking and Action,” Infinity Journal Special Edition “ International Relations in Professional Military Education, Winter 2016, 10. 7 true...Developing Strategic-Minded Junior Officers,” Infinity Journal Special Edition “ International Relations in Professional Military Education, Winter 2016, 6
Theory of Mind Performance in Children Correlates with Functional Specialization of a Brain Region for Thinking about Thoughts

ERIC Educational Resources Information Center

Gweon, Hyowon; Dodell-Feder, David; Bedny, Marina; Saxe, Rebecca

2012-01-01

Thinking about other people's thoughts recruits a specific group of brain regions, including the temporo-parietal junctions (TPJ), precuneus (PC), and medial prefrontal cortex (MPFC). The same brain regions were recruited when children (N = 20, 5-11 years) and adults (N = 8) listened to descriptions of characters' mental states, compared to…
Mathematics and engineering in real life through mathematical competitions

NASA Astrophysics Data System (ADS)

More, M.

2018-02-01

We bring out an experience of organizing mathematical competitions that can be used as a medium to motivate the student and teacher minds in new directions of thinking. This can contribute to fostering research, innovation and provide a hands-on experience of mathematical concepts with the real world. Mathematical competitions can be used to build curiosity and give an understanding of mathematical applications in real life. Participation in the competition has been classified under four broad categories. Student can showcase their findings in various forms of expression like model, poster, soft presentation, animation, live performance, art and poetry. The basic focus of the competition is on using open source computation tools and modern technology, to emphasize the relationship of mathematical concepts with engineering applications in real life.
Teaching Earth Science Using Hot Air Balloons

ERIC Educational Resources Information Center

Kuhl, James; Shaffer, Karen

2008-01-01

Constructing model hot air balloons is an activity that captures the imaginations of students, enabling teachers to present required content to minds that are open to receive it. Additionally, there are few activities that lend themselves to integrating so much content across subject areas. In this article, the authors describe how they have…
Mindful Climate Action: Health and Environmental Co-Benefits from Mindfulness-Based Behavioral Training

PubMed Central

Barrett, Bruce; Grabow, Maggie; Middlecamp, Cathy; Mooney, Margaret; Checovich, Mary M.; Converse, Alexander K.; Gillespie, Bob; Yates, Julia

2016-01-01

Greenhouse gases from human activities are causing climate change, creating risks for people around the globe. Behaviors involving transportation, diet, energy use, and purchasing drive greenhouse gas emissions, but are also related to health and well-being, providing opportunity for co-benefits. Replacing shorter automobile trips with walking or cycling, or eating plants rather than animals, for example, may increase personal health, while also reducing environmental impact. Mindfulness-based practices have been shown to enhance a variety of health outcomes, but have not been adapted towards environmental purposes. We designed the Mindful Climate Action (MCA) curriculum to help people improve their health while simultaneously lowering their carbon footprints. Combining mindfulness-based practices with the Stages of Change theory, the MCA program aims to: (1) improve personal health and well-being; (2) decrease energy use; (3) reduce automobile use; (4) increase active transport; (5) shift diet towards plant-based foods; and (6) reduce unnecessary purchasing. Mindfulness practices will foster attentional awareness, openness, and response flexibility, supporting positive behavior change. We plan to test MCA in a randomized controlled trial, with rigorous assessment of targeted outcomes. Our long-term goal is to refine and adapt the MCA program to a variety of audiences, in order to enhance public health and environmental sustainability. PMID:28008371
Development of Assessment Instrument of Critical Thinking in Physics at Senior High School

NASA Astrophysics Data System (ADS)

Sugiarti, T.; Kaniawati, I.; Aviyanti, L.

2017-02-01

The result of preliminary study shows that the assessment of physics in school did not train students’ critical thinking skill. The assessment instrument just measured low cognitive aspects. Supposedly, critical thinking skill is trained in the assessment activity. The study aims to determine the characteristics and the quality of critical thinking skill instrument. It employs descriptive-qualitative method with research and development as the research design. The research participants are 35 students involved in the limited trial and 188 students in the wider trial from three public senior high school in Ciamis which in high level school. The data was collected through expert validation, tests and interviews. The results indicate that the characteristics of the assessment instrument of critical thinking skill is open-ended. The instrument fulfills some indicators namely analyzing argument, deduction, induction, and display information in the form of scenario, text, graphic and table. In addition, the data processing through V4 Anates program shows that the instrument reliability achieves 0.67 with high interpretation of 0.67 and the validity is 0.47 with enough interpretation. Thus, the assessment instrument of critical thinking skill in the form of open-ended essay meets the criteria of quality test, so it can use as instrument of assessment critical thinking skill.
A Qualitative Exploration of Self-Kindness and “Treating Oneself” in Contexts of Eating, Weight Regulation and Other Health Behaviors: Implications for Mindfulness-Based Eating Programs

PubMed Central

Egan, Helen; Mantzios, Michail

2018-01-01

Background: Caring for oneself through mindfulness and compassion to improve or enhance health behaviors, and specifically eating behaviors has come to the forefront of scientific inquiry. The experiences and challenges for people in decision making around food within the context of self-kindness for body and mind care have not been previously explored. Aims: This study explored the experiences of eating behaviors in a community sample and examined the understanding of self-kindness and its relationship to eating behaviors and wellbeing of body and mind. Methods: A phenomenological theoretical position was taken; data were collected using individual semi-structured interviews. The sample was twenty-five members of the wider community in the West Midlands in England. The data were analyzed using Braun and Clarke’s (2006) procedural steps for thematic analysis. Results: Two overarching themes were inductively formulated: ‘Thinking about eating’ and ‘Caring for body and mind’. Five themes were constructed: (a) Treat food is exceptional eating, (b) The proof of the pudding is in the planning, (c) Dieting is a dirty word, which are subsumed under Thinking about eating, and (d) Self-kindness is a disavowed abstract noun, and (e) Self-kindness: A rose by any other name; under Caring for body and mind. Participants described a number of ways of treating themselves both with food and with other activities and pleasure in eating was discussed in terms of social aspects of eating rather than food. Two clear contradictions within narratives around eating and health behaviors were shown. Participants largely eschewed the concept of dieting, but described engaging in highly regulated and restrained eating. There was a lack of connection with the notion of self-kindness; although positive eating and exercise health behaviors were undertaken, they were described as necessary self-regulation, not construed as acts of self-kindness. Conclusion: The results suggests a lack of ease in the interpretation of being kind to oneself as a means of improving mental wellbeing, and an inability to relate self-kindness to physical health behaviors. The association of self-kindness with self-indulgence, and the described disconnect between hunger, satiety and pleasure in eating has implications for interpretation of mindful eating scales, practices and interventions. PMID:29899721
Pretend play.

PubMed

Weisberg, Deena Skolnick

2015-01-01

Pretend play is a form of playful behavior that involves nonliteral action. Although on the surface this activity appears to be merely for fun, recent research has discovered that children's pretend play has connections to important cognitive and social skills, such as symbolic thinking, theory of mind, and counterfactual reasoning. The current article first defines pretend play and then reviews the arguments and evidence for these three connections. Pretend play has a nonliteral correspondence to reality, hence pretending may provide children with practice with navigating symbolic relationships, which may strengthen their language skills. Pretend play and theory of mind reasoning share a focus on others' mental states in order to correctly interpret their behavior, hence pretending and theory of mind may be mutually supportive in development. Pretend play and counterfactual reasoning both involve representing nonreal states of affairs, hence pretending may facilitate children's counterfactual abilities. These connections make pretend play an important phenomenon in cognitive science: Studying children's pretend play can provide insight into these other abilities and their developmental trajectories, and thereby into human cognitive architecture and its development. © 2015 John Wiley & Sons, Ltd.
Introducing computational thinking through hands-on projects using R with applications to calculus, probability and data analysis

NASA Astrophysics Data System (ADS)

Benakli, Nadia; Kostadinov, Boyan; Satyanarayana, Ashwin; Singh, Satyanand

2017-04-01

The goal of this paper is to promote computational thinking among mathematics, engineering, science and technology students, through hands-on computer experiments. These activities have the potential to empower students to learn, create and invent with technology, and they engage computational thinking through simulations, visualizations and data analysis. We present nine computer experiments and suggest a few more, with applications to calculus, probability and data analysis, which engage computational thinking through simulations, visualizations and data analysis. We are using the free (open-source) statistical programming language R. Our goal is to give a taste of what R offers rather than to present a comprehensive tutorial on the R language. In our experience, these kinds of interactive computer activities can be easily integrated into a smart classroom. Furthermore, these activities do tend to keep students motivated and actively engaged in the process of learning, problem solving and developing a better intuition for understanding complex mathematical concepts.
RSA Opening Minds: A Curriculum for the 21st Century

ERIC Educational Resources Information Center

Candy, Sara

2011-01-01

This article discusses the RSA Opening Minds competence framework, an innovative curriculum to meet the needs of young people as future employees, lifelong learners and as citizens of the twenty-first century.
The persistence of thought: evidence for a role of working memory in the maintenance of task-unrelated thinking.

PubMed

Levinson, Daniel B; Smallwood, Jonathan; Davidson, Richard J

2012-04-01

Tasks that tax working memory (WM) have consistently been found to decrease mind wandering. These findings may indicate that maintenance of mind wandering requires WM resources, such that mind wandering cannot persist when WM resources are being consumed by a task. An alternative explanation for these findings, however, is that mind wandering persists without the support of WM but is nonetheless decreased during any demanding task because good task performance requires that attention be restricted from task-unrelated thought (TUT). The present study tested these two competing theories by investigating whether individuals with greater WM resources mind-wander more during an undemanding task, as would be predicted only by the theory that WM supports TUT. We found that individuals with higher WM capacity reported more TUT in undemanding tasks, which suggests that WM enables the maintenance of mind wandering.
Comparing young people's experience of technology-delivered v. face-to-face mindfulness and relaxation: two-armed qualitative focus group study.

PubMed

Tunney, Conall; Cooney, Patricia; Coyle, David; O'Reilly, Gary

2017-04-01

Background The current popularity of mindfulness-based practices has coincided with the increase in access to mobile technology. This has led to many mindfulness apps and programs becoming available, some specifically for children. However, little is known about the experience of engaging with mindfulness through these mediums. Aims To explore children's experience of mindfulness delivered both face-to-face and through a computer game to highlight any differences or similarities. Method A two-armed qualitative focus groups design was used to explore children's experiences. The first arm offered mindfulness exercises in a traditional face-to-face setting with guided meditations. The second arm offered mindfulness exercises through a computer game avatar. Results Themes of relaxation, engagement, awareness, thinking, practice and directing attention emerged from both arms of focus groups. Subthematic codes highlight key differences as well as similarities in the experience of mindfulness. Conclusions These results indicate that mindfulness delivered via technology can offer a rich experience. © The Royal College of Psychiatrists 2017.
Aerospace engineers: We're tomorrow-minded people

NASA Technical Reports Server (NTRS)

Lewis, M. H.

1981-01-01

Brief job-related autobiographical sketches of engineers working on NASA aerospace projects are presented. Career and educational guidance is offered to students thinking about entering the aerospace field.
Thinking about Thinking and Emotion: The Metacognitive Approach to the Medical Humanities that Integrates the Humanities with the Basic and Clinical Sciences

PubMed Central

Eichbaum, Quentin G

2014-01-01

Medical knowledge in recent decades has grown prodigiously and has outstripped the capacity of the human brain to absorb and understand it all. This burgeoning of knowledge has created a dilemma for medical educators. We can no longer expect students to continue memorizing this large body of increasingly complex knowledge. Instead, our efforts should be redirected at developing in students a competency as flexible thinkers and agile learners so they can adeptly deal with new knowledge, complexity, and uncertainty in a rapidly changing world. Such a competency would entail not only cognitive but also emotional skills essential for the holistic development of their professional identity. This article will argue that metacognition—“thinking about thinking (and emotion)”—offers the most viable path toward developing this competency. The overwhelming volume of medical knowledge has driven some medical schools to reduce the time allocated in their curricula to the “soft-option” humanities as they tend to consider them an expendable “luxury.” Vanderbilt University School of Medicine, Nashville, TN, has moved away from the traditional conception of the medical humanities as “the arts,” composed of art, music, and literature, toward an approach that integrates the humanities with the basic and clinical sciences, based on metacognition. This metacognitive approach to the humanities, described in this article, has three goals: 1) to develop students as flexible thinkers and agile learners and to provide them with essential cognitive and emotional skills for navigating medical complexity and uncertainty; 2) to elicit in students empathy and tolerance by making them aware of the immense diversity in human cognition (and emotion); and 3) to integrate the humanities with the basic and clinical sciences. Through this metacognitive approach, students come to understand their patterns of cognition and emotions, and in the group setting, they learn to mindfully calibrate their thinking and emotions. They gain a humbling appreciation of the fallibility of the human mind/brain and how cognitive biases and misperceptions can lead to medical error. They come to appreciate the complex interplay between cognition and emotion, and the importance of cognitive monitoring and emotional regulation. In the group setting, students also gain a sense of perspective of their thinking patterns and emotions in relation to those of their peers. Perspective taking and mindfulness engender tolerance and empathy, which ultimately serves as a platform for working collaboratively in teams as medical professionals. Students become aware of the social context in which thinking and learning occur, and this further shapes their professional identity. Thinking, learning, and interacting in the group setting ultimately induces a shift from self-preoccupation and an individualistic approach to knowledge toward an appreciation of collective cognition and empathy towards others. In this article, I describe the metacognitive approach to the medical humanities at Vanderbilt University School of Medicine and how it is designed to develop students as agile learners and flexible thinkers with the mindful capacity for cognitive and emotional monitoring and regulation. Thinking and learning in the group setting of the colloquium ultimately also fosters the student’s professional identity. PMID:25662528
Thinking about thinking and emotion: the metacognitive approach to the medical humanities that integrates the humanities with the basic and clinical sciences.

PubMed

Eichbaum, Quentin G

2014-01-01

Medical knowledge in recent decades has grown prodigiously and has outstripped the capacity of the human brain to absorb and understand it all. This burgeoning of knowledge has created a dilemma for medical educators. We can no longer expect students to continue memorizing this large body of increasingly complex knowledge. Instead, our efforts should be redirected at developing in students a competency as flexible thinkers and agile learners so they can adeptly deal with new knowledge, complexity, and uncertainty in a rapidly changing world. Such a competency would entail not only cognitive but also emotional skills essential for the holistic development of their professional identity. This article will argue that metacognition--“thinking about thinking (and emotion)”--offers the most viable path toward developing this competency. The overwhelming volume of medical knowledge has driven some medical schools to reduce the time allocated in their curricula to the “soft-option” humanities as they tend to consider them an expendable “luxury.” Vanderbilt University School of Medicine, Nashville, TN, has moved away from the traditional conception of the medical humanities as “the arts,” composed of art, music, and literature, toward an approach that integrates the humanities with the basic and clinical sciences, based on metacognition. This metacognitive approach to the humanities, described in this article, has three goals: 1) to develop students as flexible thinkers and agile learners and to provide them with essential cognitive and emotional skills for navigating medical complexity and uncertainty; 2) to elicit in students empathy and tolerance by making them aware of the immense diversity in human cognition (and emotion); and 3) to integrate the humanities with the basic and clinical sciences. Through this metacognitive approach, students come to understand their patterns of cognition and emotions, and in the group setting, they learn to mindfully calibrate their thinking and emotions. They gain a humbling appreciation of the fallibility of the human mind/brain and how cognitive biases and misperception can lead to medical error. They come to appreciate the complex interplay between cognition and emotion, and the importance of cognitive monitoring and emotional regulation. In the group setting, students also gain a sense of perspective of their thinking patterns and emotions in relation to those of their peers. Perspective taking and mindfulness engender tolerance and empathy, which ultimately serves as a platform for working collaboratively in teams as medical professionals. Students become aware of the social context in which thinking and learning occur, and this further shapes their professional identity. Thinking, learning, and interacting in the group setting ultimately induces a shift from self-preoccupation and an individualistic approach to knowledge toward an appreciation of collective cognition and empathy towards others. In this article, I describe the metacognitive approach to the medical humanities at Vanderbilt University School of Medicine and how it is designed to develop students as agile learners and flexible thinkers with the mindful capacity for cognitive and emotional monitoring and regulation. Thinking and learning in the group setting of the colloquium ultimately also fosters the student’s professional identity.
oneED: Embedding a mindfulness-based wellness programme into an emergency department.

PubMed

Braganza, Shahina; Young, Jessica; Sweeny, Amy; Brazil, Victoria

2018-03-30

ED staff are subject to many stressors, but there are few descriptions of collective approaches to enhancing wellness in this setting. We aim to describe a programme developed to address these issues at department level, to report the feasibility and sustainability of the programme, and its impact on staff. The oneED programme was developed and delivered in a tertiary ED. The programme included a 1 day mindfulness workshop, followed by ongoing mindfulness activities embedded in clinical areas over the subsequent 12 months. A mixed-methods evaluation of the programme was conducted, which included quantitative validated psychological tools to measure anxiety, depression and emotional exhaustion, and pragmatic evaluation using surveys of participants and iterative appreciative inquiry. Eighty staff members attended the mindfulness workshop; 66 from ED. Following the workshop, understanding and frequency of mindfulness practice increased significantly in 47% of participants. Free-text survey results demonstrated that staff found the programme to be acceptable (80% survey participants) and of perceived value to themselves (50%) and the ED (60%). Appreciative inquiry led to modification of the programme: the 4 min pause is now conducted weekly rather than daily, the pause consists of a variety of activities, and group activities are made more overtly optional. A departmental wellness programme embedding mindfulness practice is feasible and sustainable. Potential for success is enhanced by an approach that is open to modification according to each institution's culture. © 2018 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.
The Large, the Small and the Human Mind

NASA Astrophysics Data System (ADS)

Penrose, Roger; Longair, Malcolm; Abner Shimony, With; Cartwright, Nancy; Hawking, Stephen

2000-05-01

Foreword Malcolm Longair; 1. Space-time and cosmology Roger Penrose; 2. The mysteries of quantum physics Roger Penrose; 3. Physics and the mind Roger Penrose; 4. On mentality, quantum mechanics and the actualization of potentialities Abner Shimony; 5. Why physics? Nancy Cartwright; 6. The objections of an unashamed reductionist Stephen Hawking; 7. Response Roger Penrose; Appendix I: Goodstein's theorm and mathematical thinking; Appendix II: Experiments to test gravitationally induced state reduction.
Effects of Experiential Learning Approach on Students' Mathematical Creativity among Secondary School Students of Kericho East Sub-County, Kenya

ERIC Educational Resources Information Center

Chesimet, M. C.; Githua, B. N.; Ng'eno, J. K.

2016-01-01

Mathematics is a subject which seeks to understand patterns that permeate both the world around us and the mind within us. There are many ways of thinking and the kind of thinking one learns in mathematics is an ability to handle abstraction and solve problems that require knowledge of mathematics. Mathematical creativity is essential for…
Thinking and Meddling with Boundaries: Critical Reflections on Matthew Weinstein's Narrative of Street Medics, Red-Zones and Glop

ERIC Educational Resources Information Center

Alsop, Steve

2015-01-01

In pursuit of more mindful notions of hybridity, this review essay provides a series of reflections on Mathew Weinstein's representations of Street Medics and "sciences for the red zones of neoliberalism". My analysis draws on three popular ways of thinking with boundaries to offer a critical reading of the boundary-work that the…

Creating a Global Community of Learners in Nursing and Beyond: Caring Science, Mindful Practice MOOC.

PubMed

Sitzman, Kathleen L; Jensen, Andrea; Chan, Sang

The aim was to examine the usefulness of a massive open online course (MOOC) on caring and mindfulness to a broad international audience that included nurses, allied health professionals, and others. MOOCs in higher education have been evident since 2008. Very few MOOCs on nursing topics have appeared since that time. Exploration was needed regarding how MOOCs could be employed to share nursing knowledge with national and international communities. Two "Caring Science, Mindful Practice" MOOC sessions were examined. Demographics, learner satisfaction, course flow, and perceived usefulness of content were analyzed. Learners from varied backgrounds participated. Higher than expected course activity levels and completion rates suggested effective learner engagement. Excellent course ratings demonstrated that content and delivery methods were effective. Active learners communicated specific plans to apply new knowledge in the future. MOOCs facilitate learning where participants learn about topics of interest in nursing and beyond.
Leaping from brain to mind: a critique of mirror neuron explanations of countertransference.

PubMed

Vivona, Jeanine M

2009-06-01

In the current vigorous debate over the value of neuroscience to psychoanalysis, the epistemological status of the links between the data of brain research and the constructs of interest to psychoanalysts has rarely been examined. An inspection of recent discussions of mirror neuron research, particularly regarding countertransference, reveals gaps between psychoanalytic processes and the available brain activation data, and allows the evaluation of evidence for three implicit assumptions frequently made to bridge these gaps: (1) there is a straightforward correspondence between observed brain activity and mental activity; (2) similarity of localized brain activity across individuals signifies a shared interpersonal experience; (3) an automatic brain mechanism enables direct interpersonal sharing of experiences in the absence of inference and language. Examination of mirror neuron research findings reveals that these assumptions are either untested or questionable. Moreover, within neuroscience there are competing interpretations of mirror neuron findings, with diverse implications for psychoanalysis. The present state of mirror neuron research may offer us new hypotheses or metaphors, but does not provide empirical validation of the proposed models. More generally, as we attempt to learn from research findings generated outside psychoanalysis, we must strive to think scientifically, by minding the difference between data and interpretation.
More stereotypes, please! The limits of 'theory of mind' and the need for further studies on the complexity of real world social interactions.

PubMed

Andrews, Kristin

2017-01-01

I suggest that the Stereotype Rationality Hypothesis (Jussim 2012) is only partially right. I agree it is rational to rely on stereotypes, but in the complexity of real world social interactions, most of our individuating information invokes additional stereotypes. Despite assumptions to the contrary, there is reason to think theory of mind is not accurate, and social psychology's denial of stereotype accuracy led us toward mindreading/theory of mind - a less accurate account of how we understand other people.
The Qur’ān and the development of rational thinking

PubMed Central

Abdel-Maguid, Thoraya E.; Abdel-Halim, Rabie E.

2015-01-01

In this study, the means utilized by the Qur’ān in actualizing the possibilities of all intellect to face the problem of blind imitation of ancestors were elaborated. Rationality as meant by the Qur’ān and embodied in its unique style is presented. Furthermore, the Qur’ānic documentation of the role of practical demonstration on the individual's mind as well as the societies’ collective mind is pointed out. In addition, the study shows how the Qur’ān guides people to the proper use of reason within a scientific framework of mind. PMID:25837451
I think, therefore I am? Examining conceptions of the self, soul, and mind.

PubMed

Anglin, Stephanie M

2014-10-01

In order to delineate among conceptions of the self, soul, and mind, participants reported where they believe these entities are located in the body and provided definitions of each entity. Results indicated that most people consider the self, soul, and mind localized in specific regions in the body. In contrast to previous research, however, some participants reported that the self is not centralized in one location. Participants tended to locate the self and mind in the head and the soul in the chest. The self and mind were commonly defined in mental terms and the soul as one's essence. These results suggest that people tend to distinguish the soul from the mind, both in how they define each entity and where they locate them in the body. Although some people locate the soul in the same region as the self, most people more closely align the mind with the self. Copyright © 2014. Published by Elsevier Inc.
Designing EEG Neurofeedback Procedures to Enhance Open-Ended versus Closed-Ended Creative Potentials

ERIC Educational Resources Information Center

Lin, Wei-Lun; Shih, Yi-Ling

2016-01-01

Recent empirical evidence demonstrated that open-ended creativity (which refers to creativity measures that require various and numerous responses, such as divergent thinking) correlated with alpha brain wave activation, whereas closed-ended creativity (which refers to creativity measures that ask for one final correct answer, such as insight…
Dreams and creative problem-solving.

PubMed

Barrett, Deirdre

2017-10-01

Dreams have produced art, music, novels, films, mathematical proofs, designs for architecture, telescopes, and computers. Dreaming is essentially our brain thinking in another neurophysiologic state-and therefore it is likely to solve some problems on which our waking minds have become stuck. This neurophysiologic state is characterized by high activity in brain areas associated with imagery, so problems requiring vivid visualization are also more likely to get help from dreaming. This article reviews great historical dreams and modern laboratory research to suggest how dreams can aid creativity and problem-solving. © 2017 New York Academy of Sciences.
Willingness of Emerging Adults to Engage in Consensual Non-Monogamy: A Mixed-Methods Analysis.

PubMed

Sizemore, Kayla M; Olmstead, Spencer B

2018-07-01

Over the past decade, research on consensual non-monogamy (CNM) has increased. However, willingness to engage in CNM is an understudied phenomenon within this field. Because qualitative methods are rarely used to study this phenomenon, little is known about why individuals may or may not be willing to engage in CNM. Further, research on CNM has devoted little attention to the period of emerging adulthood. The current study used a mixed-methods approach to examine a sample of emerging adults' (ages 18-29; N = 549) willingness to engage in CNM. Results from a qualitative content analysis revealed three distinct groups (Unwilling, Willing, and Open-Minded), and several subthemes emerged within each group that help explain why emerging adults are willing to engage in CNM. Quantitative analyses examined the relationship between group membership and demographic characteristics, finding that a greater proportion of women and heterosexual participants were Unwilling. Results also indicated that a greater proportion of men were Willing, and a greater proportion of sexual minorities were Open-Minded. Group mean differences were examined using quantitative measures of CNM attitudes and willingness. The Unwilling group reported more negative attitudes towards CNM compared to the Open-Minded and Willing groups. Additionally, the Open-Minded group reported more negative attitudes compared to the Willing group. On the willingness to engage in CNM Scale, the Unwilling group had lower mean scores compared to the Willing and Open-Minded groups. The Willing group had higher mean scores compared to the Open-Minded group. Implications for CNM research and methodology are discussed.
Interrater reliability of the mind map assessment rubric in a cohort of medical students.

PubMed

D'Antoni, Anthony V; Zipp, Genevieve Pinto; Olson, Valerie G

2009-04-28

Learning strategies are thinking tools that students can use to actively acquire information. Examples of learning strategies include mnemonics, charts, and maps. One strategy that may help students master the tsunami of information presented in medical school is the mind map learning strategy. Currently, there is no valid and reliable rubric to grade mind maps and this may contribute to their underutilization in medicine. Because concept maps and mind maps engage learners similarly at a metacognitive level, a valid and reliable concept map assessment scoring system was adapted to form the mind map assessment rubric (MMAR). The MMAR can assess mind map depth based upon concept-links, cross-links, hierarchies, examples, pictures, and colors. The purpose of this study was to examine interrater reliability of the MMAR. This exploratory study was conducted at a US medical school as part of a larger investigation on learning strategies. Sixty-six (N = 66) first-year medical students were given a 394-word text passage followed by a 30-minute presentation on mind mapping. After the presentation, subjects were again given the text passage and instructed to create mind maps based upon the passage. The mind maps were collected and independently scored using the MMAR by 3 examiners. Interrater reliability was measured using the intraclass correlation coefficient (ICC) statistic. Statistics were calculated using SPSS version 12.0 (Chicago, IL). Analysis of the mind maps revealed the following: concept-links ICC = .05 (95% CI, -.42 to .38), cross-links ICC = .58 (95% CI, .37 to .73), hierarchies ICC = .23 (95% CI, -.15 to .50), examples ICC = .53 (95% CI, .29 to .69), pictures ICC = .86 (95% CI, .79 to .91), colors ICC = .73 (95% CI, .59 to .82), and total score ICC = .86 (95% CI, .79 to .91). The high ICC value for total mind map score indicates strong MMAR interrater reliability. Pictures and colors demonstrated moderate to strong interrater reliability. We conclude that the MMAR may be a valid and reliable tool to assess mind maps in medicine. However, further research on the validity and reliability of the MMAR is necessary.
Interrater reliability of the mind map assessment rubric in a cohort of medical students

PubMed Central

D'Antoni, Anthony V; Zipp, Genevieve Pinto; Olson, Valerie G

2009-01-01

Background Learning strategies are thinking tools that students can use to actively acquire information. Examples of learning strategies include mnemonics, charts, and maps. One strategy that may help students master the tsunami of information presented in medical school is the mind map learning strategy. Currently, there is no valid and reliable rubric to grade mind maps and this may contribute to their underutilization in medicine. Because concept maps and mind maps engage learners similarly at a metacognitive level, a valid and reliable concept map assessment scoring system was adapted to form the mind map assessment rubric (MMAR). The MMAR can assess mind map depth based upon concept-links, cross-links, hierarchies, examples, pictures, and colors. The purpose of this study was to examine interrater reliability of the MMAR. Methods This exploratory study was conducted at a US medical school as part of a larger investigation on learning strategies. Sixty-six (N = 66) first-year medical students were given a 394-word text passage followed by a 30-minute presentation on mind mapping. After the presentation, subjects were again given the text passage and instructed to create mind maps based upon the passage. The mind maps were collected and independently scored using the MMAR by 3 examiners. Interrater reliability was measured using the intraclass correlation coefficient (ICC) statistic. Statistics were calculated using SPSS version 12.0 (Chicago, IL). Results Analysis of the mind maps revealed the following: concept-links ICC = .05 (95% CI, -.42 to .38), cross-links ICC = .58 (95% CI, .37 to .73), hierarchies ICC = .23 (95% CI, -.15 to .50), examples ICC = .53 (95% CI, .29 to .69), pictures ICC = .86 (95% CI, .79 to .91), colors ICC = .73 (95% CI, .59 to .82), and total score ICC = .86 (95% CI, .79 to .91). Conclusion The high ICC value for total mind map score indicates strong MMAR interrater reliability. Pictures and colors demonstrated moderate to strong interrater reliability. We conclude that the MMAR may be a valid and reliable tool to assess mind maps in medicine. However, further research on the validity and reliability of the MMAR is necessary. PMID:19400964
Aerospace scientists. We're tomorrow-minded people

NASA Technical Reports Server (NTRS)

Lewis, M. H.

1981-01-01

Brief job-related autobiographical sketches of scientists working on NASA space science projects are presented. Career and educational guidance is offered to students thinking about entering the space science field.
Aerospace Technicians: We're Tomorrow-Minded People

NASA Technical Reports Server (NTRS)

Lewis, M. H.

1981-01-01

Brief job-related autobiographical sketches of technicians working on NASA aerospace projects are presented. Career and educational guidance is offered to students thinking about entering the field of aerospace technology.
When you think about it, your past is in front of you: how culture shapes spatial conceptions of time.

PubMed

de la Fuente, Juanma; Santiago, Julio; Román, Antonio; Dumitrache, Cristina; Casasanto, Daniel

2014-09-01

In Arabic, as in many languages, the future is "ahead" and the past is "behind." Yet in the research reported here, we showed that Arabic speakers tend to conceptualize the future as behind and the past as ahead of them, despite using spoken metaphors that suggest the opposite. We propose a new account of how space-time mappings become activated in individuals' minds and entrenched in their cultures, the temporal-focus hypothesis: People should conceptualize either the future or the past as in front of them to the extent that their culture (or subculture) is future oriented or past oriented. Results support the temporal-focus hypothesis, demonstrating that the space-time mappings in people's minds are conditioned by their cultural attitudes toward time, that they depend on attentional focus, and that they can vary independently of the space-time mappings enshrined in language. © The Author(s) 2014.
Geoscience and Public Policy

NASA Astrophysics Data System (ADS)

White, K. S.

2013-12-01

Many current public policy issues have a geoscience component: climate change, natural hazards, energy, and mineral resources to name just a few. In addition, Congress makes decisions that directly affect scientists, such as funding allocations and visa and travel policy. Yet few geoscientists are engaged in the policy-making process. Members of Congress have called on scientists to become more active, including Ph.D. physicist and former-Representative Vernon Ehlers (R-MI). In an address at the 2010 AAAS Forum on Science and Technology Policy, he told scientists, "The gulf between the scientifically minded and those who are not scientifically minded is still tremendous. I think we are keeping far too quiet about what we know and how we would go about solving problems. We have so much to offer this country à solutions to various difficulties." This talk will provide information on avenues for geoscientists to more effectively engage in the public policy arena.
Language in Thinking and Learning: Pedagogy and the New Whorfian Framework.

ERIC Educational Resources Information Center

Lee, Penny

1997-01-01

Reviews 12 elements of Whorf's theory complex, particularly the linguistic relativity principle. Shows how the theory illuminates language-mind-experience relationships with applicability to classroom practices. (SK)
Neural Correlates of Direct and Indirect Suppression of Autobiographical Memories

PubMed Central

Noreen, Saima; O’Connor, Akira R.; MacLeod, Malcolm D.

2016-01-01

Research indicates that there are two possible mechanisms by which particular target memories can be intentionally forgotten. Direct suppression, which involves the suppression of the unwanted memory directly, and is dependent on a fronto-hippocampal modulatory process, and, memory substitution, which includes directing one’s attention to an alternative memory in order to prevent the unwanted memory from coming to mind, and involves engaging the caudal prefrontal cortex (cPFC) and the mid-ventrolateral prefrontal cortex (VLPFC) regions. Research to date, however, has investigated the neural basis of memory suppression of relatively simple information. The aim of the current study was to use fMRI to identify the neural mechanisms associated with the suppression of autobiographical memories. In the present study, 22 participants generated memories in response to a series of cue words. In a second session, participants learnt these cue-memory pairings, and were subsequently presented with a cue word and asked either to recall (think) or to suppress (no-think) the associated memory, or to think of an alternative memory in order to suppress the original memory (memory-substitution). Our findings demonstrated successful forgetting effects in the no-think and memory substitution conditions. Although we found no activation in the dorsolateral prefrontal cortex, there was reduced hippocampal activation during direct suppression. In the memory substitution condition, however, we failed to find increased activation in the cPFC and VLPFC regions. Our findings suggest that the suppression of autobiographical memories may rely on different neural mechanisms to those established for other types of material in memory. PMID:27047412
Neural Correlates of Direct and Indirect Suppression of Autobiographical Memories.

PubMed

Noreen, Saima; O'Connor, Akira R; MacLeod, Malcolm D

2016-01-01

Research indicates that there are two possible mechanisms by which particular target memories can be intentionally forgotten. Direct suppression, which involves the suppression of the unwanted memory directly, and is dependent on a fronto-hippocampal modulatory process, and, memory substitution, which includes directing one's attention to an alternative memory in order to prevent the unwanted memory from coming to mind, and involves engaging the caudal prefrontal cortex (cPFC) and the mid-ventrolateral prefrontal cortex (VLPFC) regions. Research to date, however, has investigated the neural basis of memory suppression of relatively simple information. The aim of the current study was to use fMRI to identify the neural mechanisms associated with the suppression of autobiographical memories. In the present study, 22 participants generated memories in response to a series of cue words. In a second session, participants learnt these cue-memory pairings, and were subsequently presented with a cue word and asked either to recall (think) or to suppress (no-think) the associated memory, or to think of an alternative memory in order to suppress the original memory (memory-substitution). Our findings demonstrated successful forgetting effects in the no-think and memory substitution conditions. Although we found no activation in the dorsolateral prefrontal cortex, there was reduced hippocampal activation during direct suppression. In the memory substitution condition, however, we failed to find increased activation in the cPFC and VLPFC regions. Our findings suggest that the suppression of autobiographical memories may rely on different neural mechanisms to those established for other types of material in memory.
Does Theory of Mind in Pre-Kindergarten Predict the Ability to Think about a Reader's Mind in Elementary School Compositions? A Longitudinal Study

ERIC Educational Resources Information Center

Peskin, Joan; Comay, Julie; Chen, Xi; Prusky, Carly

2016-01-01

A critical skill in emergent writing is the developing ability to take the perspective of different readers; however, the precursors of this skill have not yet been identified. In this longitudinal study, 105 children (90 after attrition) were tested at 3 time points: pre-kindergarten (3-4 years old, n = 105), kindergarten (5 years old, n = 97),…
The Mysterious Case of the Detective as Child Hero: Sherlock Holmes, Encyclopedia Brown and Nancy Drew as Role Models?

ERIC Educational Resources Information Center

Sugarman, Sally

In the mystery genre, the one characteristic that the enduring figures of Sherlock Holmes, Nancy Drew, and Encyclopedia Brown have in common is a rational mind. The source of their strength is their ability to think and think well. A study examined some typical examples of the mystery genre in young adult literature and surveyed children and…
How Critical Thinking Shapes the Military Decision Making Process

DTIC Science & Technology

2004-05-17

emotional rebuttal. Conversely, people cannot make good rational decisions without at least a twinge of emotion attached to the decision . 2) Our minds... decision they make . If emotions overwhelm reason, then decisions should be postponed.27 Service biases are one of the strongest emotional bias. Any...FINAL 3. DATES COVERED (From - To) 4. TITLE AND SUBTITLE How Critical Thinking Shapes the Military Decision Making Process 5a. CONTRACT

Ways of thinking: from crows to children and back again.

PubMed

Clayton, Nicola S

2015-01-01

This article reviews some of the recent work on the remarkable cognitive capacities of food-caching corvids. The focus will be on their ability to think about other minds and other times, and tool-using tests of physical problem solving. Research on developmental cognition suggests that young children do not pass similar tests until they are at least four years of age in the case of the social cognition experiments, and eight years of age in the case of the tasks that tap into physical cognition. This developmental trajectory seems surprising. Intuitively, one might have thought that the social and planning tasks required more complex forms of cognitive process, namely Mental Time Travel and Theory of Mind. Perhaps the fact that children pass these tasks earlier than the physical problem-solving tasks is a reflection of cultural influences. Future research will hope to identify these cognitive milestones by starting to develop tasks that might go some way towards understanding the mechanisms underlying these abilities in both children and corvids, to explore similarities and differences in their ways of thinking.
Neural veils and the will to historical critique: why historians of science need to take the neuro-turn seriously.

PubMed

Cooter, Roger

2014-03-01

Taking the neuro-turn is like becoming the victim of mind parasites. It's unwilled (although there are those who will it at a superficial level for various strategic reasons). You can't see mind parasites; they make you think things without allowing you to know why you think them. Indeed, they generate the cognitive inability to be other than delighted with the circumstances of your affected cognition. It's not as if you can take off your thinking cap and shoo the pests away. You can't see them--or even know that you could want to. You can't stand on the outside looking in at your cognitive processes. But historically speaking, you are also inside a (broadly postmodern) culture and (broadly neoliberal) socioeconomic order that places the legitimacy of the neuro beyond critique. And the neuro-turn does more: it delegitimizes critique itself, at least as we have known it since Marx. This essay briefly explores how we got here, what the "here" is, and what its implications are for historical critique.
Developing inclusive employment: lessons from Telenor Open Mind.

PubMed

Kalef, Laura; Barrera, Magda; Heymann, Jody

2014-01-01

Despite significant gains in legal rights for people with disabilities, the employment rate for individuals with disabilities in many countries remains extremely low. Programs to promote the inclusion of people with disabilities in the workforce can have an important impact on individuals' economic and social prospects, as well as societal benefits. This article aims to explore Telenor Open Mind, a job training program at Norway's largest telecommunications company with financial support from Norway's Labor and Welfare Organization (NAV), which acts as a springboard for individuals with disabilities into the workplace. A qualitative case study design was utilized to explore the Telenor Open Mind Program. Drawing on field research conducted in Oslo during 2011, this article explores subjective experiences of individuals involved with the program, through interviews and program observations. Telenor Open Mind's two-year program is comprised of a three month training period, in which individuals participate in computer and self-development courses followed by a 21-month paid internship where participants gain hands-on experience. The program has an average 75% rate of employment upon completion and a high rate of participant satisfaction. Participation in the program led to increased self-confidence and social development. The company experienced benefits from greater workplace satisfaction and reductions in sick leave rates. The Telenor Open Mind program has provided benefits for participants, the company, and society as a whole. Participants gain training, work experience, and increased employability. Telenor gains dedicated and trained employees, in addition to reducing sick leave absences among all employees. Finally, society benefits from the Open Mind program as the individuals who gain employment become tax-payers, and no longer need to receive benefits from the government.
A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools.

PubMed

Patalay, Praveetha; Annis, Jennifer; Sharpe, Helen; Newman, Robbie; Main, Dominic; Ragunathan, Thivvia; Parkes, Mary; Clarke, Kelly

2017-11-01

Engaging young people in the design and delivery of mental health education could lead to more effective interventions; however, few of these interventions have been evaluated. This study aimed to gain preliminary evidence with regards to the efficacy and acceptability of OpenMinds: a peer-designed and facilitated mental health literacy programme for university and secondary school students. The programme involves a structured programme of education and training for university medical students, who then deliver workshops in secondary schools. Pre- and post-surveys were completed by 234 school students who received two workshops and 40 university medical students who completed the OpenMinds programme and delivered the workshops. The main outcomes in both groups were components of mental health literacy (non-stigmatising attitudes, knowledge, social distance and helping attitudes). Perceived teaching efficacy and interest in mental health careers (university medical students) and workshop acceptability (school students) were also examined. University and school student participation in OpenMinds was associated with significant improvements in three of four mental health literacy elements in both samples. Knowledge and attitudes improved in both samples, social distance improved only in the university sample and knowledge of helping behaviours increased in the school sample. University students' perceived teaching efficacy improved but there was no change in their reported interest in pursuing psychiatry in their career. Acceptability was high; over 70% of the school students agreed that they enjoyed the workshops and liked being taught by a university student. This study provides preliminary evidence for the acceptability and efficacy of OpenMinds as a sustainable peer-led model of mental health education for young people. The OpenMinds programme is ready for efficacy testing in a randomised trial.
Improving self-efficacy in spinal cord injury patients through "design thinking" rehabilitation workshops.

PubMed

Wolstenholme, Daniel; Downes, Tom; Leaver, Jackie; Partridge, Rebecca; Langley, Joseph

2014-01-01

Advances in surgical and medical management have significantly reduced the length of time that patients with spinal cord injury (SCI) have to stay in hospital, but has left patients with potentially less time to psychologically adjust. Following a pilot in 2012, this project was designed to test the effect of "design thinking" workshops on the self-efficacy of people undergoing rehabilitation following spinal injuries. Design thinking is about understanding the approaches and methods that designers use and then applying these to think creatively about problems and suggest ways to solve them. In this instance, design thinking is not about designing new products (although the approaches can be used to do this) but about developing a long term creative and explorative mind-set through skills such as lateral thinking, prototyping and verbal and visual communication. The principles of "design thinking" have underpinned design education and practice for many years, it is also recognised in business and innovation for example, but a literature review indicated that there was no evidence of it being used in rehabilitation or spinal injury settings. Twenty participants took part in the study; 13 (65%) were male and the average age was 37 years (range 16 to 72). Statistically significant improvements were seen for EQ-5D score (t = -3.13, p = 0.007) and Patient Activation Measure score (t = -3.85, p = 0.001). Other outcome measures improved but not statistically. There were no statistical effects on length of stay or readmission rates, but qualitative interviews indicated improved patient experience.
Controlling Robots with the Mind.

ERIC Educational Resources Information Center

Nicolelis, Miguel A. L.; Chapin, John K.

2002-01-01

Reports on research that shows that people with nerve or limb injuries may one day be able to command wheelchairs, prosthetics, and even paralyzed arms and legs by "thinking them through" the motions. (Author/MM)
Forgetting common ground: six- to seven-year-olds have an overinterpretive theory of mind.

PubMed

Lagattuta, Kristin Hansen; Sayfan, Liat; Blattman, Amanda J

2010-11-01

Four- to 9-year-olds and adults (N = 256) viewed a series of pictures that were covered with occluders to reveal nondescript or identifiable parts. Participants predicted how 3 characters, 1 who had previously viewed the full picture and 2 who had not, would interpret the obstructed drawings. Results showed significant development between 4 and 9 years and between 9 years and adulthood in understanding thought diversity as well as situations in which people should think alike. There was also evidence for a U-shaped developmental curve, with 6- to 7-year-olds most often overextending the rule that people will think differently, particularly on the initial testing trials. Performance on the different interpretive theory-of-mind measures was differentially related to individual differences in inhibitory control and verbal working memory.
Grounded in the World: Developmental Origins of the Embodied Mind

NASA Astrophysics Data System (ADS)

Thelen, Esther

Piaget's question of how the adult mind emerges from the sensorimotor infant is still the framing issue for developmental psychology. Here I suggest that real-life skill is better understood if the sensorimotor origins of cognition are not abandoned. Skilled people are better at both abstract and logical thinking, but also at processing the world 'on-line' and most importantly, seamlessly and rapidly shifting between the two modes. I illustrate the tight coupling between action, perception, and cognition in early life and propose that this coupling remains, but becomes more flexibly adaptive. Furthermore, I show that the language of dynamics is appropriate to capture these mind-body-world interconnections.
Effect of response format on cognitive reflection: Validating a two- and four-option multiple choice question version of the Cognitive Reflection Test.

PubMed

Sirota, Miroslav; Juanchich, Marie

2018-03-27

The Cognitive Reflection Test, measuring intuition inhibition and cognitive reflection, has become extremely popular because it reliably predicts reasoning performance, decision-making, and beliefs. Across studies, the response format of CRT items sometimes differs, based on the assumed construct equivalence of tests with open-ended versus multiple-choice items (the equivalence hypothesis). Evidence and theoretical reasons, however, suggest that the cognitive processes measured by these response formats and their associated performances might differ (the nonequivalence hypothesis). We tested the two hypotheses experimentally by assessing the performance in tests with different response formats and by comparing their predictive and construct validity. In a between-subjects experiment (n = 452), participants answered stem-equivalent CRT items in an open-ended, a two-option, or a four-option response format and then completed tasks on belief bias, denominator neglect, and paranormal beliefs (benchmark indicators of predictive validity), as well as on actively open-minded thinking and numeracy (benchmark indicators of construct validity). We found no significant differences between the three response formats in the numbers of correct responses, the numbers of intuitive responses (with the exception of the two-option version, which had a higher number than the other tests), and the correlational patterns of the indicators of predictive and construct validity. All three test versions were similarly reliable, but the multiple-choice formats were completed more quickly. We speculate that the specific nature of the CRT items helps build construct equivalence among the different response formats. We recommend using the validated multiple-choice version of the CRT presented here, particularly the four-option CRT, for practical and methodological reasons. Supplementary materials and data are available at https://osf.io/mzhyc/ .
Empirical neuroenchantment: from reading minds to thinking critically

PubMed Central

Ali, Sabrina S.; Lifshitz, Michael; Raz, Amir

2014-01-01

While most experts agree on the limitations of neuroimaging, the unversed public—and indeed many a scholar—often valorizes brain imaging without heeding its shortcomings. Here we test the boundaries of this phenomenon, which we term neuroenchantment. How much are individuals ready to believe when encountering improbable information through the guise of neuroscience? We introduced participants to a crudely-built mock brain scanner, explaining that the machine would measure neural activity, analyze the data, and then infer the content of complex thoughts. Using a classic magic trick, we crafted an illusion whereby the imaging technology seemed to decipher the internal thoughts of participants. We found that most students—even undergraduates with advanced standing in neuroscience and psychology, who have been taught the shortcomings of neuroimaging—deemed such unlikely technology highly plausible. Our findings highlight the influence neuro-hype wields over critical thinking. PMID:24904389
Academic Stress and Self-Regulation among University Students in Malaysia: Mediator Role of Mindfulness

PubMed Central

Hj Ramli, Nur Hamizah; Alavi, Masoumeh; Mehrinezhad, Seyed Abolghasem; Ahmadi, Atefeh

2018-01-01

Academic stress is the most common emotional or mental state that students experience during their studies. Stress is a result of a wide range of issues, including test and exam burden, a demanding course, a different educational system, and thinking about future plans upon graduation. A sizeable body of literature in stress management research has found that self-regulation and being mindful will help students to cope up with the stress and dodge long-term negative consequences, such as substance abuse. The present study aims to investigate the influence of academic stress, self-regulation, and mindfulness among undergraduate students in Klang Valley, Malaysia, and to identify mindfulness as the mediator between academic stress and self-regulation. For this study, a total of 384 undergraduate students in Klang Valley, Malaysia were recruited. Using Correlational analysis, results revealed that there was a significant relationship between academic stress, self-regulation, and mindfulness. However, using SPSS mediational analysis, mindfulness did not prove the mediator role in the study. PMID:29342910
Academic Stress and Self-Regulation among University Students in Malaysia: Mediator Role of Mindfulness.

PubMed

Hj Ramli, Nur Hamizah; Alavi, Masoumeh; Mehrinezhad, Seyed Abolghasem; Ahmadi, Atefeh

2018-01-15

Academic stress is the most common emotional or mental state that students experience during their studies. Stress is a result of a wide range of issues, including test and exam burden, a demanding course, a different educational system, and thinking about future plans upon graduation. A sizeable body of literature in stress management research has found that self-regulation and being mindful will help students to cope up with the stress and dodge long-term negative consequences, such as substance abuse. The present study aims to investigate the influence of academic stress, self-regulation, and mindfulness among undergraduate students in Klang Valley, Malaysia, and to identify mindfulness as the mediator between academic stress and self-regulation. For this study, a total of 384 undergraduate students in Klang Valley, Malaysia were recruited. Using Correlational analysis, results revealed that there was a significant relationship between academic stress, self-regulation, and mindfulness. However, using SPSS mediational analysis, mindfulness did not prove the mediator role in the study.
Boys May Be Boys, but Do They Have to Read and Write that Way?

ERIC Educational Resources Information Center

Williams, Bronwyn T.

2004-01-01

In this article, the author, a mother of twin boys in middle school, shares excerpts from her sons' writings which she thinks are too violent and action oriented. She marvels at their knack for pacing, detail, and metaphor, but in the back of her mind she wonders what the content will make readers think of them as a boy and of her as a parent. She…
Pentagram of Habits: Considering Science Teachers' Conceptions of "Habits of Mind" Associated with Critical Thinking in Several of Iran's Special Gifted Schools

ERIC Educational Resources Information Center

Ghahremani, Mehdi; Karami, Sareh; Balcaen, Philip

2017-01-01

In the last two decades, one can see the widespread acceptance of the importance of teaching critical thinking (CT) as a 21st-century competency for all students from primary to graduate school. Lack of effective instructional strategies cause problems in developing effective CT curriculum. This research study aimed at the exploring the problem of…
Opening Doors, Hearts and Minds

ERIC Educational Resources Information Center

Foster, Andrea

2007-01-01

A panel discussion, "Opening Doors, Hearts and Minds," was hosted at the 2006 annual COEO conference. Four dedicated Torontonians shared how they interpret outdoor environmental education and environmental education in what they do and offered suggestions as to how their work might be integrated in diverse urban communities. Tafari…
Wisdom in Context.

PubMed

Grossmann, Igor

2017-03-01

Philosophers and psychological scientists have converged on the idea that wisdom involves certain aspects of thinking (e.g., intellectual humility, recognition of uncertainty and change), enabling application of knowledge to life challenges. Empirical evidence indicates that people's ability to think wisely varies dramatically across experiential contexts that they encounter over the life span. Moreover, wise thinking varies from one situation to another, with self-focused contexts inhibiting wise thinking. Experiments can show ways to buffer thinking against bias in cases in which self-interests are unavoidable. Specifically, an ego-decentering cognitive mind-set enables wise thinking about personally meaningful issues. It appears that experiential, situational, and cultural factors are even more powerful in shaping wisdom than previously imagined. Focus on such contextual factors sheds new light on the processes underlying wise thought and its development, helps to integrate different approaches to studying wisdom, and has implications for measurement and development of wisdom-enhancing interventions.
Absorption of language concepts in the machine mind

NASA Astrophysics Data System (ADS)

Kollár, Ján

2016-06-01

In our approach, the machine mind is the applicative dynamic system represented by its algorithmically evolvable internal language. By other words, the mind and the language of mind are synonyms. Coming out from Shaumyan's semiotic theory of languages, we present the representation of language concepts in the machine mind as a result of our experiment, to show non-redundancy of the language of mind. To provide useful restriction for further research, we also introduce the hypothesis of semantic saturation in Computer-Computer communication, which indicates that a set of machines is not self-evolvable. The goal of our research is to increase the abstraction of Human-Computer and Computer-Computer communication. If we want humans and machines comunicate as a parent with the child, using different symbols and media, we must find the language of mind commonly usable by both machines and humans. In our opinion, there exist a kind of calm language of thinking, which we try to propose for machines in this paper. We separate the layers of a machine mind, we present the structure of the evolved mind and we discuss the selected properties. We are concentrating on the representation of symbolized concepts in the mind, that are languages, not just grammars, since they have meaning.
Open Mind Conference

NASA Technical Reports Server (NTRS)

King, Alexander H.

1995-01-01

Open Mind, The Association for the achievement of diversity in higher education, met in conference in Albuquerque, New Mexico, between October 16 and 18, 1992. A number of workgroups met to discuss the goals, structure, and generally evaluate the Association and its achievements. A summary of the workgroup sessions and their minutes are included.
Development of Open-Ended Problems for Measuring The Higher-Order-Thinking-Skills of High School Students on Global Warming Phenomenon

NASA Astrophysics Data System (ADS)

Fianti; Najwa, F. L.; Linuwih, S.

2017-04-01

Higher-order-thinking-skills can not be developed directly, except by training which is employing open-ended problems for measuring and developing critics, creativeness, and problem-solving thinking-skills of students. This study is a research and development producing open-ended problems. The purpose of this study is to measure the properness and effectiveness of the developed product and to observe the profile of higher-order-thinking-skills of students on global warming phenomenon. The result of properness test of open-ended problems according to the experts is 92,59% on the first stage and 97,53% on the second stage, so we can assume that the product isvery proper. The result of effectiveness test shows the coefficient of correlation between student’s midterm test scores and open-ended questions is 0,634 which is in the category of strong. Higher-order-thinking-skills of SMA Negeri 1 Salatiga students is in the category of good with the average achievement scores 61,28.
Being Mindful as a Phenomenological Attitude.

PubMed

Gustin, Lena Wiklund

2017-08-01

The purpose of this article is to reflect on being mindful as a phenomenological attitude rather than on describing mindfulness as a therapeutic intervention. I will also explore the possibilities that being mindful might open up in relation to nursing research and holistic nursing. I will describe and interpret mindfulness as a state of being by means of van Manen's phenomenological method, using the language of phenomenology rather than the language of reductionist science. Thus, this article can be considered a reflective narrative, describing both the process of orienting to the phenomenon, making preunderstandings-including own experiences of mindfulness-visible, and a thematic analysis of nine scientific articles describing the phenomenon. Being mindful as a phenomenological attitude can be described as a deliberate intentionality, where the person is present in the moment and open to what is going on, bridling personal values and accepting the unfamiliar, thus achieving a sense of being peacefully situated in the world, and able to apprehend one's being-in-the-world. Being mindful as a phenomenological attitude can contribute not only to phenomenological nursing research but also support nurses' presence and awareness.

[Cold-minded thinking? The role of emotional intelligence and emotional stability in Machiavellian decision-making].

PubMed

Szíjjártó, Linda; Bereczkei, Tamás

2013-01-01

Previous studies clearly show that Machiavellians' thinking and behavior are characterized by some kind of cold attitude, a tendency to be detached from the emotional features of a particular situation. However, very little is known what this cold-minded attitude means, and the presence or the absence of what abilities can lead to emotional detachment. Surprisingly, our study has shown that Machiavellians - contrary to what others believe - happen to exhibit more emotional instability than others. They experience more negative emotions, lose their peace of mind faster, and have a hard time tolerating psychological distress. However, they try to conceal their emotional worries in two different ways. On the one hand, they cannot express their emotions as subtly and precisely as others, and on the other, they are much worse at identifying and differentiating their own emotional states. Maybe it is just the deficit in evaluating and expressing emotions that enables them to implement the strategy to enforce their self-interest successfully. The weak ability to identify and comprehend their own emotions may help them stay detached from the emotional temperature of a situation, while the difficulties in expressing their emotions enable them to disguise their true intentions from their partners.
Mindfulness-Based Processes of Healing for Veterans with Post-Traumatic Stress Disorder.

PubMed

Schure, Marc B; Simpson, Tracy L; Martinez, Michelle; Sayre, George; Kearney, David J

2018-05-07

U.S. veterans are at increased risk of developing post-traumatic stress disorder (PTSD). Prior studies suggest a benefit of mindfulness-based stress reduction (MBSR) for PTSD, but the mechanisms through which MBSR reduces PTSD symptoms and improves functional status have received limited empirical inquiry. This study used a qualitative approach to better understand how training in mindfulness affects veterans with PTSD. Qualitative study using semistructured in-depth interviews following participation in an MBSR intervention. Outpatient. Eight-week MBSR program. Participants' narratives of their experiences from participation in the program. Interviews were completed with 15 veterans. Analyses identified six core aspects of participants' MBSR experience related to PTSD: dealing with the past, staying in the present, acceptance of adversity, breathing through stress, relaxation, and openness to self and others. Participants described specific aspects of a holistic mindfulness experience, which appeared to activate introspection and curiosity about their PTSD symptoms. Veterans with PTSD described a number of pathways by which mindfulness practice may help to ameliorate PTSD. MBSR holds promise as a nontrauma-focused approach to help veterans with PTSD.
Appreciative inquiry: a radically different approach to change.

PubMed

2002-07-01

Appreciative Inquiry, or Al, seeks to identify what went right and duplicate the experience. Adjustment in thinking may be difficult for defensive-minded health care professionals. Likelihood of success appears greater when smaller groups are involved.
No body is perfect: the significance of habitual negative thinking about appearance for body dissatisfaction, eating disorder propensity, self-esteem and snacking.

PubMed

Verplanken, Bas; Tangelder, Yonne

2011-06-01

Thinking negatively about one's appearance may be a major source of unhappiness. It was investigated whether the habitual quality of negative body image thinking constitutes an additional vulnerability factor, i.e. when such thinking is repetitive and automatic. The cognitive content of negative body image thinking ('what') was distinguished from the habitual occurrence of such thinking ('how'). The mental habit component uniquely predicted explicit as well as implicit body dissatisfaction (the latter measured by an implicit association test) over and above cognitive content. Mental habit also accounted for eating disturbance propensity, low self-esteem and restrained snacking behaviour over and above cognitive content, even when controlled for body dissatisfaction. The habitual component of negative thinking about appearance thus seems a significant body image construct, has discriminant validity against body dissatisfaction, and constitutes a vulnerability factor for feelings of low self-worth and eating disturbance propensity. Implications for intervention strategies, such as mindfulness-based approaches, are discussed. © 2011 Taylor & Francis
Dissecting the role of conformational change and membrane binding by the bacterial cell division regulator MinE in the stimulation of MinD ATPase activity.

PubMed

Ayed, Saud H; Cloutier, Adam D; McLeod, Laura J; Foo, Alexander C Y; Damry, Adam M; Goto, Natalie K

2017-12-15

The bacterial cell division regulators MinD and MinE together with the division inhibitor MinC localize to the membrane in concentrated zones undergoing coordinated pole-to-pole oscillation to help ensure that the cytokinetic division septum forms only at the mid-cell position. This dynamic localization is driven by MinD-catalyzed ATP hydrolysis, stimulated by interactions with MinE's anti-MinCD domain. This domain is buried in the 6-β-stranded MinE "closed" structure, but is liberated for interactions with MinD, giving rise to a 4-β-stranded "open" structure through an unknown mechanism. Here we show that MinE-membrane interactions induce a structural change into a state resembling the open conformation. However, MinE mutants lacking the MinE membrane-targeting sequence stimulated higher ATP hydrolysis rates than the full-length protein, indicating that binding to MinD is sufficient to trigger this conformational transition in MinE. In contrast, conformational change between the open and closed states did not affect stimulation of ATP hydrolysis rates in the absence of membrane binding, although the MinD-binding residue Ile-25 is critical for this conformational transition. We therefore propose an updated model where MinE is brought to the membrane through interactions with MinD. After stimulation of ATP hydrolysis, MinE remains bound to the membrane in a state that does not catalyze additional rounds of ATP hydrolysis. Although the molecular basis for this inhibited state is unknown, previous observations of higher-order MinE self-association may explain this inhibition. Overall, our findings have general implications for Min protein oscillation cycles, including those that regulate cell division in bacterial pathogens. © 2017 by The American Society for Biochemistry and Molecular Biology, Inc.
A comparison of problem-based and traditional education on nursing students' critical thinking dispositions.

PubMed

Ozturk, Candan; Muslu, Gonca Karayagiz; Dicle, Aklime

2008-07-01

Determining the critical thinking (CT) levels of students in undergraduate nursing schools is important in terms of establishing the methods of education that should be used. Although there is some evidence that active learning approaches like problem-based learning are effective in developing CT, the findings are inconclusive. This descriptive analytic study compared levels of critical thinking among senior nursing students (N=147) in two educational programs, one of which used a problem-based learning (PBL) model while the other used a traditional model. The California critical thinking disposition inventory (CCTDI) was used as a data collection tool. Comparisons between the groups were made using t-test analysis. There was a significant difference (p<0.05) between the critical thinking disposition scores of the seniors in the PBL school and those in the school implementing the traditional model. Analysis of sub-scale scores showed significant differences in truth-seeking and open-mindedness. These findings add to the evidence that the active and self-directed nature of PBL encourages students' ability to think critically, be tolerant of the ideas of others and evaluate conflicting information before reaching a conclusion.
Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re)invention of mindfulness: comment on Brown et al. (2011).

PubMed

Grossman, Paul

2011-12-01

The Buddhist construct of mindfulness is a central element of mindfulness-based interventions and derives from an age-old systematic phenomenological program to investigate subjective experience. Recent enthusiasm for "mindfulness" in psychology has resulted in proliferation of self-report inventories that purport to measure mindful awareness as a trait. This paper addresses a number of intractable issues regarding these scales, in general, and also specifically highlights vulnerabilities of the adult and adolescent forms of the Mindfulness Attention Awareness Scale. These problems include (a) lack of available external referents for determining the construct validity of these inventories, (b) inadequacy of content validity of measures, (c) lack of evidence that self-reports of mindfulness competencies correspond to actual behavior and evidence that they do not, (d) lack of convergent validity among different mindfulness scales, (e) inequivalence of semantic item interpretation among different groups, (f) response biases related to degree of experience with mindfulness practice, (g) conflation of perceived mindfulness competencies with valuations of importance or meaningfulness, and (h) inappropriateness of samples employed to validate questionnaires. Current self-report attempts to measure mindfulness may serve to denature, distort, and banalize the meaning of mindful awareness in psychological research and may adversely affect further development of mindfulness-based interventions. Opportunities to enrich positivist Western psychological paradigms with a detailed and complex Buddhist phenomenology of the mind are likely to require a depth of understanding of mindfulness that, in turn, depends upon direct and long-term experience with mindfulness practice. Psychologists should consider pursuing this avenue before attempting to characterize and quantify mindfulness.
Depression, financial problems and other reasons for suspending medical studies, and requested support services: findings from a qualitative study.

PubMed

Soh, Nerissa; Ma, Colleen; Lampe, Lisa; Hunt, Glenn; Malhi, Gin; Walter, Garry

2012-12-01

This study aimed to qualitatively explore medical students' reasons for suspending, or thinking of suspending, their studies and the types of support services they request. Data were collected through an anonymous online survey. Medical students' responses to open-ended questions were analyzed thematically. Responses were received from 475 students. Financial problems, doubts as to whether medicine was the right vocation, and depression were the most commonly reported themes. Students endorsed a wide range of other pressures and concerns, barriers to obtaining assistance, and also suggested solutions and services to address their concerns. Medical students' financial concerns and potential depressive symptoms should be addressed by university and faculty support services. Government financial support mechanisms for students should also be reviewed. Students' suggestions of the types of services and their location must be borne in mind when allocating resources.
Opening Minds: Using Language to Change Lives

ERIC Educational Resources Information Center

Johnston, Peter H.

2012-01-01

Sometimes a single word changes everything. In his groundbreaking book "Choice Words", Peter Johnston demonstrated how the things teachers say (and don't say) have surprising consequences for the literate lives of students. Now, in "Opening Minds: Using Language to Change Lives", Peter shows how the words teachers choose affect the worlds students…
Dualism in medicine, Christian theology, and the aging.

PubMed

Keenan, J F

1996-03-01

Distinguishing a person's soul or mind from a person's body describes dualism, the philosophical premise that fails to integrate the person as one, but instead leaves the person as two, usually as souland body or as mindand body. In dualism, one tends to think of the soul or the mind as the person and the body as an appendage. I argue that 1) dualism is rampant in medicine; 2) that Christian theology has fundamentally opposed it, and 3) that cultural dualism today threatens the aging in particular. To deal with this threat, I argue that the moral task of being human is to become one in mind and body. That is, I argue that the unity of the person which is the unity of the mind and body is not really a metaphysical given, but rather the goal or end of being human.
Mindfulness and Acceptance-Based Group Therapy for Social Anxiety Disorder: An Open Trial

ERIC Educational Resources Information Center

Kocovski, Nancy L.; Fleming, Jan E.; Rector, Neil A.

2009-01-01

Mindfulness and Acceptance-Based Group Therapy (MAGT) for Social Anxiety Disorder (SAD) is based largely on Acceptance and Commitment Therapy (ACT; Hayes et al., 1999), with enhanced mindfulness mostly from Mindfulness-Based Cognitive Therapy (MBCT; Segal et al., 2002). The purpose of this study was to assess the feasibility and initial…
Episodic memory and episodic future thinking impairments in high-functioning autism spectrum disorder: an underlying difficulty with scene construction or self-projection?

PubMed

Lind, Sophie E; Williams, David M; Bowler, Dermot M; Peel, Anna

2014-01-01

There appears to be a common network of brain regions that underlie the ability to recall past personal experiences (episodic memory) and the ability to imagine possible future personal experiences (episodic future thinking). At the cognitive level, these abilities are thought to rely on "scene construction" (the ability to bind together multimodal elements of a scene in mind--dependent on hippocampal functioning) and temporal "self-projection" (the ability to mentally project oneself through time--dependent on prefrontal cortex functioning). Although autism spectrum disorder (ASD) is characterized by diminished episodic memory, it is unclear whether episodic future thinking is correspondingly impaired. Moreover, the underlying basis of such impairments (difficulties with scene construction, self-projection, or both) is yet to be established. The current study therefore aimed to elucidate these issues. Twenty-seven intellectually high-functioning adults with ASD and 29 age- and IQ-matched neurotypical comparison adults were asked to describe (a) imagined atemporal, non-self-relevant fictitious scenes (assessing scene construction), (b) imagined plausible self-relevant future episodes (assessing episodic future thinking), and (c) recalled personally experienced past episodes (assessing episodic memory). Tests of narrative ability and theory of mind were also completed. Performances of participants with ASD were significantly and equally diminished in each condition and, crucially, this diminution was independent of general narrative ability. Given that participants with ASD were impaired in the fictitious scene condition, which does not involve self-projection, we suggest the underlying difficulty with episodic memory/future thinking is one of scene construction.
Mental Aerobics: Exercises for the Mind in Later Life.

ERIC Educational Resources Information Center

Paggi, Kay; Hayslip, Bert, Jr.

1999-01-01

Reports observations of the use of mental aerobics with 48 adults whose median age was 70. Provides examples of the group puzzles and logic, math, and word problems used to enhance cognitive functioning and creative thinking. (SK)
What Students Really Think about Doing Research

ERIC Educational Resources Information Center

Bernard, Warren

2011-01-01

There are many types of inquiry activities out there: Demonstrations, guided or scaffolded inquiry labs, open- or free-inquiry labs, and problem-based or project-based learning activities are all staples in science education. The importance of inquiry is highlighted in such documents as the National Science Education Standards (NRC 1996) and the…
Open Mind, Open Heart: An Anthropological Study of the Therapeutics of Meditation Practice in the US

PubMed Central

Myers, Neely; Lewis, Sara; Dutton, MaryAnn

2015-01-01

Based on ethnographic fieldwork and interviews collected with meditation teachers and students in the United States, this article will argue that active training in meditation-based practices occasions the opportunity for people with traumatic stress to develop a stronger mind-body connection through heightened somatic awareness and a focus on the present moment that they find to be therapeutic. Three important themes related to healing through meditation for trauma emerged from the data and centered around the ways our interlocutors attempted to realign their sense of self, mind and body, after a traumatic experience. The themes helped explain why US women perceive meditation as therapeutic for trauma, namely that the practice of meditation enables one to focus on the lived present rather than traumatic memories, to accept pain and “open” one's heart, and to make use of silence instead of speech as a healing modality. As meditation practices increasingly enter global popular culture, promoted for postulated health benefits, the driving question of this research—how meditation may perpetuate human resilience for women who have experienced trauma based on their own perspectives of meditation practices—is a critical addition to the literature. PMID:25613595
Divergent Thinking and Creative Ideation of High School Students

ERIC Educational Resources Information Center

Ramzan, Shaikh Imran; Perveen, Shaheen

2011-01-01

Divergent thinking is an integral process in creativity. Openness to experience is a personality trait that relates to divergent thinking and, therefore, is hypothesized to be related to creative performance among the students. The effects of openness to experience are likely to be partially mediated by an individual's attitude toward divergent…
[Carl Friedrich von Weizsäcker - supporter of the concept of the East German movement in favor of self-organization during the political turning point 1989/90].

PubMed

Gebhardt, Gerd

2014-01-01

The luminosity of Carl Friedrich von Weizsäcker's holistic thinking in the former German Democratic Republic (DDR) is reviewed. Broad-minded academics sought, in accordance with the modern paradigm of self-organization, beyond the ideological template for ways out of the dead end of incrustations of society and innovation blockages under the constraints of a dictatorship. Right after the fall of the wall, Weizsäcker willingly backed a "community of free researchers for self-organization" (Freie Forschungsgemeinschaft Selbstorganisation, FFGSO). This group, conceived as a nonpartisan "think tank" of civil activism, is also discussed. At a number of its meetings Weizsäcker debated the dangers of ideologically influenced science. The effectiveness of the dual leadership at his own Starnberg Institute, for instance, was stymied by the tensions arisen out of such conflicting aims. Against the voluntaristic anticipations of the mainstream in sociology, precisely that system proved to be more viable that was meant to be overcome: faulty and purportedly futureless capitalism. Weizsäcker repudiated social prognoses made in the absence of rules for their falsification resp. verification. Weizsäcker acted as a leading figure at the FFGSO's Potsdam conference, opened on 30 Mar. 1990, on the "DDR--and afterwards?". Its intention was in order to trigger a nationwide discussion of scientific scenarios in designing German unification in the face of gross practical disparities between East and West Germany. The Trust Agency inspired by the FFGSO at the Round Table between opposition and old government was supposed to transfer the national public property "Volkseigentum" of the DDR into private property of the East German citizens, to enable them to realize a role as subject through self-organization. At the group's request, Weizsäcker mediated the readiness by the Lutheran World Federation to assume the role of ombudsman in anticipation of conflicts of interest within the Trust Agency in processing the total assets of an entire country. Weizsäcker also opened contacts with competent earlier fellows from his Starnberg institute on practical cooperative projects at the beginning of the 1990s.
Direct experience while eating: Laboratory outcomes among individuals with eating disorders versus healthy controls.

PubMed

Elices, Matilde; Carmona, Cristina; Narváez, Vanessa; Seto, Victoria; Martin-Blanco, Ana; Pascual, Juan C; Soriano, José; Soler, Joaquim

2017-12-01

To compare individuals with eating disorders (EDs) to healthy controls (HCs) to assess for differences in direct engagement in the eating process. Participants (n=58) were asked to eat an orange slice. To assess the degree of direct engagement with the eating process, participants were asked to write down 10 thoughts about the experience of eating the orange slice. Next, the participants were instructed to classify the main focus of each thought as either experiential ("direct experience") or analytical ("thinking about"). A direct experience index (DEI) was computed by dividing the number of times that participants classified an experience as a "direct experience" (the numerator) by the total number of all observations (i.e., direct experience+thinking about). Participants also completed the Five Facet Mindfulness Questionnaire (FFMQ) and the Experiences Questionnaire (EQ) to assess mindfulness facets and decentering, respectively. Compared to controls, participants in the EDs group presented significantly lower levels of direct experience during the eating task (EDs group: mean=43.54, SD=29.64; HCs group: mean=66.17, SD=22.23, p=0.03). Participants in the EDs group also scored significantly lower on other mindfulness-related variables. These findings suggest that engagement with the direct experience of eating is lower in individuals with EDs. Future research should investigate the role of mindfulness-based interventions to address direct experience while eating in individuals with EDs. Copyright © 2017 Elsevier Ltd. All rights reserved.
'Theory of mind' III: the unbearable idea of other minds.

PubMed

Plastow, Michael

2012-10-01

In order to give an alternative explanation for the phenomena described by 'theory of mind', this topic is approached firstly by an examination of literary productions and then by reference to psychoanalysis. In literature there are many references to the apprehension of the other in terms of a mirror image of the self. The difficulty of grasping the other is described in a passage by the author Ian McEwan as 'the unbearable idea of other minds'. The notion that this difficulty can in part be overcome through both spoken and written language is also salient in the novels examined here. The concept of an entrapment within one's image of oneself was elaborated by Freud in his notion of narcissism. Lacan further developed this notion as foundational in one's relation to the other, but clarified that such mirroring relations to others are always imbued with jealousy and rivalry. Lacan's notion of "paranoid knowledge", an imagined knowledge of what the other is thinking, is precisely a 'theory of mind' that is able to account for the way one subject attempts, and ultimately fails, to read the mind of another.
The Relation between Gray Matter Morphology and Divergent Thinking in Adolescents and Young Adults

PubMed Central

Zanolie, Kiki; Kleibeuker, Sietske W.; Crone, Eveline A.

2014-01-01

Adolescence and early adulthood are developmental time periods during which creative cognition is highly important for adapting to environmental changes. Divergent thinking, which refers to generating novel and useful solutions to open-ended problems, has often been used as a measure of creative cognition. The first goal of this structural neuroimaging study was to elucidate the relationship between gray matter morphology and performance in the verbal (AUT; alternative uses task) and visuo-spatial (CAT; creative ability test) domain of divergent thinking in adolescents and young adults. The second goal was to test if gray matter morphology is related to brain activity during AUT performance. Neural and behavioral data were combined from a cross-sectional study including 25 adolescents aged 15–17 and 20 young adults aged 25–30. Brain-behavior relationships were assessed without a priori location assumptions and within areas that were activated during an AUT-scanner task. Gray matter volume and cortical thickness were not significantly associated with verbal divergent thinking. However, visuo-spatial divergent thinking (CAT originality and fluency) was positively associated with cortical thickness of the right middle temporal gyrus and left brain areas including the superior frontal gyrus and various occipital, parietal, and temporal areas, independently of age. AUT brain activity was not associated with cortical thickness. The results support an important role of a widespread brain network involved in flexible visuo-spatial divergent thinking, providing evidence for a relation between cortical thickness and visuo-spatial divergent thinking in adolescents and young adults. However, studies including visuo-spatial divergent thinking tasks in the scanner are warranted. PMID:25514366

What is "theory of mind"? Concepts, cognitive processes and individual differences.

PubMed

Apperly, Ian A

2012-01-01

Research on "theory of mind" has traditionally focused on a narrow participant group (preschool children) using a narrow range of experimental tasks (most notably, false-belief tasks). Recent work has greatly expanded the age range of human participants tested to include human infants, older children, and adults, has devised new tasks, and has adopted methods from cognitive psychology and neuroscience. However, theoretical work has not kept pace with these changes, with the result that studies using one kind of method or participant group often inherit assumptions about the nature of theory of mind from other research, with little regard for whether these assumptions are appropriate. I argue that three distinct approaches to thinking about theory of mind are already implicit in research practice, and that future work, whether with infants, children, or adults, will benefit from articulating these approaches more clearly and following their different implications for what theory of mind is and how it should be studied.
Building organizational supports for research-minded practitioners.

PubMed

Austin, Michael J; Dal Santo, Teresa S; Lee, Chris

2012-01-01

One of the biggest challenges facing human service organizations is the proliferation of information from inside and outside the agency that needs to be managed if it is to be of use. The concepts of tacit and explicit knowledge can inform an approach to this challenge. Tacit knowledge is stored in the minds of practitioners (often called practice wisdom) and the explicit knowledge is often found in organizational procedure manuals and educational and training materials. Building on this perspective, this analysis provides a preliminary definition of research-minded practitioners by explicating the elements of curiosity, critical reflection, and critical thinking. The organizational implications of developing a cadre of research-minded practitioners include the commitment of top management to support "link officers", evidence request services, research and development units, and service standards. The challenges include the capacity to identify/support research-minded practitioners, promote an organizational culture of evidence-informed practice, redefine staff development and training, redefine job descriptions, and specify the nature of managerial leadership. Copyright © Taylor & Francis Group, LLC
Behavioural activation versus mindfulness-based guided self-help treatment administered through a smartphone application: a randomised controlled trial.

PubMed

Ly, Kien Hoa; Trüschel, Anna; Jarl, Linnea; Magnusson, Susanna; Windahl, Tove; Johansson, Robert; Carlbring, Per; Andersson, Gerhard

2014-01-09

Evaluating and comparing the effectiveness of two smartphone-delivered treatments: one based on behavioural activation (BA) and other on mindfulness. Parallel randomised controlled, open, trial. Participants were allocated using an online randomisation tool, handled by an independent person who was separate from the staff conducting the study. General community, with recruitment nationally through mass media and advertisements. 40 participants diagnosed with major depressive disorder received a BA treatment, and 41 participants received a mindfulness treatment. 9 participants were lost at the post-treatment. An 8-week long behaviour programme administered via a smartphone application. Mindfulness: An 8-week long mindfulness programme, administered via a smartphone application. The Beck Depression Inventory-II (BDI-II) and the nine-item Patient Health Questionnaire Depression Scale (PHQ-9). 81 participants were randomised (mean age 36.0 years (SD=10.8)) and analysed. Results showed no significant interaction effects of group and time on any of the outcome measures either from pretreatment to post-treatment or from pretreatment to the 6-month follow-up. Subgroup analyses showed that the BA treatment was more effective than the mindfulness treatment among participants with higher initial severity of depression from pretreatment to the 6-month follow-up (PHQ-9: F (1, 362.1)=5.2, p<0.05). In contrast, the mindfulness treatment worked better than the BA treatment among participants with lower initial severity from pretreatment to the 6-month follow-up (PHQ-9: F (1, 69.3)=7.7, p<0.01); BDI-II: (F(1, 53.60)=6.25, p<0.05). The two interventions did not differ significantly from one another. For participants with higher severity of depression, the treatment based on BA was superior to the treatment based on mindfulness. For participants with lower initial severity, the treatment based on mindfulness worked significantly better than the treatment based on BA. Clinical Trials NCT01463020.
What's Love Got to Do with It?: Reflections on the Connection of Heart and Mind in Adult Learning

ERIC Educational Resources Information Center

Pond, Elizabeth K.

2014-01-01

As a psychotherapist and meditation instructor, this author was drawn to what mindfulness teachings say about function of mind and heart in learning. Sakyong Mipham (2003) teaches that the mind is naturally compassionate, open, and receptive. The question becomes, what prevents the arising of these inherent characteristics of love? These same…
Teaching Social Construction of Reality in the Basic Course: Opening Minds and Integrating Units.

ERIC Educational Resources Information Center

Dixson, Marcia D.

This paper, after a brief review of social construction theory and its application to identity, emotions, and relationships, explores the introduction of social construction of reality into the basic communication course. It offers the broad based theoretical perspective as a way to open the minds of entering college students and to integrate the…
Probing Scientists' Beliefs: How Open-Minded Are Modern Scientists?

ERIC Educational Resources Information Center

Coll, Richard; Taylor, Neil

2004-01-01

Just how open-minded are modern scientists? In this paper we examine this question for the science faculty from New Zealand and UK universities. The Exeter questionnaire used by Preece and Baxter (2000) to examine superstitious beliefs of high school students and preservice science teachers was used as a basis for a series of in-depth interviews…
Collaborative Management of Neurocognitive Disorders in Primary Care: Explorations of an Attempt at Culture Change.

PubMed

Mehl-Madrona, Lewis; Mainguy, Barbara

2017-01-01

Minor neurocognitive disorder (MiND; previously mild cognitive impairment) is a transitional zone between normal cognitive function and early stages of major neurocognitive disorder (previously called dementia). Of people with MiND, 5% to 10% progress to major neurocognitive disorder. Simple interventions such as memory activities, balance exercises, and anti-inflammatory diets have been shown to improve cognitive ability. Also, education and support in group settings have proved beneficial for patients with MiND. Survey evaluation of outcomes of geriatric consultation and prospective educational study. We collaborated with an academic training program to introduce into primary care the ideas of educational activities and participation in group medical care for people with MiND. Educational programs were developed and presented to family medicine residents and practicing physicians, and their knowledge was assessed before and after education. Two group programs were implemented: one at our hospital and one at a local skilled nursing facility. These were initially envisioned as time-limited, but participants insisted on their continuance. Thirty-two different patients attended the groups for at least six sessions. Participants enthusiastically reported positive change on qualitative interviews and showed improvement in cognition, balance, and self-esteem. Family medicine residents and practicing physicians both shifted toward lifestyle medicine and significantly changed their views on the efficacy of treatments. Despite these activities, community physicians making referrals for geriatric consultations did not change their discussions with patients and families about exercise, diet, cognitive enhancement, and socialization for MiND. Group visits that emphasized support for increased exercise, improved diet, more movement and balance, and cognitive enhancement appear to please and benefit patients with MiND. Physicians are more open to these approaches with training after initial skepticism. A struggle exists to convince the profession that lifestyle change may be beneficial in MiND.
Mind/Body Connection: How Your Emotions Affect Your Health

MedlinePlus

... your doctor How can I better cope with stress? Are my health problems causing my stress or is my stress causing my health problems? I don’t think I’m under stress, but is my body telling me that I ...
Analysis of students critical thinking skills in socio-scientific issues of biodiversity subject

NASA Astrophysics Data System (ADS)

Santika, A. R.; Purwianingsih, W.; Nuraeni, E.

2018-05-01

Critical thinking is a skills the which students should have in order to face 21st century demands. Critical thinking skills can help people in facing their daily problems, especially problems roommates relate to science. This research is aimed to analyze students critical thinking skills in socio-scientific issues of biodiversity subject. The method used in this research was descriptive method. The research subject is first-grade students’ in senior high school. The data collected by interview and open-ended question the which classified based on framework : (1) question at issue, (2) information (3) purpose (4) concepts (5) assumptions, (6) point of view, (7) interpretation and inference, and (8) implication and consequences, then it will be assessed by using rubrics. The result of the data showed students critical thinking skills in socio-scientific issues of biodiversity subject is in low and medium category. Therefore we need a learning activity that is able to develop student’s critical thinking skills, especially regarding issues of social science.
Adults are intuitive mind-body dualists.

PubMed

Forstmann, Matthias; Burgmer, Pascal

2015-02-01

In the present research, we tested the hypotheses that (a) adults are intuitive mind-body dualists, (b) that this belief can be considered a default, and (c) that it is partially explained by essentialistic reasoning about the nature of the mind. Over 8 studies, using various thought experiment paradigms, participants reliably ascribed to a physically duplicated being a greater retention of physical than of mental properties. This difference was unrelated to whether or not this being was given a proper name (Study 1b) and was only found for entities that were considered to actually possess a mind (Study 1c). Further, we found that an intuitive belief in mind-body dualism may in fact be considered a default: Taxing participants' cognitive resources (Study 2) or priming them with an intuitive (vs. analytical) thinking style (Studies 3a and 3b) both increased dualistic beliefs. In a last set of studies, we found that beliefs in mind-body dualism are indeed related to essentialistic reasoning about the mind. When a living being was reassembled from its original molecules rather than recreated from new molecules, dualistic beliefs were significantly reduced (Studies 4a and 4b). Thus, results of the present research indicate that, despite any acquired scientific knowledge about the neurological origins of mental life, most adults remain "essentialistic mind-body dualists" at heart.
Prior Education of Open University Students Contributes to Their Capability in Critical Thinking

ERIC Educational Resources Information Center

Repo, Saara; Lehtinen, Taina; Rusanen, Erja; Hyytinen, Heidi

2017-01-01

The focus of this study is on Open University students' entry-level critical thinking skills. The research questions were: how are students' age, and level and discipline of previous education related to critical thinking skills; is the level and discipline of previous education connected to the accuracy of students' self-evaluation of their…
The association between the brain and mind pops: a voxel-based morphometry study in 256 Chinese college students.

PubMed

Zhang, Lei; Li, Wenfu; Wei, Dongtao; Yang, Wenjing; Yang, Ning; Qiao, Lei; Qiu, Jiang; Zuo, Xi-Nian; Zhang, Qinglin

2016-06-01

Mind pops or involuntary semantic memories refer to words, phrases, images, or melodies that suddenly pop into one's mind without any deliberate attempt to recall them. Despite their prevalence in everyday life, research on mind pops has started only recently. Notably, mind pops are very similar to clinical involuntary phenomena such as hallucinations in schizophrenia, suggesting their potential role in pathology. The present study aimed to investigate the relationship between mind pops and the brain morphometry measured in 302 healthy young adults; after exclusions, 256 participants were included in our analyses. Specifically, the Mind Popping Questionnaire (MPQ) was employed to measure the degree of individual mind pops, whereas the Voxel-Based Morphometry (VBM) was used to compute the volumes of both gray and white matter tissues. Multiple regression analyses on MPQ and VBM metrics indicated that high-frequency mind pops were significantly associated with smaller gray matter volume in the left middle temporal gyrus as well as with larger gray and white matter volume in the right medial prefrontal cortex. This increase in mind pops is also linked to higher creativity and the personality trait of 'openness'. These data not only suggest a key role of the two regions in generating self-related thoughts, but also open a possible link between brain and creativity or personality.
Working memory capacity and mind-wandering during low-demand cognitive tasks.

PubMed

Robison, Matthew K; Unsworth, Nash

2017-07-01

Individual differences in working memory capacity (WMC) typically predict reduced rates of mind-wandering during laboratory tasks (Randall, Oswald, & Beier, 2014). However, some studies have shown a positive relationship between WMC and mind-wandering during particularly low-demand tasks (Levinson, Smallwood, & Davidson, 2012; Rummel & Boywitt, 2014; Zavagnin, Borella, & De Beni, 2014). More specifically, Baird, Smallwood, and Schooler (2011) found that when individuals with greater WMC do mind-wander, they tend entertain more future-oriented thoughts. This piece of evidence is frequently used to support the context-regulation hypothesis, which states that using spare capacity to think productively (e.g. plan) during relatively simple tasks is indicative of a cognitive system that is functioning in an adaptive manner (Smallwood & Andrews-Hanna, 2013). The present investigation failed to replicate the finding that WMC is positively related to future-oriented off-task thought, which has implications for several theoretical viewpoints. Copyright © 2017 Elsevier Inc. All rights reserved.
School-based mindfulness intervention for stress reduction in adolescents: Design and methodology of an open-label, parallel group, randomized controlled trial.

PubMed

Johnstone, Jeanette M; Roake, Chelsea; Sheikh, Ifrah; Mole, Ashlie; Nigg, Joel T; Oken, Barry

2016-12-15

Adolescents are in a high-risk period developmentally, in terms of susceptibility to stress. A mindfulness intervention represents a potentially useful strategy for developing cognitive and emotion regulation skills associated with successful stress coping. Mindfulness strategies have been used successfully for emotional coping in adults, but are not as well studied in youth. This article details a novel proposal for the design of an 8-week randomized study to evaluate a high school-based mindfulness curriculum delivered as part of a two semester health class. A wellness education intervention is proposed as an active control, along with a waitlist control condition. All students enrolled in a sophomore (10 th grade) health class at a private suburban high school will be invited to participate ( n = 300). Pre-test assessments will be obtained by youth report, parent ratings, and on-site behavioral testing. The assessments will evaluate baseline stress, mood, emotional coping, controlled attention, and working memory. Participants, divided into 13 classrooms, will be randomized into one of three conditions, by classroom: A mindfulness intervention, an active control (wellness education), and a passive control (waitlist). Waitlisted participants will receive one of the interventions in the following term. Intervention groups will meet weekly for 8 weeks during regularly scheduled health classes. Immediate post-tests will be conducted, followed by a 60-day post-test. It is hypothesized that the mindfulness intervention will outperform the other conditions with regard to the adolescents' mood, attention and response to stress.
The Future of Psychology: Connecting Mind to Brain

PubMed Central

Barrett, Lisa Feldman

2009-01-01

Psychological states such as thoughts and feelings are real. Brain states are real. The problem is that the two are not real in the same way, creating the mind–brain correspondence problem. In this article, I present a possible solution to this problem that involves two suggestions. First, complex psychological states such as emotion and cognition an be thought of as constructed events that can be causally reduced to a set of more basic, psychologically primitive ingredients that are more clearly respected by the brain. Second, complex psychological categories like emotion and cognition are the phenomena that require explanation in psychology, and, therefore, they cannot be abandoned by science. Describing the content and structure of these categories is a necessary and valuable scientific activity. Physical concepts are free creations of the human mind, and are not, however it may seem, uniquely determined by the external world.—Einstein & Infeld (1938, p. 33) The cardinal passions of our life, anger, love, fear, hate, hope, and the most comprehensive divisions of our intellectual activity, to remember, expect, think, know, dream (and he goes on to say, feel) are the only facts of a subjective order…—James (1890, p. 195) PMID:19844601
Thinking through the body: the conceptualization of yoga as therapy for individuals with eating disorders.

PubMed

Douglass, Laura

2011-01-01

Yoga has historically been viewed as a discipline that increases self-awareness through body based practices, meditation, self-study, and the reading of philosophical texts. In the 21st century the mindfulness techniques of yoga have been adapted as an adjunct to the treatment of individuals with eating disorders. In an effort to understand the conceptualization of yoga as therapy for individuals with eating disorders, this article juxtaposes how mindfulness based yoga is regarded in three disciplines: sociology, neuroscience, and the "spiritual texts" of yoga.
Personality, cognitive styles and Morningness-Eveningness disposition in a sample of Yoga trainees

PubMed Central

Cavallera, Guido M.; Gatto, Massimo; Boari, Giuseppe

2014-01-01

Background Yoga is a psychophysical, spiritual science of holistic living, aiming towards body and mind development; it can influence well-being, cognitive processes, personality (Gunas), psychophysiological parameters, and human health. Since it has been observed that Morningness-Eveningness disposition is associated with personality, and that personality can characterize people practicing Yoga, in this exploratory study we posited that Morningness-Eveningness might be associated with personality in Yoga trainees. Since Yoga can have influences over cognitive perspectives, and since it has been observed that Morningness-Eveningness disposition can associate with cognitive processes, we investigated a sample of Yoga trainees with reference to relationship with styles of learning and thinking (relevant aspects of cognitive functioning) and also with Morningness-Eveningness disposition. Material/Method We tested 184 Yoga trainees using the following questionnaires: Styles of Learning and Thinking (Torrance), Big Five Questionnaire (Caprara, Barbaranelli, Borgogni), and reduced Morningness-Eveningness Questionnaire (Natale). Results We found that Morning types score significantly higher than Evening types on Conscientiousness, Friendliness, Scrupulousness, Openness to Culture, emotional Stability, emotion Control, they score higher than intermediate types on Conscientiousness, Friendliness, Scrupulousness. Moreover, data showed that the high majority of subjects, also with reference to Morningness-Eveningness disposition, have right-sided styles of learning and thinking, pointing out a tendency towards right-sided cognitive precessing in the whole sample. Personality traits of the Yoga trainees were also investigated. Conclusions Data are discussed with reference to existing literature, psychological and neuroscientific perspectives are suggested, previous studies about Yoga published on Medical Science Monitor are also considered. PMID:24531385
Tools for the Mind

ERIC Educational Resources Information Center

Burns, Mary

2006-01-01

An overly narrow and specialized focus on technology in schools discourages the use of computers to promote higher-order thinking. Many districts have concentrated on skills training, failed to supply such necessary supports as professional development, conflated technology use with instructional quality, and classified all software applications…
Liberal Learning and the World: A Banker's Perspective.

ERIC Educational Resources Information Center

Callander, Robert J.

1986-01-01

To address today's global banking issues requires the values and habits of mind that result from liberal education: integrity, critical thinking, moral values, historical consciousness, and ethical development. America's educational and business institutions are mutually dependent and require commitment on both parts. (MSE)
Examining Residents' Strategic Mindfulness During Self-Regulated Learning of a Simulated Procedural Skill.

PubMed

Brydges, Ryan; Hatala, Rose; Mylopoulos, Maria

2016-07-01

Simulation-based training is currently embedded in most health professions education curricula. Without evidence for how trainees think about their simulation-based learning, some training techniques may not support trainees' learning strategies. This study explored how residents think about and self-regulate learning during a lumbar puncture (LP) training session using a simulator. In 2010, 20 of 45 postgraduate year 1 internal medicine residents attended a mandatory procedural skills training boot camp. Independently, residents practiced the entire LP skill on a part-task trainer using a clinical LP tray and proper sterile technique. We interviewed participants regarding how they thought about and monitored their learning processes, and then we conducted a thematic analysis of the interview data. The analysis suggested that participants considered what they could and could not learn from the simulator; they developed their self-confidence by familiarizing themselves with the LP equipment and repeating the LP algorithmic steps. Participants articulated an idiosyncratic model of learning they used to interpret the challenges and successes they experienced. Participants reported focusing on obtaining cerebrospinal fluid and memorizing the "routine" version of the LP procedure. They did not report much thinking about their learning strategies (eg, self-questioning). During simulation-based training, residents described assigning greater weight to achieving procedural outcomes and tended to think that the simulated task provided them with routine, generalizable skills. Over this typical 1-hour session, trainees did not appear to consider their strategic mindfulness (ie, awareness and use of learning strategies).

The nature of thinking, shallow and deep

PubMed Central

Brase, Gary L.

2014-01-01

Because the criteria for success differ across various domains of life, no single normative standard will ever work for all types of thinking. One method for dealing with this apparent dilemma is to propose that the mind is made up of a large number of specialized modules. This review describes how this multi-modular framework for the mind overcomes several critical conceptual and theoretical challenges to our understanding of human thinking, and hopefully clarifies what are (and are not) some of the implications based on this framework. In particular, an evolutionarily informed “deep rationality” conception of human thinking can guide psychological research out of clusters of ad hoc models which currently occupy some fields. First, the idea of deep rationality helps theoretical frameworks in terms of orienting themselves with regard to time scale references, which can alter the nature of rationality assessments. Second, the functional domains of deep rationality can be hypothesized (non-exhaustively) to include the areas of self-protection, status, affiliation, mate acquisition, mate retention, kin care, and disease avoidance. Thus, although there is no single normative standard of rationality across all of human cognition, there are sensible and objective standards by which we can evaluate multiple, fundamental, domain-specific motives underlying human cognition and behavior. This review concludes with two examples to illustrate the implications of this framework. The first example, decisions about having a child, illustrates how competing models can be understood by realizing that different fundamental motives guiding people’s thinking can sometimes be in conflict. The second example is that of personifications within modern financial markets (e.g., in the form of corporations), which are entities specifically constructed to have just one fundamental motive. This single focus is the source of both the strengths and flaws in how such entities behave. PMID:24860542
The nature of thinking, shallow and deep.

PubMed

Brase, Gary L

2014-01-01

Because the criteria for success differ across various domains of life, no single normative standard will ever work for all types of thinking. One method for dealing with this apparent dilemma is to propose that the mind is made up of a large number of specialized modules. This review describes how this multi-modular framework for the mind overcomes several critical conceptual and theoretical challenges to our understanding of human thinking, and hopefully clarifies what are (and are not) some of the implications based on this framework. In particular, an evolutionarily informed "deep rationality" conception of human thinking can guide psychological research out of clusters of ad hoc models which currently occupy some fields. First, the idea of deep rationality helps theoretical frameworks in terms of orienting themselves with regard to time scale references, which can alter the nature of rationality assessments. Second, the functional domains of deep rationality can be hypothesized (non-exhaustively) to include the areas of self-protection, status, affiliation, mate acquisition, mate retention, kin care, and disease avoidance. Thus, although there is no single normative standard of rationality across all of human cognition, there are sensible and objective standards by which we can evaluate multiple, fundamental, domain-specific motives underlying human cognition and behavior. This review concludes with two examples to illustrate the implications of this framework. The first example, decisions about having a child, illustrates how competing models can be understood by realizing that different fundamental motives guiding people's thinking can sometimes be in conflict. The second example is that of personifications within modern financial markets (e.g., in the form of corporations), which are entities specifically constructed to have just one fundamental motive. This single focus is the source of both the strengths and flaws in how such entities behave.
Spatial Navigation Impairments Among Intellectually High-Functioning Adults With Autism Spectrum Disorder: Exploring Relations With Theory of Mind, Episodic Memory, and Episodic Future Thinking

PubMed Central

2013-01-01

Research suggests that spatial navigation relies on the same neural network as episodic memory, episodic future thinking, and theory of mind (ToM). Such findings have stimulated theories (e.g., the scene construction and self-projection hypotheses) concerning possible common underlying cognitive capacities. Consistent with such theories, autism spectrum disorder (ASD) is characterized by concurrent impairments in episodic memory, episodic future thinking, and ToM. However, it is currently unclear whether spatial navigation is also impaired. Hence, ASD provides a test case for the scene construction and self-projection theories. The study of spatial navigation in ASD also provides a test of the extreme male brain theory of ASD, which predicts intact or superior navigation (purportedly a systemizing skill) performance among individuals with ASD. Thus, the aim of the current study was to establish whether spatial navigation in ASD is impaired, intact, or superior. Twenty-seven intellectually high-functioning adults with ASD and 28 sex-, age-, and IQ-matched neurotypical comparison adults completed the memory island virtual navigation task. Tests of episodic memory, episodic future thinking, and ToM were also completed. Participants with ASD showed significantly diminished performance on the memory island task, and performance was positively related to ToM and episodic memory, but not episodic future thinking. These results suggest that (contra the extreme male brain theory) individuals with ASD have impaired survey-based navigation skills—that is, difficulties generating cognitive maps of the environment—and adds weight to the idea that scene construction/self-projection are impaired in ASD. The theoretical and clinical implications of these results are discussed. PMID:24364620
The five minds of a manager.

PubMed

Gosling, Jonathan; Mintzberg, Henry

2003-11-01

Managers are told: Be global and be local. Collaborate and compete. Change, perpetually, and maintain order. Make the numbers while nurturing your people. To be effective, managers need to consider the juxtapositions in order to arrive at a deep integration of these seemingly contradictory concerns. That means they must focus not only on what they have to accomplish but also on how they have to think. When the authors, respectively the director of the Centre for Leadership Studies at the University of Exeter in the U.K. and the Cleghorn Professor of Management Studies at McGill University in Montreal, set out to develop a masters program for practicing managers, they saw that they could not rely on the usual MBA educational structure, which divides the management world into discrete business functions such as marketing and accounting. They needed an educational structure that would encourage synthesis rather than separation. Managing, they determined, involves five tasks, each with its own mind-set: managing the self (the reflective mind-set); managing organizations (the analytic mind-set); managing context (the worldly mind-set); managing relationships (the collaborative mind-set); and managing change (the action mind-set). The program is built on the exploration and integration of those five aspects of the managerial mind. The authors say it has proved powerful in the classroom and insightful in practice. Imagine the mind-sets as threads and the manager as weaver. Effective performance means weaving each mind-set over and under the others to create a fine, sturdy cloth.
Medial Temporal Lobe Contributions to Episodic Future Thinking: Scene Construction or Future Projection?

PubMed

Palombo, D J; Hayes, S M; Peterson, K M; Keane, M M; Verfaellie, M

2018-02-01

Previous research has shown that the medial temporal lobes (MTL) are more strongly engaged when individuals think about the future than about the present, leading to the suggestion that future projection drives MTL engagement. However, future thinking tasks often involve scene processing, leaving open the alternative possibility that scene-construction demands, rather than future projection, are responsible for the MTL differences observed in prior work. This study explores this alternative account. Using functional magnetic resonance imaging, we directly contrasted MTL activity in 1) high scene-construction and low scene-construction imagination conditions matched in future thinking demands and 2) future-oriented and present-oriented imagination conditions matched in scene-construction demands. Consistent with the alternative account, the MTL was more active for the high versus low scene-construction condition. By contrast, MTL differences were not observed when comparing the future versus present conditions. Moreover, the magnitude of MTL activation was associated with the extent to which participants imagined a scene but was not associated with the extent to which participants thought about the future. These findings help disambiguate which component processes of imagination specifically involve the MTL. Published by Oxford University Press 2016.
Historical Examination of the Segregated School Experience

ERIC Educational Resources Information Center

Pellegrino, Anthony M.; Mann, Linda J.; Russell, William B., III

2013-01-01

Effective history teaching includes ample opportunities for students to develop historical thinking skills and habits of mind which encourage them to learn content beyond simple acquisition of facts. Covering the profound topic of segregation by employing multiple perspectives and encouraging investigation beyond the traditional narrative provides…
Using Students' Interests as Algebraic Models

ERIC Educational Resources Information Center

Whaley, Kenneth A.

2012-01-01

Fostering algebraic thinking is an important goal for middle-grades mathematics teachers. Developing mathematical reasoning requires that teachers cultivate students' habits of mind. Teachers develop students' understanding of algebra by engaging them in tasks that involve modeling and representation. This study was designed to investigate how…
How does visual thinking work in the mind of a person with autism? A personal account.

PubMed

Grandin, Temple

2009-05-27

My mind is similar to an Internet search engine that searches for photographs. I use language to narrate the photo-realistic pictures that pop up in my imagination. When I design equipment for the cattle industry, I can test run it in my imagination similar to a virtual reality computer program. All my thinking is associative and not linear. To form concepts, I sort pictures into categories similar to computer files. To form the concept of orange, I see many different orange objects, such as oranges, pumpkins, orange juice and marmalade. I have observed that there are three different specialized autistic/Asperger cognitive types. They are: (i) visual thinkers such as I who are often poor at algebra, (ii) pattern thinkers such as Daniel Tammet who excel in math and music but may have problems with reading or writing composition, and (iii) verbal specialists who are good at talking and writing but they lack visual skills.
How does visual thinking work in the mind of a person with autism? A personal account

PubMed Central

Grandin, Temple

2009-01-01

My mind is similar to an Internet search engine that searches for photographs. I use language to narrate the photo-realistic pictures that pop up in my imagination. When I design equipment for the cattle industry, I can test run it in my imagination similar to a virtual reality computer program. All my thinking is associative and not linear. To form concepts, I sort pictures into categories similar to computer files. To form the concept of orange, I see many different orange objects, such as oranges, pumpkins, orange juice and marmalade. I have observed that there are three different specialized autistic/Asperger cognitive types. They are: (i) visual thinkers such as I who are often poor at algebra, (ii) pattern thinkers such as Daniel Tammet who excel in math and music but may have problems with reading or writing composition, and (iii) verbal specialists who are good at talking and writing but they lack visual skills. PMID:19528028
Theory of mind in children with traumatic brain injury.

PubMed

Dennis, Maureen; Simic, Nevena; Gerry Taylor, H; Bigler, Erin D; Rubin, Kenneth; Vannatta, Kathryn; Gerhardt, Cynthia A; Stancin, Terry; Roncadin, Caroline; Yeates, Keith Owen

2012-09-01

Theory of mind (ToM) involves thinking about mental states and intentions to understand what other people know and to predict how they will act. We studied ToM in children with traumatic brain injury (TBI) and age- and gender-matched children with orthopedic injuries (OI), using a new three-frame Jack and Jill cartoon task that measures intentional thinking separate from contingent task demands. In the key ToM trials, which required intentional thinking, Jack switched a black ball from one hat to another of a different color, but Jill did not witness the switch; in the otherwise identical non-ToM trials, the switch was witnessed. Overall accuracy was higher in children with OI than in those with TBI. Children with severe TBI showed a larger decline in accuracy on ToM trials, suggesting a specific deficit in ToM among children with severe TBI. Accuracy was significantly higher on trials following errors than on trials following correct responses, suggesting that all groups monitored performance and responded to errors with increased vigilance. TBI is associated with poorer intentional processing in school-age children and adolescents relative to peers with OI; furthermore, children with TBI are challenged specifically by intentional demands, especially when their injury is severe. (JINS, 2012, 19, 1-9).
Thinking about Seeing: perceptual sources of knowledge are encoded in the theory of mind brain regions of sighted and blind adults

PubMed Central

Koster-Hale, Jorie; Bedny, Marina; Saxe, Rebecca

2014-01-01

Blind people's inferences about how other people see provide a window into fundamental questions about the human capacity to think about one another's thoughts. By working with blind individuals, we can ask both what kinds of representations people form about others’ minds, and how much these representations depend on the observer having had similar mental states themselves. Thinking about others’ mental states depends on a specific group of brain regions, including the right temporo-parietal junction (RTPJ). We investigated the representations of others’ mental states in these brain regions, using multivoxel pattern analyses (MVPA). We found that, first, in the RTPJ of sighted adults, the pattern of neural response distinguished the source of the mental state (did the protagonist see or hear something?) but not the valence (did the protagonist feel good or bad?). Second, these neural representations were preserved in congenitally blind adults. These results suggest that the temporo-parietal junction contains explicit, abstract representations of features of others’ mental states, including the perceptual source. The persistence of these representations in congenitally blind adults, who have no first-person experience with sight, provides evidence that these representations emerge even in the absence of first-person perceptual experiences. PMID:24960530
Thinking about seeing: perceptual sources of knowledge are encoded in the theory of mind brain regions of sighted and blind adults.

PubMed

Koster-Hale, Jorie; Bedny, Marina; Saxe, Rebecca

2014-10-01

Blind people's inferences about how other people see provide a window into fundamental questions about the human capacity to think about one another's thoughts. By working with blind individuals, we can ask both what kinds of representations people form about others' minds, and how much these representations depend on the observer having had similar mental states themselves. Thinking about others' mental states depends on a specific group of brain regions, including the right temporo-parietal junction (RTPJ). We investigated the representations of others' mental states in these brain regions, using multivoxel pattern analyses (MVPA). We found that, first, in the RTPJ of sighted adults, the pattern of neural response distinguished the source of the mental state (did the protagonist see or hear something?) but not the valence (did the protagonist feel good or bad?). Second, these neural representations were preserved in congenitally blind adults. These results suggest that the temporo-parietal junction contains explicit, abstract representations of features of others' mental states, including the perceptual source. The persistence of these representations in congenitally blind adults, who have no first-person experience with sight, provides evidence that these representations emerge even in the absence of relevant first-person perceptual experiences. Copyright © 2014 Elsevier B.V. All rights reserved.
Explaining how the mind works: on the relation between cognitive science and philosophy.

PubMed

Trigg, Jonathan; Kalish, Michael

2011-04-01

In this paper, we argue that under certain prevalent interpretations of the nature and aims of cognitive science, theories of cognition generate a forced choice between a conception of cognition which depends on the possibility of a private language, and a conception of cognition which depends on mereological confusions. We argue, further, that this should not pose a fundamental problem for cognitive scientists since a plausible interpretation of the nature and aims of cognitive science is available that does not generate this forced choice. The crucial difference between these interpretations is that on the one hand the aim of theories of cognition is to tell us what thinking (etc.) is, and on the other it is to tell us what is causally necessary if an intelligent creature is to be able to think. Our argument draws heavily on a Wittgensteinian conception of philosophy in which no philosophical theory can explain what thinking, perceiving, remembering, etc. are, either. The positive, strictly therapeutic, purpose of a philosophy of cognitive science should be to show that, since the traditional problems which constitute the philosophy of mind are chimerical, there is nothing for philosophical theorizing in cognitive science to achieve. Copyright © 2011 Cognitive Science Society, Inc.
Implementing the Opening Minds Curriculum in a Secondary School in England: An Alternative to the One-Size-Fits-All National Curriculum?

ERIC Educational Resources Information Center

Stanley, Grant; Jones, Marion; Murphy, Jan

2012-01-01

"The Importance of Teaching: The Schools White Paper 2010," which grants schools increased autonomy in curriculum development and implementation, heralded a new era of curriculum reform in England. This article critically examines how this process took place in a Catholic secondary school that decided to use the RSA Opening Minds (OM)…
Transcending the caesura: reverie, dreaming and counter-dreaming.

PubMed

Bergstein, Avner

2013-08-01

The author reflects about our capacity to get in touch with primitive, irrepresentable, seemingly unreachable parts of the Self and with the unrepressed unconscious. It is suggested that when the patient's dreaming comes to a halt, or encounters a caesura, the analyst dreams that which the patient cannot. Getting in touch with such primitive mental states and with the origin of the Self is aspired to, not so much for discovering historical truth or recovering unconscious content, as for generating motion between different parts of the psyche. The movement itself is what expands the mind and facilitates psychic growth. Bion's brave and daring notion of 'caesura', suggesting a link between mature emotions and thinking and intra-uterine life, serves as a model for bridging seemingly unbridgeable states of mind. Bion inspires us to 'dream' creatively, to let our minds roam freely, stressing the analyst's speculative imagination and intuition often bordering on hallucination. However, being on the seam between conscious and unconscious, dreaming subverts the psychic equilibrium and poses a threat of catastrophe as a result of the confusion it affords between the psychotic and the non-psychotic parts of the personality. Hence there is a tendency to try and evade it through a more saturated mode of thinking, often relying on external reality. The analyst's dreaming and intuition, perhaps a remnant of intra-uterine life, is elaborated as means of penetrating and transcending the caesura, thus facilitating patient and analyst to bear unbearable states of mind and the painful awareness of the unknowability of the emotional experience. This is illustrated clinically. Copyright © 2013 Institute of Psychoanalysis.
The association between theory of mind, executive function, and the symptoms of autism spectrum disorder.

PubMed

Jones, Catherine R G; Simonoff, Emily; Baird, Gillian; Pickles, Andrew; Marsden, Anita J S; Tregay, Jenifer; Happé, Francesca; Charman, Tony

2018-01-01

It has been strongly argued that atypical cognitive processes in autism spectrum disorder (ASD) contribute to the expression of behavioural symptoms. Comprehensive investigation of these claims has been limited by small and unrepresentative sample sizes and the absence of wide-ranging task batteries. The current study investigated the cognitive abilities of 100 adolescents with ASD (mean age = 15 years 6 months), using 10 tasks to measure the domains of theory of mind (ToM) and executive function (EF). We used structural equation modelling as a statistically robust way of exploring the associations between cognition and parent-reported measures of social communication and restricted and repetitive behaviours (RRBs). We found that ToM ability was associated with both social communication symptoms and RRBs. EF was a correlate of ToM but had no direct association with parent-reported symptom expression. Our data suggest that in adolescence ToM ability, but not EF, is directly related to autistic symptom expression. Autism Res 2018, 11: 95-109. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. The behaviours that are common to autism spectrum disorder (ASD) have been linked to differences in thinking ability. We assessed autistic adolescents and found that social communication difficulties and the presence of restricted and repetitive behaviours related to difficulties in understanding other peoples' minds (theory of mind). In contrast, these behaviours were not associated with the general thinking abilities involved in planning and executing tasks (executive function). © 2017 International Society for Autism Research, Wiley Periodicals, Inc.
Mindfulness and the attenuation of post-event processing in social phobia: an experimental investigation.

PubMed

Cassin, Stephanie E; Rector, Neil A

2011-01-01

The present experimental study examined the ability of metacognitive strategies to reduce the distress associated with post-event processing (PEP). Individuals with DSM-IV generalized social phobia (N = 57) were randomly allocated to receive brief training in mindfulness, distraction, or no training (control group). Next, they underwent an experimental PEP induction. Following the induction, they were instructed to apply the metacognitive strategy (mindfulness or distraction) they were taught or to continue thinking about the social event the way they typically would following such an event (control). Participants rated their distress on a visual analogue scale prior to the PEP induction, and then every minute for 5 min while applying the metacognitive strategy. They also rated their affect immediately after applying the metacognitive strategy. Results suggest that mindfulness reduces distress significantly over the post-event period and results in significantly more positive affect than when receiving no training. In contrast, distraction does not reduce distress over the post-event period performs comparable to receiving no training. The results of this experimental investigation suggest that mindfulness has the potential to reduce distress associated with PEP and provide further support for the clinical utility of mindfulness in the treatment of generalized social phobia.
Mindfulness and reduced cognitive reactivity to sad mood: evidence from a correlational study and a non-randomized waiting list controlled study.

PubMed

Raes, Filip; Dewulf, David; Van Heeringen, Cees; Williams, J Mark G

2009-07-01

Cognitive Reactivity (CR) refers to the degree to which a mild dysphoric state reactivates negative thinking patterns, and it has been found to play a key causal role in depressive relapse. Although Mindfulness-Based Cognitive Therapy (MBCT) directly aims to address this mechanism of CR, the relationship between mindfulness and CR has not been tested to date. Using a cross-sectional design (Study 1; n = 164) and a non-randomized waiting list controlled design (Study 2; MBCT [n = 18] vs. waiting list [n = 21]), the authors examined the relationship between naturally occurring levels of mindfulness (Study 1) and MBCT (Study 2) on the one hand, and CR on the other hand. In line with predictions, it was found that (a) trait mindfulness is significantly negatively correlated with CR, even when controlled for current depressive symptoms and prior history of depression (Study 1), and that (b) MBCT, compared to a matched control group, significantly reduces CR, and that this effect of MBCT on reduction of CR is mediated by a positive change in mindfulness skills (Study 2). Results provide first evidence for the claim that mindfulness practices in MBCT are designed to address the process of CR.
Whole mind and shared mind in clinical decision-making.

PubMed

Epstein, Ronald Mark

2013-02-01

To review the theory, research evidence and ethical implications regarding "whole mind" and "shared mind" in clinical practice in the context of chronic and serious illnesses. Selective critical review of the intersection of classical and naturalistic decision-making theories, cognitive neuroscience, communication research and ethics as they apply to decision-making and autonomy. Decision-making involves analytic thinking as well as affect and intuition ("whole mind") and sharing cognitive and affective schemas of two or more individuals ("shared mind"). Social relationships can help processing of complex information that otherwise would overwhelm individuals' cognitive capacities. Medical decision-making research, teaching and practice should consider both analytic and non-analytic cognitive processes. Further, research should consider that decisions emerge not only from the individual perspectives of patients, their families and clinicians, but also the perspectives that emerge from the interactions among them. Social interactions have the potential to enhance individual autonomy, as well as to promote relational autonomy based on shared frames of reference. Shared mind has the potential to result in wiser decisions, greater autonomy and self-determination; yet, clinicians and patients should be vigilant for the potential of hierarchical relationships to foster coercion or silencing of the patient's voice. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.
11 things a geologist thinks an engineer should know about carbonate beaches

USGS Publications Warehouse

Halley, R.B.; ,

2000-01-01

A review is given on the geological aspects of carbonate beaches that a geologist thinks may be useful for an engineer. Though, Geologists not involved in engineering problems may find it difficult to know what an engineer should understand about carbonate beaches. Nevertheless, there are at least eleven topics that are potentially very useful for engineers to keep in mind. This paper emits the discussions of certain kinds of carbonate shorelines that are beyond the scope of engineering issues, and focuses on sand-sized coastal carbonate deposits.

Evaluation of Fuzzy Rulemaking for Expert Systems for Failure Detection

NASA Technical Reports Server (NTRS)

Laritz, F.; Sheridan, T. B.

1984-01-01

Computer aids in expert systems were proposed to diagnose failures in complex systems. It is shown that the fuzzy set theory of Zadeh offers a new perspective for modeling for humans thinking and language use. It is assumed that real expert human operators of aircraft, power plants and other systems do not think of their control tasks or failure diagnosis tasks in terms of control laws in differential equation form, but rather keep in mind a set of rules of thumb in fuzzy form. Fuzzy set experiments are described.
Indigenous male health disadvantage--linking the heart and mind.

PubMed

Brown, Alex; Blashki, Grant

2005-10-01

Aboriginal men experience unacceptably high morbidity and mortality rates for almost all medical conditions. Heart disease and depression in particular are common, inter-linked, and potentially amendable to interventions delivered through primary care. This article aims to raise awareness of mental illness and heart disease in Aboriginal men, to explore the links between these disease groups, and to encourage general practitioners to do all they can to help reduce morbidity and mortality, in particular through active secondary prevention. It would be simplistic to think that these problems can be adequately addressed merely through improved general practice services, but improved recognition of illness by GPs, improved accessibility and acceptability of health services, active follow up and management of depression and heart disease, and ongoing engagement with communities is likely to improve the current situation.
The Grass Isn't Always Greener: Perceptions of and Performance on Open-Note Exams

ERIC Educational Resources Information Center

Sato, Brian K.; He, Wenliang; Warschauer, Mark; Kadandale, Pavan

2015-01-01

Undergraduate biology education is often viewed as being focused on memorization rather than development of students' critical-thinking abilities. We speculated that open-note testing would be an easily implemented change that would emphasize higher-order thinking. As open-note testing is not commonly used in the biological sciences and the…
The neurocognitive consequences of the wandering mind: a mechanistic account of sensory-motor decoupling

PubMed Central

Kam, Julia W. Y.; Handy, Todd C.

2013-01-01

A unique human characteristic is our ability to mind wander – a state in which we are free to engage in thoughts that are not directly tied to sensations and perceptions from our immediate physical environment. From a neurocognitive perspective, it has been proposed that during mind wandering, our executive resources are decoupled from the external environment and directed to these internal thoughts. In this review, we examine an underappreciated aspect of this phenomenon – attenuation of sensory-motor processing – from two perspectives. First, we describe the range of widespread sensory, cognitive and motor processes attenuated during mind wandering states, and how this impacts our neurocognitive processing of external events. We then consider sensory-motor attenuation in a class of clinical neurocognitive disorders that have ties to pathological patterns of decoupling, reviews suggesting that mind wandering and these clinical states may share a common mechanism of sensory-motor attenuation. Taken together, these observations suggest the sensory-motor consequences of decoupled thinking are integral to normal and pathological neurocognitive states. PMID:24133472
Plans, Habits, and Theory of Mind.

PubMed

Gershman, Samuel J; Gerstenberg, Tobias; Baker, Chris L; Cushman, Fiery A

2016-01-01

Human success and even survival depends on our ability to predict what others will do by guessing what they are thinking. If I accelerate, will he yield? If I propose, will she accept? If I confess, will they forgive? Psychologists call this capacity "theory of mind." According to current theories, we solve this problem by assuming that others are rational actors. That is, we assume that others design and execute efficient plans to achieve their goals, given their knowledge. But if this view is correct, then our theory of mind is startlingly incomplete. Human action is not always a product of rational planning, and we would be mistaken to always interpret others' behaviors as such. A wealth of evidence indicates that we often act habitually-a form of behavioral control that depends not on rational planning, but rather on a history of reinforcement. We aim to test whether the human theory of mind includes a theory of habitual action and to assess when and how it is deployed. In a series of studies, we show that human theory of mind is sensitive to factors influencing the balance between habitual and planned behavior.
[Drug innovation and reverse thinking].

PubMed

Guo, Zong-ru

2016-03-01

Drug innovation involves an individual molecular operation, and every new molecular entity features a hard-duplicated track of R&D. The transformation from an active compound to a new medicine carries out almost in a chaotic system devoid of regularity and periodic alteration. Since new millennium the dominant position in drug innovation has been occupied by the first-in-class drugs, yet the number of launched follow-on drugs has been distinctly decreased. The innovation of first-in-class drugs is characterized by a high risk throughout the whole process. To achieve initiative and uniqueness of drug discovery, the strategy and method of the inverse thinking might be a feasible way, because the inertial and conformity thinkings in drug discovery normally lead to ensemble with similar drug category. However, the study from the flipside or opposite of things(e.g. targets or effects) brand new routes might be opened. This article is to describe the strategy of reverse thinking in drug discovery by some examples including opioid receptor antagonist eluxadoline, HSP90 activator, h ERG channel agonist, covalent drugs, and ultra-small drugs.
Sibling composition, executive function, and children's thinking about mental diversity.

PubMed

Kennedy, Katie; Lagattuta, Kristin Hansen; Sayfan, Liat

2015-04-01

Prior investigations of relations between sibling composition and theory of mind have focused almost exclusively on false belief understanding in children 6 years of age and younger. The current work expands previous research by examining whether sibling composition predicts 4- to 11-year-olds' (N=192) more advanced mental state reasoning on interpretive theory of mind tasks. Even when controlling for age and executive function, children with a greater number of older siblings or with more same-sex siblings demonstrated stronger knowledge in both their predictions and explanations that people with different past experiences can have diverse interpretations of ambiguous stimuli. These data provide some of the first documentation of sibling constellations that predict individual differences in theory of mind during middle childhood. Copyright © 2014 Elsevier Inc. All rights reserved.
I think therefore I om: cognitive distortions and coping style as mediators for the effects of mindfulness meditation on anxiety, positive and negative affect, and hope.

PubMed

Sears, Sharon; Kraus, Sue

2009-06-01

This study examined cognitive distortions and coping styles as potential mediators for the effects of mindfulness meditation on anxiety, negative affect, positive affect, and hope in college students. Our pre- and postintervention design had four conditions: control, brief meditation focused on attention, brief meditation focused on loving kindness, and longer meditation combining both attentional and loving kindness aspects of mindfulness. Each group met weekly over the course of a semester. Longer combined meditation significantly reduced anxiety and negative affect and increased hope. Changes in cognitive distortions mediated intervention effects for anxiety, negative affect, and hope. Further research is needed to determine differential effects of types of meditation. Copyright 2009 Wiley Periodicals, Inc.
Empowering Mathematical Practices

ERIC Educational Resources Information Center

Coomes, Jacqueline; Lee, Hyung Sook

2017-01-01

Mathematics teachers want to empower students as mathematical thinkers and doers (NCTM 2000). Specific ways of thinking and doing mathematics were described in the Process Standards (NCTM 2000); they were further characterized as habits of mind (Mark, Goldenberg, and Sword 2010); and more recently, they were detailed in the Common Core's Standards…
Recruitment for the '90s: Marketing Student Organizations.

ERIC Educational Resources Information Center

Grier, Douglas; McGinnity, Tom

1990-01-01

An effective campaign to recruit members to student organizations must use contemporary marketing strategies. Market positioning involves understanding the prospect's thinking, simplifying the message being conveyed, being first in the prospect's mind, and finding a market niche. The organization should be treated as a product, the potential…
Competing for the Hearts and Minds of Students and the Community

ERIC Educational Resources Information Center

McShane, Dave

2005-01-01

As much as academia doesn't like it, community colleges have to begin thinking from a marketing perspective. As a business, community colleges compete for "eyeballs" and satisfy its clients. Here, the author describes how Harper College meets the demands of their prospective clients.
Mathematical Pattern Hunters

ERIC Educational Resources Information Center

Whitin, Phyllis; Whitin, David J.

2011-01-01

The habit of looking for patterns, the skills to find them, and the expectation that patterns have explanations is an essential mathematical habit of mind for young children (Goldenberg, Shteingold, & Feurzeig 2003, 23). Work with patterns leads to the ability to form generalizations, the bedrock of algebraic thinking, and teachers must nurture…
Purpose and Professional Writers.

ERIC Educational Resources Information Center

Blyler, Nancy Roundy

1989-01-01

Describes a protocol study of 10 professional writers which examined the meaning and influence of purpose on writers in the workplace. Explores the interactions of various purpose considerations derived from situation, reader, and text. Suggests that professional writers have a range of meanings in mind when they think about purpose. (MM)
Number Talks Build Numerical Reasoning

ERIC Educational Resources Information Center

Parrish, Sherry D.

2011-01-01

"Classroom number talks," five- to fifteen-minute conversations around purposefully crafted computation problems, are a productive tool that can be incorporated into classroom instruction to combine the essential processes and habits of mind of doing math. During number talks, students are asked to communicate their thinking when presenting and…
Teaching the Romantic Mind.

ERIC Educational Resources Information Center

Egan, Kieran

1994-01-01

Considers the emergence of English Romanticism in the early 19th century as the advent of new ways of thinking and knowing. Compares the cognitive skills of romanticism with the development of adolescent cognition. Shows how English teachers can tailor literature instruction to foster the insights of romantic understanding. (HB)
Open-Minded Midwifes, Literate Butchers, and Greedy Hooligans-The Independent Contributions of Stereotype Valence and Consistency on Evaluative Judgments.

PubMed

Schubert, Lisa; Körner, Anita; Lindau, Berit; Strack, Fritz; Topolinski, Sascha

2017-01-01

Do people evaluate an open-minded midwife less positively than a caring midwife? Both open-minded and caring are generally seen as positive attributes. However, consistency varies-the attribute caring is consistent with the midwife stereotype while open-minded is not. In general, both stimulus valence and consistency can influence evaluations. Six experiments investigated the respective influence of valence and consistency on evaluative judgments in the domain of stereotyping. In an impression formation paradigm, valence and consistency of stereotypic information about target persons were manipulated orthogonally and spontaneous evaluations of these target persons were measured. Valence reliably influenced evaluations. However, for strongly valenced stereotypes, no effect of consistency was observed. Parameters possibly preventing the occurrence of consistency effects were ruled out, specifically, valence of inconsistent attributes, processing priority of category information, and impression formation instructions. However, consistency had subtle effects on evaluative judgments if the information about a target person was not strongly valenced and experimental conditions were optimal. Concluding, in principle, both stereotype valence and consistency can play a role in evaluative judgments of stereotypic target persons. However, the more subtle influence of consistency does not seem to substantially influence evaluations of stereotyped target persons. Implications for fluency research and stereotype disconfirmation are discussed.
Open-Minded Midwifes, Literate Butchers, and Greedy Hooligans—The Independent Contributions of Stereotype Valence and Consistency on Evaluative Judgments

PubMed Central

Schubert, Lisa; Körner, Anita; Lindau, Berit; Strack, Fritz; Topolinski, Sascha

2017-01-01

Do people evaluate an open-minded midwife less positively than a caring midwife? Both open-minded and caring are generally seen as positive attributes. However, consistency varies—the attribute caring is consistent with the midwife stereotype while open-minded is not. In general, both stimulus valence and consistency can influence evaluations. Six experiments investigated the respective influence of valence and consistency on evaluative judgments in the domain of stereotyping. In an impression formation paradigm, valence and consistency of stereotypic information about target persons were manipulated orthogonally and spontaneous evaluations of these target persons were measured. Valence reliably influenced evaluations. However, for strongly valenced stereotypes, no effect of consistency was observed. Parameters possibly preventing the occurrence of consistency effects were ruled out, specifically, valence of inconsistent attributes, processing priority of category information, and impression formation instructions. However, consistency had subtle effects on evaluative judgments if the information about a target person was not strongly valenced and experimental conditions were optimal. Concluding, in principle, both stereotype valence and consistency can play a role in evaluative judgments of stereotypic target persons. However, the more subtle influence of consistency does not seem to substantially influence evaluations of stereotyped target persons. Implications for fluency research and stereotype disconfirmation are discussed. PMID:29062289
When Slights Beget Slights: Attachment Anxiety, Subjective Time, and Intrusion of the Relational Past in the Present.

PubMed

Cortes, Kassandra; Wilson, Anne E

2016-12-01

Every close relationship has a history, but how people manage their relational past varies and can have important implications in the present. The current research investigated the role of subjective representation of time: How feeling subjectively close (vs. distant) to a past relational transgression (vs. kind act) predicted "kitchen thinking"-the tendency to bring to mind relational past memories in new, unrelated contexts. We explored the role of attachment anxiety as a predictor of subjective time perception and kitchen thinking. We found support for our hypothesis that when negative memories felt subjectively closer relative to positive memories, people were more likely to kitchen think (Studies 1-3). Kitchen thinking, in turn, predicted negative relationship outcomes (Study 4). Furthermore, people high (vs. low) in attachment anxiety were less likely to perceive the timing of their relational memories adaptively, accounting for more kitchen thinking and in turn, maladaptive relational outcomes. © 2016 by the Society for Personality and Social Psychology, Inc.
Mindfulness and satisfaction in physical activity: A cross-sectional study in the Dutch population.

PubMed

Tsafou, Kalliopi-Eleni; De Ridder, Denise Td; van Ee, Raymond; Lacroix, Joyca Pw

2016-09-01

Both satisfaction and mindfulness relate to sustained physical activity. This study explored their relationship. We conducted a cross-sectional study with 398 Dutch participants who completed measures on trait mindfulness, mindfulness and satisfaction with physical activity, physical activity habits, and physical activity. We performed mediation and moderated mediation. Satisfaction mediated the effect of mindfulness on physical activity. Mindfulness was related to physical activity only when one's habit was weak. The relation of mindfulness with satisfaction was stronger for weak compared to strong habit. Understanding the relationship between mindfulness and satisfaction can contribute to the development of interventions to sustain physical activity. © The Author(s) 2015.
A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course

PubMed Central

Greenwald, Ralf R.; Quitadamo, Ian J.

2014-01-01

A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method. PMID:24693256

A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course.

PubMed

Greenwald, Ralf R; Quitadamo, Ian J

2014-01-01

A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method.
The evolution of cognitive behavior therapy for schizophrenia: current practice and recent developments.

PubMed

Tai, Sara; Turkington, Douglas

2009-09-01

Cognitive behavior therapy (CBT) evolved from behavioral theory and developed to focus more on cognitive models that incorporated reappraisal of thinking errors and schema change strategies. This article will describe the key elements of CBT for schizophrenia and the current evidence of its efficacy and effectiveness. We conclude with a description of recent concepts that extend the theoretical basis of practice and expand the range of CBT strategies for use in schizophrenia. Mindfulness, meta-cognitive approaches, compassionate mind training, and method of levels are postulated as useful adjuncts for CBT with psychotic patients.
The Evolution of Cognitive Behavior Therapy for Schizophrenia: Current Practice and Recent Developments

PubMed Central

Tai, Sara; Turkington, Douglas

2009-01-01

Cognitive behavior therapy (CBT) evolved from behavioral theory and developed to focus more on cognitive models that incorporated reappraisal of thinking errors and schema change strategies. This article will describe the key elements of CBT for schizophrenia and the current evidence of its efficacy and effectiveness. We conclude with a description of recent concepts that extend the theoretical basis of practice and expand the range of CBT strategies for use in schizophrenia. Mindfulness, meta-cognitive approaches, compassionate mind training, and method of levels are postulated as useful adjuncts for CBT with psychotic patients. PMID:19661198
Behavioural activation versus mindfulness-based guided self-help treatment administered through a smartphone application: a randomised controlled trial

PubMed Central

Ly, Kien Hoa; Trüschel, Anna; Jarl, Linnea; Magnusson, Susanna; Windahl, Tove; Johansson, Robert; Carlbring, Per; Andersson, Gerhard

2014-01-01

Objectives Evaluating and comparing the effectiveness of two smartphone-delivered treatments: one based on behavioural activation (BA) and other on mindfulness. Design Parallel randomised controlled, open, trial. Participants were allocated using an online randomisation tool, handled by an independent person who was separate from the staff conducting the study. Setting General community, with recruitment nationally through mass media and advertisements. Participants 40 participants diagnosed with major depressive disorder received a BA treatment, and 41 participants received a mindfulness treatment. 9 participants were lost at the post-treatment. Intervention BA: An 8-week long behaviour programme administered via a smartphone application. Mindfulness: An 8-week long mindfulness programme, administered via a smartphone application. Main outcome measures The Beck Depression Inventory-II (BDI-II) and the nine-item Patient Health Questionnaire Depression Scale (PHQ-9). Results 81 participants were randomised (mean age 36.0 years (SD=10.8)) and analysed. Results showed no significant interaction effects of group and time on any of the outcome measures either from pretreatment to post-treatment or from pretreatment to the 6-month follow-up. Subgroup analyses showed that the BA treatment was more effective than the mindfulness treatment among participants with higher initial severity of depression from pretreatment to the 6-month follow-up (PHQ-9: F (1, 362.1)=5.2, p<0.05). In contrast, the mindfulness treatment worked better than the BA treatment among participants with lower initial severity from pretreatment to the 6-month follow-up (PHQ-9: F (1, 69.3)=7.7, p<0.01); BDI-II: (F(1, 53.60)=6.25, p<0.05). Conclusions The two interventions did not differ significantly from one another. For participants with higher severity of depression, the treatment based on BA was superior to the treatment based on mindfulness. For participants with lower initial severity, the treatment based on mindfulness worked significantly better than the treatment based on BA. Trial registration Clinical Trials NCT01463020. PMID:24413342
Mind wandering and motor control: off-task thinking disrupts the online adjustment of behavior.

PubMed

Kam, Julia W Y; Dao, Elizabeth; Blinn, Patricia; Krigolson, Olav E; Boyd, Lara A; Handy, Todd C

2012-01-01

Mind wandering episodes have been construed as periods of "stimulus-independent" thought, where our minds are decoupled from the external sensory environment. In two experiments, we used behavioral and event-related potential (ERP) measures to determine whether mind wandering episodes can also be considered as periods of "response-independent" thought, with our minds disengaged from adjusting our behavioral outputs. In the first experiment, participants performed a motor tracking task and were occasionally prompted to report whether their attention was "on-task" or "mind wandering." We found greater tracking error in periods prior to mind wandering vs. on-task reports. To ascertain whether this finding was due to attenuation in visual perception per se vs. a disruptive effect of mind wandering on performance monitoring, we conducted a second experiment in which participants completed a time-estimation task. They were given feedback on the accuracy of their estimations while we recorded their EEG, and were also occasionally asked to report their attention state. We found that the sensitivity of behavior and the P3 ERP component to feedback signals were significantly reduced just prior to mind wandering vs. on-task attentional reports. Moreover, these effects co-occurred with decreases in the error-related negativity elicited by feedback signals (fERN), a direct measure of behavioral feedback assessment in cortex. Our findings suggest that the functional consequences of mind wandering are not limited to just the processing of incoming stimulation per se, but extend as well to the control and adjustment of behavior.
Mind wandering and motor control: off-task thinking disrupts the online adjustment of behavior

PubMed Central

Kam, Julia W. Y.; Dao, Elizabeth; Blinn, Patricia; Krigolson, Olav E.; Boyd, Lara A.; Handy, Todd C.

2012-01-01

Mind wandering episodes have been construed as periods of “stimulus-independent” thought, where our minds are decoupled from the external sensory environment. In two experiments, we used behavioral and event-related potential (ERP) measures to determine whether mind wandering episodes can also be considered as periods of “response-independent” thought, with our minds disengaged from adjusting our behavioral outputs. In the first experiment, participants performed a motor tracking task and were occasionally prompted to report whether their attention was “on-task” or “mind wandering.” We found greater tracking error in periods prior to mind wandering vs. on-task reports. To ascertain whether this finding was due to attenuation in visual perception per se vs. a disruptive effect of mind wandering on performance monitoring, we conducted a second experiment in which participants completed a time-estimation task. They were given feedback on the accuracy of their estimations while we recorded their EEG, and were also occasionally asked to report their attention state. We found that the sensitivity of behavior and the P3 ERP component to feedback signals were significantly reduced just prior to mind wandering vs. on-task attentional reports. Moreover, these effects co-occurred with decreases in the error-related negativity elicited by feedback signals (fERN), a direct measure of behavioral feedback assessment in cortex. Our findings suggest that the functional consequences of mind wandering are not limited to just the processing of incoming stimulation per se, but extend as well to the control and adjustment of behavior. PMID:23248596
Sexy versus Strong: What Girls and Women Think of Female Athletes

ERIC Educational Resources Information Center

Daniels, Elizabeth A.

2012-01-01

Little research has investigated girls' and college women's reactions to non-objectified media images of women, including those that depict women in instrumental activities like playing a sport. This study examined open-ended responses to images of performance athletes, sexualized athletes, and sexualized models. Participants were 258 adolescent…
Teaching Rhetoric through Data Visualization

ERIC Educational Resources Information Center

Butler, Shannan H.

2011-01-01

The ability to understand a speaker's or author's worldview better, whether an openly espoused ideology or one veiled and deeply hidden, should help students hone their critical thinking skills. This article describes an activity which attempts to do just that by applying new data visualization methods to a rhetorical artifact and examining the…
Why Save a Can?

ERIC Educational Resources Information Center

Gutierrez, Melida; Johnson, Cheryl

2009-01-01

This activity ties together the recycling of aluminum and the protection of rain forests. Students use critical thinking to study the effects of open pit mining of bauxite in rain forests and then draw their own conclusions about how to minimize the impact of bauxite mining and boost recycling efforts within their communities. Drawing conclusions…
Facilitating Guided Participation through Mobile Technologies: Designing Creative Learning Environments for Self and Others

ERIC Educational Resources Information Center

Evans, Michael A.; Johri, Aditya

2008-01-01

We appropriate Rogoff's ("Apprenticeship in thinking: Cognitive development in social context," 1991; in: Wertsch et al. (eds.) "Sociocultural studies of mind," 1993) notion of guided participation to demonstrate, through abbreviated case studies, our strategy for integrating mobile technology-based learning experiences in higher education. Guided…
The Mindful School: How To Assess Thoughtful Outcomes. K-College.

ERIC Educational Resources Information Center

Burke, Kay

Authentic assessment, as referred to in this book, encompasses meaningful tasks, positive interaction between teachers and students, methods that emphasize higher-order thinking skills, and strategies that allow students to plan, monitor, and evaluate their own learning. Most important, authentic assessment means helping students to apply and…
Law and Science

ERIC Educational Resources Information Center

Huff, Toby E.

2012-01-01

In terms of political liberation and constitutional democracy, Americans cannot help but think back to 1776 and the Declaration of Independence. For the English, the mind reaches back to the English Declaration of Rights of 1689, and for those with somewhat longer historical memories, to Magna Carta of 1215. But the true origin of political…
Promoting Mindfulness through Contemplative Education

ERIC Educational Resources Information Center

Mahani, Sepideh

2012-01-01

For years, higher education institutions in the United States have developed courses in the field of liberal education that focus on social, political, economic and environmental issues with a global outlook. As such, students are taught critical thinking, critical reasoning, and critical writing skills. While students learn to engage in debates,…
The Effect of Disaster on the Health and Well-Being of Older Women.

ERIC Educational Resources Information Center

International Journal of Aging and Human Development, 1986

1986-01-01

Compared post-disaster health status and well-being of 122 elderly female victims of major flood with status of 45 controls. Significant differences were found in self-perceptions, including state of mind after the flood and frequency of thinking about the flood matters. (Author/NRB)
Rodgers on Calls for Observable Verbs

ERIC Educational Resources Information Center

Mackenzie, Jim

2018-01-01

This paper takes up Shannon Rodgers' 2016 critique of curriculum writers' call for observable verbs ("Minding our metaphors in education." "Educational Philosophy and Theory" 48 (6), pp. 563-578), and argues that a more effective line of critique should focus not on metaphorical thinking, but on the notion of observation…
Home | National Inventors Hall of Fame

Science.gov Websites

Math (STEM) based programming, connecting inquisitive minds with skills that will serve them for a , Technology, Engineering, and Math (STEM) thinking. REGISTER NOW "Camp Invention has been, and continues your child learns science, technology, engineering and math in a weeklong experience that taps into the
Bringing Antarctica Home

ERIC Educational Resources Information Center

Constible, Juanita; Williams, Lauren; Faure, Jaime; Lee, Richard E., Jr.

2012-01-01

When one thinks of the amazing creatures of Antarctica, an insect probably does not come to mind. But this unlikely animal, and a scientific expedition to Antarctica, was the foundation for a learning event that created a community of learners spanning kindergarten through sixth grade and extended beyond the classroom. Miami University's Antarctic…
Re-Thinking Intelligence: Schools That Build the Mind

ERIC Educational Resources Information Center

Resnick, Lauren B.; Schantz, Faith

2015-01-01

We now understand that human intelligence, once thought to be determined almost solely by heredity, is malleable. In developed countries, average intelligence test scores have increased substantially since the tests began to be administered 100 years ago. In school settings, however, intelligence is often still treated as a fixed attribute that…
Disenchantment and the Liberal Arts

ERIC Educational Resources Information Center

Lathangue, Robin

2012-01-01

This paper is an enquiry into the unpredictability of the liberally educated mind. We are all familiar with the value placed on the word "critical" when it figures prominently in justifications for liberal arts pedagogy, as in "a liberal arts education should foster the capacity for critical thinking." However, depending on the…
Vygotsky's Enlightenment Precursors

ERIC Educational Resources Information Center

Hardcastle, John

2009-01-01

This article seeks to recover a history of ideas about the role of signs in the development of mind that connects Vygotsky to major traditions in Enlightenment language studies. It offers historical perspectives on ideas about thinking and speaking that shed light on the scope and trajectory of Vygotsky's conception of signs as psychological…

Working Corners

ERIC Educational Resources Information Center

Hochtritt, Lisa

2007-01-01

When people think of a person "working the corners," a G-rated image does not generally come to mind. Yet that is precisely what the author, posing as "June Cleavage," did in New York City one dreary morning: she facilitated a meeting of strangers through the creation of a character and an approachable situation. June, with her…
The Disembodied Librarian in the Digital Age, Part II.

ERIC Educational Resources Information Center

Martell, Charles

2000-01-01

Discusses how four historical discontinuities (time and space, mind and body, real and virtual, and humans and technology) relate to new ways of being and thinking about the future of librarians and libraries. Topics include computers and books; entertainment industry growth; information uses; global economy effects; and future library…
HyperMinds for HyperTimes: The Demise of Rational, Logical Thought?

ERIC Educational Resources Information Center

Campbell, Robert J.

1998-01-01

Contrasts rational thought with "hyperthinking" where individuals have no concept of how to gather, evaluate, and use information to create coherent arguments. Examines hypermind characteristics: lack of self-knowledge, prey to sensory stimulation, poor communication and thinking skills, lack of metacognitive abilities, and inability to…
Promoting "Minds-on" Chamber Music Rehearsals

ERIC Educational Resources Information Center

Berg, Margaret H.

2008-01-01

Chamber music provides myriad opportunities to develop students' ability to think like professional musicians while engaged in the authentic task of working closely with and learning from peers. However, the potential for musical growth inherent in chamber music participation is often unrealized due to either a lack of teacher guidance and support…
"Composition 8", Wassily Kandinsky

ERIC Educational Resources Information Center

Bader, Miriam

2007-01-01

In his book "A Whole New Mind," Daniel Pink describes the aptitude of Symphony as the ability to synthesize, or to put pieces together. Symphony is the capacity to see relationships, detect broad patterns, and to create by combining diverse elements together. The artist Wassily Kandinsky exemplifies Symphonic thinking. A pioneer in nonobjective…
Seeking the Admission Hybrid

ERIC Educational Resources Information Center

Lucido, Jerome A.

2012-01-01

When one thinks of seminal publications in college admission, the first piece that comes to mind is B. Alden Thresher's "College Admissions in the Public Interest" (1966). Thresher's work, relevant to this day, is credited with being the foundational document of the admission profession. McDonough and Robertson's 1995 study, commissioned by NACAC,…
Growth Cycles of Brain and Mind.

ERIC Educational Resources Information Center

Rose, Samuel P.; Fischer, Kurt W.

1998-01-01

Whereas prior conceptions treated cognitive development as a sequence of stages, current research points to recurring growth cycles between birth and age 30. Each recurrence produces a new capacity for thinking and learning grounded in an expanded, reorganized neural network. Cognitive spurts are evident only under optimal support conditions.…
Prevent Cyberbullying: Suggestions for Parents

ERIC Educational Resources Information Center

Demaray, Michelle K.; Brown, Christina F.

2009-01-01

The school, playground, and neighborhood often come to mind when one thinks about bullying that occurs among children and teens. However, given the significant role technology plays in the lives of today's youth, the potential of these media to function as a venue for social interaction that includes victimization, or cyberbullying, also needs to…
Fair-Minded Critical Thinking in Development Education: Reflections on Pedagogies for Transformation

ERIC Educational Resources Information Center

Brown, Eleanor J.

2014-01-01

This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation…
Entrepreneurial Creativity as a Convergent Basis for Teaching Business Communication

ERIC Educational Resources Information Center

Grenci, Richard T.

2012-01-01

Of the "21st Century" business skills of communication, collaboration, creativity, and critical thinking, creativity arguably receives among the least explicit attention in traditional business core curricula. With that in mind, the context of entrepreneurial creativity is put forth as a basis for teaching business communication. By…
A Constructive Response to "Where Mathematics Comes From."

ERIC Educational Resources Information Center

Schiralli, Martin; Sinclair, Nathalie

2003-01-01

Reviews the Lakoff and Nunez's book, "Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being (2000)," which provided many mathematics education researchers with a novel and startling perspective on mathematical thinking. Suggests that several of the book's flaws can be addressed through a more rigorous establishment of…
Developing Human Resources through Actualizing Human Potential

ERIC Educational Resources Information Center

Clarken, Rodney H.

2012-01-01

The key to human resource development is in actualizing individual and collective thinking, feeling and choosing potentials related to our minds, hearts and wills respectively. These capacities and faculties must be balanced and regulated according to the standards of truth, love and justice for individual, community and institutional development,…
Nurturing Creative Thinking. Educational Practices Series-25

ERIC Educational Resources Information Center

Kampylis, Panagiotis; Berki, Eleni

2014-01-01

Helping people flourish is an organic and unpredictable process. Like a farmer sowing seeds, someone creates conditions for children to grow as creative and critical thinkers. Creativity cannot be taught "directly", but educational practice can provide the means, opportunities and a fertile environment for the creative mind to flourish.…
Characters as Guides to Meaning

ERIC Educational Resources Information Center

Roser, Nancy; Martinez, Miriam; Fuhrken, Charles; McDonnold, Kathleen

2007-01-01

Characters in children's books can help to guide readers through stories, contributing to deepened understandings of plot and themes. The authors discuss why characters become vivid and lasting in readers' minds, the ways in which students are often asked to think about characters in classroom literature study, and how students' understanding of…
Unveiling health attitudes and creating good-for-you foods: the genomics metaphor, consumer innovative web-based technologies.

PubMed

Moskowitz, H R; German, J B; Saguy, I S

2005-01-01

This article presents an integrated analysis of three emerging knowledge bases in the nutrition and consumer products industries, and how they may effect the food industry. These knowledge bases produce new vistas for corporate product development, especially with respect to those foods that are positioned as 'good for you.' Couched within the current thinking of state-of-the-art knowledge and information, this article highlights how today's thinking about accelerated product development can be introduced into the food and health industries to complement these three research areas. The 3 knowledge bases are: the genomics revolution, which has opened new insights into understanding the interactions of personal needs of individual consumers with nutritionally relevant components of the foods; the investigation of food choice by scientific studies; the development of large scale databases (mega-studies) about the consumer mind. These knowledge bases, combined with new methods to understand the consumer through research, make possible a more focused development. The confluence of trends outlined in this article provides the corporation with the beginnings of a new path to a knowledge-based, principles-grounded product-development system. The approaches hold the potential to create foods based upon people's nutritional requirements combined with their individual preferences. Integrating these emerging knowledge areas with new consumer research techniques may well reshape how the food industry develops new products to satisfy consumer needs and wants.
Designing students’ worksheet based on open-ended approach to foster students’ creative thinking skills

NASA Astrophysics Data System (ADS)

Romli, S.; Abdurrahman; Riyadi, B.

2018-01-01

This study aimed at designing an open-ended worksheet to enhance students’ creative thinking skills. The study was conducted at one private school in Bandar Lampung, Indonesia. The participants of the study were twenty students of tenth grade students and two physics teachers. This study used descriptive data. Data were collected by analyzing qualitative data, literature and focus group discussion to gain information about students’ conceptions of physics in the context of open-ended learning. The result showed that students needed innovative learning resources in form of open ended-based worksheet which could give the students an opportunity to develop various solutions related to physics problem. Therefore, students’ creative thinking skill could be improved.
Asthma and dualism.

PubMed

Paley, J

2000-06-01

The rejection of Cartesian dualism can be taken to imply that the mind is implicated in health and illness to a greater degree than conventional medicine would suggest. Surprisingly, however, there appears to be a train of thought in antidualist nursing theory which takes the opposite view. This paper looks closely at an interesting example of antidualist thinking - an article in which Benner and her colleagues comment on the ways in which people with asthma make sense of their condition - and concludes that it places unduly stringent and arbitrary limits on the mind's role. It then asks how antidualism can lead to such a dogmatic rejection of the idea that states of the body are clinically influenced by states of mind. The answer to this question is that Benner assimilates very different philosophical theories into the same 'tradition'. On this occasion, she has combined Descartes, Kant and the Platonist ascetics into a single package, misleadingly labelled 'Cartesianism', and this move accounts for her unexpected views on the relation between mind and body in asthma.
The Human Mind As General Problem Solver, Is Observed To Find ``Best'' Solutions, That Correspond To Highest Mental Coherence: Will Discuss ``sing Glass Type Theory'' of Princeton Physicist J J Hopfield, Points To How Best Use Our Own Human Mind!!

NASA Astrophysics Data System (ADS)

Gurr, Henry

2014-03-01

Princeton Physicist J. J. Hopfield's Mathematical Model of the Mammalian Brain, (Similar To Ising Glass Model of a crystal of magnetic spin particles) says our Brain-Work for Memory, Perception, Language, Thinking, etc, (Even the AHA-EUREKA-Flash Of Insight Type Problem Solving), is achieved by our massively inter-connected CNS Neurons ... working together ... MINIMIZING an analog of physical energy ... thus yielding Optimal Solutions: These ``best'' answers, correspond to highest mental coherence, for most facets organism response, beit mental (eg: perception, memory, ideas, thinking, etc) or physical-muscular-actions (eg speaking, tool using, trail following, etc). Our brain is this way, because living creature, MUST be evolved, so they will find & use the best actions, for survival!!! Our human heritage, is to instantly compute near optimal future plans, (mental & physical-muscular), and be able to accomplish plans reliably & efficiently. If you know of book or articles in these topic areas, please email to HenryG--USCA.edu How to work well, with your own ``self'', called mind-body, will follow!! Conjectures: Who is the ``I'' that appears to make decisions? Am ``I'' the master of my domain? Is there an ``I'' or am ``I'' merely an illusion of reality.
Rights in mind: Thinking differently about dementia and disability.

PubMed

Shakespeare, Tom; Zeilig, Hannah; Mittler, Peter

2017-01-01

The aim of this paper is to argue for the utility of a relational model of disability, as a way of conceptualizing dementia. We explore whether dementia should be considered as a disability, and whether people with dementia might consider themselves as disabled people. We review examples of, and issues raised by, the political activism of people with dementia. We consider how language constructs dementia negatively. We discuss how the environment influences the experience of dementia. In conclusion, we show that a relational model of dementia lays the basis for a human rights approach to the condition, based on collaborative partnerships between people with dementia and people from other disability communities.
Narrative thematic analysis of baccalaureate nursing students' reflections: critical thinking in the clinical education context.

PubMed

Naber, Jessica L; Hall, Joanne; Schadler, Craig Matthew

2014-09-01

This study sought to identify characteristics of clinically situated critical thinking in nursing students' reflections, originally part of a study guided by Richard Paul's model of critical thinking. Nurses are expected to apply critical thinking in all practice situations to improve health outcomes, including patient safety and satisfaction. In a previous study, Paul's model of critical thinking was used to develop questions for reflective writing assignments. Within that study, 30 nursing students completed six open-ended narratives of nurse-patient clinical encounters during an 8-week period. Improvements were seen in critical thinking scores after the intervention. This article reports the qualitative analysis of the content of six open-ended narratives. Six overarching themes were identified and combined into a tentative conceptual model. Faculty's understanding of the characteristics of critical thinking in the context of clinical education will help them to teach and evaluate students' progress and competencies for future practice.

Mindfully Green and Healthy: An Indirect Path from Mindfulness to Ecological Behavior

PubMed Central

Geiger, Sonja M.; Otto, Siegmar; Schrader, Ulf

2018-01-01

This paper examines the nature of the link between mindfulness and ecological behavior. Based on the notion that mindfulness incorporates heightened awareness of bodily sensations, we suggest an indirect path from mindfulness to ecological behavior that is mediated through individual health behavior, such as improved nutrition and increased exercise. This indirect path is corroborated with two online studies (n = 147/n = 239) where mindfulness, personal health behavior and ecological behavior were assessed. We conclude that increased mindful awareness of momentary experience indeed favors more healthy lifestyles, which in turn relate to increased ecological behavior beyond personal health benefits. The findings support an agreeableness of personal and planetary health behavior and open up a path for environmental educational interventions based on mindfulness practices and personal health gains. PMID:29403406
Developing "Design Minds" for the 21st Century through a Public Sector Initiated Online Design Education Platform

ERIC Educational Resources Information Center

Duell, Christian; Wright, Natalie; Roxburgh, Joanna

2014-01-01

Education in the 21st century demands a model for understanding a new culture of learning in the face of rapid change, open access data and geographical diversity. Teachers no longer need to provide the latest information because students themselves are taking an active role in peer collectives to help create it. This paper examines, through an…
The relation of trait and state mindfulness with satisfaction and physical activity: A cross-sectional study in 305 Dutch participants.

PubMed

Tsafou, Kalliopi-Eleni; Lacroix, Joyca Pw; van Ee, Raymond; Vinkers, Charlotte Dw; De Ridder, Denise Td

2017-09-01

Previous research has shown that satisfaction mediates the relationship of state mindfulness (i.e. during physical activity) with physical activity. This study aimed to replicate this finding and to explore the role of trait mindfulness with a cross-sectional design. In all, 305 participants completed measures on trait and state mindfulness, satisfaction with physical activity, and physical activity. Mediation analyses were used. Satisfaction mediated the effect of state mindfulness on physical activity. Trait mindfulness related to physical activity via an indirect path, namely through two consecutive mediators, first state mindfulness and then satisfaction. Our results suggest that to enhance satisfaction, both state and trait mindfulness should be considered.
Getting past yes: negotiating as if implementation mattered.

PubMed

Ertel, Danny

2004-11-01

Many deals that look good on paper never materialize into value-creating endeavors. Often, the problem begins at the negotiating table. In fact, the very person everyone thinks is pivotal to a deal's success--the negotiator--is often the one who undermines it. That's because most negotiators have a deal maker mind-set: They see the signed contract as the final destination rather than the start of a cooperative venture. What's worse, most companies reward negotiators on the basis of the number and size of the deals they're signing, giving them no incentive to change. The author asserts that organizations and negotiators must transition from a deal maker mentality--which involves squeezing your counterpart for everything you can get--to an implementation mind-set--which sets the stage for a healthy working relationship long after the ink has dried. Achieving an implementation mind-set demands five new approaches. First, start with the end in mind: Negotiation teams should carry out a "benefit of hindsight" exercise to imagine what sorts of problems they'll have encountered 12 months down the road. Second, help your counterpart prepare. Surprise confers advantage only because the other side has no time to think through all the implications of a proposal. If they agree to something they can't deliver, it will affect you both. Third, treat alignment as a shared responsibility. After all, if the other side's interests aren't aligned, it's your problem, too. Fourth, send one unified message. Negotiators should brief implementation teams on both sides together so everyone has the same information. And fifth, manage the negotiation like a business exercise: Combine disciplined negotiation preparation with post-negotiation reviews. Above all, companies must remember that the best deals don't end at the negotiating table--they begin there.
Tips for scholarly writing in nursing.

PubMed

Dexter, P

2000-01-01

Professional nurses, and certainly those in academia and nursing service leadership positions, are experiencing an increasing need for writing skills. Among the most important skills required for scholarly writing are those relating to critical thinking. With this in mind, suggestions for scholarly writing in nursing are presented in this article, organized according to Paul's criteria for critical thinking: clarity, precision, specificity, accuracy, relevance, consistency, logicalness, depth, completeness, significance, fairness, and adequacy for purpose. Although becoming proficient in scholarly writing takes time and effort, the rewards in terms of career advancement, professional contributions, and personal satisfaction and enjoyment are considerable.
Accommodation in the formal world of mathematical thinking

NASA Astrophysics Data System (ADS)

Stewart, Sepideh; Schmidt, Ralf

2017-11-01

In this study, we examined a mathematician and one of his students' teaching journals and thought processes concurrently as the class was moving towards the proof of the Fundamental Theorem of Galois Theory. We employed Tall's framework of three worlds of mathematical thinking as well as Piaget's notion of accommodation to theoretically study the narratives. This paper reveals the pedagogical challenges of proving an elegant theory as the events unfolded. Although the mathematician was conscious of the students' abilities as he carefully made the path accessible, the disparity between the mind of the mathematician and the student became apparent.
Teaching Critical Thinking and Civic Thinking in a First-Year College Course

ERIC Educational Resources Information Center

Stearns, Donald E.; Houlihan, Adam J.; Corbo, Christopher P.; Mosher, Roy H.

2017-01-01

Two professors co-taught critical and civic thinking in the same first-semester course for four years. For the first year, they used computerized argument mapping and critical-thinking-for-civic-thinking (CT)[superscript 2] exercises based on open-ended scenarios framed within a civic context. The instructors assessed student skill levels using…
Critical Thinking Concept Reconstructed

ERIC Educational Resources Information Center

Minter, Mary Kennedy

2010-01-01

This paper explores the proposition that teaching of critical thinking (CT) should include: (1) identifying and addressing the many environmental variables acting as barriers to our human thinking, i.e., an open system approach, and (2) utilizing the interrelatedness of the CT building blocks, i.e., creative thinking techniques, levels of…
Functional dissociation of ventral frontal and dorsomedial default mode network components during resting state and emotional autobiographical recall

PubMed Central

Bado, Patricia; Engel, Annerose; de Oliveira-Souza, Ricardo; Bramati, Ivanei E; Paiva, Fernando F; Basilio, Rodrigo; Sato, João R; Tovar-Moll, Fernanda; Moll, Jorge

2014-01-01

Humans spend a substantial share of their lives mind-wandering. This spontaneous thinking activity usually comprises autobiographical recall, emotional, and self-referential components. While neuroimaging studies have demonstrated that a specific brain “default mode network” (DMN) is consistently engaged by the “resting state” of the mind, the relative contribution of key cognitive components to DMN activity is still poorly understood. Here we used fMRI to investigate whether activity in neural components of the DMN can be differentially explained by active recall of relevant emotional autobiographical memories as compared with the resting state. Our study design combined emotional autobiographical memory, neutral memory and resting state conditions, separated by a serial subtraction control task. Shared patterns of activation in the DMN were observed in both emotional autobiographical and resting conditions, when compared with serial subtraction. Directly contrasting autobiographical and resting conditions demonstrated a striking dissociation within the DMN in that emotional autobiographical retrieval led to stronger activation of the dorsomedial core regions (medial prefrontal cortex, posterior cingulate cortex), whereas the resting state condition engaged a ventral frontal network (ventral striatum, subgenual and ventral anterior cingulate cortices) in addition to the IPL. Our results reveal an as yet unreported dissociation within the DMN. Whereas the dorsomedial component can be explained by emotional autobiographical memory, the ventral frontal one is predominantly associated with the resting state proper, possibly underlying fundamental motivational mechanisms engaged during spontaneous unconstrained ideation. Hum Brain Mapp 35:3302–3313, 2014. © 2013 Wiley Periodicals, Inc. PMID:25050426
The Eugenides Foundation Interactive Exhibition of Science and Technology

NASA Astrophysics Data System (ADS)

Kontogiannis, Ioannis

2010-01-01

The Interactive Exhibition of Science and Technology is installed in an area of 1200 m2 at the Eugenides Foundation. 65 interactive exhibits, designed by the "Cites des Science et de l' Industrie" are organised in themes, stimulate the visitors' mind and provoke scientific thinking. Parallel activities take place inside the exhibition, such as live science demonstrations, performed by young scientists. Extra material such as news bulletins (short news, science comics and portraits), educational paths and treasure-hunting based games, all available online as well, are prepared on a monthly basis and provided along with the visit to the exhibition. Through these exhibits and activities, scientific facts are made simple and easy to comprehend using modern presentation tools. We present details on how this exhibition acts complementary to the science education provided by schools, making it a highly sophisticated educational tool.
The Functional Theory of Counterfactual Thinking

PubMed Central

Epstude, Kai; Roese, Neal J.

2008-01-01

Counterfactuals are thoughts about alternatives to past events, that is, thoughts of what might have been. This article provides an updated account of the functional theory of counterfactual thinking, suggesting that such thoughts are best explained in terms of their role in behavior regulation and performance improvement. The article reviews a wide range of cognitive experiments indicating that counterfactual thoughts may influence behavior by either of two routes: a content-specific pathway (which involves specific informational effects on behavioral intentions, which then influence behavior) and a content-neutral pathway (which involves indirect effects via affect, mind-sets, or motivation). The functional theory is particularly useful in organizing recent findings regarding counterfactual thinking and mental health. The article concludes by considering the connections to other theoretical conceptions, especially recent advances in goal cognition. PMID:18453477
The functional theory of counterfactual thinking.

PubMed

Epstude, Kai; Roese, Neal J

2008-05-01

Counterfactuals are thoughts about alternatives to past events, that is, thoughts of what might have been. This article provides an updated account of the functional theory of counterfactual thinking, suggesting that such thoughts are best explained in terms of their role in behavior regulation and performance improvement. The article reviews a wide range of cognitive experiments indicating that counterfactual thoughts may influence behavior by either of two routes: a content-specific pathway (which involves specific informational effects on behavioral intentions, which then influence behavior) and a content-neutral pathway (which involves indirect effects via affect, mind-sets, or motivation). The functional theory is particularly useful in organizing recent findings regarding counterfactual thinking and mental health. The article concludes by considering the connections to other theoretical conceptions, especially recent advances in goal cognition.
Are Mindfulness and Self-Compassion Related to Psychological Distress and Communication in Couples Facing Lung Cancer? A Dyadic Approach.

PubMed

Schellekens, Melanie P J; Karremans, Johan C; van der Drift, Miep A; Molema, Johan; van den Hurk, Desiree G M; Prins, Judith B; Speckens, Anne E M

2017-01-01

Lung cancer patients and their spouses report high rates of distress. Due to the increasing popularity of and evidence for mindfulness-based interventions in cancer, mindfulness and self-compassion have been identified as potentially helpful skills when coping with cancer. This dyadic study examined how mindfulness and self-compassion are related to psychological distress and communication about cancer in couples facing lung cancer. Using the actor-partner interdependence model, self-reported mindfulness, self-compassion, psychological distress and communication about cancer were analyzed in a cross-sectional sample of 88 couples facing lung cancer. Regarding psychological distress, no difference was found between patients and spouses. In both partners, own levels of mindfulness ( B = -0.19, p = .002) and self-compassion ( B = -0.45, p < .001) were negatively related to own distress levels. At a dyadic level, own self-compassion was less strongly associated with distress if the partner reported high self-compassion ( B = 0.03, p = .049). Regarding communication about cancer, patients reported to communicate more openly with their partner than with spouses. However, after controlling for gender, this difference was no longer significant. In both partners, own self-compassion ( B = 0.03, p = .010) was significantly associated with own communication while mindfulness was not. A trend showed that mindfulness of the partner was related to more open communication in the individual ( B = 0.01, p = .080). These findings give a first indication that mindfulness and self-compassion skills may go beyond the individual and could impact couple functioning. Future research should examine whether couples facing (lung) cancer may benefit from programs in which mindfulness and self-compassion are cultivated.
Georgetown's Think Tank on the Potomac

ERIC Educational Resources Information Center

Kondracke, Morton

1978-01-01

The status and activities of the Center for Strategic and International Studies and its ties to Georgetown University are described. CSIS serves as a kind of open university for policy makers, outlining the issues and policy choices that the U.S. will face in the future. It maintains a professional staff of 25, has a politically conservative…
A College Honors Seminar on Evolution and Intelligent Design: Successes and Challenges

ERIC Educational Resources Information Center

Kelley, Patricia H.

2009-01-01

College honors courses provide an opportunity to tackle controversial topics in an atmosphere that encourages active learning, critical thinking, and open discussion. This venue is particularly appropriate for examining the debate about teaching intelligent design (ID) in public school science classes. A one-credit honors enrichment seminar taught…
Putting Feminist Pedagogy to the Test. The Experience of Women's Studies from Student and Teacher Perspectives.

ERIC Educational Resources Information Center

Stake, Jayne E.; Hoffmann, Frances L.

2000-01-01

Examined the experience of women's studies (WS) teaching from the perspective of college students and their teachers. Surveys of WS faculty and students nationwide indicated strong emphases on critical thinking/open-mindedness and participatory learning and weaker emphases on personal experience and political understanding/activism. Student…
The Hidden Other Within: An Alternative to Psycho-Biological Interpretations of Intrapersonal Communication.

ERIC Educational Resources Information Center

Crouse, Janice Shaw; Crouse, Gilbert L.

Communication scholars have only recently begun to consider internal processes of thought as essential components of interpersonal communication. In 1964 a reorientation of thinking to include intrapersonal processes as integral to the communication process was first urged. The "hidden other" refers to the wellspring of the mind and its…
Effects of Tactile Sensations during Finger Painting on Mindfulness, Emotions, and Scope of Attention

ERIC Educational Resources Information Center

Stanko-Kaczmarek, Maja; Kaczmarek, Lukasz D.

2016-01-01

Research has shown that creative performance, such as painting, influences affective and cognitive processes. Yet little is known about how tactile sensations experienced during painting determine what individuals feel and how they think while they create. Based on prior research, finger painting (compared to brush painting) was expected to…
Do Children Think that Duplicating the Body also Duplicates the Mind?

ERIC Educational Resources Information Center

Hood, Bruce; Gjersoe, Nathalia L.; Bloom, Paul

2012-01-01

Philosophers use hypothetical duplication scenarios to explore intuitions about personal identity. Here we examined 5- to 6-year-olds' intuitions about the physical properties and memories of a live hamster that is apparently duplicated by a machine. In Study 1, children thought that more of the original's physical properties than episodic…
Check Your Orientalism at the Door: Edward Said, Sanjay Seth, and the Adequacy of Western Pedagogy

ERIC Educational Resources Information Center

Paschyn, Christina

2014-01-01

Western pedagogy and its preconceived notions of the non-Western world can limit scholars from developing accurate understandings of culturally different societies. Western academics teaching at foreign and Western institutions abroad must be mindful of how ingrained and subconscious Orientalist thinking can distort and hinder their interactions…

Observing Complex Systems Thinking in the Zone of Proximal Development

ERIC Educational Resources Information Center

Danish, Joshua; Saleh, Asmalina; Andrade, Alejandro; Bryan, Branden

2017-01-01

Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students' answers and the help they receive as they construct them. We report on a secondary analysis of…
Whole Mind Education for the Emerging Future

ERIC Educational Resources Information Center

Mani, Rama; Elworthy, Scilla; Gopinath, Meenakshi; Houston, Jean; Schwartz, Melissa

2014-01-01

At a time of unprecedented multiple crises threatening life on earth, the wholesale transformation of cultures and societies has never been more imperative. This article draws on insights and experiences of a group of women leaders who met in Oxford in October 2013, for five days of intensive thinking and discussion on the emerging future. They…
Mind over Matter: Reappraising Arousal Improves Cardiovascular and Cognitive Responses to Stress

ERIC Educational Resources Information Center

Jamieson, Jeremy P.; Nock, Matthew K.; Mendes, Wendy Berry

2012-01-01

Researchers have theorized that changing the way we think about our bodily responses can improve our physiological and cognitive reactions to stressful events. However, the underlying processes through which mental states improve downstream outcomes are not well understood. To this end, we examined whether reappraising stress-induced arousal could…
Moving off the Page: Tapping into Young Children's Imagination

ERIC Educational Resources Information Center

Miranda, Martina

2015-01-01

This article explores the interplay between young children's spontaneous engagement in learning through their imagination, and the mind-set of the teacher when approaching planning for instruction. Perhaps by connecting with our own imaginative thinking, we can gain insights about our young learners, and find additional strategies to promote…
Empowering Learners with Digital and Media Literacy

ERIC Educational Resources Information Center

Hobbs, Renee

2011-01-01

School librarians and teachers are working together in a national movement to bring digital and media literacy to all citizens. When people think of the term "literacy," what generally springs to mind is reading and writing, speaking and listening. These are foundational elements of literacy. But because people use so many different types of…
Motivating Students to Read in the Content Classroom: Six Evidence-Based Principles

ERIC Educational Resources Information Center

Brozo, William G.; Flynt, E. Sutton

2008-01-01

Teachers who plan content area instruction with evidence-based principles of reading engagement in mind will seek ways of making learning interesting and worthwhile; will create learning contexts that maximize participation in reading, writing, and thinking; and will always account for motivation and engagement when considering students' classroom…
Culture Understanding in Foreign Language Teaching

ERIC Educational Resources Information Center

Qu, Yi

2010-01-01

In the course of foreign language teaching, the priority should always be given to increase international understanding by enabling the students to enter into the life, thought, and literature of people who speak another language. The objective may vary from one period to another, but it should long be present in the thinking of our minds. The…
Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry

ERIC Educational Resources Information Center

Eli, Jennifer A.; Mohr-Schroeder, Margaret J.; Lee, Carl W.

2013-01-01

Effective competition in a rapidly growing global economy places demands on a society to produce individuals capable of higher-order critical thinking, creative problem solving, connection making, and innovation. We must look to our teacher education programs to help prospective middle grades teachers build the mathematical habits of mind that…
History in Education for Citizenship in a Democracy

ERIC Educational Resources Information Center

Brown, Sarah Drake; Drake, Frederick D.

2005-01-01

A long recommended central purpose of civic education has been preparation of students for responsible democratic life. The authors of this paper contend that teaching students the domain-specific process of historical thinking and the habits of mind that are incorporated into this discipline-specific act will contribute to students' ability to…
Private-Public Partnerships--A Winning Solution

ERIC Educational Resources Information Center

Ruhland, Sheila; Killian, Anne

2012-01-01

Alex Prunty, a student in Moraine Park Technical College's Engine Research and Development (ERD), says that "dedication" is the first word that comes to mind when he thinks of rebuilding an engine. He quickly added the more technical terms like crank shaft, pistons and valves to the discussion. Just like an engine is taken apart and…
Thinking like a Scientist: Innateness as a Case Study

ERIC Educational Resources Information Center

Knobe, Joshua; Samuels, Richard

2013-01-01

The concept of innateness appears in systematic research within cognitive science, but it also appears in less systematic modes of thought that long predate the scientific study of the mind. The present studies therefore explore the relationship between the properly scientific uses of this concept and its role in ordinary folk understanding.…
Classical Pragmatism on Mind and Rationality

ERIC Educational Resources Information Center

Maattanen, Pentti

2005-01-01

One of the major changes in twentieth century philosophy was the so-called linguistic turn, in which natural and formal languages became central subjects of study. This meant that theories of meaning became mostly about linguistic meaning, thinking was now analyzed in terms of symbol manipulation, and rules of classical logic formed the nucleus of…
The Role of Marital Power in Depression and Marital Distress.

ERIC Educational Resources Information Center

Halloran, Elizabeth C.

1998-01-01

Drawing on sex-role theory, the learned-helplessness model of depression, and a review of empirical research, this article explores inequity in marital power as a potential third variable that explains how depression and the quality of marriage are related. Aims to generate broad-minded thinking about how marital power, depression, and marital…
Brain Regions for Perceiving and Reasoning about Other People in School-Aged Children

ERIC Educational Resources Information Center

Saxe, Rebecca R.; Whitfield-Gabrieli, Susan; Scholz, Jonathan; Pelphrey, Kevin A.

2009-01-01

Neuroimaging studies with adults have identified cortical regions recruited when people think about other people's thoughts (theory of mind): temporo-parietal junction, posterior cingulate, and medial prefrontal cortex. These same regions were recruited in 13 children aged 6-11 years when they listened to sections of a story describing a…
Thinking in Action: Some Insights from Cognitive Sport Psychology

ERIC Educational Resources Information Center

Moran, Aidan

2012-01-01

Historically, cognitive researchers have largely ignored the domain of sport in their quest to understand how the mind works. This neglect is due, in part, to the limitations of the information processing paradigm that dominated cognitive psychology in its formative years. With the emergence of the embodiment approach to cognition, however, sport…
Playing with the Multiple Intelligences: How Play Helps Them Grow

ERIC Educational Resources Information Center

Eberle, Scott G.

2011-01-01

Howard Gardner first posited a list of "multiple intelligences" as a liberating alternative to the assumptions underlying traditional IQ testing in his widely read study "Frames of Mind" (1983). Play has appeared only in passing in Gardner's thinking about intelligence, however, even though play instructs and trains the verbal, interpersonal,…
Gut Instinct: The Body and Learning

ERIC Educational Resources Information Center

Barnacle, Robyn

2009-01-01

In the current socio-political climate pedagogies consistent with rationalism are in the ascendancy. One way to challenge the purchase of rationalism within educational discourse and practice is through the body, or by re-thinking the nature of mind-body relations. While the orientation of this paper is ultimately phenomenological, it takes as its…
How Brooding Minds Inhibit Negative Material: An Event-Related fMRI Study

ERIC Educational Resources Information Center

Vanderhasselt, Marie-Anne; Baeken, Chris; Van Schuerbeek, Peter; Luypaert, Rob; De Mey, Johan; De Raedt, Rudi

2013-01-01

Depressive brooding--a passive ruminative focus on one's problems, negative mood and their consequences--is a thinking style that places individuals at a greater risk to develop future psychopathology. In this study, we investigated whether inter-individual differences in depressive brooding are related to neural differences underlying the…
Fast Track: A Language Arts Program for Middle School Gifted

ERIC Educational Resources Information Center

Schneider, Jean

2008-01-01

"Fast Track" is a pseudonym for an accelerated, advanced language arts program for verbally gifted and high potential students in grades 6-8. The critical thinking model used for "Fast Track" was gleaned from Coalition of Essential Schools founder Ted Sizer's Habits of Mind: significance, evidence, connections, perspective, and supposition, as…
Formative Assessment Probes: With a Purpose

ERIC Educational Resources Information Center

Keeley, Page

2011-01-01

The first thing that comes to mind for many teachers when they think of assessment is testing, quizzes, performance tasks, and other summative forms used for grading purposes. Such assessment practices represent only a fraction of the kinds of assessment that occur on an ongoing basis in an effective science classroom. Formative assessment is a…

Some links on this page may take you to non-federal websites. Their policies may differ from this site.