Last night I had the strangest dream: Varieties of rational thought processes in dream reports.

PubMed

Wolman, Richard N; Kozmová, Miloslava

2007-12-01

From the neurophysiological perspective, thinking in dreaming and the quality of dream thought have been considered hallucinatory, bizarre, illogical, improbable, or even impossible. This empirical phenomenological research concentrates on testing whether dream thought can be defined as rational in the sense of an intervening mental process between sensory perception and the creation of meaning, leading to a conclusion or to taking action. From 10 individual dream journals of male participants aged 22-59 years and female participants aged 25-49 years, we delimited four dreams per journal and randomly selected five thought units from each dream for scoring. The units provided a base for testing a hypothesis that the thought processes of dream construction are rational. The results support the hypothesis and demonstrate that eight fundamental rational thought processes can be applied to the dreaming process.

The relation of rational and experiential information processing styles to personality, basic beliefs, and the ratio-bias phenomenon.

PubMed

Pacini, R; Epstein, S

1999-06-01

A new version of the Rational-Experiential Inventory (REI), which measures rational and experiential thinking styles and includes subscales of self-reported ability and engagement, was examined in two studies. In Study 1, the two main scales were independent, and they and their subscales exhibited discriminant validity and contributed to the prediction of a variety of measures beyond the contribution of the Big Five scales. A rational thinking style was most strongly and directly related to Ego Strength, Openness, Conscientiousness, and favorable basic beliefs about the self and the world, and it was most strongly inversely related to Neuroticism and Conservatism. An experiential thinking style was most strongly directly related to Extraversion, Agreeableness, Favorable Relationships Beliefs, and Emotional Expressivity, and it was most strongly inversely related to Categorical Thinking, Distrust of Others, and Intolerance. In Study 2, a rational thinking style was inversely related and an experiential thinking style was unrelated to nonoptimal responses in a game of chance. It was concluded that the new REI is a significant improvement over the previous version and measures unique aspects of personality.

Rational Thinking and Cognitive Sophistication: Development, Cognitive Abilities, and Thinking Dispositions

ERIC Educational Resources Information Center

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

2014-01-01

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…

Gambling related cognitions mediate the association between thinking style and problem gambling severity.

PubMed

Emond, Melissa S; Marmurek, Harvey H C

2010-06-01

This study examined the associations among thinking style (rational versus experiential), gambling related cognitions, and problem gambling severity. The participants were 70 female and 41 male regular gamblers who completed the Gambling Related Cognitions Scale (Raylu and Oei, Addiction 99:757-769, 2004), the Rational-Experiential Inventory (Pacini and Epstien, J Pers Soc Psychol 76(6):972-987, 1999), and the Problem Gambling Severity Index (Ferris and Wynne, The Canadian problem and gambling index: final report. Canadian Centre on Substance Abuse, Ottawa, 2001). Rational thinking was negatively related to problem gambling severity. Gambling related biases increased with problem gambling severity but the strength of those biases was dampened by rational thought. The patterns by which gambling related cognition mediated the association between thinking style and gambling severity suggest that therapeutic interventions may benefit from a consideration of a gambler's thinking style.

Adolescent Identity: Rational vs. Experiential Processing, Formal Operations, and Critical Thinking Beliefs.

ERIC Educational Resources Information Center

Klaczynski, Paul A.; Fauth, James M.; Swanger, Amy

1998-01-01

The extent to which adolescents rely on rational versus experiential information processing was studied with 49 adolescents administered multiple measures of formal operations, two critical thinking questionnaires, a measure of rational processing, and a measure of ego identity status. Implications for studies of development are discussed in terms…

The Emotional and Moral Basis of Rationality

ERIC Educational Resources Information Center

Boostrom, Robert

2013-01-01

This chapter explores the basis of rationality, arguing that critical thinking tends to be taught in schools as a set of skills because of the failure to recognize that choosing to think critically depends on the prior development of stable sentiments or moral habits that nourish a rational self. Primary among these stable sentiments are the…

Critical Thinking and Rational Emotive Behavior Therapy.

ERIC Educational Resources Information Center

Hatcher, Donald; Brown, Tony; Gariglietti, Kelli P.

2001-01-01

Notes limitations of Rational Emotive Behavior Therapy (REBT). Suggests that should these weaknesses be addressed, teachers of critical thinking would do well to incorporate REBT into their critical thinking courses. Relates that A. Ellis has suggested that the future of REBT is in integrating it into the educational curriculum as a way of…

A Survey to Determine Decision-Making Styles of Working Paramedics and Student Paramedics.

PubMed

Jensen, J L; Bienkowski, A; Travers, A H; Calder, L A; Walker, M; Tavares, W; Croskerry, P

2016-05-01

Two major processes underlie human decision-making: experiential (intuitive) and rational (conscious) thinking. The predominant thinking process used by working paramedics and student paramedics to make clinical decisions is unknown. A survey was administered to ground ambulance paramedics and to primary care paramedic students. The survey included demographic questions and the Rational Experiential Inventory-40, a validated psychometric tool involving 40 questions. Twenty questions evaluated each thinking style: 10 assessed preference and 10 assessed ability to use that style. Responses were provided on a five-point Likert scale, with higher scores indicating higher affinity for the style in question. Analysis included both descriptive statistics and t tests to evaluate differences in thinking style. The response rate was 88.4% (1172/1326). Paramedics (n=904) had a median age of 36 years (IQR 29-42) and most were male (69.5%) and primary or advanced care paramedics (PCP=55.5%; ACP=32.5%). Paramedic students (n=268) had a median age of 23 years (IQR 21-26), most were male (63.1%) and had completed high school (31.7%) or an undergraduate degree (25.4%) prior to paramedic training. Both groups scored their ability to use and favourability toward rational thinking significantly higher than experiential thinking. The mean score for rational thinking was 3.86/5 among paramedics and 3.97/5 among paramedic students (p<0.001). The mean score for experiential thinking was 3.41/5 among paramedics and 3.35/5 among paramedic students (p=0.06). Working paramedics and student paramedics prefer and perceive that they have the ability to use rational over experiential thinking. This information adds to our current knowledge on paramedic decision-making and is potentially important for developing continuing education and clinical support tools.

Thinking on Sichuan-Chongqing gas pipeline transportation system reform under market-oriented conditions

NASA Astrophysics Data System (ADS)

Duan, Yanzhi

2017-01-01

The gas pipeline networks in Sichuan and Chongqing (Sichuan-Chongqing) region have formed a fully-fledged gas pipeline transportation system in China, which supports and promotes the rapid development of gas market in Sichuan-Chongqing region. In the circumstances of further developed market-oriented economy, it is necessary to carry out further the pipeline system reform in the areas of investment/financing system, operation system and pricing system to lay a solid foundation for improving future gas production and marketing capability and adapting itself to the national gas system reform, and to achieve the objectives of multiparty participated pipeline construction, improved pipeline transportation efficiency and fair and rational pipeline transportation prices. In this article, main thinking on reform in the three areas and major deployment are addressed, and corresponding measures on developing shared pipeline economy, providing financial support to pipeline construction, setting up independent regulatory agency to enhance the industrial supervision for gas pipeline transportation, and promoting the construction of regional gas trade market are recommended.

Should informed consent be based on rational beliefs?

PubMed Central

Savulescu, J; Momeyer, R W

1997-01-01

Our aim is to expand the regulative ideal governing consent. We argue that consent should not only be informed but also based on rational beliefs. We argue that holding true beliefs promotes autonomy. Information is important insofar as it helps a person to hold the relevant true beliefs. But in order to hold the relevant true beliefs, competent people must also think rationally. Insofar as information is important, rational deliberation is important. Just as physicians should aim to provide relevant information regarding the medical procedures prior to patients consenting to have those procedures, they should also assist patients to think more rationally. We distinguish between rational choice/action and rational belief. While autonomous choice need not necessarily be rational, it should be based on rational belief. The implication for the doctrine of informed consent and the practice of medicine is that, if physicians are to respect patient autonomy and help patients to choose and act more rationally, not only must they provide information, but they should care more about the theoretical rationality of their patients. They should not abandon their patients to irrationality. They should help their patients to deliberate more effectively and to care more about thinking rationally. We illustrate these arguments in the context of Jehovah's Witnesses refusing life-saving blood transfusions. Insofar as Jehovah's Witnesses should be informed of the consequences of their actions, they should also deliberate rationally about these consequences. PMID:9358347

Should informed consent be based on rational beliefs?

PubMed

Savulescu, J; Momeyer, R W

1997-10-01

Our aim is to expand the regulative ideal governing consent. We argue that consent should not only be informed but also based on rational beliefs. We argue that holding true beliefs promotes autonomy. Information is important insofar as it helps a person to hold the relevant true beliefs. But in order to hold the relevant true beliefs, competent people must also think rationally. Insofar as information is important, rational deliberation is important. Just as physicians should aim to provide relevant information regarding the medical procedures prior to patients consenting to have those procedures, they should also assist patients to think more rationally. We distinguish between rational choice/action and rational belief. While autonomous choice need not necessarily be rational, it should be based on rational belief. The implication for the doctrine of informed consent and the practice of medicine is that, if physicians are to respect patient autonomy and help patients to choose and act more rationally, not only must they provide information, but they should care more about the theoretical rationality of their patients. They should not abandon their patients to irrationality. They should help their patients to deliberate more effectively and to care more about thinking rationally. We illustrate these arguments in the context of Jehovah's Witnesses refusing life-saving blood transfusions. Insofar as Jehovah's Witnesses should be informed of the consequences of their actions, they should also deliberate rationally about these consequences.

Is experiential-intuitive cognitive style more inclined to err on conjunction fallacy than analytical-rational cognitive style?

PubMed

Lu, Yong

2015-01-01

In terms of prediction by Epstein's integrative theory of personality, cognitive-experiential self-theory (CEST), those people with experiential-intuitive cognitive style are more inclined to induce errors than the other people with analytical-rational cognitive style in the conjunction fallacy (two events that can occur together are seen as more likely than at least one of the two events). We tested this prediction in a revised Linda problem. The results revealed that rational and experiential cognitive styles do not statistically influence the propensity for committing the conjunction fallacy, which is contrary to the CEST's predictions. Based on the assumption that the rational vs. experiential processing is a personality trait with comparatively stabile specialities, these findings preliminarily indicate that those people who are characterized by "rational thinking" are not more inclined to use Bayes' deduction than the other people who are labeled by "intuitive thinking" or by "poor thinking."

Chiropractic professionalization and accreditation: an exploration of the history of conflict between worldviews through the lens of developmental structuralism.

PubMed

Senzon, Simon A

2014-12-01

The purpose of this commentary is to describe the conflicts in the history of chiropractic's professionalization and conflict through the path of increasing educational standards and accreditation using the lens of developmental structuralism. Within the story of chiropractic's professionalization and accreditation lie the battles between competing worldviews. Gibbons proposed 4 periods of chiropractic's educational history; this article proposes a fifth period along with a new methodological approach to explore the complexity of chiropractic's history. The methodology draws upon constructive developmental psychology and proposes 5 levels of thinking common to the individuals from chiropractic's history. By using a psychological framework to analyze historical events, it appears that the battle within chiropractic education continues at present. Several important issues are explored: the Council on Chiropractic Education's origins in the medical paradigm and rational thinking, the pre-rational, rational, and post-rational critics of the Council on Chiropractic Education, the schools of thought that were reified or emerged from the history, as well as the more recent legal, economic, and social pressures, which helped to shape chiropractic's accreditation and professionalization. A transrational approach, one that includes the partial truths of all perspectives, is a first step to allow for a richer understanding of how the interior worldviews, individual actions, and the exterior forces (legal, economic, political, and educational) brought forth the chiropractic clashes together. Viewing the conflicts within chiropractic from this approach may foster new educational structures to evolve.

Reforming Pentagon Strategic Decisionmaking. Strategic Forum. Number 221, July 2006

DTIC Science & Technology

2006-07-01

capability that would improve Pentagon decisionmaking. Blink and Think It is commonly assumed that people can and should make decisions as rationally ... rationality ,” which not only helps them make decisions but also introduces a range of nonrational psychologi- cal factors into their thinking. An otherwise...decisionmaking shortcuts that limit their ability to make rational decisions . Strategic Forum No. 221July 2006 Institute for National Strategic Studies

Would you rather take orders from Kirk or Spock? The relation between rational thinking and intelligence.

PubMed

Sternberg, R J

1993-10-01

This article considers the relation between rationality and intelligence. The article is divided into three main parts: In the first, I consider the concept of rationality and conclude that rational thinking is a part of intelligence, but not a major part. In the second, I consider Stanovich's concept of dysrationalia, and propose that an alternative concept, practical intelligence (or the lack thereof), may better accomplish the goals that Stanovich wishes to achieve with his concept. Finally, I draw some conclusions.

More Than the Ten Rational Thinking Processes.

ERIC Educational Resources Information Center

Torrance, E. Paul

1980-01-01

The 10 rational processes (which include recalling and imagining, classifying and generalizing, comparing and evaluating, analyzing and synthesizing, and deducting and inferring) are examined from a cultural and historical perspective, with particular emphasis on the suprarational aspects of creative thinking. A three stage model for facilitating…

Cognition and Rationality.

ERIC Educational Resources Information Center

Shaughnessy, Michael F.

This paper reviews the main research in the area of human reasoning and rational thinking to determine if man is either an "innately inefficient thinking machine" or if man's irrationality is "rooted in basic human nature," as Ellis (1976) suggests. The paper focuses on the work of two English theorists, Wason and…

Measurement properties of the Inventory of Cognitive Bias in Medicine (ICBM)

PubMed Central

Sladek, Ruth M; Phillips, Paddy A; Bond, Malcolm J

2008-01-01

Background Understanding how doctors think may inform both undergraduate and postgraduate medical education. Developing such an understanding requires valid and reliable measurement tools. We examined the measurement properties of the Inventory of Cognitive Bias in Medicine (ICBM), designed to tap this domain with specific reference to medicine, but with previously questionable measurement properties. Methods First year postgraduate entry medical students at Flinders University, and trainees (postgraduate doctors in any specialty) and consultants (N = 348) based at two teaching hospitals in Adelaide, Australia, completed the ICBM and a questionnaire measuring thinking styles (Rational Experiential Inventory). Results Questions with the lowest item-total correlation were deleted from the original 22 item ICBM, although the resultant 17 item scale only marginally improved internal consistency (Cronbach's α = 0.61 compared with 0.57). A factor analysis identified two scales, both achieving only α = 0.58. Construct validity was assessed by correlating Rational Experiential Inventory scores with the ICBM, with some positive correlations noted for students only, suggesting that those who are naïve to the knowledge base required to "successfully" respond to the ICBM may profit by a thinking style in tune with logical reasoning. Conclusion The ICBM failed to demonstrate adequate content validity, internal consistency and construct validity. It is unlikely that improvements can be achieved without considered attention to both the audience for which it is designed and its item content. The latter may need to involve both removal of some items deemed to measure multiple biases and the addition of new items in the attempt to survey the range of biases that may compromise medical decision making. PMID:18507864

[Rationalities of knowledge production: on transformations of objects, technologies and information in biomedicine and the life sciences].

PubMed

Paul, Norbert W

2009-09-01

Since decades, scientific change has been interpreted in the light of paradigm shifts and scientific revolutions. The Kuhnian interpretation of scientific change however is now more and more confronted with non-disciplinary thinking in both, science and studies on science. This paper explores how research in biomedicine and the life sciences can be characterized by different rationalities, sometimes converging, sometimes contradictory, all present at the same time with varying ways of influence, impact, and visibility. In general, the rationality of objects is generated by fitting new objects and findings into a new experimental context. The rationality of hypotheses is a move towards the construction of novel explanatory tools and models. This is often inseparable meshing with the third, the technological rationality, in which a technology-driven, self-supporting and sometimes self-referential refinement of methods and technologies comes along with an extension into other fields. During the second and the third phase, the new and emerging fields tend to expand their explanatory reach not only across disciplinary boundaries but also into the social sphere, creating what has been characterized as "exceptionalism" (e.g. genetic exceptionalism or neuro-exceptionalism). Finally, recent biomedicine and life-sciences reach a level in which experimental work becomes more and more data-driven because the technologically constructed experimental systems generate a plethora of findings (data) which at some point start to blur the original hypotheses. For the rationality of information the materiality of research practices becomes secondary and research objects are more and more getting out of sight. Finally, the credibility of science as a practice becomes more and more dependent on consensus about the applicability and relevance of its results. The rationality of interest (and accountability) has become more and more characteristic for a research process which is no longer primarily determined by the desire for knowledge but by the desire for relevance. This paper explores in which ways object-driven and hypotheses-driven experimental life-sciences transformed into domains of experimental research evolving in a technologically constructed, data-driven environment in which they are subjected to constant morphing due to the forces of different rationalities.

The current and ideal state of anatomic pathology patient safety.

PubMed

Raab, Stephen Spencer

2014-01-01

An anatomic pathology diagnostic error may be secondary to a number of active and latent technical and/or cognitive components, which may occur anywhere along the total testing process in clinical and/or laboratory domains. For the pathologist interpretive steps of diagnosis, we examine Kahneman's framework of slow and fast thinking to explain different causes of error in precision (agreement) and in accuracy (truth). The pathologist cognitive diagnostic process involves image pattern recognition and a slow thinking error may be caused by the application of different rationally-constructed mental maps of image criteria/patterns by different pathologists. This type of error is partly related to a system failure in standardizing the application of these maps. A fast thinking error involves the flawed leap from image pattern to incorrect diagnosis. In the ideal state, anatomic pathology systems would target these cognitive error causes as well as the technical latent factors that lead to error.

Rational Emotive Theory Applied to Groups

ERIC Educational Resources Information Center

Jacobs, Edward; Croake, James W.

1976-01-01

University students participated in five weeks of education/discussion based on rational emotive theory. The results indicated increased rational thinking, decreased anxiety, and fewer reported problems. (Author)

Down to Earth: Contemplative Thinking Exercises for Geography Education

ERIC Educational Resources Information Center

de Busser, Cathelijne

2014-01-01

Contemporary geography education is mostly based on rational linear thinking skills, such as observation, explanation, interpretation, calculation and analysis. Even field trips--according to many the "heart" of geography--are often organized in a logical, rational manner, in which learners step-by-step improve their understanding of the…

Living, Being, Eating: Decisions We Make.

ERIC Educational Resources Information Center

Georgia State Dept. of Education, Atlanta. Office of Vocational Education.

Developed for use in the Youth Development Center of Georgia, these fifteen lessons respond to a need for nutrition education and training. Lesson titles are (1) Pre-Test and Brainstorming Exercises; (2) Moods and Emotions; (3) Reasons (rational vs. emotional thinking); (4) Two Sides of an Issue (rational, emotional, and combination thinking;…

If only I had taken my usual route…: age-related differences in counter-factual thinking.

PubMed

Horhota, Michelle; Mienaltowski, Andrew; Blanchard-Fields, Fredda

2012-01-01

Previous research suggests that young adults can shift between rational and experiential modes of thinking when forming social judgments. The present study examines whether older adults demonstrate this flexibility in thinking. Young and older adults completed an If-only task adapted from Epstein, Lipson, and Huh's (1992 , Journal of Personality and Social Psychology, 62, 328) examination of individuals' ability to adopt rational or experiential modes of thought while making a judgment about characters who experience a negative event that could have been avoided. Consistent with our expectations for their judgments of the characters, young adults shifted between experiential and rational modes of thought when instructed to do so. Conversely, regardless of the mode of thought being used or the order with which they adopted the different modes of thought (i.e., shifting from experiential to rational in Study 1 and from rational to experiential in Study 2), older adults consistently offered judgments and justifications that reflected a preference for experiential-based thought.

Chiropractic Professionalization and Accreditation: An Exploration of the History of Conflict Between Worldviews Through the Lens of Developmental Structuralism

PubMed Central

Senzon, Simon A.

2014-01-01

Objective The purpose of this commentary is to describe the conflicts in the history of chiropractic’s professionalization and conflict through the path of increasing educational standards and accreditation using the lens of developmental structuralism. Discussion Within the story of chiropractic’s professionalization and accreditation lie the battles between competing worldviews. Gibbons proposed 4 periods of chiropractic’s educational history; this article proposes a fifth period along with a new methodological approach to explore the complexity of chiropractic’s history. The methodology draws upon constructive developmental psychology and proposes 5 levels of thinking common to the individuals from chiropractic’s history. By using a psychological framework to analyze historical events, it appears that the battle within chiropractic education continues at present. Several important issues are explored: the Council on Chiropractic Education's origins in the medical paradigm and rational thinking, the pre-rational, rational, and post-rational critics of the Council on Chiropractic Education, the schools of thought that were reified or emerged from the history, as well as the more recent legal, economic, and social pressures, which helped to shape chiropractic's accreditation and professionalization. Conclusion A transrational approach, one that includes the partial truths of all perspectives, is a first step to allow for a richer understanding of how the interior worldviews, individual actions, and the exterior forces (legal, economic, political, and educational) brought forth the chiropractic clashes together. Viewing the conflicts within chiropractic from this approach may foster new educational structures to evolve. PMID:25431541

The dangers of euthanasia and dementia: how Kantian thinking might be used to support non-voluntary euthanasia in cases of extreme dementia.

PubMed

Sharp, Robert

2012-06-01

Some writers have argued that a Kantian approach to ethics can be used to justify suicide in cases of extreme dementia, where a patient lacks the rationality required of Kantian moral agents. I worry that this line of thinking may lead to the more extreme claim that euthanasia is a proper Kantian response to severe dementia (and similar afflictions). Such morally treacherous thinking seems to be directly implied by the arguments that lead Dennis Cooley and similar writers to claim that Kant might support suicide. If rationality is the only factor in valuing a human life, then the loss of that rationality (however such loss might be defined) would allow us to use essentially utilitarian thinking in order to support non-voluntary euthanasia, since the patients themselves would no longer be moral agents that demand respect. © 2012 Blackwell Publishing Ltd.

Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning.

PubMed

Williams, Charlene R; McLaughlin, Jacqueline E; Cox, Wendy C; Shepherd, Greene

2016-09-25

Objective. To determine if student pharmacists' preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection.

Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning

PubMed Central

McLaughlin, Jacqueline E.; Cox, Wendy C.; Shepherd, Greene

2016-01-01

Objective. To determine if student pharmacists’ preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection. PMID:27756927

Gut feelings, deliberative thought, and paranoid ideation: A study of experiential and rational reasoning

PubMed Central

Freeman, Daniel; Evans, Nicole; Lister, Rachel

2012-01-01

Rapid intuitive hunches or gut feelings may be a compelling source of evidence for paranoid ideas. Conversely, a failure to apply effortful analytic thinking may contribute to the persistence of such thoughts. Our main aim was to examine for the first time the associations of persecutory thinking with experiential and rational thinking styles. Five hundred individuals recruited from the general population completed self-report assessments of current persecutory ideation, general reasoning styles and personality traits. Persecutory ideation was independently associated with greater use of experiential reasoning and less use of rational reasoning. The correlations were small. Persecutory ideation was also positively associated with neuroticism and negatively correlated with extraversion, agreeableness and conscientiousness. There was no evidence of an interaction between neuroticism and experiential reasoning in the prediction of paranoia, but high experiential reasoning in the context of low rational reasoning was particularly associated with persecutory ideation. Overall, the study provides rare evidence of self-reported general reasoning styles being associated with delusional ideation. Perceived reliance on intuition is associated with paranoid thinking, while perceived reliance on deliberation is associated with fewer such thoughts. The dual process theory of reasoning may provide a framework to contribute to the understanding of paranoid thinking. PMID:22406393

Gut feelings, deliberative thought, and paranoid ideation: a study of experiential and rational reasoning.

PubMed

Freeman, Daniel; Evans, Nicole; Lister, Rachel

2012-05-15

Rapid intuitive hunches or gut feelings may be a compelling source of evidence for paranoid ideas. Conversely, a failure to apply effortful analytic thinking may contribute to the persistence of such thoughts. Our main aim was to examine for the first time the associations of persecutory thinking with experiential and rational thinking styles. Five hundred individuals recruited from the general population completed self-report assessments of current persecutory ideation, general reasoning styles and personality traits. Persecutory ideation was independently associated with greater use of experiential reasoning and less use of rational reasoning. The correlations were small. Persecutory ideation was also positively associated with neuroticism and negatively correlated with extraversion, agreeableness and conscientiousness. There was no evidence of an interaction between neuroticism and experiential reasoning in the prediction of paranoia, but high experiential reasoning in the context of low rational reasoning was particularly associated with persecutory ideation. Overall, the study provides rare evidence of self-reported general reasoning styles being associated with delusional ideation. Perceived reliance on intuition is associated with paranoid thinking, while perceived reliance on deliberation is associated with fewer such thoughts. The dual process theory of reasoning may provide a framework to contribute to the understanding of paranoid thinking. Copyright © 2012 Elsevier Ltd. All rights reserved.

Ethics and public health emergencies: rationing vaccines.

PubMed

Wynia, Matthew K

2006-01-01

There are three broad ethical issues related to handling public health emergencies. They are the three R's-rationing, restrictions and responsibilities. Recently, a severe shortage of annual influenza vaccine in the US, combined with the threat of pandemic flu, has provided an opportunity for policy makers to think about rationing in very concrete terms. Some lessons from annual flu vaccination likely will apply to pandemic vaccine distribution, but many preparatory decisions must be based on very rough estimates. What ethical principles should guide rationing decisions, what data should inform these decisions, how to revise decisions as new data emerge, and how to implement rationing decisions on the ground are all important considerations. In addition, ethicists might be able to help policy makers think through the importance of international cooperation in surmounting global rationing dilemmas and to accept the inevitable responsibilities of government in making and implementing rationing decisions.

The Comprehensive Assessment of Rational Thinking. 2013 Thorndike Award Address

ERIC Educational Resources Information Center

Stanovich, Keith E.

2016-01-01

The Nobel Prize in Economics was awarded in 2002 for work on judgment and decision-making tasks that are the operational measures of rational thought in cognitive science. Because assessments of intelligence (and similar tests of cognitive ability) are taken to be the quintessence of good thinking, it might be thought that such measures would…

Abstract Rationality in Education: From Vygotsky to Brandom

ERIC Educational Resources Information Center

Derry, Jan

2008-01-01

Abstract rationality has increasingly been a target of attack in contemporary educational research and practice and in its place practical reason and situated thinking have become a focus of interest. The argument here is that something is lost in this. In illustrating how we might think about the issue, this paper makes a response to the charge…

If You Want to Feel Better--Try Thinking Better.

ERIC Educational Resources Information Center

Rogers, George W., Jr.

This article briefly describes Rational Emotive or Rational Behavior Therapy. Some historical data is given regarding its developer, Dr. Albert Ellis, and his beliefs. In addition the following rational concepts are examined: (1) the anatomy of an emotion; (2) the characteristics of rational thoughts; and (3) the rational self-analysis of…

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.

Economic reasoning and artificial intelligence.

PubMed

Parkes, David C; Wellman, Michael P

2015-07-17

The field of artificial intelligence (AI) strives to build rational agents capable of perceiving the world around them and taking actions to advance specified goals. Put another way, AI researchers aim to construct a synthetic homo economicus, the mythical perfectly rational agent of neoclassical economics. We review progress toward creating this new species of machine, machina economicus, and discuss some challenges in designing AIs that can reason effectively in economic contexts. Supposing that AI succeeds in this quest, or at least comes close enough that it is useful to think about AIs in rationalistic terms, we ask how to design the rules of interaction in multi-agent systems that come to represent an economy of AIs. Theories of normative design from economics may prove more relevant for artificial agents than human agents, with AIs that better respect idealized assumptions of rationality than people, interacting through novel rules and incentive systems quite distinct from those tailored for people. Copyright © 2015, American Association for the Advancement of Science.

Building Creativity Training: Drawing with Left Hand to Stimulate Left Brain in Children Age 5-7 Years Old

ERIC Educational Resources Information Center

Saputra, Yanty Hardi; Sabana, Setiawan

2016-01-01

Researcher and professionals that started researching about brains since 1930 believe that left brain is a rational brain, which is tightly related with the IO, rational thinking, arithmetic thinking, verbal, segmental, focus, serial (linear), finding the differences, and time management, Meanwhile right brain is the part of brain that controlled…

Rational Behavior Skills: A Teaching Sequence for Students with Emotional Disabilities.

ERIC Educational Resources Information Center

Patton, Patricia Lucey

1995-01-01

Rational behavior training is a proactive teaching model concerned with helping students with behavior disorders or serious emotional disturbances develop rational thinking and appropriate social skills. Describes a seven-session sequence for teaching rational behavior skills in a middle school setting. Pre- and posttest data revealed significant…

A Conceptual Model for Teaching Critical Thinking in a Knowledge Economy

ERIC Educational Resources Information Center

Chadwick, Clifton

2011-01-01

Critical thinking, viewed as rational and analytic thinking, is crucial for participation in a knowledge economy and society. This article provides a brief presentation of the importance of teaching critical thinking in a knowledge economy; suggests a conceptual model for teaching thinking; examines research on the historical role of teachers in…

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.

Rasmussen's legacy and the long arm of rational choice.

PubMed

Dekker, Sidney W A

2017-03-01

Rational choice theory says that operators and others make decisions by systematically and consciously weighing all possible outcomes along all relevant criteria. This paper first traces the long historical arm of rational choice thinking in the West to Judeo-Christian thinking, Calvin and Weber. It then presents a case study that illustrates the consequences of the ethic of rational choice and individual responsibility. It subsequently examines and contextualizes Rasmussen's legacy of pushing back against the long historical arm of rational choice, showing that bad outcomes are not the result of human immoral choice, but the product of normal interactions between people and systems. If we don't understand why people did what they did, Rasmussen suggested, it is not because people behaved inexplicably, but because we took the wrong perspective. Copyright © 2016 Elsevier Ltd. All rights reserved.

Anxiety reduction through group instruction in rational therapy.

PubMed

Maxwell, J W; Wilkerson, J

1982-09-01

This study investigated the effects of group Rational Therapy in promoting rational thinking and self-enhancing emotions among 24 college students. Each subject was administered the Sixteen Personality Factor Questionnaire as a pre- and post-test measurement. Results reveal that some aspects of personality are affected by Rational Therapy group programs while others are not.

Neurophysiology and Rationality in Political Thinking.

ERIC Educational Resources Information Center

Peterson, Steven A.

Research both in cognitive psychology and psychobiology suggests that political behavior is often less rational than individuals believe it to be. Information processing, memory, and decision making are interlinked processes. Studies in cognitive psychology reveal that even though decision making requires rationality, individuals often adopt…

Rational Emotive Education as a Short-Term Primary Prevention Technique.

ERIC Educational Resources Information Center

Hooper, Stephen R.; Layne, C. Clinton

1985-01-01

Fifth- to seventh-grade students (N=586) who participated in one hour of Rational Emotive Education (a directive approach to teaching rational thinking skills) for six weeks scored higher in posttests of the Com oA Belief Inventory for Students than control Ss (N=738) who received no Rational Emotive Education. Findings suggested the utility of a…

On the relative independence of thinking biases and cognitive ability.

PubMed

Stanovich, Keith E; West, Richard F

2008-04-01

In 7 different studies, the authors observed that a large number of thinking biases are uncorrelated with cognitive ability. These thinking biases include some of the most classic and well-studied biases in the heuristics and biases literature, including the conjunction effect, framing effects, anchoring effects, outcome bias, base-rate neglect, "less is more" effects, affect biases, omission bias, myside bias, sunk-cost effect, and certainty effects that violate the axioms of expected utility theory. In a further experiment, the authors nonetheless showed that cognitive ability does correlate with the tendency to avoid some rational thinking biases, specifically the tendency to display denominator neglect, probability matching rather than maximizing, belief bias, and matching bias on the 4-card selection task. The authors present a framework for predicting when cognitive ability will and will not correlate with a rational thinking tendency. (c) 2008 APA, all rights reserved.

Reversing the gaze: constructing European race discourse as modern witchcraft practice.

PubMed

Perkinson, James W

2004-01-01

In keeping with the challenge of (African American) historian of religions Charles Long to develop a mode of postcolonial encounter that is a process of mutual hermeneusis, I am proposing in this article to think "race" in terms of "indigenous ritual." At the very least it is an effort to relativize the western scientific paradigm and the universalizing humanities discourses that have nestled close to that paradigm. It is not an attempt to repudiate such an episteme but, rather-to borrow a jazz term-to "swing" it, to put it in antiphonal and improvisational circulation. More specifically, this article will trace a thought experiment, probing the historical emergence of white supremacist practice as a kind of modernist embodiment of "witchcraft discourse," which functions-in the institutional grammar it has left on deposit in contemporary social practice and the "intention to consume" (the substance of others) that it "rationalizes"-very much like the "primitive superstitions" it seeks to name and repudiate in positing its own rationalizing superiority. In such an enterprise, witchcraft, I am arguing, can be "good to think with" as a mode of communicative action, signifying with a kind of "boomerang effect" in the intercultural space of rupture between the West and the rest.

Autonomy, Critical Thinking and the Wittgensteinian Legacy: Reflections on Christopher Winch, "Education, Autonomy and Critical Thinking"

ERIC Educational Resources Information Center

Siegel, Harvey

2008-01-01

In this review of Christopher Winch's new book, "Education, Autonomy and Critical Thinking" (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic…

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…

Professional nursing burnout and irrational thinking.

PubMed

Balevre, P

2001-01-01

This article reports how professional, job-related burnout in nurses (N = 192) is examined in relation to a developed index of irrational thinking patterns in a large, urban hospital setting. Based on the constructs of Rational Emotive Behavior Therapy (REBT), the study examines maladaptive thinking patterns related to nursing burnout and provides insight into possible educational and staff interventions for the syndrome. Low mean scores on all but two subscales indicate overall strength and stability among this sample. The demonstration that both burnout thoughts (r = 0.451, p = < .01) and burnout behaviors (r = 0.350, p = < .01) are significantly correlated with the perfection and control pattern support the study's assumptions. Nurses who demand perfection and control in themselves and others create unrealistic demands and expectations that cannot be met in the real world of nursing. The investigator believes that a regular stress management program, using the concepts of REBT, can foster professional growth and development, decrease workplace conflict and stress, and provide nurses (and other employees) with strategies and tools to disarm the irrational beliefs that build maladaptive cognitive patterns leading to professional burnout.

Critical Thinking and Learning

ERIC Educational Resources Information Center

Mason, Mark

2007-01-01

This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What…

Critical Thinking, Autonomy and Practical Reason

ERIC Educational Resources Information Center

Cuypers, Stefaan E.

2004-01-01

This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel's conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this…

Beyond Control and Rationality: Dewey, Aesthetics, Motivation, and Educative Experiences

ERIC Educational Resources Information Center

Wong, David

2007-01-01

Contemporary perspectives in psychology and education characterize ideal students as rational and in control of their thinking and actions. The good student is often described as intentional, cognitive, metacognitive, critical, and reflective. I begin with a brief history of control and rationality to establish how "The Tradition" is deeply rooted…

Developing a (Non-Linear) Practice of Design Thinking

ERIC Educational Resources Information Center

Teal, Randall

2010-01-01

Design thinking can be a powerful way to engage the world, allowing interactive understandings that are both analytic and experiential. When fully functioning, design thinking necessarily calls upon faculties often considered a-rational, a-causal and a-logical. Unfortunately, such faculties often give rise to academic suspicion. That is to say,…

Rational Behavior Training: A Seven Lesson Sequence for Teaching Rational Behavior Skills to Students with Social and Emotional Disabilities.

ERIC Educational Resources Information Center

Patton, Patricia Lucey

This seven lesson curriculum sequence is designed to help teachers teach principles of Rational Behavior Training (RBT) which targets thinking behaviors, feeling behaviors, and behavioral responses to the environment. The program is appropriate for students with social and emotional disabilities and also develops reading, writing, spelling,…

Psychometric properties of the Survey of Personal Beliefs: a rational-emotive measure of irrational thinking.

PubMed

Demaria, T P; Kassinove, H; Dill, C A

1989-01-01

A test consistency and confirmatory factor analyses were performed on the Survey of Personal Beliefs, a new measure of irrational thinking based on rational-emotive personality theory. The survey, which was logically derived, includes a general rationality factor and subscales measuring five hypothesized core categories of irrational beliefs. Subjects included a nonclinical sample of 130 men and 150 women, with a mean age of 46. Results indicated that the Survey of Personal Beliefs had satisfactory total and scale reliability. The confirmatory analyses supported a higher order factor model including 5 first-order factors ( awfulizing, self-directed shoulds, other-directed shoulds, low frustration tolerance, and self-worth) and 1 second-order or general factor.

Thinking about thinking: implications for patient safety.

PubMed

Montgomery, Kathryn

2009-01-01

Clinical medicine, a learned, rational, science-using practice, is labelled a science even though physicians have the good sense not to practise it that way. Rather than thinking like scientists - or how we think scientists think - physicians are engaged in analogical, interpretive reasoning that resembles Aristotle's phronesis, or practical reasoning, more closely than episteme, or scientific reasoning. In medicine, phronesis is clinical judgment; and while it depends on both a fund of information and extensive experience, somehow it is not quite teachable. This practical, clinical rationality relies on case narrative for teaching and learning about illness and disease, for recording and communicating about patient care and, inevitably, for thinking about and remembering the details, as well as the overarching rules of practice. At the same time, "anecdotal" remains the most pejorative word in medicine, and the tension between the justifiable caution this disdain expresses and the pervasive narrative structure of medical knowledge is characteristic of clinical knowing generally: a tug-of-war between apparent irreconcilables that can be settled only by an appeal to the circumstances of the clinical situation. Practical rationality in the clinical encounter is characterized by a productive circulation between the particular details of the patient's presentation and general information about disease stored as a taxonomy of cases. Evidence-based medicine can improve this negotiation between general knowledge and the patient's particulars, but it cannot replace it. In a scientific era, clinical judgment remains the quintessential intellectual strength of the clinician. Why, then, do we not teach the epistemology of medicine? Understanding the mis-description of physicians' thinking - and the accompanying claim that medicine is, in itself, a science - could mitigate the misplaced perfectionism that makes mistakes in medicine personal and unthinkable.

[Bioethics of principles].

PubMed

Pérez-Soba Díez del Corral, Juan José

2008-01-01

Bioethics emerges about the tecnological problems of acting in human life. Emerges also the problem of the moral limits determination, because they seem exterior of this practice. The Bioethics of Principles, take his rationality of the teleological thinking, and the autonomism. These divergence manifest the epistemological fragility and the great difficulty of hmoralñ thinking. This is evident in the determination of autonomy's principle, it has not the ethical content of Kant's propose. We need a new ethic rationality with a new refelxion of new Principles whose emerges of the basic ethic experiences.

Critical Thinking and Moral Education. Resource Publication, Series 1 No. 7.

ERIC Educational Resources Information Center

Weinstein, Mark

Both critical thinking and much of moral education see the function of education as the bringing forth of the rational capacities of the child. Although there are similarities between the interest in critical thinking as the basis for educational reform and the educational concern with the moral development of school children, crucial differences…

Critical Thinking as Integral to Social Work Practice

ERIC Educational Resources Information Center

Gibbons, Jill; Gray, Mel

2004-01-01

The paper examines the role of critical thinking in an experience-based model of social work education. Within this model, the development of a critical approach to our own understanding of, as well as to existing knowledge about, the world is fundamental for students and educators alike. Critical thinking is defined as more than a rational,…

What Do "Ode to Joy," the Nobel Peace Prize, Umbrellas and Cartoons Have in Common? Why Critical Thinking Matters and How Higher Education Moulds

ERIC Educational Resources Information Center

Franco, Amanda

2016-01-01

Critical thinking is the kind of 'good' thinking used in everyday life to increase the chances of success. A critical thinker combines skill and will when working the odds in one's advantage. Nevertheless, thinking is very often far from rational. Since people are built to believe, since living is all about choosing and since education liberates,…

Construction of the mathematical concept of pseudo thinking students

NASA Astrophysics Data System (ADS)

Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

2018-05-01

Thinking process is a process that begins with the acceptance of information, information processing and information calling in memory with structural changes that include concepts or knowledges. The concept or knowledge is individually constructed by each individual. While, students construct a mathematical concept, students may experience pseudo thinking. Pseudo thinking is a thinking process that results in an answer to a problem or construction to a concept “that is not true”. Pseudo thinking can be classified into two forms there are true pseudo and false pseudo. The construction of mathematical concepts in students of pseudo thinking should be immediately known because the error will have an impact on the next construction of mathematical concepts and to correct the errors it requires knowledge of the source of the error. Therefore, in this article will be discussed thinking process in constructing of mathematical concepts in students who experience pseudo thinking.

Thinking -- You Can Learn To Do Better What You Think You Already Do Well

DTIC Science & Technology

1992-04-01

Oversimplification APPeal to Authority *Eguivocation Rationalization * Appeal to Consentus- Double Standard Mob AppeaI * Snob Appeal Appeal to ignorance F oAppeal to... appealing to such things as broad goals and high standards. They are given to a search for aids to agreement by making statements such as: "Don’t you think

Constructive thinking skills and impulsivity dimensions in conduct and substance use disorders: differences and relationships in an adolescents' sample.

PubMed

Urben, Sébastien; Suter, Maya; Pihet, Sandrine; Straccia, Claudio; Stéphan, Philippe

2015-06-01

Impact of conduct disorder (CD) and substance use disorder (SUD) on constructive thinking skills and impulsivity was explored. 71 offending adolescents were assessed for CD and SUD. Furthermore, the constructive thinking inventory, the immediate and delayed memory tasks and the UPPS impulsive behaviour scale were administered. Results showed that youths with CD, independently from SUD, presented higher personality impulsivity (urgency) and altered constructive thinking skills (categorical thinking and personal superstitious thinking). Furthermore, trait-impulsivity explained variation in constructive thinking skills. The implications of these results were discussed.

Narrating practice: reflective accounts and the textual construction of reality.

PubMed

Taylor, Carolyn

2003-05-01

Two approaches dominate current thinking in health and welfare: evidence-based practice and reflective practice. Whilst there is debate about the merits of evidence-based practice, reflective practice is generally accepted with critical debate as an important educational tool. Where critique does exist it tends to adopt a Foucauldian approach, focusing on the surveillance and self-regulatory aspects of reflective practice. This article acknowledges the critical purchase on the concept of reflective practice offered by Foucauldian approaches but argues that microsociological and discourse analytic approaches can further illuminate the subject and thus serve as a complement to them. The claims of proponents of reflective practice are explored, in opposition to the technical-rational approach of evidence-based practice. Reflective practice tends to adopt a naive or romantic realist position and fails to acknowledge the ways in which reflective accounts construct the world of practice. Microsociological approaches can help us to understand reflective accounts as examples of case-talk, constructed in a narrative form in the same way as case records and presentations.

[A seminar for thinking?].

PubMed

Touzet, Patrick

2014-01-01

The sociopolitical context in which we carry out our caregiving profession influences our methods of working. In our world marked by rationalism, thinking about care, in the framework of a seminar, is a way of engaging ourselves and of not simply becoming a functionary of care.

Intuition versus rational thinking: psychological challenges in radiology and a potential solution.

PubMed

Marcovici, Peter; Blume-Marcovici, Amy

2013-01-01

Humans think overwhelmingly intuitively rather than rationally. We perceive what is apparent to us and attribute differences in perception to the fault of others. Many cognitive biases are unconscious, and we assume they affect others more than ourselves. Radiologists should understand these limitations and seek methods to address them. A potential method is the checklist, which has been used to improve consistency and quality both outside and within medicine. Structured reporting can serve as a checklist and, although promising, has yet to widely demonstrate benefits. Copyright © 2013 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Critical thinking: knowledge and skills for evidence-based practice.

PubMed

Finn, Patrick

2011-01-01

I respond to Kamhi's (2011) conclusion in his article "Balancing Certainty and Uncertainty in Clinical Practice" that rational or critical thinking is an essential complement to evidence-based practice (EBP). I expand on Kamhi's conclusion and briefly describe what clinicians might need to know to think critically within an EBP profession. Specifically, I suggest how critical thinking is relevant to EBP, broadly summarize the relevant skills, indicate the importance of thinking dispositions, and outline the various ways our thinking can go wrong. I finish the commentary by suggesting that critical thinking skills should be considered a required outcome of our professional training programs.

The Assessment of Rational Thinking: IQ ? RQ

ERIC Educational Resources Information Center

Stanovich, Keith E.; West, Richard F.

2014-01-01

In this article the authors argue that distinguishing between rationality and intelligence helps explain how people can be, at the same time, intelligent and irrational (Stanovich, 2009). As such, researchers need to study separately the individual differences in cognitive skills that underlie intelligence and the individual differences in…

Clinical judgement and the emotions.

PubMed

Boyd, G

2014-07-01

The basic emotions are more important in decision making than we think. So we need to be aware of them and look not just for rationality in our clinical judgements but rational judgements that 'feel' right. © 2014 The Authors; Internal Medicine Journal © 2014 Royal Australasian College of Physicians.

Identifying the Complexities within Clients' Thinking and Decision Making.

ERIC Educational Resources Information Center

Heppner, P. Paul

1989-01-01

Responds to Gelatt's conception of decision making in counseling. Concurs with need for a broader view of human reasoning that includes complex processes, both rational and intuitive. Advocates examination of how clients think, feel, and behave as they process information during counseling. (Author/TE)

Thinking in a straight line.

PubMed

Chambers, David W

2013-01-01

Rational human discourse is not as common as we imagine or as we would like it to be. Sometimes it is necessary to use fallacies and fabrication to get to the point we favor. This essay is an illustrated list of 33 handy tools for avoiding thinking straight.

Education and Public Outreach: Why and How

NASA Astrophysics Data System (ADS)

Percy, J. R.

2017-06-01

(Editorial) Science is essential to our well-being - not just our economy, but our health, environment, and culture. Among the hallmarks of science, it promotes rational thinking and critical thinking, and evidence-based decision-making - all of which are essential, but often in short supply.

Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students' Nature of Science Views

ERIC Educational Resources Information Center

Jackson, Luke M.

2017-01-01

This mixed method study was aimed at examining the influence of dual processing (Type 1 and Type 2 thinking) on the development of high school students' nature of science (NOS) views. Type 1 thinking is intuitive, experiential, and heuristic. Type 2 thinking is rational, analytical, and explicit. Three research questions were asked: (1) Do the…

Must One Be "In Recovery" To Help?

ERIC Educational Resources Information Center

Trimpey, Jack

Rational Recovery (RR) and the Addictive Voice Recognition Technique (AVRT) are described. Rational recovery is a young organization which views alcohol and drug dependency differently from the traditional field which sees addiction as a symptom of something, of a disease, of spiritual bankruptcy, of irrational thinking, of unhappiness, of…

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…

The Rationalization of Everything? Using Ritzer's McDonaldization Thesis To Teach Weber.

ERIC Educational Resources Information Center

Lippmann, Stephen; Aldrich, Howard

2003-01-01

Outlines a plan for helping undergraduate students appreciate Max Weber's theoretical achievements, teaching critical thinking about what constitutes 'the good life' in rationalized societies. Uses the book "The McDonaldization of Society" (George Ritzer) to encourage student interest in Weber's work. Describes field exercises and…

One Hundred Top Small District Executive Educators: Their Personalities and Leadership Styles.

ERIC Educational Resources Information Center

Lueder, Donald C.

1989-01-01

Of 75 small-district educational administrators identified as successful, a significant number displayed intuitive and thinking psychological types and preferred visionary rational leadership styles. This was particularly true for female administrators and was contrary to the traditional rational leadership style seen in earlier studies of…

Philosophy of mind: coming to terms with traumatic brain injury.

PubMed

Buzan, Randall D; Kupfer, Jeff; Eastridge, Dixie; Lema-Hincapie, Andres

2014-01-01

Patients and their families struggle with accepting changes in personality after traumatic brain injury (TBI). A neuroanatomic understanding may assist with this process. We briefly review the history of the Western conceptualization of the Self, and discuss how neuroscience and changes in personality wrought by brain injuries modify and enrich our understanding of our selves and our patients. The sense of self, while conflated with the concept of a "soul" in Western thinking, is more rationally considered a construct derived from neurophysiologic structures. The self or personality therefore often changes when the brain changes. A neuroanatomic perspective can help patients, families, and clinicians accept and cope with the sequellae of TBI.

Adaptability: Time to Start Thinking about Thinking

DTIC Science & Technology

2015-05-21

larger whole.66 An example of a paradox is one cannot be happy if one is sad, but these two emotions are really part of an overall state of being...which triggers bodily responses; those bodily responses have implications on cognitive processes like working memory, flexibility, and creativity...Kahneman, Thinking, Fast and Slow (New York: Farrar, Straus and Giroux, 2011), 3. 99 Daniel Kahneman, “ Maps of Bounded Rationality: Psychology for

Dewey and Schon: An Analysis of Reflective Thinking.

ERIC Educational Resources Information Center

Bauer, Norman J.

The challenge to the dominance of rationality in educational philosophy presented by John Dewey and Donald Schon is examined in this paper. The paper identifies basic assumptions of their perspective and explains concepts of reflective thinking, which include biography, context of uncertainty, and "not-yet." A model of reflective thought…

The Potential Unity of Critical Thinking and Values Analysis.

ERIC Educational Resources Information Center

Browne, M. Neil

Metaphorically, the head and the heart represent different decision-making strategies. The disjunction between these two cultures is both sharp and unnecessary. The conflict between rationality and emotion is much broader than the tension between critical thinking and values analysis, but the assumptions responsible for the mutual awkwardness of…

Development of a Thinking Programme for Engineering Students

ERIC Educational Resources Information Center

Tan, Oon-Seng

2006-01-01

The challenge of preparing engineering graduates for a fast-changing work environment calls for the development of thinking programmes. A psychological basis was used to develop the tenets of the approach. The Cognitive Modifiability Intervention (CMI) was rationalized and conceived as a corollary of observations of learning scenarios and an…

Naturalistic Cognition: A Research Paradigm for Human-Centered Design

ERIC Educational Resources Information Center

Storkerson, Peter

2010-01-01

Naturalistic thinking and knowing, the tacit, experiential, and intuitive reasoning of everyday interaction, have long been regarded as inferior to formal reason and labeled primitive, fallible, subjective, superstitious, and in some cases ineffable. But, naturalistic thinking is more rational and definable than it appears. It is also relevant to…

Critical Thinking and Educational Reform; The Emerging Revolution.

ERIC Educational Resources Information Center

Paul, Richard W.

This examination of deep-seated structural problems facing public education today is built on the premise that a new beginning is needed in which education focuses on critical thinking or "rational learning." Such a focus presupposes that students and teachers master the critical-analytical vocabulary of the English language in…

Student Career Decisions: The Limits of Rationality.

ERIC Educational Resources Information Center

Baumgardner, Steve R.; Rappoport, Leon

This study compares modes of cognitive functioning revealed in student selection of a college major. Students were interviewed in-depth concerning reasons for their choice of majors. Protocol data suggested two distinct modes of thinking were evident on an analytic-intuitive dimension. For operational purposes analytic thinking was defined by…

Ideology, Rationality and Reproduction in Education: A Critical Discourse Analysis

ERIC Educational Resources Information Center

Lim, Leonel

2014-01-01

In undertaking a critical discourse analysis of the professed aims and objectives of one of the most influential curricula in the teaching of thinking, this article foregrounds issues of power and ideology latent in curricular discourses of rationality. Specifically, it documents the subtle but powerful ways in which political and class…

Using Bar Representations as a Model for Connecting Concepts of Rational Number.

ERIC Educational Resources Information Center

Middleton, James A.; van den Heuvel-Panhuizen, Marja; Shew, Julia A.

1998-01-01

Examines bar models as graphical representations of rational numbers and presents related real life problems. Concludes that, through pairing the fraction bars with ratio tables and other ways of teaching numbers, numeric strategies become connected with visual strategies that allow students with diverse ways of thinking to share their…

Should Teachers be Taught to be Rational?

ERIC Educational Resources Information Center

Floden, Robert E.; Feiman, Sharon

Teacher education programs have often attempted to make teachers more rational by use of apriori models. These models poorly correspond to teachers' thinking styles. Three distinct reactions to this problem have occurred. One proposed solution is to break the apriori model into separate component skills and to train teachers in each skill. A…

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…

An Analysis of Factors Affecting Teachers' Irrational Beliefs

ERIC Educational Resources Information Center

Tanhan, Fuat

2014-01-01

The survival of living beings largely depends on their abilities to recognize and adapt to their environment. This is closely related to the cognitive processes by which information is processed. As they have decisive influence on the outcomes of education, teachers who have the ability to think rationally and make rational decisions are integral…

The Impact of Rational Emotive Behavior Therapy on Teacher Efficacy and Student Achievement

ERIC Educational Resources Information Center

Warren, Jeffrey M.

2010-01-01

This literature review explores the potential impact of Rational Emotive Behavior Therapy (REBT) on teacher efficacy and student achievement. Research conducted to date, focusing on increasing teacher efficacy and student achievement, has produced mixed results. Teachers continue to think, emote, and behave in unhelpful ways. REBT appears to…

Modern health worries - the dark side of spirituality?

PubMed

Köteles, Ferenc; Simor, Péter; Czető, Márton; Sárog, Noémi; Szemerszky, Renáta

2016-08-01

Modern health worries (MHWs) are widespread in modern societies. MHWs were connected to both negative and positive psychological characteristics in previous studies. The study aimed to investigate the relationships among intuitive-experiential information processing style, spirituality, MHWs, and psychological well-being. Members of the Hungarian Skeptic Society (N = 128), individuals committed to astrology (N = 601), and people from a non-representative community sample (N = 554) completed questionnaires assessing intuitive-experiential information processing style, spirituality, modern health worries (MHWs), and psychological well-being. Astrologers showed higher levels of spirituality, intuitive-experiential thinking, and modern health worries than individuals from the community sample; and skeptics scored even lower than the latter group with respect to all three constructs. Within the community sample, medium level connections between measures of spirituality and the experiential thinking style, and weak to medium level correlations between spirituality and MHWs were found. The connection between MHWs and experiential thinking style was completely mediated by spirituality. Individuals with higher levels of spirituality are particularly vulnerable to overgeneralized messages on health related risks. Official communication of potential risks based on rational scientific reasoning is not appropriate to persuade them as it has no impact on the intuitive-experiential system. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

[Gaston Bachelard anagogical reverie and surrational at stake].

PubMed

Castellana, Mario

2015-01-01

The latest studies on epistemological thought of Gaston Bachelard, especially in France and Italy, they are highlighting some fundamental issues, such as creative and propulsive assigned to mathematics in the construction of physical reality. The studies of Bachelard on the quantum mechanics of the '30s, and especially on the theoretical physics of Paul Dirac, introduced a particular concept of "anagogical reverie" precisely in order to understand the increasingly abstract and creative thinking of mathematics in the various levels of physical reality. In the wake of what Federigo Enriques called "mathematical poetry", Bachelard comes to propose a real "nouménologie mathématique" which characterizes the contemporary scientific thought and which provides the basis epistemic appropriate to understand the 'rational effectiveness' of mathematics and the real meaning of their application to the real. For these reasons, Bachelard in the '30s used a new term to describe his rationalist engagement, the "surrationalisme", just to understand in depth what Enriques called the "implicit philosophy" in sciences, the "pensée des sciences", where mathematics, thanks to the "anagogical reverie", put in place continue "enjeux" of the rational.

A Model of the Creative Process Based on Quantum Physics and Vedic Science.

ERIC Educational Resources Information Center

Rose, Laura Hall

1988-01-01

Using tenets from Vedic science and quantum physics, this model of the creative process suggests that the unified field of creation is pure consciousness, and that the development of the creative process within individuals mirrors the creative process within the universe. Rational and supra-rational creative thinking techniques are also described.…

Effect of Four Aspects of Rational Statements on Expected Satisfaction with a Close Relationship

ERIC Educational Resources Information Center

Cramer, Duncan

2005-01-01

This study tested whether each of the four main aspects of rational thinking decreased expected relationship dissatisfaction when imagining having a serious disagreement with either a romantic partner or closest friend. The four features, common to cognitive theories of therapy, were the tendency not to exaggerate negative effects, not to demand…

Conceptions of critical thinking held by nurse educators.

PubMed

Walthew, Patricia J

2004-09-01

This study investigated nurse educators' conceptions of critical thinking used in making judgment related to nursing. Twelve nurse educators from a large nursing school in an urban environment in New Zealand participated in this qualitative study. A semistructured questionnaire was used to explore the nurse educators' conceptions of critical thinking. The study found that the participants viewed rational, logical thinking as a central focus of critical thinking. However, in addition to these traditional perspectives, the nurse educators also included in their conceptions views more commonly held by feminist writers. These aspects focused on attention to intuition, subjective knowing, attention to context, emotions, and caring.

The Operator Construct of Rational Numbers in Childhood and Adolescence--An Exploratory Study

ERIC Educational Resources Information Center

Kieren, T. E.; Nelson, D.

1978-01-01

Based on a theory of rational numbers which sees the rational numbers construct of a person as potentially built on a number of subconstructs, this study explored the view of rational numbers as operators. Significant changes in performance level and quality appeared between ages 11 and 12 and 12 and 13. (JC)

Journal writing as a mode of thinking for RN-BSN students: a leveled approach to learning to listen to self and others.

PubMed

Hodges, H F

1996-03-01

Returning to academe, RNs are conceptualized as adult learners, as gendered authors, and as developing students. For most RNs prior learning has evolved from the rational-technical model from which they have learned to look at the world from a distance, relying on empirical evidence and negating or denying personal knowledge. Carefully constructed assignments in journal writing based on educational and developmental theory can be an effective means to assist RN-BSN students in social, cognitive, and professional development. Journal writing in response to assigned readings and clinical experiences provides a safe environment for RN-BSN students to explore critically the ideas of others, to look seriously at authorial intention and point of argument, and to articulate their own views of the world. Conceptually supported by student development and learning theories of Perry (1970) and Knowles (1984), and qualitative research with women's ways of knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986), a leveled model of journal writing for RN-BSN students is described as a vehicle for the development of writing and thinking critically.

Précis of The rational imagination: how people create alternatives to reality.

PubMed

Byrne, Ruth M J

2007-12-01

The human imagination remains one of the last uncharted terrains of the mind. People often imagine how events might have turned out "if only" something had been different. The "fault lines" of reality, those aspects more readily changed, indicate that counterfactual thoughts are guided by the same principles as rational thoughts. In the past, rationality and imagination have been viewed as opposites. But research has shown that rational thought is more imaginative than cognitive scientists had supposed. In The Rational Imagination, I argue that imaginative thought is more rational than scientists have imagined. People exhibit remarkable similarities in the sorts of things they change in their mental representation of reality when they imagine how the facts could have turned out differently. For example, they tend to imagine alternatives to actions rather than inactions, events within their control rather than those beyond their control, and socially unacceptable events rather than acceptable ones. Their thoughts about how an event might have turned out differently lead them to judge that a strong causal relation exists between an antecedent event and the outcome, and their thoughts about how an event might have turned out the same lead them to judge that a weaker causal relation exists. In a simple temporal sequence, people tend to imagine alternatives to the most recent event. The central claim in the book is that counterfactual thoughts are organised along the same principles as rational thought. The idea that the counterfactual imagination is rational depends on three steps: (1) humans are capable of rational thought; (2) they make inferences by thinking about possibilities; and (3) their counterfactual thoughts rely on thinking about possibilities, just as rational thoughts do. The sorts of possibilities that people envisage explain the mutability of certain aspects of mental representations and the immutability of other aspects.

Education and the Democratic Person: Towards a Political Conception of Democratic Education

ERIC Educational Resources Information Center

Biesta, Gert

2007-01-01

Background/Context: Ever since the Enlightenment, there has been a strong tendency in educational theory and practice to think of education as the "production" of a subject with particular qualities, most notably the quality of rationality. This way of thinking has deeply influenced the theory and practice of democratic education and has led to an…

A Vermont Perspective. From Factoids to Fairy Dust: Cultivating the Enlightened Imagination in an Age of High Stakes Accountability.

ERIC Educational Resources Information Center

Kemple, Martin T.

2000-01-01

Nonlinear imagination-based thinking draws on intuition to allow insight into the unseen realms that govern everyday life. Largely abandoned by Western education in favor of materialist rationalism, this faculty is being promoted by a sustainability center in Montpelier (Vermont) that demonstrates methods of harmonizing thinking, learning, and…

Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning

ERIC Educational Resources Information Center

Harrison, Kathy; O'Hara, Joe; McNamara, Gerry

2015-01-01

Problem Statement: This paper focuses on assessment in Irish education, which, despite best intentions, shepherds students through the process to an extent that the individual is prone to undervalue her/his ability to trust in the self as a rational, self-thinking individual. In Ireland's assessment system lies the paradox whereby from childhood…

Is Respecting Children's Rationality in Their Best Interest in an Authoritarian Context?

ERIC Educational Resources Information Center

Ghazinejad, Parvaneh; Ruitenberg, Claudia

2014-01-01

Based on the experiences of one of the authors teaching philosophy for children (P4C) in Iran, the paper asks whether respecting children's rationality, in the form of cultivating their ability and disposition to think critically, is in their best interest in an authoritarian context such as Iran. It argues that, in authoritarian contexts, respect…

Cognitive Competence as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Sun, Rachel C. F.; Hui, Eadaoin K. P.

2012-01-01

This paper focuses on discussing critical thinking and creative thinking as the core cognitive competence. It reviews and compares several theories of thinking, highlights the features of critical thinking and creative thinking, and delineates their interrelationships. It discusses cognitive competence as a positive youth development construct by linking its relationships with adolescent development and its contributions to adolescents' learning and wellbeing. Critical thinking and creative thinking are translated into self-regulated cognitive skills for adolescents to master and capitalize on, so as to facilitate knowledge construction, task completion, problem solving, and decision making. Ways of fostering these thinking skills, cognitive competence, and ultimately positive youth development are discussed. PMID:22654575

When does "economic man" dominate social behavior?

PubMed

Camerer, Colin F; Fehr, Ernst

2006-01-06

The canonical model in economics considers people to be rational and self-regarding. However, much evidence challenges this view, raising the question of when "Economic Man" dominates the outcome of social interactions, and when bounded rationality or other-regarding preferences dominate. Here we show that strategic incentives are the key to answering this question. A minority of self-regarding individuals can trigger a "noncooperative" aggregate outcome if their behavior generates incentives for the majority of other-regarding individuals to mimic the minority's behavior. Likewise, a minority of other-regarding individuals can generate a "cooperative" aggregate outcome if their behavior generates incentives for a majority of self-regarding people to behave cooperatively. Similarly, in strategic games, aggregate outcomes can be either far from or close to Nash equilibrium if players with high degrees of strategic thinking mimic or erase the effects of others who do very little strategic thinking. Recently developed theories of other-regarding preferences and bounded rationality explain these findings and provide better predictions of actual aggregate behavior than does traditional economic theory.

Behavioral economics.

PubMed

Chambers, David W

2009-01-01

It is human nature to overestimate how rational we are, both in general and even when we are trying to be. Such irrationality is not random, and the search for and explanation of patterns of fuzzy thinking is the basis for a new academic discipline known as behavioral economics. Examples are given of some of the best understood of our foibles, including prospect theory, framing, anchoring, salience, confirmation bias, superstition, and ownership. Humans have two cognitive systems: one conscious, deliberate, slow, and rational; the other fast, pattern-based, emotionally tinged, and intuitive. Each is subject to its own kind of error. In the case of rational thought, we tend to exaggerate our capacity; for intuition, we fail to train it or recognize contexts where it is inappropriate. Humans are especially poor at estimating probabilities, or even understanding what they are. It is a common human failing to reason backwards from random outcomes that are favorable to beliefs about our power to predict the future. Five suggestions are offered for thinking within our means.

Thinking Constructively with Metaphors. A Review of Barbara J. Thayer-Bacon, Transforming Critical Thinking: Thinking Constructively.

ERIC Educational Resources Information Center

Yob, Iris M.

2003-01-01

Describes Thayer-Bacon's book on metaphors and explores the role of metaphor in constructive thinking. Provides an in depth analysis of Thayer-Bacon's quilting bee metaphor and how it takes the organization, structures, entities, and forces of a literal quilting bee and applies them to the realm of learning. Concludes that Thayer-Bacon's…

Warrior Resilience Training in Operation Iraqi Freedom: combining rational emotive behavior therapy, resiliency, and positive psychology.

PubMed

Jarrett, Thomas

2008-01-01

Warrior Resilience Training (WRT) is an educational class designed to enhance Warrior resilience, thriving, and posttraumatic growth for Soldiers deployed in Operation Iraqi Freedom. Warrior Resilience Training uses rational emotive behavior therapy (REBT), Army leadership principles, and positive psychology as a vehicle for students to apply resilient philosophies derived from Army Warrior Ethos, Stoic philosophy, and the survivor and resiliency literature. Students in WRT are trained to focus upon virtue, character, and emotional self-regulation by constructing and maintaining a personal resiliency philosophy that emphasizes critical thinking, rationality, virtue, and Warrior Ethos. The author, an Army licensed clinical social worker, executive coach, REBT doctoral fellow, and former Special Forces noncommissioned officer, describes his initial experience teaching WRT during Operation Iraqi Freedom to combat medics and Soldiers from 2005 to 2006, and his experience as a leader of a combat stress control prevention team currently in Iraq offering mobile WRT classes in-theater. Warrior Resilience Training rationale, curriculum, variants (like Warrior Family Resilience Training), and feedback are included, with suggestions as to how behavioral health providers and combat stress control teams might better integrate their services with leaders, chaplains, and commands to better market combat stress resiliency, reduce barriers to care, and promote force preservation. Informal analysis of class feedback from 1168 respondents regarding WRT reception and utilization is examined.

Concept maps: A tool for knowledge management and synthesis in web-based conversational learning.

PubMed

Joshi, Ankur; Singh, Satendra; Jaswal, Shivani; Badyal, Dinesh Kumar; Singh, Tejinder

2016-01-01

Web-based conversational learning provides an opportunity for shared knowledge base creation through collaboration and collective wisdom extraction. Usually, the amount of generated information in such forums is very huge, multidimensional (in alignment with the desirable preconditions for constructivist knowledge creation), and sometimes, the nature of expected new information may not be anticipated in advance. Thus, concept maps (crafted from constructed data) as "process summary" tools may be a solution to improve critical thinking and learning by making connections between the facts or knowledge shared by the participants during online discussion This exploratory paper begins with the description of this innovation tried on a web-based interacting platform (email list management software), FAIMER-Listserv, and generated qualitative evidence through peer-feedback. This process description is further supported by a theoretical construct which shows how social constructivism (inclusive of autonomy and complexity) affects the conversational learning. The paper rationalizes the use of concept map as mid-summary tool for extracting information and further sense making out of this apparent intricacy.

Money and sentiment: a psychodynamic approach to behavioral finance.

PubMed

Mohacsy, Ildiko; Lefer, Heidi

2007-01-01

This article tackles one of the timeliest issues for both practitioners and patients today: sentiment, psychodynamics, and the stock market. Economic bubbles and crashes have occurred regularly through history -- from Holland's 17th century tulip mania, to America's 19th century railway mania, to the 1990s high-tech obsession. Though most investors regard themselves as investing rationally, few do. Instead they react collectively, buying high and selling low in crowds. Being subject to the illusion of control, they follow regressive behavior patterns and irrational, wishful thinking. They are victimized by their own emotions of hope, fear, and uncertainty. Crises happen often in economics. Indeed, the market itself may be quantified as a conglomeration of human sentiment. The relationship between magical thinking and the pictorial language of the market will be explored. Psychodynamic conceptualizations about risk and speculation are discussed, as are the interplay of affects versus judgment, rational thinking, and the knowledge of one's own capacity for stress tolerance.

A critical evaluation of the validity of episodic future thinking: A clinical neuropsychology perspective.

PubMed

Ward, Amanda M

2016-11-01

Episodic future thinking is defined as the ability to mentally simulate a future event. Although episodic future thinking has been studied extensively in neuroscience, this construct has not been explored in depth from the perspective of clinical neuropsychology. The aim of this critical narrative review is to assess the validity and clinical implications of episodic future thinking. A systematic review of episodic future thinking literature was conducted. PubMed and PsycInfo were searched through July 2015 for review and empirical articles with the following search terms: "episodic future thinking," "future mental simulation," "imagining the future," "imagining new experiences," "future mental time travel," "future autobiographical experience," and "prospection." The review discusses evidence that episodic future thinking is important for adaptive functioning, which has implications for neurological populations. To determine the validity of episodic future thinking, the construct is evaluated with respect to related constructs, such as imagination, episodic memory, autobiographical memory, prospective memory, narrative construction, and working memory. Although it has been minimally investigated, there is evidence of convergent and discriminant validity for episodic future thinking. Research has not addressed the incremental validity of episodic future thinking. Practical considerations of episodic future thinking tasks and related constructs in a clinical neuropsychological setting are considered. The utility of episodic future thinking is currently unknown due to the lack of research investigating the validity of episodic future thinking. Future work is discussed, which could determine whether episodic future thinking is an important missing piece in standard clinical neuropsychological assessment. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

An Investigation into Conversion from Non-Uniform Rational B-Spline Boundary Representation Geometry to Constructive Solid Geometry

DTIC Science & Technology

2015-12-01

ARL-SR-0347 ● DEC 2015 US Army Research Laboratory An Investigation into Conversion from Non-Uniform Rational B-Spline Boundary...US Army Research Laboratory An Investigation into Conversion from Non-Uniform Rational B-Spline Boundary Representation Geometry to...from Non-Uniform Rational B-Spline Boundary Representation Geometry to Constructive Solid Geometry 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c

Exploring the attributes of critical thinking: a conceptual basis.

PubMed

Forneris, Susan G

2004-01-01

Many teaching methods used in nursing education to enhance critical thinking focus on teaching students how to directly apply knowledge; a technically rational approach. While seemingly effective at enhancing students' critical thinking abilities in structured learning situations, these methods don't prepare students to operationalize critical thinking to manage the complexities that actually exist in practice. The work of contemporary educational theorists Paulo Freire, Donald Schon, Chris Argyris, Jack Mezirow, Stephen Brookfield, and Robert Tennyson all share similar perspectives on thinking in practice and the use of reflection to achieve a coherence of understanding. Their perspectives provide insight on how educators can shift from a means-end approach to operationalizing thinking in practice. The author identifies four attributes of critical thinking in practice evidenced in these views, followed by a discussion of specific educational strategies that reflect these attributes, and operationalize a critical thinking process in nursing practice to achieve a coherence of understanding.

The doubt-certainty continuum in psychopathology, lay thinking, and science.

PubMed

Ron, Omri; Oren, Ela; Dar, Reuven

2016-12-01

This paper presents a theoretical model suggesting that doubt and certainty are two extremes of a continuum. Different people can be located in different locations on this continuum, according to how much they tend to seek refutation vs. confirmation. In both ends of the continuum lay mental disorders, which can be seen as extreme deviations from the usual relatively stable equilibrium between the two thinking processes. One end is defined by excessive skepticism and manifested as obsessive compulsive disorder (OCD), a disorder characterized by incessant doubt. The other end is defined by excessive certainty and lack of doubt, manifested as delusional disorders. Throughout this article, we demonstrate that the differences between normative thoughts and delusional thoughts are relatively vague, and that in general, the human default tendency is to prefer certainty over doubt. This preference is reflected in the confirmation bias as well as in other cognitive constructs such as overconfidence and stereotypes. Recent perspectives on these biases suggest that the human preference for confirmation can be explained in evolutionary terms as adaptive and rational. A parallel view of the scientific enterprise suggests that it also requires a certain equilibrium between skepticism and confirmation. We conclude by discussing the importance of the dialectic relationship between confirmation and refutation in both lay thinking and scientific thought. Copyright © 2015 Elsevier Ltd. All rights reserved.

The determinants of strategic thinking in preschool children.

PubMed

Brocas, Isabelle; Carrillo, Juan D

2018-01-01

Strategic thinking is an essential component of rational decision-making. However, little is known about its developmental aspects. Here we show that preschoolers can reason strategically in simple individual decisions that require anticipating a limited number of future decisions. This ability is transferred only partially to solve more complex individual decision problems and to efficiently interact with others. This ability is also more developed among older children in the classroom. Results indicate that while preschoolers potentially have the capacity to think strategically, it does not always translate into the ability to behave strategically.

The determinants of strategic thinking in preschool children

PubMed Central

Brocas, Isabelle

2018-01-01

Strategic thinking is an essential component of rational decision-making. However, little is known about its developmental aspects. Here we show that preschoolers can reason strategically in simple individual decisions that require anticipating a limited number of future decisions. This ability is transferred only partially to solve more complex individual decision problems and to efficiently interact with others. This ability is also more developed among older children in the classroom. Results indicate that while preschoolers potentially have the capacity to think strategically, it does not always translate into the ability to behave strategically. PMID:29851954

Everything You Need To Know To Understand the Current Controversies You Learned from Psychological Research: A Comment on the Rind and Lilienfeld Controversies.

ERIC Educational Resources Information Center

Sternberg, Robert J.

2002-01-01

Discusses applications of theories and research in psychology to understand controversies generated by two recent articles, explaining the need to distinguish between rational and intuitive thinking, recognize the power of context, think reflectively, and realize the costs of defying the crowd, and noting steps one can take to be wiser and more…

Study on the methods of rational analysis about the area of the Planning of Sea Usage of Regional Construction

NASA Astrophysics Data System (ADS)

Ya-Juan, Li; Tian-Yu, Mao; Mingjing-Tian

2018-03-01

The Planning of Sea Usage of Regional Construction is a new area, and the rational analysis about the area of which is one of its difficulties. Based on “Urban land classification and land use planning and construction standards”, the land use control index method study the rationality of the sea usage area of the whole region, by accumulating for specific land use indicators for each land type within the planning area. This paper, takeing the project named “caofeidian integrated service area” for example, make a little study on the land use control index method used by the sea usage demonstration of the planning of sea usage of regional construction. The study will be good for improving the technical methods of rational analysis about the area of the planning of sea usage of regional construction.

[Intelligence and irritable bowel syndrome].

PubMed

Díaz-Rubio García, Manuel

2006-01-01

The Syndrome of Irritable Intestine (SII) is a chronic functional dysfunction that it is characterized by abdominal pain and changes of intestinal rhythm without demonstrable organic alteration. It is avery prevelent dysfunction in the developed countries, there being involved in its physiopathology, among other, the psychosocial factors (illness behavior, social situation, stress, vital events, neuroticism, anxiety and somatization). However no study has been carried out on the Rational Intelligence and Experiential Intelligence or Constructive Thought in patient with SII in spite of knowing that the cognitive processes participate in its genesis. On the hypothesis that the patients with SII would have an experiencial intelligence smaller that the fellows controls, 100 cases of SII and 100 controls have been studied, being excluded of both patients groups with intellectual deficit or psychiatric illness in the last year. The cases of SII were distributed in two groups, one of 50 cases that habitually consulted with the doctor and other 50 that didn't make it. All the participants completed specific tests to evaluate all the psychological factors and Rational Intelligence and the Constructive Thought. The results show an alteration of the psychological factors in the SII, expressed by the antecedents of vital events, m even significant of anxiety feature and anxiety and a neuroticism statistically significant. As for Rational Intelligence and Experiential Intelligence in the SII, it was observed that to Rational Intelligence is same in the patients with SII that in the controls. Only in the group of SII that habitually consulted with the doctor a slightly significant decrease of the intellectual coefficient it was observed. As for the Experiential Intelligence a significant decrease of the Constructive Thought was observed in the patients with SII in comparison with the group control. Of their components a decrease of the emotionality exists and of the effectiveness, an increase of the superstitious thought and of the rigidity, being the occult thought and the illusion is the same as in the group control. In synthesis, they are associated factors to suffer SII a bigger neuroticism and an increase of the level of anxiety feature and state, and of the vital stressful events, as well as a decrease of the Constructive Thought. On the contrary they would be associated factors to consult the doctor an increase of the anxiety, a decrease of the Constructive Thought and a decrease of Rational Intelligence. The implications of these discoveries can be physiopathological and therapeutic, since the Experiencial Intelligence is relates with the stress grade auto-generated by the "normal" events of the daily life. Questions without answering are if it could be the biological answer to this auto-generated stress an important factor in the pathogenia of the SII or if this stress could be the nexus of union of the SII with the neuroticism and the anxiety. As for the therapy, and since the Experiential Intelligence is amendable, it would be necessary to think about if the modification of the Experiential Intelligence by means of a therapeutic intervention would bear an improvement of the symptoms of the SII.

Student Thinking Processes While Constructing Graphic Representations of Textbook Content: What Insights Do Think-Alouds Provide?

ERIC Educational Resources Information Center

Scott, D. Beth; Dreher, Mariam Jean

2016-01-01

This study examined the thinking processes students engage in while constructing graphic representations of textbook content. Twenty-eight students who either used graphic representations in a routine manner during social studies instruction or learned to construct graphic representations based on the rhetorical patterns used to organize textbook…

Access, excess, and ethics--towards a sustainable distribution model for antibiotics.

PubMed

Heyman, Gabriel; Cars, Otto; Bejarano, Maria-Teresa; Peterson, Stefan

2014-05-01

The increasing antibiotic resistance is a global threat to health care as we know it. Yet there is no model of distribution ready for a new antibiotic that balances access against excessive or inappropriate use in rural settings in low- and middle-income countries (LMICs) where the burden of communicable diseases is high and access to quality health care is low. Departing from a hypothetical scenario of rising antibiotic resistance among pneumococci, 11 stakeholders in the health systems of various LMICs were interviewed one-on-one to give their view on how a new effective antibiotic should be distributed to balance access against the risk of inappropriate use. Transcripts were subjected to qualitative 'framework' analysis. The analysis resulted in four main themes: Barriers to rational access to antibiotics; balancing access and excess; learning from other communicable diseases; and a system-wide intervention. The tension between access to antibiotics and rational use stems from shortcomings found in the health systems of LMICs. Constructing a sustainable yet accessible model of antibiotic distribution for LMICs is a task of health system-wide proportions, which is why we strongly suggest using systems thinking in future research on this issue.

Access, excess, and ethics—towards a sustainable distribution model for antibiotics

PubMed Central

Heyman, Gabriel; Cars, Otto; Bejarano, Maria-Teresa

2014-01-01

The increasing antibiotic resistance is a global threat to health care as we know it. Yet there is no model of distribution ready for a new antibiotic that balances access against excessive or inappropriate use in rural settings in low- and middle-income countries (LMICs) where the burden of communicable diseases is high and access to quality health care is low. Departing from a hypothetical scenario of rising antibiotic resistance among pneumococci, 11 stakeholders in the health systems of various LMICs were interviewed one-on-one to give their view on how a new effective antibiotic should be distributed to balance access against the risk of inappropriate use. Transcripts were subjected to qualitative ‘framework’ analysis. The analysis resulted in four main themes: Barriers to rational access to antibiotics; balancing access and excess; learning from other communicable diseases; and a system-wide intervention. The tension between access to antibiotics and rational use stems from shortcomings found in the health systems of LMICs. Constructing a sustainable yet accessible model of antibiotic distribution for LMICs is a task of health system-wide proportions, which is why we strongly suggest using systems thinking in future research on this issue. PMID:24735111

Alliance ruptures and rupture resolution in cognitive-behavior therapy: a preliminary task analysis.

PubMed

Aspland, Helen; Llewelyn, Susan; Hardy, Gillian E; Barkham, Michael; Stiles, William

2008-11-01

An initial ideal, rational model of alliance rupture and rupture resolution provided by cognitive-behavioral therapy (CBT) experts was assessed and compared with empirical observations of ruptures and their resolution in two cases of successful CBT. The initial rational model emphasized nondefensive acknowledgment and exploration of the rupture. Results indicated differences between what therapists think they should do to resolve ruptures and what they actually do and suggested that the rational model should be expanded to emphasize client validation and empowerment. Therapists' ability to attend to ruptures emerged as an important clinical skill.

Teaching Critical Thinking through a course on Science and Religion

NASA Astrophysics Data System (ADS)

Shipman, H. L.; Jordan, J. J.

2004-12-01

The relationship between science and religion is, according to the public debate, rather stormy. It doesn't have to be this way. Since 1998, an astronomer (Shipman) and a philosopher (Jordan) have team-taught a course with a more constructive approach. This course has a recognized role in the University's General Education program and in the philosophy major. As overall course goals, we hope that our students will be able to: - exhibit critical thinking skills in being able to tell the difference between good arguments and bad arguments in this area - recognize that the relationship between science and religion is not necessarily an antagonistic one. We accomplish these goals by focusing the course on four major issues, namely: - Does Big Bang Cosmology leave room for a Creator? - Can a rational person believe in miracle reports? - In the light of modern science, what does it mean to be human? - Can a theist, someone who believes in God, rationally accept the scientific theory of biological evolution? We have evidence in the course to evaluate student progress towards our goals. Student responses to a pre- and post-testing methodology, where they responded to the same assignment at the beginning and at the end of the course, were classified as seeing the relationship between science and religion as confrontational, distinct, convergent, or transitional between distinct and convergent. Preliminary analysis of the student responses shows a significant shift away from a confrontational position and towards a more convergent position. The development of this course was supported by the John Templeton Foundation's Science and Religion course program. H.L.S.'s scholarly work integrating science research and science education research is supported by the National Science Foundation's Distinguished Teaching Scholars Program. DUE-0306557),

Intuition and rational decision-making in professional thinking: a false dichotomy?

PubMed

Easen, P; Wilcockson, J

1996-10-01

A number of researchers have sought to understand what enables the 'expert' professional to achieve a rapid and effortless understanding of presenting situations. Central to many of the explanations offered is the term 'intuition'. It might be thought, therefore, that the word describes a coherent concept embracing certain related features and used with consistency. A study of the literature suggests that this is not so. 'Intuition' is more than a contested concept, it is also used in ways that lack both clarity and coherence. Some of the confusion associated with the concept seems to stem from the belief that intuition is an irrational process. As a consequence, it is assumed that intuition can be neither fully understood nor explained. In this paper we discuss a number of issues relating to the nature of 'intuition'. We argue that intuition may be understood as an irrational process that has a rational basis. Intuitive thinking has certain essential features and involves the use of a sound, rational, relevant knowledge base in situations that, through experience, are so familiar that the person has learned how to recognize and act on appropriate patterns.

Interference thinking in constructing students’ knowledge to solve mathematical problems

NASA Astrophysics Data System (ADS)

Jayanti, W. E.; Usodo, B.; Subanti, S.

2018-04-01

This research aims to describe interference thinking in constructing students’ knowledge to solve mathematical problems. Interference thinking in solving problems occurs when students have two concepts that interfere with each other’s concept. Construction of problem-solving can be traced using Piaget’s assimilation and accommodation framework, helping to know the students’ thinking structures in solving the problems. The method of this research was a qualitative method with case research strategy. The data in this research involving problem-solving result and transcripts of interviews about students’ errors in solving the problem. The results of this research focus only on the student who experience proactive interference, where student in solving a problem using old information to interfere with the ability to recall new information. The student who experience interference thinking in constructing their knowledge occurs when the students’ thinking structures in the assimilation and accommodation process are incomplete. However, after being given reflection to the student, then the students’ thinking process has reached equilibrium condition even though the result obtained remains wrong.

The Construction of Moral Rationality.

ERIC Educational Resources Information Center

Moshman, D.

1995-01-01

Offers a theoretical account of moral rationality within a rational constructivist paradigm examining the nature and relationship of rationality and reasoning. Suggests progressive changes through developmental levels of moral rationality. Proposes a developmental moral epistemology that accommodates moral pluralism to a greater degree than does…

Rationing medical education.

PubMed

Walsh, Kieran

2016-03-01

The purpose of this paper is to discuss the role of rationing in medical education. Medical education is expensive and there is a limit to that which governments, funders or individuals can spend on it. Rationing involves the allocation of resources that are limited. This paper discussed the pros and cons of the application of rationing to medical education and the different forms of rationing that could be applied. Even though some stakeholders in medical education might be taken aback at the prospect of rationing, the truth is that rationing has always occurred in one form or another in medical education and in healthcare more broadly. Different types of rationing exist in healthcare professional education. For example rationing may be implicit or explicit or may be based on macro-allocation or micro-allocation decisions. Funding can be distributed equally among learners, or according to the needs of individual learners, or to ensure that overall usefulness is maximised. One final option is to allow the market to operate freely and to decide in that way. These principles of rationing can apply to individual learners or to institutions or departments or learning modes. Rationing is occurring in medical education, even though it might be implicit. It is worth giving consideration to methods of rationing and to make thinking about rationing more explicit.

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…

Creative Activities for Teaching about the 1940's & 50's. Problem Solving and Critical Thinking Activities.

ERIC Educational Resources Information Center

Stevens, Lawrence

This unit focuses on the decades of the 1940s and 1950s by studying key events from the eras. Students analyze issues and think critically about decisions made during the time. Topics of the unit include: (1) "Japanese Relocation"; (2) "Rationing: Who Should Get What?"; (3) "War in the Pacific"; (4) "The Draft: Who Should Fight a War?"; (5)…

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

Rational first integrals of geodesic equations and generalised hidden symmetries

NASA Astrophysics Data System (ADS)

Aoki, Arata; Houri, Tsuyoshi; Tomoda, Kentaro

2016-10-01

We discuss novel generalisations of Killing tensors, which are introduced by considering rational first integrals of geodesic equations. We introduce the notion of inconstructible generalised Killing tensors, which cannot be constructed from ordinary Killing tensors. Moreover, we introduce inconstructible rational first integrals, which are constructed from inconstructible generalised Killing tensors, and provide a method for checking the inconstructibility of a rational first integral. Using the method, we show that the rational first integral of the Collinson-O’Donnell solution is not inconstructible. We also provide several examples of metrics admitting an inconstructible rational first integral in two and four-dimensions, by using the Maciejewski-Przybylska system. Furthermore, we attempt to generalise other hidden symmetries such as Killing-Yano tensors.

People and Decisions.

ERIC Educational Resources Information Center

Fortney, Nancy D.; Glover, Kathy H.

1979-01-01

Suggests that social studies classroom teachers should use the process of rational decision making to teach students how to think at higher intellectual levels, become more creative, clarify values, and increase moral development. Learning activities are described. (DB)

Mental health as rational autonomy.

PubMed

Edwards, R B

1981-08-01

Rather than eliminate the terms "mental health and illness" because of the grave moral consequences of psychiatric labeling, conservative definitions are proposed and defended. Mental health is rational autonomy, and mental illness is the sustained loss of such. Key terms are explained, advantages are explored, and alternative concepts are criticized. The value and descriptive components of all such definitions are consciously acknowledged. Where rational autonomy is intact, mental hospitals and psychotherapists should not think of themselves as treating an illness. Instead, they are functioning as applied axiologists, moral educators, spiritual mentors, etc. They deal with what Szasz has called "personal, social, and ethical problems in living." But mental illness is real.

[Historical development of vaccines. Introduction: Hazards and rationality in the vaccinal approach].

PubMed

Moulin, A M

1995-01-01

The aim of this paper is to introduce the one hundred years of vaccination that has passed since Louis Pasteur first coined this generic term. According to the late Jonas Salk, vaccinology is a science encompassing all aspects of vaccine from its conception in the laboratory to its production by companies and its application and distribution in the field. In this historical survey I explore how vaccination never consisted of a simple and uniform application of a rational model, but rather diverged along various pathways, several of which were discarded in retrospect as being hazardous, and I analyse the ongoing interplay between rational and inventive thinking.

For What It's Worth: Historical Financial Bubbles and the Boundaries of Economic Rationality.

PubMed

Deringer, William

2015-09-01

This essay is a historical and epistemological exploration of a traditionally crazy economic event: the financial bubble. Venturing into two different moments in the history of economic thinking, it investigates financial bubbles as epistemic frontiers, where rationality has reached its limits. The first half forays into late twentieth-century economics. Since 1980, an interpretive battle over the ir/rationality of bubbles has made those peculiar events, long beyond the pale of the rational, contested terrain on which the limits of rationality have been fought out. The essay's second half turns to one historical crisis, the South Sea Bubble. For contemporaries in 1720, the bubble was a different kind of epistemic frontier. As they tried to reckon what South Sea Company stock was worth, investors were confronted not with clearly rational or irrational choices but with a decidedly unruly collection of similarly plausible calculations. The story of 1720 suggests that studying historical confusion might be a profitable enterprise for scholars of the economic and epistemological past.

Cognitive Rationalizations for Tanning-Bed Use: A Preliminary Exploration

PubMed Central

Banerjee, Smita C.; Hay, Jennifer L.; Greene, Kathryn

2016-01-01

Objectives To examine construct and predictive utility of an adapted cognitive rationalization scale for tanning-bed use. Methods Current/former tanning-bed-using undergraduate students (N = 216; 87.6% females; 78.4% white) at a large northeastern university participated in a survey. A cognitive rationalization for tanning-bed use scale was adapted. Standardized self-report measures of past tanning-bed use, advantages of tanning, perceived vulnerability to photoaging, tanning-bed use dependence, and tanning- bed use intention were also administered. Results The cognitive rationalization scale exhibited strong construct and predictive validity. Current tanners and tanning-bed-use-dependent participants endorsed rationalizations more strongly than did former tanners and not-tanning-bed-use-dependent participants respectively. Conclusions Findings indicate that cognitive rationalizations help explain discrepancy between inconsistent cognitions. PMID:23985280

Dual-Processing Altruism

PubMed Central

Kinnunen, Suna Pirita; Windmann, Sabine

2013-01-01

Altruism refers to an other-benefiting behavior that is costly but bears no direct profit to oneself. At least three different forms can be distinguished: help giving, altruistic punishment, and moral courage. We investigated the differential impact of two thinking modes, intuitive (System 1) and rational (System 2), on these three altruistic behaviors. Situational (state-related) thinking style was manipulated via experimental instructions and generally preferred thinking style (trait-related) was assessed via questionnaires. We found that of the subjectively preferred thinking styles (trait), faith in intuition (System 1) promoted sharing and altruistic punishment, whereas need for cognition (System 2) promoted volunteering in a situation that required moral courage. By contrast, we did not find a significant effect of situational thinking style (state) on any of the altruistic behaviors, although manipulation checks were positive. Results elucidate the affective-motivational underpinnings of different types of altruistic behaviors. PMID:23616778

The Thinker versus a Quilting Bee: Contrasting Images.

ERIC Educational Resources Information Center

Thayer-Bacon, Barbara J.

1999-01-01

Offers the image of the quilting bee as a contrasting representation of critical thinking (or constructive thinking), comparing the two images, discussing a quilting bee representation of knowledge construction in terms of the tools used by quilters (knowers), and summarizing the transformation of critical thinking theory that a quilting bee image…

Modeling Opponents in Adversarial Risk Analysis.

PubMed

Rios Insua, David; Banks, David; Rios, Jesus

2016-04-01

Adversarial risk analysis has been introduced as a framework to deal with risks derived from intentional actions of adversaries. The analysis supports one of the decisionmakers, who must forecast the actions of the other agents. Typically, this forecast must take account of random consequences resulting from the set of selected actions. The solution requires one to model the behavior of the opponents, which entails strategic thinking. The supported agent may face different kinds of opponents, who may use different rationality paradigms, for example, the opponent may behave randomly, or seek a Nash equilibrium, or perform level-k thinking, or use mirroring, or employ prospect theory, among many other possibilities. We describe the appropriate analysis for these situations, and also show how to model the uncertainty about the rationality paradigm used by the opponent through a Bayesian model averaging approach, enabling a fully decision-theoretic solution. We also show how as we observe an opponent's decision behavior, this approach allows learning about the validity of each of the rationality models used to predict his decision by computing the models' (posterior) probabilities, which can be understood as a measure of their validity. We focus on simultaneous decision making by two agents. © 2015 Society for Risk Analysis.

Noisy probability judgment, the conjunction fallacy, and rationality: Comment on Costello and Watts (2014).

PubMed

Crupi, Vincenzo; Tentori, Katya

2016-01-01

According to Costello and Watts (2014), probability theory can account for key findings in human judgment research provided that random noise is embedded in the model. We concur with a number of Costello and Watts's remarks, but challenge the empirical adequacy of their model in one of their key illustrations (the conjunction fallacy) on the basis of recent experimental findings. We also discuss how our argument bears on heuristic and rational thinking. (c) 2015 APA, all rights reserved).

Thinking in clinical nursing practice: a study of critical care nurses' thinking applying the think-aloud, protocol analysis method.

PubMed

Han, Kyung-Ja; Kim, Hesook Suzie; Kim, Mae-Ja; Hong, Kyung-Ja; Park, Sungae; Yun, Soon-Nyoung; Song, Misoon; Jung, Yoenyi; Kim, Haewon; Kim, Dong-Oak Debbie; Choi, Heejung; Kim, Kyungae

2007-06-01

The purpose of the paper is to discover the patterns and processes of decision-making in clinical nursing practice. A set of think-aloud data from five critical care nurses during 40 to 50 minutes of caregiving in intensive care units were obtained and analyzed by applying the procedures recommended by Ericsson and Simon for protocol analysis. Four thinking processes before acting were identified to constitute various sorts of thoughts in which the nurses were engaged during patient care: reviewing, validation, consideration, rationalization, and action. In addition, three patterns of sequential streaming of thinking (short, intermediate, long) were identified to reveal various ways the nurses dealt with clinical situations involving nursing tasks and responsibilities. This study specifies the initial categories of thoughts for each of the processes and various patterns with which these processes are sequentially combined, providing insights into the ways nurses think about problems and address their concerns. The findings suggest that the thinking in clinical practice involves more than focused decision-making and reasoning, and needs to be examined from a broader perspective.

New social tasks for cognitive psychology; or, new cognitive tasks for social psychology.

PubMed

Wettersten, John

2014-01-01

To elucidate how differing theories of rationality lead to differing practices, their social rules must be analyzed. This is true not merely in science but also in society at large. This analysis of social thinking requires both the identification of innate cognitive social psychological processes and explanations of their relations with differing rules of rational practice. These new tasks can enable social psychologists to contribute to the study of how social situations facilitate or inhibit rational practice and enable cognitive psychologists to improve social psychological theory. In contrast to dominant current research strategies, social and cognitive psychologists can integrate social studies of rational practices and their consequences with studies of underlying cognitive psychological processes. In this article I do not attempt to carry out these tasks but rather point to both their lack of recognition and their importance.

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).

US neurologists: attitudes on rationing.

PubMed

Holloway, R G; Ringel, S P; Bernat, J L; Keran, C M; Lawyer, B L

2000-11-28

To assess neurologists' attitudes on rationing health care and to determine whether neurologists would set healthcare priorities in ways that are consistent with cost-effectiveness research. Cost-effectiveness research can suggest ways to maximize health benefits within fixed budgets but is currently being underused in resource allocation decisions. The authors surveyed a random sample of neurologists practicing in the United States (response rate, 44.4%) with three hypothetical scenarios. Two scenarios were designed to address general attitudes on allocating finite resources with emphasis on formulary decisions for costly drugs. The third scenario was designed to assess whether neurologists would optimize the allocation of a fixed budget as recommended by cost-effectiveness analysis. Three-quarters of respondents thought that neurologists make daily decisions that effectively ration healthcare resources, and 60% felt a professional responsibility to consider the financial impact of individualized treatment decisions on other patients. Only 25% of respondents thought that there should be no restrictions placed on any of the five newer antiepileptic agents. In a 1995 survey, 75% of similarly sampled neurologists agreed that no restrictions should be placed on the availability of FDA-approved medications. Nearly half (46%) of respondents favored a less effective test and would be willing to let patients die to ensure the offering of a more equitable alternative. Most neurologists recognize the need to ration health care, and although they think cost-effectiveness research is one method to achieve efficient distribution of resources, many think that considerable attention should also be given to equity.

Divergent Thinking and Constructing Episodic Simulations

PubMed Central

Addis, Donna Rose; Pan, Ling; Musicaro, Regina; Schacter, Daniel L.

2014-01-01

Divergent thinking likely plays an important role in simulating autobiographical events. We investigated whether divergent thinking is differentially associated with the ability to construct detailed imagined future and imagined past events as opposed to recalling past events. We also examined whether age differences in divergent thinking might underlie the reduced episodic detail generated by older adults. The richness of episodic detail comprising autobiographical events in young and older adults was assessed using the Autobiographical Interview. Divergent thinking abilities were measured using the Alternate Uses Task. Divergent thinking was significantly associated with the amount of episodic detail for imagined future events. Moreover, while age was significantly associated with imagined episodic detail, this effect was strongly related to age-related changes in episodic retrieval rather than divergent thinking. PMID:25483132

Divergent thinking and constructing episodic simulations.

PubMed

Addis, Donna Rose; Pan, Ling; Musicaro, Regina; Schacter, Daniel L

2016-01-01

Divergent thinking likely plays an important role in simulating autobiographical events. We investigated whether divergent thinking is differentially associated with the ability to construct detailed imagined future and imagined past events as opposed to recalling past events. We also examined whether age differences in divergent thinking might underlie the reduced episodic detail generated by older adults. The richness of episodic detail comprising autobiographical events in young and older adults was assessed using the Autobiographical Interview. Divergent thinking abilities were measured using the Alternative Uses Task. Divergent thinking was significantly associated with the amount of episodic detail for imagined future events. Moreover, while age was significantly associated with imagined episodic detail, this effect was strongly related to age-related changes in episodic retrieval rather than divergent thinking.

Prosocial Education and the "Feminine" Voice.

ERIC Educational Resources Information Center

Scott, Kathryn; Oliner, Pearl

Prosocial education consists of school experiences designed to promote prosocial behavior. This paper demonstrates that: (1) there is an absence of prosocial behaviors in educational goals; (2) educational tradition venerates rationality and objectivity associated with "masculine" thinking and denigrates emotionality and relatedness associated…

Young Children's Creativity and Pretend Play.

ERIC Educational Resources Information Center

Saracho, Olivia N.

2002-01-01

This article discusses commonalities among experts' descriptions of creative individuals, including rational thinking, high levels of emotional development, talent, and higher levels of consciousness. Maintains that creativity studies justify the development of educational creativity training programs. Asserts that teachers can promote children's…

Is experiential-intuitive cognitive style more inclined to err on conjunction fallacy than analytical-rational cognitive style?

PubMed Central

Lu, Yong

2015-01-01

In terms of prediction by Epstein’s integrative theory of personality, cognitive-experiential self-theory (CEST), those people with experiential-intuitive cognitive style are more inclined to induce errors than the other people with analytical-rational cognitive style in the conjunction fallacy (two events that can occur together are seen as more likely than at least one of the two events). We tested this prediction in a revised Linda problem. The results revealed that rational and experiential cognitive styles do not statistically influence the propensity for committing the conjunction fallacy, which is contrary to the CEST’s predictions. Based on the assumption that the rational vs. experiential processing is a personality trait with comparatively stabile specialities, these findings preliminarily indicate that those people who are characterized by “rational thinking” are not more inclined to use Bayes’ deduction than the other people who are labeled by “intuitive thinking” or by “poor thinking.” PMID:25705198

Intergroup Conflict and Rational Decision Making

PubMed Central

Martínez-Tur, Vicente; Peñarroja, Vicente; Serrano, Miguel A.; Hidalgo, Vanesa; Moliner, Carolina; Salvador, Alicia; Alacreu-Crespo, Adrián; Gracia, Esther; Molina, Agustín

2014-01-01

The literature has been relatively silent about post-conflict processes. However, understanding the way humans deal with post-conflict situations is a challenge in our societies. With this in mind, we focus the present study on the rationality of cooperative decision making after an intergroup conflict, i.e., the extent to which groups take advantage of post-conflict situations to obtain benefits from collaborating with the other group involved in the conflict. Based on dual-process theories of thinking and affect heuristic, we propose that intergroup conflict hinders the rationality of cooperative decision making. We also hypothesize that this rationality improves when groups are involved in an in-group deliberative discussion. Results of a laboratory experiment support the idea that intergroup conflict –associated with indicators of the activation of negative feelings (negative affect state and heart rate)– has a negative effect on the aforementioned rationality over time and on both group and individual decision making. Although intergroup conflict leads to sub-optimal decision making, rationality improves when groups and individuals subjected to intergroup conflict make decisions after an in-group deliberative discussion. Additionally, the increased rationality of the group decision making after the deliberative discussion is transferred to subsequent individual decision making. PMID:25461384

Intergroup conflict and rational decision making.

PubMed

Martínez-Tur, Vicente; Peñarroja, Vicente; Serrano, Miguel A; Hidalgo, Vanesa; Moliner, Carolina; Salvador, Alicia; Alacreu-Crespo, Adrián; Gracia, Esther; Molina, Agustín

2014-01-01

The literature has been relatively silent about post-conflict processes. However, understanding the way humans deal with post-conflict situations is a challenge in our societies. With this in mind, we focus the present study on the rationality of cooperative decision making after an intergroup conflict, i.e., the extent to which groups take advantage of post-conflict situations to obtain benefits from collaborating with the other group involved in the conflict. Based on dual-process theories of thinking and affect heuristic, we propose that intergroup conflict hinders the rationality of cooperative decision making. We also hypothesize that this rationality improves when groups are involved in an in-group deliberative discussion. Results of a laboratory experiment support the idea that intergroup conflict -associated with indicators of the activation of negative feelings (negative affect state and heart rate)- has a negative effect on the aforementioned rationality over time and on both group and individual decision making. Although intergroup conflict leads to sub-optimal decision making, rationality improves when groups and individuals subjected to intergroup conflict make decisions after an in-group deliberative discussion. Additionally, the increased rationality of the group decision making after the deliberative discussion is transferred to subsequent individual decision making.

'Thinking ill of others without sufficient warrant?' Transcending the accuracy-inaccuracy dualism in prejudice and stereotyping research.

PubMed

Dixon, John

2017-03-01

Research on prejudice seeks to understand and transform inaccurate beliefs about others. Indeed, historically such research has offered a cautionary tale of the biased nature of human cognition. Recently, however, this view has been challenged by work defending the essential rationality of intergroup perception, a theme captured controversially in Jussim and colleagues' (2009) research on the 'unbearable accuracy of stereotyping'. The present paper argues that in its own terms the 'rationalist turn' in socio-cognitive research on stereotyping presents an important challenge to the prejudice tradition, raising troubling questions about its conceptual and empirical foundations. However, it also argues for the necessity of transcending those terms. By focusing on the correspondence between individual beliefs and the supposedly 'objective' characteristics of others, we neglect the historical and discursive practices through which the social realities that we 'perceive' are actively constructed and institutionalized. We mask their social origins, contested and perspectival nature, relativity, and relationship to wider structures of power. By implication, moving beyond the Allportian perspective that has dominated both the prejudice tradition and the emerging stereotype accuracy paradigm, we may now need to prioritize other kinds of questions. Reversing Allport's famous definition of prejudice, it may now be time to ask: How, and with what consequences, does 'thinking ill of others' become sufficiently warranted? How does such thinking become part of institutionalized relations of power and an accepted way of perceiving, evaluating and treating others? What should social psychologists be doing to challenge this state of affairs? © 2017 The British Psychological Society.

With Worldmaking, Planning Models Matter.

ERIC Educational Resources Information Center

Cain, Beatrice Naff

1989-01-01

Examines two different planning models (creative and rational means-end) used in a teacher preparation program to determine what influence the different planning models had on preservice English teachers' thinking before, during, and after teaching. Finds the creative planning model more effectively encourages active worldmaking. (MS)

What motivates participation in violent political action: selective incentives or parochial altruism?

PubMed

Ginges, Jeremy; Atran, Scott

2009-06-01

In standard models of decision making, participation in violent political action is understood as the product of instrumentally rational reasoning. According to this line of thinking, instrumentally rational individuals will participate in violent political action only if there are selective incentives that are limited to participants. We argue in favor of an alternate model of political violence where participants are motivated by moral commitments to collective sacred values. Correlative and experimental empirical evidence in the context of the Israeli-Palestinian conflict strongly supports this alternate view.

Thinking About One's Feelings: Association Between Alexithymia and Cognitive Styles in a Nonclinical Population.

PubMed

Rinaldi, Romina; Radian, Viorica; Rossignol, Mandy; Kandana Arachchige, Kendra G; Lefebvre, Laurent

2017-10-01

Alexithymia is described as a disturbance in the cognitive and affective processing of emotions. Little is known about the cognitive styles associated with this personality trait. In this article, we examine to what extent alexithymia is linked with poorer rational cognitive style. A total of 685 participants from a nonclinical sample completed the Toronto Alexithymia Scale-20 along with self-reported and behavioral measures of cognitive styles. Results suggest that people with a high level of self-reported alexithymia show lower rational abilities. The findings of this study extend previous work on cognitive processes underlying emotional self-regulation impairments in alexithymia, suggesting that these difficulties may be linked to a poorer use of rational process.

Third-Person Self-Talk Reduces Ebola Worry and Risk Perception by Enhancing Rational Thinking.

PubMed

Kross, Ethan; Vickers, Brian D; Orvell, Ariana; Gainsburg, Izzy; Moran, Tim P; Boyer, Margaret; Jonides, John; Moser, Jason; Ayduk, Ozlem

2017-11-01

During the fall of 2014, the threat of an Ebola outbreak gripped the United States (Poll, 8-12 October 2014; see Harvard School of Public Health & SSRS, 2014), creating a unique opportunity to advance basic knowledge concerning how emotion regulation works in consequential contexts and translate existing research in this area to inform public health and policy. We addressed these issues by examining whether third-person self-talk, a simple technique that promotes emotion regulation, could nudge people into reasoning about Ebola more rationally. In all, 1,257 people from across the United States were asked to write about their feelings about Ebola using their name or I (i.e. third-person self-talk vs. first-person self-talk) as concerns about Ebola swelled (24 October 2014-26 October 2014). Third-person self-talk led participants who scored high on Ebola worry at baseline to generate more fact-based reasons not to worry about Ebola, which predicted reductions in their Ebola worry and risk perception. These findings held when controlling for several theoretically relevant covariates, highlighting their robustness. These results demonstrate how a simple linguistic technique can enhance rational thinking and quell worry about a pressing public health threat. © 2017 The International Association of Applied Psychology.

Psychological Correlates of Civilian Preparedness for Conflicts.

PubMed

Bodas, Moran; Siman-Tov, Maya; Kreitler, Shulamith; Peleg, Kobi

2017-08-01

Preparedness for emergencies and disasters is imperative for public resilience. Previous studies have revealed low levels of civilian preparedness for conflicts. Classic behavioral models prove inapt in describing preparedness patterns in victimized populations chronically exposed to this threat. In an effort to expand this perspective, we hypothesized that other psychological constructs are correlated with preparedness. A cross-sectional, Internet-based study was performed in Israel in early 2016. A sociodemographically diverse sample included 385 participants, Jews and Arabs. The tools included a preparedness index, sense of preparedness questionnaire, Trait Anxiety Inventory, Life Orientation Test, Behavioral Inhibition & Activation System scales, and ego defenses. The results suggested that optimistic and rational individuals reported significantly higher levels of preparedness, whereas those who scored highly on the trait anxiety scale and those with a tendency to use denial coping mechanisms reported significantly lower levels of preparedness. The findings suggest that additional constructs, other than classic threat perception components, might play a key role in governing preparedness behavior. In particular, psychological manipulation of dispositional optimism or optimistic thinking might be effective in motivating preparedness behavior. Future research should explore such innovative ways to promoting preparedness. (Disaster Med Public Health Preparedness. 2017;11:451-459).

Prevention of sudden cardiac death in the young: Developing a rational, reliable, and sustainable national health care resource. A report from the Cardiac Safety Research Consortium.

PubMed

Idriss, Salim F; Berger, Stuart; Harmon, Kimberly G; Kindman, Allen; Kleiman, Robert; Lopez-Anderson, Martha; Molossi, Silvana; Saarel, Tess Elizabeth; Strnadova, Colette; Todaro, Thomas; Shinagawa, Kaori; Morrow, Valarie; Krucoff, Mitchell; Vetter, Victoria; Wright, Theressa J

2017-08-01

This White Paper, prepared by members of the Cardiac Safety Research Consortium, discusses important issues regarding sudden cardiac death in the young (SCDY), a problem that does not discriminate by gender, race, ethnicity, education, socioeconomic level, or athletic status. The occurrence of SCDY has devastating impact on families and communities. Sudden cardiac death in the young is a matter of national and international public health, and its prevention has generated deep interest from multiple stakeholders, including families who have lost children, advocacy groups, academicians, regulators, and the medical industry. To promote scientific and clinical discussion of SCDY prevention and to germinate future initiatives to move this field forward, a Cardiac Safety Research Consortium-sponsored Think Tank was held on February 21, 2015 at the US Food and Drug Administration's White Oak facilities, Silver Spring, MD. The ultimate goal of the Think Tank was to spark initiatives that lead to the development of a rational, reliable, and sustainable national health care resource focused on SCDY prevention. This article provides a detailed summary of discussions at the Think Tank and descriptions of related multistakeholder initiatives now underway: it does not represent regulatory guidance. Copyright © 2017 Elsevier Inc. All rights reserved.

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.

Careful Cheating: People Cheat Groups Rather than Individuals.

PubMed

Amir, Amitai; Kogut, Tehila; Bereby-Meyer, Yoella

2016-01-01

Cheating for material gain is a destructive phenomenon in any society. We examine the extent to which people care about the victims of their unethical behavior-be they a group of people or an individual-and whether they are sensitive to the degree of harm or cost that they cause to these victims. The results of three studies suggest that when a group (rather than a single individual) is the victim of one's behavior, the incidence of cheating increases only if the harm to the group is presented in global terms-such that the cheating might be justified by the relatively minor harm caused to each individual in the group (Studies #1 and #3). However, when the harm or cost to each individual in the group is made explicit, the tendency to cheat the group is no longer apparent and the tendency to cheat increases when the harm caused is minor-regardless of whether the victim is an individual or a group of people (Study #2). Individual differences in rational and intuitive thinking appear to play different roles in the decision to cheat different type of opponents: individual opponents seem to trigger the subject's intuitive thinking which restrains the urge to cheat, whereas groups of opponents seem to trigger the subject's rational mode of thinking which encourage cheating.

Careful Cheating: People Cheat Groups Rather than Individuals

PubMed Central

Amir, Amitai; Kogut, Tehila; Bereby-Meyer, Yoella

2016-01-01

Cheating for material gain is a destructive phenomenon in any society. We examine the extent to which people care about the victims of their unethical behavior—be they a group of people or an individual—and whether they are sensitive to the degree of harm or cost that they cause to these victims. The results of three studies suggest that when a group (rather than a single individual) is the victim of one’s behavior, the incidence of cheating increases only if the harm to the group is presented in global terms—such that the cheating might be justified by the relatively minor harm caused to each individual in the group (Studies #1 and #3). However, when the harm or cost to each individual in the group is made explicit, the tendency to cheat the group is no longer apparent and the tendency to cheat increases when the harm caused is minor—regardless of whether the victim is an individual or a group of people (Study #2). Individual differences in rational and intuitive thinking appear to play different roles in the decision to cheat different type of opponents: individual opponents seem to trigger the subject’s intuitive thinking which restrains the urge to cheat, whereas groups of opponents seem to trigger the subject’s rational mode of thinking which encourage cheating. PMID:27065898

Linear and Nonlinear Thinking: A Multidimensional Model and Measure

ERIC Educational Resources Information Center

Groves, Kevin S.; Vance, Charles M.

2015-01-01

Building upon previously developed and more general dual-process models, this paper provides empirical support for a multidimensional thinking style construct comprised of linear thinking and multiple dimensions of nonlinear thinking. A self-report assessment instrument (Linear/Nonlinear Thinking Style Profile; LNTSP) is presented and…

Teaching Moral Education: Principles of Instruction.

ERIC Educational Resources Information Center

Doris, Dennis A.

1978-01-01

A nonindoctrinating, sound theoretical and practical base upon which to develop the teaching of moral education relies on several principles: discussion of moral conflict situations; knowledge of the student's stage of moral development; guidance of developmental matches; encouragement of role taking; and focus on rational thinking. (JMF)

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…

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

Thinking Routines: Replicating Classroom Practices within Museum Settings

ERIC Educational Resources Information Center

Wolberg, Rochelle Ibanez; Goff, Allison

2012-01-01

This article describes thinking routines as tools to guide and support young children's thinking. These learning strategies, developed by Harvard University's Project Zero Classroom, actively engage students in constructing meaning while also understanding their own thinking process. The authors discuss how thinking routines can be used in both…

What Is Scientific Thinking?

ERIC Educational Resources Information Center

Tweney, Ryan D.

Drawing parallels with critical thinking and creative thinking, this document describes some ways that scientific thinking is utilized. Cognitive approaches to scientific thinking are discussed, and it is argued that all science involves an attempt to construct a testable mental model of some aspect of reality. The role of mental models is…

Lunar crane system

NASA Technical Reports Server (NTRS)

Mikulas, Martin M., Jr.

1991-01-01

In many lunar construction scenarios, mechanical cranes in some form will be indispensible in moving large masses around with various degrees of fine positioning. While thorough experience exists in the use of terrestrial cranes new thinking is required about the design of cranes to be used in extraterrestrial construction. The primary driving force for this new thinking is the need to automate the crane system so that space cranes can be operated as telerobotic machines with a large number of automatic capabilities. This is true because in extraterrestrial construction human resources will need to be critically rationed. The design problems of mechanisms and control systems for a lunar crane must deal with at least two areas of performance. First, the automated crane must be capable of maneuvering a large mass, so that when the mass arrives at the target position there are only small vibrations. Secondly, any residue vibrations must be automatically damped out and a fine positioning must be achieved. For extraterrestrial use there are additional challenges to a crane design - for example, to design a crane system so that it can be transformed for other construction uses. This initial project in crane design does not address such additional issues, although they may be the subject of future CSC research. To date the Center has designed and analyzed many mechanisms. The fundamental problem of trade-offs between passively stabilizing the load and actively controlling the load by actuators was extensively studied. The capability of 3D dynamics modeling now exists for such studies. A scaled model of a lunar crane was set up and it has been most fruitful in providing basic understanding of lunar cranes. Due to an interesting scaling match-up, this scaled model exhibits the load vibration frequencies one would expect in the real lunar case. Using the analytical results achieved to date, a laboratory crane system is now being developed as a test bed for verifying a wide variety of mechanisms and control designs. Future development will be aimed at making the crane system a telerobotic test bed into which external sensors such as computer vision systems, and other small robotic devices such as CSC lunar rovers, will be integrated.

Modeling the structure of the attitudes and belief scale 2 using CFA and bifactor approaches: Toward the development of an abbreviated version.

PubMed

Hyland, Philip; Shevlin, Mark; Adamson, Gary; Boduszek, Daniel

2014-01-01

The Attitudes and Belief Scale-2 (ABS-2: DiGiuseppe, Leaf, Exner, & Robin, 1988. The development of a measure of rational/irrational thinking. Paper presented at the World Congress of Behavior Therapy, Edinburg, Scotland.) is a 72-item self-report measure of evaluative rational and irrational beliefs widely used in Rational Emotive Behavior Therapy research contexts. However, little psychometric evidence exists regarding the measure's underlying factor structure. Furthermore, given the length of the ABS-2 there is a need for an abbreviated version that can be administered when there are time demands on the researcher, such as in clinical settings. This study sought to examine a series of theoretical models hypothesized to represent the latent structure of the ABS-2 within an alternative models framework using traditional confirmatory factor analysis as well as utilizing a bifactor modeling approach. Furthermore, this study also sought to develop a psychometrically sound abbreviated version of the ABS-2. Three hundred and thirteen (N = 313) active emergency service personnel completed the ABS-2. Results indicated that for each model, the application of bifactor modeling procedures improved model fit statistics, and a novel eight-factor intercorrelated solution was identified as the best fitting model of the ABS-2. However, the observed fit indices failed to satisfy commonly accepted standards. A 24-item abbreviated version was thus constructed and an intercorrelated eight-factor solution yielded satisfactory model fit statistics. Current results support the use of a bifactor modeling approach to determining the factor structure of the ABS-2. Furthermore, results provide empirical support for the psychometric properties of the newly developed abbreviated version.

Everything you need to know to understand the current controversies you learned from psychological research. A comment on the Rind and Lilienfeld controversies.

PubMed

Sternberg, Robert J

2002-03-01

Psychological theory and research can help explain some of the aspects of the controversies that arose over articles written by B. Rind, P. Tromovitch, and R. Bauserman (1998) and by S. O. Lilienfeld (2002). In particular, one needs to distinguish between rational and intuitive thinking, to recognize the power of context, to be reflective in one's own thinking, and to realize the costs of defying the crowd. There are steps one can take to be wiser and more balanced in one's own thinking than one may have been in the past. One such step is to resolve conflicts among psychologists by attempting to defuse rather than to exacerbate or avoid them.

Incorporating Emotional Intelligence in Legal Education: A Theoretical Perspective

ERIC Educational Resources Information Center

Douglas, Susan

2015-01-01

"Thinking like a lawyer" is traditionally associated with rational-analytical problem solving and an adversarial approach to conflict. These features have been correlated with problems of psychological, or emotional, distress amongst lawyers and law students. These problems provide a strong argument for incorporating a consideration of…

Low Female Literacy: Factors and Strategies

ERIC Educational Resources Information Center

Vasudeva Rao, B. S.; Gupta, P. Viswanadha

2006-01-01

Literacy is a process which dispels and promotes rational thinking and moulds human beings into becoming responsible citizens. The absence of literacy directly and indirectly retards the development of individuals, society, community and the country. For the success of any program, people should be motivated by providing necessary congenial…

Pain Coping Strategies in Osteoarthritis Patients.

ERIC Educational Resources Information Center

Keefe, Francis J.; And Others

1987-01-01

Investigated the relation of pain coping strategies to pain, health status, and psychological distress in a group of osteoarthritis patients with chronic pain. Patients completed various questionnaires. Medical status variables were also used. The Pain Control and Rational Thinking factor derived from the Coping Strategies Questionnaire proved to…

Who or What is School Self-Evaluation For?

ERIC Educational Resources Information Center

Saunders, Lesley

1999-01-01

Contrasts the "English model" of school self-evaluation with another used by seven other European countries. Whereas the English model may be characterized as instrumentalist, action-oriented, rationalistic, and managerial, it lacks several important elements: the ethical; affective; non-rational; and democratic modes of thinking.…

Medial Temporal Lobe Damage Causes Deficits in Episodic Memory and Episodic Future Thinking Not Attributable to Deficits in Narrative Construction

PubMed Central

Race, Elizabeth; Keane, Margaret M.; Verfaellie, Mieke

2015-01-01

The medial temporal lobe (MTL) makes critical contributions to episodic memory, but its contributions to episodic future thinking remain a matter of debate. By one view, imagining future events relies on MTL mechanisms that also support memory for past events. Alternatively, it has recently been suggested that future thinking is independent of MTL-mediated processes and can be supported by regions outside the MTL. The current study investigated the nature and necessity of MTL involvement in imagining the future and tested the novel hypothesis that the MTL contributes to future thinking by supporting online binding processes related to narrative construction. Human amnesic patients with well-characterized MTL damage and healthy controls constructed narratives about (a) future events, (b) past events, and (c) visually-presented pictures. While all three tasks place similar demands on narrative construction, only the past and future conditions require memory/future thinking to mentally generate relevant narrative information. Patients produced impoverished descriptions of both past and future events but were unimpaired at producing detailed picture narratives. In addition, future-thinking performance positively correlated with episodic memory performance but did not correlate with picture narrative performance. Finally, future-thinking impairments were present when MTL lesions were restricted to the hippocampus and did not depend on the presence of neural damage outside the MTL. These results indicate that the ability to generate and maintain a detailed narrative is preserved in amnesia and suggest that a common MTL mechanism supports both episodic memory and episodic future thinking. PMID:21753003

Medial temporal lobe damage causes deficits in episodic memory and episodic future thinking not attributable to deficits in narrative construction.

PubMed

Race, Elizabeth; Keane, Margaret M; Verfaellie, Mieke

2011-07-13

The medial temporal lobe (MTL) makes critical contributions to episodic memory, but its contributions to episodic future thinking remain a matter of debate. By one view, imagining future events relies on MTL mechanisms that also support memory for past events. Alternatively, it has recently been suggested that future thinking is independent of MTL-mediated processes and can be supported by regions outside the MTL. The current study investigated the nature and necessity of MTL involvement in imagining the future and tested the novel hypothesis that the MTL contributes to future thinking by supporting online binding processes related to narrative construction. Human amnesic patients with well characterized MTL damage and healthy controls constructed narratives about (1) future events, (2) past events, and (3) visually presented pictures. While all three tasks place similar demands on narrative construction, only the past and future conditions require memory/future thinking to mentally generate relevant narrative information. Patients produced impoverished descriptions of both past and future events but were unimpaired at producing detailed picture narratives. In addition, future-thinking performance positively correlated with episodic memory performance but did not correlate with picture narrative performance. Finally, future-thinking impairments were present when MTL lesions were restricted to the hippocampus and did not depend on the presence of neural damage outside the MTL. These results indicate that the ability to generate and maintain a detailed narrative is preserved in amnesia and suggest that a common MTL mechanism supports both episodic memory and episodic future thinking.

Symmetry warrants rational cooperation by co-action in Social Dilemmas.

PubMed

Sasidevan, V; Sinha, Sitabhra

2015-08-12

Is it rational for selfish individuals to cooperate? The conventional answer based on analysis of games such as the Prisoners Dilemma (PD) is that it is not, even though mutual cooperation results in a better outcome for all. This incompatibility between individual rationality and collective benefit lies at the heart of questions about the evolution of cooperation, as illustrated by PD and similar games. Here, we argue that this apparent incompatibility is due to an inconsistency in the standard Nash framework for analyzing non-cooperative games and propose a new paradigm, that of the co-action equilibrium. As in the Nash solution, agents know that others are just as rational as them and taking this into account lead them to realize that others will independently adopt the same strategy, in contrast to the idea of unilateral deviation central to Nash equilibrium thinking. Co-action equilibrium results in better collective outcomes for games representing social dilemmas, with relatively "nicer" strategies being chosen by rational selfish individuals. In particular, the dilemma of PD gets resolved within this framework, suggesting that cooperation can evolve in nature as the rational outcome even for selfish agents, without having to take recourse to additional mechanisms for promoting it.

Focusing on changing clinical practice to enhance rational prescribing--collaboration and networking enable comprehensive approaches.

PubMed

Helin-Salmivaara, Arja; Huupponen, Risto; Klaukka, Timo; Hoppu, Kalle

2003-10-01

Most western societies are enhancing rational pharmacotherapy to get best value for the constantly increasing expenditure on drugs. Government bodies and the medical profession took joint responsibility for the education programme for rational prescribing, launched in Finland at the end of the 1990s. The goals were to enhance critical thinking, and when appropriate, change prescribing behaviour. Various approaches that included evidence-based continuing medical education (CME), implementing clinical guidelines, delivering information, and providing prescribing feedback were used simultaneously. The commitment of the stakeholders and participants has been strong and the approaches have succeeded even though there is no clear outcome measure. The Government has recently decided to continue and widen the process, which started as a pilot programme, on a tight budget.

Rational Emotive Behavior Therapy: Origins, Constructs, and Applications.

ERIC Educational Resources Information Center

Watson, Joshua C.

In 1956, Dr. Albert Ellis presented his seminal work on Rational Therapy, subsequently renamed Rational Emotive Behavior Therapy (REBT) in 1993. This paper explores the origins, theoretical foundations, applications, and implications of REBT and provides a look at the empirical research available in support of the approach's efficacy. REBT is…

Proactive and Reactive Composite Scales for the Psychological Inventory of Criminal Thinking Styles (PICTS)

ERIC Educational Resources Information Center

Walters, Glenn D.

2006-01-01

The purpose of this study was to construct composite scales for the Psychological Inventory of Criminal Thinking Styles (PICTS) from the PICTS thinking style, factor, and content scales designed to provide general estimates of criminal thinking. The Entitlement thinking style scale, Self-Assertion/Deception factor scale, and Historical content…

Critical thinking dispositions in baccalaureate nursing students.

PubMed

Shin, Kyung Rim; Lee, Ja Hyung; Ha, Ju Young; Kim, Kon Hee

2006-10-01

This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7.54, P = 0.0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0.0194, 0.0041, 0.0044). Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture.

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.

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

Evaluating Organizational Performance: Rational, Natural, and Open System Models

ERIC Educational Resources Information Center

Martz, Wes

2013-01-01

As the definition of organization has evolved, so have the approaches used to evaluate organizational performance. During the past 60 years, organizational theorists and management scholars have developed a comprehensive line of thinking with respect to organizational assessment that serves to inform and be informed by the evaluation discipline.…

The Application of Motivational Theories to Business and Industry.

ERIC Educational Resources Information Center

Clements, Paul; Farrar, Lochia A.

This workshop, designed to use motivational theories in understanding work behaviors and to increase job satisfaction and performance, deals with cognitive theories in motivation, need theories, and the Equity Theory within the Expectancy Valence Model. Counseling technique areas of communication skills and rational thinking that facilitate the…

Training in Rational-Behavior Problem Solving and Employability Enhancement of Rehabilitation Clients.

ERIC Educational Resources Information Center

Farley, Roy C.

1984-01-01

Examined the effects of a psychoeducational program on employability enhancement of 23 rehabilitation clients. The program had a significant, positive impact on clients' thinking, feeling, acting, and vocational outcome and reduced task-interfering beliefs, thoughts, emotions, and problem behavior. Participants had a lower vocational training…

A Study of Moral Development and Personality Relationships in Adolescents and Young Adult Catholic Students.

ERIC Educational Resources Information Center

Polovy, Patricia

1980-01-01

Those who preferred principled levels of moral reasoning were seen as being dependable, rational, creative, intelligent, and accepting of rules and constraints of society, but at the same time, able to think independently and aware of the need for change. (Author)

Extending the Educational Planning Discourse: Conceptual and Paradigmatic Explorations.

ERIC Educational Resources Information Center

Adams, Don

1988-01-01

Argues that rational, functionalist models of educational planning that conceptualize decision-making as an algorithmic process are relevant to a limited number of educational problems. Suggests that educational questions pertaining to goals, needs, equity, and quality must be solved with soft systems thinking and its interpretivist and relativist…

The Role of Philosophy Programs in Higher Education.

ERIC Educational Resources Information Center

American Philosophical Association, Newark, DE.

The contribution of philosophy programs within higher education and to the community is considered. It is suggested that philosophy should play a central part in the college curriculum since the study of philosophy contributes to: the development of students' critical thinking, their ability to deal rationally with normative issues, their…

Managing Decline in Rural School Systems: Program Organization and Delivery.

ERIC Educational Resources Information Center

Sackney, L. E.

Organizational theory offers rural school administrators several ways of thinking about retrenchment made necessary by declining enrollment. Obstacles to innovative responses to retrenchment include a shift in how organizations are perceived: from closed systems in which rational decisions are made about changes, to open systems in which…

The School and the Articulation of Values.

ERIC Educational Resources Information Center

Lovin, Robin W.

1988-01-01

Value neutrality and values clarification fail to foster critical thinking about values. The values articulation approach identifies the rationality that is applied to value claims. It avoids noncognitivism and moral relativism and suggests ways the discussion of values in the classroom prepares students to deal with broader moral issues. (VM)

Mrs. Miggins in the Classroom.

ERIC Educational Resources Information Center

Barnes, Rob

2000-01-01

A therapeutic board game was devised in order to generate discussion and to dispute irrational thinking in 10 children (age 10) with behavior problems. The pupils responded positively to rational-emotive behavior therapy, and teachers found that the cards used in the game provided a framework for discussion and self-help strategies. (Contains…

A "Fair Play" Perspective of Ethics for Intercollegiate Debate.

ERIC Educational Resources Information Center

Gallagher, Jeanne

The philosophy behind competitive debate is to teach students the art of rational discourse with emphasis on correct use of evidence, analysis of argument, logical thinking and persuasive delivery. Although ethics help define the goals of the activity, the extreme competitiveness of intercollegiate debate threatens to undermine the principles of…

The Externalities Influencing Higher Education

ERIC Educational Resources Information Center

Ford, Marcus

2007-01-01

Modern universities fully recognize the importance of strategic planning, but such planning tends to be short term (five years out). As a result, there is a tendency to assume that the future will greatly resemble the immediate present. While this is rational thinking, institutions do change quite dramatically because the alternative is to cease…

No Static in Your Attic: Tapping into Your Creative and Intuitive Abilities.

ERIC Educational Resources Information Center

Schwab, Lynne

1991-01-01

This article describes a process for increasing the quality of students' thinking through alternating from a quiet intuitive state to rational logical processing. The article provides specific teaching suggestions using guided imagery for students in grades K-2, grades 3-4, and grades 5 through college. (DB)

Semantic Borders and Incomplete Understanding.

PubMed

Silva-Filho, Waldomiro J; Dazzani, Maria Virgínia

2016-03-01

In this article, we explore a fundamental issue of Cultural Psychology, that is our "capacity to make meaning", by investigating a thesis from contemporary philosophical semantics, namely, that there is a decisive relationship between language and rationality. Many philosophers think that for a person to be described as a rational agent he must understand the semantic content and meaning of the words he uses to express his intentional mental states, e.g., his beliefs and thoughts. Our argument seeks to investigate the thesis developed by Tyler Burge, according to which our mastery or understanding of the semantic content of the terms which form our beliefs and thoughts is an "incomplete understanding". To do this, we discuss, on the one hand, the general lines of anti-individualism or semantic externalism and, on the other, criticisms of the Burgean notion of incomplete understanding - one radical and the other moderate. We defend our understanding that the content of our beliefs must be described in the light of the limits and natural contingencies of our cognitive capacities and the normative nature of our rationality. At heart, anti-individualism leads us to think about the fact that we are social creatures, living in contingent situations, with important, but limited, cognitive capacities, and that we receive the main, and most important, portion of our knowledge simply from what others tell us. Finally, we conclude that this discussion may contribute to the current debate about the notion of borders.

Evaluation of Physicians' Cognitive Styles.

PubMed

Djulbegovic, Benjamin; Beckstead, Jason W; Elqayam, Shira; Reljic, Tea; Hozo, Iztok; Kumar, Ambuj; Cannon-Bowers, Janis; Taylor, Stephanie; Tsalatsanis, Athanasios; Turner, Brandon; Paidas, Charles

2014-07-01

Patient outcomes critically depend on accuracy of physicians' judgment, yet little is known about individual differences in cognitive styles that underlie physicians' judgments. The objective of this study was to assess physicians' individual differences in cognitive styles relative to age, experience, and degree and type of training. Physicians at different levels of training and career completed a web-based survey of 6 scales measuring individual differences in cognitive styles (maximizing v. satisficing, analytical v. intuitive reasoning, need for cognition, intolerance toward ambiguity, objectivism, and cognitive reflection). We measured psychometric properties (Cronbach's α) of scales; relationship of age, experience, degree, and type of training; responses to scales; and accuracy on conditional inference task. The study included 165 trainees and 56 attending physicians (median age 31 years; range 25-69 years). All 6 constructs showed acceptable psychometric properties. Surprisingly, we found significant negative correlation between age and satisficing (r = -0.239; P = 0.017). Maximizing (willingness to engage in alternative search strategy) also decreased with age (r = -0.220; P = 0.047). Number of incorrect inferences negatively correlated with satisficing (r = -0.246; P = 0.014). Disposition to suppress intuitive responses was associated with correct responses on 3 of 4 inferential tasks. Trainees showed a tendency to engage in analytical thinking (r = 0.265; P = 0.025), while attendings displayed inclination toward intuitive-experiential thinking (r = 0.427; P = 0.046). However, trainees performed worse on conditional inference task. Physicians capable of suppressing an immediate intuitive response to questions and those scoring higher on rational thinking made fewer inferential mistakes. We found a negative correlation between age and maximizing: Physicians who were more advanced in their careers were less willing to spend time and effort in an exhaustive search for solutions. However, they appeared to have maintained their "mindware" for effective problem solving. © The Author(s) 2014.

Do Students Use Contextual Protective Behaviors to Reduce Alcohol-Related Sexual Risk? Examination of a Dual-Process Decision-Making Model

PubMed Central

Scaglione, Nichole M.; Hultgren, Brittney A.; Reavy, Racheal; Mallett, Kimberly A.; Turrisi, Rob; Cleveland, Michael J.; Sell, Nichole M.

2015-01-01

Objective Recent studies suggest drinking protective behaviors (DPBs) and contextual protective behaviors (CPBs) can uniquely reduce alcohol-related sexual risk in college students. Few studies have examined CPBs independently, and even fewer have utilized theory to examine modifiable psychosocial predictors of students’ decisions to use CPBs. The current study used a prospective design to examine 1) rational and reactive pathways and psychosocial constructs predictive of CPB use, and 2) how gender might moderate these influences in a sample of college students. Method Students (n = 508) completed web-based baseline (mid-spring semester) and 1- and 6-month follow-up assessments of CPB use; psychosocial constructs (expectancies, normative beliefs, attitudes, and self-concept); and rational and reactive pathways (intentions and willingness). Regression was used to examine rational and reactive influences as proximal predictors of CPB use at the 6-month follow-up. Subsequent path analyses examined the effects of psychosocial constructs, as distal predictors of CPB use, mediated through the rational and reactive pathways. Results Both rational (intentions to use CPB) and reactive (willingness to use CPB) influences were significantly associated with increased CPB use. The examined distal predictors were found to effect CPB use differentially through the rational and reactive pathways. Gender did not significantly moderate any relationships within in the model. Discussion Findings suggest potential entry points for increasing CPB use that include both rational and reactive pathways. Overall, this study demonstrates the mechanisms underlying how to increase the use of CPBs in programs designed to reduce alcohol-related sexual consequences and victimization. PMID:26415062

Do students use contextual protective behaviors to reduce alcohol-related sexual risk? Examination of a dual-process decision-making model.

PubMed

Scaglione, Nichole M; Hultgren, Brittney A; Reavy, Racheal; Mallett, Kimberly A; Turrisi, Rob; Cleveland, Michael J; Sell, Nichole M

2015-09-01

Recent studies suggest drinking protective behaviors (DPBs) and contextual protective behaviors (CPBs) can uniquely reduce alcohol-related sexual risk in college students. Few studies have examined CPBs independently, and even fewer have utilized theory to examine modifiable psychosocial predictors of students' decisions to use CPBs. The current study used a prospective design to examine (a) rational and reactive pathways and psychosocial constructs predictive of CPB use and (b) how gender might moderate these influences in a sample of college students. Students (n = 508) completed Web-based baseline (mid-Spring semester) and 1- and 6-month follow-up assessments of CPB use; psychosocial constructs (expectancies, normative beliefs, attitudes, and self-concept); and rational and reactive pathways (intentions and willingness). Regression was used to examine rational and reactive influences as proximal predictors of CPB use at the 6-month follow-up. Subsequent path analyses examined the effects of psychosocial constructs, as distal predictors of CPB use, mediated through the rational and reactive pathways. Both rational (intentions to use CPB) and reactive (willingness to use CPB) influences were significantly associated with increased CPB use. The examined distal predictors were found to effect CPB use differentially through the rational and reactive pathways. Gender did not significantly moderate any relationships within in the model. Findings suggest potential entry points for increasing CPB use that include both rational and reactive pathways. Overall, this study demonstrates the mechanisms underlying how to increase the use of CPBs in programs designed to reduce alcohol-related sexual consequences and victimization. (c) 2015 APA, all rights reserved).

Developing Computational Thinking through Grounded Embodied Cognition

ERIC Educational Resources Information Center

Fadjo, Cameron Lawrence

2012-01-01

Two studies were conducted to examine the use of grounded embodied pedagogy, construction of Imaginary Worlds (Study 1), and context of instructional materials (Study 2) for developing learners' Computational Thinking (CT) Skills and Concept knowledge during the construction of digital artifacts using Scratch, a block-based programming…

What were they thinking? Men who murder an intimate partner.

PubMed

Dobash, R Emerson; Dobash, Russell P

2011-01-01

The focus is on cognitions of men who murder an intimate partner and includes thinking prior to and after the murder. Based on the Murder in Britain Study, the qualitative accounts of various professionals included in the case-files of 104 men convicted of murdering a woman partner are used to examine beliefs about intimate relationships, orientations toward violence and previous violence to the victim, as well as subsequent denials, rationalizations, and justifications. We conclude that these and other cognitions are important elements of intimate partner murder and must be challenged and changed in efforts to eliminate nonlethal abuse and murder.

[Jean-Louis-Paul Denucé (1824-1889): A forgotten pioneer of plastic surgery].

PubMed

Marck, K W; Martin, D

2016-02-01

The authors propose to define as main characterization of plastic reconstructive surgery the conceptual thinking that leads to a rational choice of an operative treatment. Conceptual thinking in plastic surgery started halfway the nineteenth century with the first schematic representations of the operative procedures available at that time, in which Von Ammon and Baumgarten, Szymanowski and Denucé played a prominent role. These four authors and their works are presented with special attention for the less known of them, Jean-Paul Denucé, surgeon in Bordeaux. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Outcome measures for clinical rehabilitation trials: impairment, function, quality of life, or value?

PubMed

Wade, Derick T

2003-10-01

Choosing outcome measures in rehabilitation research depends on the standard research skills of clear thinking, attention to detail, and minimizing the amount of data collected. In rehabilitation, outcome is more difficult to measure because (1) usually several outcomes are relevant, (2) relevant outcomes are affected by multiple factors in addition to treatment, and (3) even good measures rarely reflect the specific interest of any individual patient or member of the rehabilitation team, leading to some dissent. Measurement of general quality of life is not possible because there is little agreement as to the nature of the construct; moreover, measurement of relevant aspects of quality of life would probably give similar results. Cost in terms of resources can be estimated, but there is no validated or even widely accepted method of relating this to benefit in a fair, open, and rational way. Outcome is best measured at the level of behavior (activities), with other measures being used to aid interpretation.

Thinking Process of Pseudo Construction in Mathematics Concepts

ERIC Educational Resources Information Center

Subanji; Nusantara, Toto

2016-01-01

This article aims at studying pseudo construction of student thinking in mathematical concepts, integer number operation, algebraic forms, area concepts, and triangle concepts. 391 junior high school students from four districts of East Java Province Indonesia were taken as the subjects. Data were collected by means of distributing the main…

Constructing Multiple-Choice Items to Measure Higher-Order Thinking

ERIC Educational Resources Information Center

Scully, Darina

2017-01-01

Across education, certification and licensure, there are repeated calls for the development of assessments that target "higher-order thinking," as opposed to mere recall of facts. A common assumption is that this necessitates the use of constructed response or essay-style test questions; however, empirical evidence suggests that this may…

Think to Learn (Creating a Standards-Driven Thinking Classroom). Occasional Paper Series. Volume 1, Number 2

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

2006-01-01

Think to Learn. That's how Robert Sternberg boils down his approach for teaching thinking. In an urban technology high school, two Teacher Consultants in the District of Columbia Area Writing Project at Howard University co-constructed a prototype for creating standards driven thinking classrooms. With 132 high school students, they used the…

The relationship between magical thinking, inferential confusion and obsessive-compulsive symptoms.

PubMed

Goods, N A R; Rees, C S; Egan, S J; Kane, R T

2014-01-01

Inferential confusion is an under-researched faulty reasoning process in obsessive-compulsive disorder (OCD). Based on an overreliance on imagined possibilities, it shares similarities with the extensively researched construct of thought-action fusion (TAF). While TAF has been proposed as a specific subset of the broader construct of magical thinking, the relationship between inferential confusion and magical thinking is unexplored. The present study investigated this relationship, and hypothesised that magical thinking would partially mediate the relationship between inferential confusion and obsessive-compulsive symptoms. A non-clinical sample of 201 participants (M = 34.94, SD = 15.88) were recruited via convenience sampling. Regression analyses found the hypothesised mediating relationship was supported, as magical thinking did partially mediate the relationship between inferential confusion and OC symptoms. Interestingly, inferential confusion had the stronger relationship with OC symptoms in comparison to the other predictor variables. Results suggest that inferential confusion can both directly and indirectly (via magical thinking) impact on OC symptoms. Future studies with clinical samples should further investigate these constructs to determine whether similar patterns emerge, as this may eventually inform which cognitive errors to target in treatment of OCD.

Sleep deprivation reduces perceived emotional intelligence and constructive thinking skills.

PubMed

Killgore, William D S; Kahn-Greene, Ellen T; Lipizzi, Erica L; Newman, Rachel A; Kamimori, Gary H; Balkin, Thomas J

2008-07-01

Insufficient sleep can adversely affect a variety of cognitive abilities, ranging from simple alertness to higher-order executive functions. Although the effects of sleep loss on mood and cognition are well documented, there have been no controlled studies examining its effects on perceived emotional intelligence (EQ) and constructive thinking, abilities that require the integration of affect and cognition and are central to adaptive functioning. Twenty-six healthy volunteers completed the Bar-On Emotional Quotient Inventory (EQi) and the Constructive Thinking Inventory (CTI) at rested baseline and again after 55.5 and 58 h of continuous wakefulness, respectively. Relative to baseline, sleep deprivation was associated with lower scores on Total EQ (decreased global emotional intelligence), Intrapersonal functioning (reduced self-regard, assertiveness, sense of independence, and self-actualization), Interpersonal functioning (reduced empathy toward others and quality of interpersonal relationships), Stress Management skills (reduced impulse control and difficulty with delay of gratification), and Behavioral Coping (reduced positive thinking and action orientation). Esoteric Thinking (greater reliance on formal superstitions and magical thinking processes) was increased. These findings are consistent with the neurobehavioral model suggesting that sleep loss produces temporary changes in cerebral metabolism, cognition, emotion, and behavior consistent with mild prefrontal lobe dysfunction.

Rational-Emotive Education with Learning Disabled Children

ERIC Educational Resources Information Center

Knaus, William; McKeever, Cynthia

1977-01-01

Rational-emotive education provides a positive, constructive approach for helping young children with learning problems who have psychogenic overlays to cope with worries and troubles effectively and to accept themselves affirmatively. (Author/SBH)

Evaluation of magical thinking: validation of the Illusory Beliefs Inventory.

PubMed

Shihata, Sarah; Egan, Sarah J; Rees, Clare S

2014-01-01

Magical thinking has been related to obsessive-compulsive disorder; yet, little research has examined this construct in other anxiety disorders. The Illusory Beliefs Inventory (IBI) is a recently developed measure of magical thinking. The aim of this study was to investigate the psychometric properties of this new measure and to determine if magical thinking accounts for pathological worry beyond the well-researched constructs of intolerance of uncertainty (IU) and perfectionism. A sample of 502 participants completed an online survey. Confirmatory factor analysis identified a three-factor solution for the IBI, and the measure had good internal consistency (α = .92), test-retest reliability (r = .94) and discriminant validity. Magical thinking, IU, and perfectionism all predicted pathological worry; however, magical thinking accounted for less than 1% of unique variance in worry, suggesting that it is not strongly related to worry. Further investigation regarding the validity and clinical utility of the IBI is required.

Systems-based practice in graduate medical education: systems thinking as the missing foundational construct.

PubMed

Colbert, Colleen Y; Ogden, Paul E; Ownby, Allison R; Bowe, Constance

2011-04-01

Since 2001, residencies have struggled with teaching and assessing systems-based practice (SBP). One major obstacle may be that the competency alone is not sufficient to support assessment. We believe the foundational construct underlying SBP is systems thinking, absent from the current Accreditation Council for Graduate Medical Education competency language. Systems thinking is defined as the ability to analyze systems as a whole. The purpose of this article is to describe psychometric issues that constrain assessment of SBP and elucidate the role of systems thinking in teaching and assessing SBP. Residency programs should incorporate systems thinking models into their curricula. Trainees should be taught to understand systems at an abstract level, in order to analyze their own healthcare systems, and participate in quality and patient safety activities. We suggest that a developmental trajectory for systems thinking be developed, similar to the model described by Dreyfus and Dreyfus.

Thinking styles and doctors' knowledge and behaviours relating to acute coronary syndromes guidelines

PubMed Central

Sladek, Ruth M; Bond, Malcolm J; Huynh, Luan T; Chew, Derek PB; Phillips, Paddy A

2008-01-01

Background How humans think and make decisions is important in understanding behaviour. Hence an understanding of cognitive processes among physicians may inform our understanding of behaviour in relation to evidence implementation strategies. A personality theory, Cognitive-Experiential Self Theory (CEST) proposes a relationship between different ways of thinking and behaviour, and articulates pathways for behaviour change. However prior to the empirical testing of interventions based on CEST, it is first necessary to demonstrate its suitability among a sample of healthcare workers. Objectives To investigate the relationship between thinking styles and the knowledge and clinical practices of doctors directly involved in the management of acute coronary syndromes. Methods Self-reported doctors' thinking styles (N = 74) were correlated with results from a survey investigating knowledge, attitudes, and clinical practice, and evaluated against recently published acute coronary syndrome clinical guidelines. Results Guideline-discordant practice was associated with an experiential style of thinking. Conversely, guideline-concordant practice was associated with a higher preference for a rational style of reasoning. Conclusion Findings support that while guidelines might be necessary to communicate evidence, other strategies may be necessary to target discordant behaviours. Further research designed to examine the relationships found in the current study is required. PMID:18439250

Neither Humean nor (Fully) Kantian be: Reply to Cuypers

ERIC Educational Resources Information Center

Siegel, Harvey

2005-01-01

In this paper I reply to Stefaan Cuypers' explication and critique of my views on rationality and critical thinking (Cuypers, 2004). While Cuypers' discussion is praiseworthy in several respects, I argue that it (1) mistakenly attributes to me a Humean view of (practical) reason, and (2) unsuccessfully argues that my position lacks the resources…

Creation Process during Learning of Gifted Students: Contributions from Jean Piaget

ERIC Educational Resources Information Center

Ribeiro Piske, Fernanda Hellen; Stoltz, Tania; de Camargo, Denise; Blum Vestena, Carla Luciane; Machado, Jarci Maria; de Freitas, Samarah Perszel; Dias, Carmen Lúcia; dos Reis Taucei, Joulilda

2017-01-01

This research aims to highlight the importance of Creativity in education of gifted students. Recent education focuses exclusively on the development of intellectuality; it starts at an earlier age and stimulates mainly rational thinking, sometimes leaving aside other important dimensions. For gifted children, this fact can mean the desire to…

The Impact of College Experiences on Conventional Career Logic

ERIC Educational Resources Information Center

Baumgardner, Steve R.

1976-01-01

The factors students consider in choosing a college major were scaled on an analytic-intuitive dimension. Differences in thinking orientation were found to be associated with students's sex, area of study, and year in school. Overall, the apparent lack of explicit rationality in student educational decisions appears to be adaptive. (Author)

The Definition of the Term "Inquiry-Based Instruction"

ERIC Educational Resources Information Center

Dostál, Jirí

2015-01-01

The article reacts on the current needs based not only in the educational practice and pedagogical theory, but also in the requirements of the society. These requirements focus on the pupils' competences that have to be able to think rationally, to deal with the new situations, and to solve problem situations. Conceptually, this paper concentrates…

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…

A New Frontier in a New Domain of Space

NASA Astrophysics Data System (ADS)

Mann, Alfred K.

2004-07-01

A deep-seated belief in the existence of a primordial atomistic structure of matter has not always been present in human thinking. The religions of ancient eastern civilizations---essentially spiritual in nature---did not concern themselves with such a speculation, and Christianity of the Middle Ages---essentially rational and deistic in nature---repudiated it.

Aligning Resources with Expectations

ERIC Educational Resources Information Center

Tran, Samantha

2006-01-01

In this article, the author discusses that the ability to clearly link resources, activities and goals in a rational and logical manner is a model that many educators and school leaders would welcome. She also states that in the 1990s, when the state moved in the direction of standards and accountability, part of the thinking was that public…

The Barriers to Achieving the Wider Goals of General Education and Their Implications for the British Educational Research Association.

ERIC Educational Resources Information Center

Raven, John

1990-01-01

Advocates revamping the British educational system from technical-rational content model to student-centered process programs designed to promote critical thinking, individual initiative, and communication skills. Discusses obstacles to this educational reform, emphasizing research orientation. Urges the British Educational Research Association to…

Teachers' Cognitive Activities and Overt Behaviors.

ERIC Educational Resources Information Center

Brophy, Jere E.

Recent research on teacher planning, thinking, and decision making is reviewed. The work on planning reveals that teachers typically do not use the objectives-based, rational models stressed in textbooks, but instead concentrate on the activities included in a curriculum as they seem to relate to the needs and interests of the students. This…

Advertising and Science Education: A Multi-Perspective Review of the Literature

ERIC Educational Resources Information Center

Belova, Nadja; Chang Rundgren, Shu-Nu; Eilks, Ingo

2015-01-01

We are living in an increasingly diverse media landscape, with advertising a significant part of this. There appears to be unanimous agreement that the ability to critically examine and make rational decisions about advertising is indispensable for contemporary citizens. Students need to develop critical thinking skills in order to evaluate…

Harry's Girls: Harry Potter and the Discourse of Gender

ERIC Educational Resources Information Center

Cherland, Meredith

2008-01-01

How do we become the people we are? Humanist common sense proposes that people are born with a rational "self." But poststructural theory proposes a subjectivity formed in interaction with cultural discourses. Poststructural theory offers teachers fresh ways to teach critical literacy and thinking and provides students with ways to resist ideas…

Globalization and Education: Exploring Pedagogical and Curricular Issues and Implications. Introductory Essay.

ERIC Educational Resources Information Center

Smits, Hans

2000-01-01

A continuation of colonialism, globalization's narrow focus on economics and free-market thinking reinforces modernist rationality and individualism and discounts how deeply all life is interconnected. Its effects on education are reflected in high stakes testing, emphasis on information technologies, and a discounting of non-Western cultures.…

A Rational Plan of Hierarchy and Authority for the Collegiate System: A Proposal to the Academic Senate.

ERIC Educational Resources Information Center

Essig, Bob; Martin, Dick

Educational objectives to guide the Academic Senate include: discover and convey knowledge for learning, thinking, and problem-solving; accentuate individuality, creativity, and originality; develop awareness of real social/cultural conditions in the world; enrich emotional response; show the egalitarian relationship between student and teacher.…

Educational Connoisseurship and Educational Criticism: Pushing beyond Information and Effectiveness.

ERIC Educational Resources Information Center

Koetting, J. Randall

The dominant model of schooling is a technical-rational management model based on behavioral, positivistic, quasi-scientific language, which has shifted attention from the art and craft of teaching to the "science and technology" of teaching. However, this model and the language which it uses limit educational thinking. Emphasis on…

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…

Considering a Voice of the Body for Adult Transformative Learning Theory

ERIC Educational Resources Information Center

Boleyn, Elizabeth C.

2013-01-01

Unknowingly, much of the population of the Western World are thinking machines who live and learn isolated from somatic experiences. They distrust their bodies in the learning process and are stuck living out unquestioned realities of embodied socioculturalism and rationalism which guide decision making, learning and ways of being. Considering a…

Expanding Dimensions of the "Knowledge Society": Technology, Discourse Ethics and Agency in Coastal Communities.

ERIC Educational Resources Information Center

Harris, Carol

2002-01-01

Traces philosophical appraisals of technology, both as devices for human purposes and, as technological rationality, as ways of thinking and acting. Two applications of communication technology in the context of Canadian coastal communities illustrate the distinction between training and education, and the importance of public space in which to…

Intuition: a bridge to the coenesthetic world of experience.

PubMed

Piha, Heikki

2005-01-01

The concept of intuition is relatively unestablished in psychoanalysis, where it is often associated with narcissistic meanings and vagueness. But intuition, as an integrated mode of archaic coenesthetic thinking, should be kept conceptually free of those connotations. Its capacity of undifferentiated delineation supplies an instinctive general means of dealing immediately with various rationally indistinct phenomena, such as forms, shades, and multidimensionality, regardless of the boundaries between sensory modalities. It may be impossible to translate intuitive experiences into lexical form; these languages are incommensurable. Intuition as a preconscious nondiscursive thinking process is needed in creativity, as well as less conspicuously in countless everyday activities. In speech communication, intuition rapidly specifies subtle shades of meaning in linguistic content and all the prosody. In psychoanalytic work intuition is like radar, creating preliminary contacts with the inner world of the analysand. The observations gained require, however, rational consideration to be confirmed. Intuition is an essential instrument of the psychoanalyst, and also functions in the service of tact to create working space and adequate forms of interpretations. Clinical vignettes reflecting some problematic fates of special intuitiveness in creativity are presented from psychoanalytic work with artists.

Communicative versus strategic rationality: Habermas theory of communicative action and the social brain.

PubMed

Schaefer, Michael; Heinze, Hans-Jochen; Rotte, Michael; Denke, Claudia

2013-01-01

In the philosophical theory of communicative action, rationality refers to interpersonal communication rather than to a knowing subject. Thus, a social view of rationality is suggested. The theory differentiates between two kinds of rationality, the emancipative communicative and the strategic or instrumental reasoning. Using experimental designs in an fMRI setting, recent studies explored similar questions of reasoning in the social world and linked them with a neural network including prefrontal and parietal brain regions. Here, we employed an fMRI approach to highlight brain areas associated with strategic and communicative reasoning according to the theory of communicative action. Participants were asked to assess different social scenarios with respect to communicative or strategic rationality. We found a network of brain areas including temporal pole, precuneus, and STS more activated when participants performed communicative reasoning compared with strategic thinking and a control condition. These brain regions have been previously linked to moral sensitivity. In contrast, strategic rationality compared with communicative reasoning and control was associated with less activation in areas known to be related to moral sensitivity, emotional processing, and language control. The results suggest that strategic reasoning is associated with reduced social and emotional cognitions and may use different language related networks. Thus, the results demonstrate experimental support for the assumptions of the theory of communicative action.

Prolonged physiological reactivity and loss: Association of pupillary reactivity with negative thinking and feelings.

PubMed

Siegle, Greg J; D'Andrea, Wendy; Jones, Neil; Hallquist, Michael N; Stepp, Stephanie D; Fortunato, Andrea; Morse, Jennifer Q; Pilkonis, Paul A

2015-11-01

Prolonged psychophysiological reactions to negative information have long been associated with negative thinking and feeling. This association is operationalized in the RDoC negative affect construct of loss, which is nominally indexed by prolonged physiological reactivity, cognitive loss-related constructs such as rumination and guilt, and more feeling-related constructs such as sadness, crying, and anhedonia. These associations have not been tested explicitly. If thinking and feeling aspects of loss reflect different physiological mechanisms, as might be suggested by their putative neurobiology, different intervention pathways might be suggested. Here we examined the extent to which self-reported negative thinking and feeling constructs were associated with prolonged pupillary reactivity following negative words and a subsequent cognitive distractor in a diverse heterogeneously diagnosed sample of N=84 participants. We also considered indices of abuse and variables associated with borderline personality disorder as possible moderators. Consistently, feeling-related negative affect constructs were related to prolonged pupillary reactivity during the distractor after a negative stimulus whereas thinking-related constructs were not. These data suggest that people who have sustained physiological reactions to emotional stimuli may be more strongly characterized by non-linguistic negative feelings than explicit cognitions related to loss. Sustained physiological reactions could reflect efforts to regulate feeling states. In contrast to cognitive and affective variables, abuse was associated with decreased physiological reactivity, consistent with decreased neural engagement. Interventions that target mechanisms underlying feelings and their regulation may be more mechanistically specific to sustained reactivity than those which directly address cognitions. Copyright © 2015. Published by Elsevier B.V.

When the Minority Thinks “Essentially” Like the Majority: Blacks Distinguish Bio-Somatic from Bio-Behavioral Essentialism in Their Conceptions of Whites, and Only the Latter Predicts Prejudice

PubMed Central

Gill, Michael J.; Mendes, Dana M.

2016-01-01

Essentialist beliefs about social groups can contribute to prejudice and intergroup distancing. To date, little data have been gathered regarding minority group members’ essentialistic thinking about the White majority in the U.S. Do essentialist beliefs show a similar structure when minority group members are thinking about the majority as when the majority group is thinking about the minority group? Do minority group essentialist beliefs predict affective prejudice and diminished desire for intergroup contact as they do among White respondents? We sought answers to these questions in a study that included 248 African American participants. We found clear evidence that the structure of Blacks’ essentialist thinking about Whites matches the structure of Whites’ essentialist thinking about Blacks. Specifically, Black respondents made a distinction between bio-somatic and bio-behavioral essentialism, and reported stronger endorsement of the former as compared to the latter. Also replicating prior studies of Whites’ essentialist thinking, only bio-behavioral essentialist beliefs were predictive of negative attitudes. This suggests that essentialism can be linked to prejudice even in contexts that do not involve a dominant group rationalizing its social advantages. Discussion centers on implications of this work for prejudice reduction. PMID:27489948

The Association between Past and Future Oriented Thinking: Evidence from Autism Spectrum Disorder

ERIC Educational Resources Information Center

Lind, Sophie E.; Williams, David M.

2012-01-01

A number of recently developed theories (e.g., the constructive episodic simulation, self-projection, and scene construction hypotheses) propose that the ability to simulate possible future events (sometimes referred to as episodic future thinking, prospection, or foresight) depends on the same neurocognitive system that is implicated in the…

The Construction of a Square through Multiple Approaches to Foster Learners' Mathematical Thinking

ERIC Educational Resources Information Center

Reyes-Rodriguez, Aaron; Santos-Trigo, Manuel; Barrera-Mora, Fernando

2017-01-01

The task of constructing a square is used to argue that looking for and pursuing several solution routes is a powerful principle to identify and analyse properties of mathematical objects, to understand problem statements and to engage in mathematical thinking activities. Developing mathematical understanding requires that students delve into…

Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers

ERIC Educational Resources Information Center

Dowd, Jason E.; Thompson, Robert J., Jr.; Schif, Leslie A.; Reynolds, Julie A.

2018-01-01

Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this…

Cultural Ways of Constructing Knowledge: The Role of Identities in Online Group Discussions

ERIC Educational Resources Information Center

Öztok, Murat

2016-01-01

Learning scientists and the CSCL community have argued that knowledge construction is a process of collective thinking; a process that is simultaneously personal and social that requires group cognition. However, while CSCL researchers have investigated situated knowledge in the process of collective thinking, little work has been done to fully…

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…

The role of dichotomous thinking and rigidity in perfectionism.

PubMed

Egan, Sarah J; Piek, Jan P; Dyck, Murray J; Rees, Clare S

2007-08-01

Perfectionism is a complex psychological construct that has been defined in many different ways. Recent conceptualisations of perfectionism have involved dividing the construct into positive and negative components. Negative perfectionism is associated with high emotional distress whereas positive perfectionism is associated with positive affect and lower levels of distress. Although these distinctions have been made it remains unclear as to how distinct the two aspects of perfectionism are particularly in terms of their cognitive profiles. This study investigated two cognitive constructs that have been theoretically linked to perfectionism. Dichotomous thinking and rigidity were examined in three samples (40 clinical participants, 111 athletes, 101 students). As hypothesised, the clinical sample had the highest score on negative perfectionism, however, no differences were observed between groups on positive perfectionism. Dichotomous thinking emerged as the variable most predictive of negative perfectionism, and was less strongly related to positive perfectionism. These results highlight the importance of dichotomous thinking as a cognitive construct worthy of further research to understand negative perfectionism. Implications for the development of cognitive therapy interventions for negative perfectionism are discussed.

A Conceptual Framework for Interdisciplinary Curriculum Design: A Case Study in Neuroscience

PubMed Central

Modo, Michel; Kinchin, Ian

2011-01-01

Teaching of interdisciplinary fields of study poses a challenge to course organizers. Often interdisciplinary courses are taught by different departments, and hence, at best provide a multidisciplinary overview. Scientific progress in neuroscience, for instance, is thought to depend heavily on interdisciplinary investigations. If students are only taught to think in particular disciplines without integrating these into a coherent framework to study the nervous system, it is unlikely that they will truly develop interdisciplinary thinking. Yet, it is this interdisciplinary thinking that is at the heart of a holistic understanding of the brain. It is, therefore, important to develop a conceptual framework in which students can be taught interdisciplinary, rather than multidisciplinary, thinking. It is also important to recognize that not all teaching needs to be interdisciplinary, but that the type of curriculum design is dependent on the aims of the course, as well as on the background of the students. A rational curriculum design that aligns learning and teaching objectives is, therefore, advocated. PMID:23626496

Cognitive behaviour therapy territory model: effective disputing approach.

PubMed

Lam, D

1997-06-01

This paper proposes a disputing model (territory model) which is particularly useful and effective for disputing clients who persistently hold on to their dysfunctional thinking and/or core irrational beliefs. Their 'stubbornness' to change is compounded by unhealthy negative emotions during sessions. The intense emotion makes it difficult to access the belief system, and therefore any attempt to dispute it often proves futile. This model advocates the shift of disputing onto a different 'territory/ground' where the client can be facilitated to acquire higher, abstract and objective thinking, and at the same time his/her emotional level is susceptible to rational and logical arguments. The new thinking would act as a catalyst for the client to reflect on his/her dysfunctional thought/irrational beliefs. In this paper, the author uses a case example to illustrate and discuss the ineffectiveness of the 'traditional' way of disputing the dysfunctional thinking/core beliefs of a difficult and emotional client. This is contrasted with the 'territory' model.

First Instances of Generalized Expo-Rational Finite Elements on Triangulations

NASA Astrophysics Data System (ADS)

Dechevsky, Lubomir T.; Zanaty, Peter; Laksa˚, Arne; Bang, Børre

2011-12-01

In this communication we consider a construction of simplicial finite elements on triangulated two-dimensional polygonal domains. This construction is, in some sense, dual to the construction of generalized expo-rational B-splines (GERBS). The main result is in the obtaining of new polynomial simplicial patches of the first several lowest possible total polynomial degrees which exhibit Hermite interpolatory properties. The derivation of these results is based on the theory of piecewise polynomial GERBS called Euler Beta-function B-splines. We also provide 3-dimensional visualization of the graphs of the new polynomial simplicial patches and their control polygons.

The “shape” and “meaning” of the roof arts in Chinese classical architecture

NASA Astrophysics Data System (ADS)

Li, Xianda; liu, Yu

2017-04-01

This paper takes the “roof” in Chinese classical architecture as the research object. The breakthrough point of this paper would be the perspective of design aesthetics. Through the rational and perceptual analysis of the roof art, this paper would reveal that the roof shape has the double artistic features: “beauty of shape” and “beauty of idea”. This paper would have a comprehensive analysis for the following aspects: the rational method of roof construction, the emotional feeling of the roof construction and the implied meaning of beauty in the roof construction.

The Emergence of Episodic Future Thinking in Humans

ERIC Educational Resources Information Center

Atance, C.M.; O'Neill, D.K.

2005-01-01

In this paper, we discuss the construct of episodic future thinking. We have previously defined episodic future thinking as the ability to project oneself into the future to pre-experience an event (Atance & O'Neill, 2001). We distinguish this type of thinking about the future from that which is largely based on a script of how an event routinely…

Communicating Conservation Status: How Different Statistical Assessment Criteria Affect Perceptions of Extinction Risk.

PubMed

Song, Hwanseok; Schuldt, Jonathon P

2017-09-01

Although alternative forms of statistical and verbal information are routinely used to convey species' extinction risk to policymakers and the public, little is known about their effects on audience information processing and risk perceptions. To address this gap in literature, we report on an experiment that was designed to explore how perceptions of extinction risk differ as a function of five different assessment benchmarks (Criteria A-E) used by scientists to classify species within IUCN Red List risk levels (e.g., Critically Endangered, Vulnerable), as well as the role of key individual differences in these effects (e.g., rational and experiential thinking styles, environmental concern). Despite their normative equivalence within the IUCN classification system, results revealed divergent effects of specific assessment criteria: on average, describing extinction risk in terms of proportional population decline over time (Criterion A) and number of remaining individuals (Criterion D) evoked the highest level of perceived risk, whereas the single-event probability of a species becoming extinct (Criterion E) engendered the least perceived risk. Furthermore, participants scoring high in rationality (analytic thinking) were less prone to exhibit these biases compared to those low in rationality. Our findings suggest that despite their equivalence in the eyes of scientific experts, IUCN criteria are indeed capable of engendering different levels of risk perception among lay audiences, effects that carry direct and important implications for those tasked with communicating about conservation status to diverse publics. © 2016 Society for Risk Analysis.

Formation of optimal construction fleet composition

NASA Astrophysics Data System (ADS)

Tuskaeva, Zalina

2017-10-01

Machinery supply and its rational use in construction processes considerably determine the final product of construction organizations. Therefore, the problem of defining the type size composition of the construction fleet as one of the lowest material-intensive productions, is of a particular importance.

Irrational reactions to negative outcomes: evidence for two conceptual systems.

PubMed

Epstein, S; Lipson, A; Holstein, C; Huh, E

1992-02-01

According to cognitive-experiential self-theory (CEST), individuals have 2 systems for processing information, a rational system and an experiential system. Research conducted under norm theory (NT) has provided impressive evidence of an if only (IO) effect associated with postoutcome processing of aversive events that are highly consistent with formulations in CEST. Two studies involving vignettes adapted from NT were conducted that tested 4 hypotheses and corollaries derived from CEST. It was demonstrated, in support of hypotheses, that the IO effect can be obtained with ratings of one's own and of a protagonist's specific behaviors, as well as with ratings of a protagonist's diffuse emotions (the usual procedure); that a rational orientation decreases the IO effect; that increasing the intensity of outcomes increases it; and that priming the experiential system reduces people's ability to subsequently think rationally. The theoretical and research implications of these findings are discussed.

Rational and irrational clinical strategies for collaborative medicine.

PubMed

Hammerly, Milt

2002-01-01

Individual practitioners and health care systems/organizations increasingly understand the rationale for collaborative medicine. An absence of collaboration can compromise the quality and safety of patient care. But having a rationale to provide collaborative medicine without also having a rational clinical strategy can be equally compromising to the quality and safety of patient care. Reasonable evidentiary criteria must be used to determine whether specific therapies merit inclusion or exclusion in a collaborative medicine model. Ranking therapies hierarchically on the basis of their risk-benefit ratio simplifies matching of therapies with the needs of the patient. A unifying taxonomy that categorizes all therapies (complementary/alternative and conventional) on the basis of how we think they work (presumed mechanisms of action) facilitates development of a clinical strategy for collaborative medicine. On the basis of these principles, a rational clinical strategy for collaborative medicine is described to help optimize the quality and safety of patient care.

Hazardous Waste Roundup

ERIC Educational Resources Information Center

Farenga, Stephen J.; Joyce, Beverly A.; Ness, Daniel

2004-01-01

According to the Environmental Protection Agency (EPA), Americans generate approximately 1.6 million tons of hazardous household waste every year. When most people think of hazardous waste, they generally think of materials used in construction, the defense industry, mining, manufacturing, and agriculture. Few people think of hazardous substances…

Constructing Meaning: Think-Aloud Protocols of ELLs on English and Spanish Word Problems.

ERIC Educational Resources Information Center

Celedon-Pattichis, Sylvia

This one-year qualitative study analyzed how nine middle school English language learners (ELLs) of Mexican descent constructed meaning on think-aloud protocols of Spanish and English word problems. Strategies used by these students to process information from English to their native language included translating to Spanish, reading the problem at…

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…

Improving Critical Thinking Using Web Based Argument Mapping Exercises with Automated Feedback

ERIC Educational Resources Information Center

Butchart, Sam; Forster, Daniella; Gold, Ian; Bigelow, John; Korb, Kevin; Oppy, Graham; Serrenti, Alexandra

2009-01-01

In this paper we describe a simple software system that allows students to practise their critical thinking skills by constructing argument maps of natural language arguments. As the students construct their maps of an argument, the system provides automatic, real time feedback on their progress. We outline the background and theoretical framework…

Case-Based Instruction and Learning: An Interdisciplinary Project.

ERIC Educational Resources Information Center

Alvarez, Marino C.; And Others

Case-based learning is one method that can be used to foster critical thinking and schema construction. Students need to be provided with problem solving lessons in meaningful learning contexts for critical thinking to take place. In order for schema construction to occur, a framework needs to be provided that helps readers to elaborate upon new…

Do Standardized Tests Penalize Deep-Thinking, Creative, or Conscientious Students?: Some Personality Correlates of Graduate Record Examinations Test Scores

ERIC Educational Resources Information Center

Powers, Donald E.; Kaufman, James C.

2004-01-01

The objective of the study reported here was to explore the relationship of Graduate Record Examinations (GRE) General Test scores to selected personality traits--conscientiousness, rationality, ingenuity, quickness, creativity, and depth. A sample of 342 GRE test takers completed short personality inventory scales for each trait. Analyses…

The Not So Common Sense: Differences in How People Judge Social and Political Life.

ERIC Educational Resources Information Center

Rosenberg, Shawn W.

This interdisciplinary book challenges two basic assumptions that orient much contemporary social scientific thinking. Offering theory and empirical research, the book rejects the classic liberal view that people share a basic common sense or rationality; while at the same time, it questions the view of contemporary social theory that meaning is…

The Spiritual Dimension of Leadership: How Leaders Ignite the Spirit of the Community College

ERIC Educational Resources Information Center

Myran, Gunder; Myran, Steven; Galant, Richard

2004-01-01

Community college leaders commonly think of community college leadership in terms of rationality, expertise, power, negotiations, and legalisms rather than the more human, loving, symbolic, and transcendent dimensions of their work. Yet the giving of oneself to a common cause, to a higher calling, is the most important role community college…

Musings on Paul Peterson's "School Politics Chicago Style" and on the Utility of Decision-Making Models.

ERIC Educational Resources Information Center

Murphy, Jerome T.

In "School Politics Chicago Style," Paul E. Peterson is quick to credit Graham Allison's work. There are major differences between them, however. The authors reach different conclusions about the role of rationality and bargaining because they use different definitions, because of the influence of the dominant mode of thinking at the…

Arrow Pushing: A Rational, Participatory Approach to Teaching Descriptive Inorganic Chemistry

ERIC Educational Resources Information Center

Berg, Steffen; Ghosh, Abhik

2011-01-01

Inorganic chemistry at core consists of a vast array of molecules and chemical reactions. To master the subject, students must learn to think intelligently about this vast body of facts, a feat seldom accomplished in an introductory course. All too often, young undergraduate students perceive the field as an amorphous and illogical body of…

People and Choices: Pattern of Healthful Living, Level 8. A Values Curriculum, Second Revision.

ERIC Educational Resources Information Center

Fortney, Nancy D.

This curriculum guide for eighth-grade teachers contains values-based classroom lessons which are intended to assist students in the development of (1) a positive self-concept, (2) rational thinking processes, (3 ) inter- and intrapersonal skills necessary for individual and group effectiveness, and (4) a personal and societal value system.…

Touching Lives: Pattern of Healthful Living, Level 4. A Values Curriculum, Second Revision.

ERIC Educational Resources Information Center

Taylor, Wendelin

This curriculum guide for fourth-grade teachers contains values-based classroom lessons which are intended to assist students in the development of (1) a positive self-concept, (2) rational thinking processes, (3) inter- and intrapersonal skills necessary for individual and group effectiveness, and (4) a personal and societal value system.…

Getting It All Together: Pattern of Healthful Living, Level 6. A Values Curriculum, Second Revision.

ERIC Educational Resources Information Center

Lamb, Carolyn

This curriculum guide for sixth-grade teachers contains values-based classroom lessons which are intended to assist students in the development of (1) a positive self-concept, (2) rational thinking processes, (3) inter- and intrapersonal skills necessary for individual and group effectiveness, and (4) a personal and societal value system. Teaching…

Discussion. Think SMART, Not Hard--A Review of Teaching Decision Making in Sport from an Ecological Rationality Perspective

ERIC Educational Resources Information Center

Raab, Markus

2007-01-01

Background: Recent developments of theories for teaching decision making in sport offer a large variety of applications for the context of physical education. Purpose: This review of current models of teaching tactical skills concludes that most models incorporate different cognitive learning mechanisms, such as implicit and explicit learning, and…

Reaching out: Pattern of Healthful Living, Level 7. A Values Curriculum, Second Revision.

ERIC Educational Resources Information Center

Reese, Mary Jane

This curriculum guide for seventh-grade teachers contains values-based classroom lessons which are intended to assist students in the development of (1) a positive self-concept, (2) rational thinking processes, (3) inter- and intrapersonal skills necessary for individual and group effectiveness, and (4) a personal and societal value system.…

A Reflection on Musical Experience as Existential Experience: An Ontological Turn

ERIC Educational Resources Information Center

Pio, Frederik; Varkoy, Oivind

2012-01-01

In the current world of education, politics and public opinion, musical experience is increasingly threatened. It is designated ever more as an expendable luxury. This kind of general trend has hardly left the thinking in the field of music and music education untouched. Inspiration comes from the technical rationality of our time. This…

Career Decision-Making: "I Don't Think Twice, but It'll Be All Right"

ERIC Educational Resources Information Center

Greenbank, Paul

2014-01-01

This paper is based on in-depth interviews carried out with students in their first and final years of undergraduate study. The paper examines how students approached career decision-making and the rationale underpinning the approach they adopted. The research found that students were not utilising the type of rational approaches to career…

Science Process Skills in Science Curricula Applied in Turkey

ERIC Educational Resources Information Center

Yumusak, Güngör Keskinkiliç

2016-01-01

One of the most important objectives of the science curricula is to bring in science process skills. The science process skills are skills that lie under scientific thinking and decision-making. Thus it is important for a science curricula to be rationalized in such a way that it brings in science process skills. New science curricula were…

Elite Rationalities and Curricular Form: "Meritorious" Class Reproduction in the Elite Thinking Curriculum in Singapore

ERIC Educational Resources Information Center

Lim, Leonel; Apple, Michael W.

2015-01-01

While much of the critical scholarship around elite schooling has focused on the students who attend elite institutions, their social class locations, privileged habituses and cultural capital, this paper foregrounds curricular form itself as a central mechanism in the (re)production of elites. Using Basil Bernstein's conceptual framework of…

Development of rational pay factors based on concrete compressive strength data

DOT National Transportation Integrated Search

2008-06-01

This research project addresses the opportunity to contain the escalating costs of concrete materials in construction projects. Both statistical process control and rational acceptance criteria show that quality improvement and cost savings can be ac...

ProgrammingRationalAgents in GOAL

NASA Astrophysics Data System (ADS)

Hindriks, Koen V.

The agent programming language GOAL is a high-level programming language to program rational agents that derive their choice of action from their beliefsand goals. The language provides the basic building blocks to design and implementrationalagents by meansofa setofprogramming constructs. These programming constructs allow and facilitate the manipulation of an agent’sbeliefs and goals and to structure its decision-making. GOAL agents are called rational because they satisfy a numberof basic rationality constraints and because they decide to perform actions to further their goals based uponareasoning scheme derived from practical reasoning. The programming concepts of belief and goal incorporated into GOAL provide the basis for this form of reasoning and are similarto their common sense counterparts used everyday to explain the actions that we perform. In addition, GOAL provides the means for agents to focus their attention on specic goals and to communicate at the knowledge level. This provides an intuitive basis for writing high-level agent programs. At the same time these concepts and programming constructs have a well-dened, formal semantics. The formal semantics provides the basis for deninga verication framework for GOAL for verifying and reasoning about GOAL agents whichis similar to some of the wellknownagent logics introduced in the literature.

F-theory models on K3 surfaces with various Mordell-Weil ranks — constructions that use quadratic base change of rational elliptic surfaces

NASA Astrophysics Data System (ADS)

Kimura, Yusuke

2018-05-01

We constructed several families of elliptic K3 surfaces with Mordell-Weil groups of ranks from 1 to 4. We studied F-theory compactifications on these elliptic K3 surfaces times a K3 surface. Gluing pairs of identical rational elliptic surfaces with nonzero Mordell-Weil ranks yields elliptic K3 surfaces, the Mordell-Weil groups of which have nonzero ranks. The sum of the ranks of the singularity type and the Mordell-Weil group of any rational elliptic surface with a global section is 8. By utilizing this property, families of rational elliptic surfaces with various nonzero Mordell-Weil ranks can be obtained by choosing appropriate singularity types. Gluing pairs of these rational elliptic surfaces yields families of elliptic K3 surfaces with various nonzero Mordell-Weil ranks. We also determined the global structures of the gauge groups that arise in F-theory compactifications on the resulting K3 surfaces times a K3 surface. U(1) gauge fields arise in these compactifications.

Program Synthesizes UML Sequence Diagrams

NASA Technical Reports Server (NTRS)

Barry, Matthew R.; Osborne, Richard N.

2006-01-01

A computer program called "Rational Sequence" generates Universal Modeling Language (UML) sequence diagrams of a target Java program running on a Java virtual machine (JVM). Rational Sequence thereby performs a reverse engineering function that aids in the design documentation of the target Java program. Whereas previously, the construction of sequence diagrams was a tedious manual process, Rational Sequence generates UML sequence diagrams automatically from the running Java code.

A Study on the Application of the Information-Motivation-Behavioral Skills (IMB) Model on Rational Drug Use Behavior among Second-Level Hospital Outpatients in Anhui, China.

PubMed

Bian, Cheng; Xu, Shuman; Wang, Heng; Li, Niannian; Wu, Jingya; Zhao, Yunwu; Li, Peng; Lu, Hua

2015-01-01

The high prevalence of risky irrational drug use behaviors mean that outpatients face high risks of drug resistance and even death. This study represents the first application of the Information-Motivation-Behavioral Skills (IMB) model on rational drug use behavior among second-level hospital outpatients from three prefecture-level cities in Anhui, China. Using the IMB model, our study examined predictors of rational drug use behavior and determined the associations between the model constructs. This study was conducted with a sample of 1,214 outpatients aged 18 years and older in Anhui second-level hospitals and applied the structural equation model (SEM) to test predictive relations among the IMB model variables related to rational drug use behavior. Age, information and motivation had significant direct effects on rational drug use behavior. Behavioral skills as an intermediate variable also significantly predicted more rational drug use behavior. Female gender, higher educational level, more information and more motivation predicted more behavioral skills. In addition, there were significant indirect impacts on rational drug use behavior mediated through behavioral skills. The IMB-based model explained the relationships between the constructs and rational drug use behavior of outpatients in detail, and it suggests that future interventions among second-level hospital outpatients should consider demographic characteristics and should focus on improving motivation and behavioral skills in addition to the publicity of knowledge.

A Study on the Application of the Information-Motivation-Behavioral Skills (IMB) Model on Rational Drug Use Behavior among Second-Level Hospital Outpatients in Anhui, China

PubMed Central

Wang, Heng; Li, Niannian; Wu, Jingya; Zhao, Yunwu; Li, Peng; Lu, Hua

2015-01-01

Background The high prevalence of risky irrational drug use behaviors mean that outpatients face high risks of drug resistance and even death. This study represents the first application of the Information-Motivation-Behavioral Skills (IMB) model on rational drug use behavior among second-level hospital outpatients from three prefecture-level cities in Anhui, China. Using the IMB model, our study examined predictors of rational drug use behavior and determined the associations between the model constructs. Methods This study was conducted with a sample of 1,214 outpatients aged 18 years and older in Anhui second-level hospitals and applied the structural equation model (SEM) to test predictive relations among the IMB model variables related to rational drug use behavior. Results Age, information and motivation had significant direct effects on rational drug use behavior. Behavioral skills as an intermediate variable also significantly predicted more rational drug use behavior. Female gender, higher educational level, more information and more motivation predicted more behavioral skills. In addition, there were significant indirect impacts on rational drug use behavior mediated through behavioral skills. Conclusions The IMB-based model explained the relationships between the constructs and rational drug use behavior of outpatients in detail, and it suggests that future interventions among second-level hospital outpatients should consider demographic characteristics and should focus on improving motivation and behavioral skills in addition to the publicity of knowledge. PMID:26275301

Utilising a construct of teacher capacity to examine national curriculum reform in mathematics

NASA Astrophysics Data System (ADS)

Zhang, Qinqiong; Stephens, Max

2013-12-01

This study involving 120 Australian and Chinese teachers introduces a construct of teacher capacity to analyse how teachers help students connect arithmetic learning and emerging algebraic thinking. Four criteria formed the basis of our construct of teacher capacity: knowledge of mathematics, interpretation of the intentions of official curriculum documents, understanding of students' thinking, and design of teaching. While these key elements connect to what other researchers refer to as mathematical knowledge for teaching, several differences are made clear. Qualitative and quantitative analyses show that our construct was robust and effective in distinguishing between different levels of teacher capacity.

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.

Communicative versus Strategic Rationality: Habermas Theory of Communicative Action and the Social Brain

PubMed Central

Schaefer, Michael; Heinze, Hans-Jochen; Rotte, Michael; Denke, Claudia

2013-01-01

In the philosophical theory of communicative action, rationality refers to interpersonal communication rather than to a knowing subject. Thus, a social view of rationality is suggested. The theory differentiates between two kinds of rationality, the emancipative communicative and the strategic or instrumental reasoning. Using experimental designs in an fMRI setting, recent studies explored similar questions of reasoning in the social world and linked them with a neural network including prefrontal and parietal brain regions. Here, we employed an fMRI approach to highlight brain areas associated with strategic and communicative reasoning according to the theory of communicative action. Participants were asked to assess different social scenarios with respect to communicative or strategic rationality. We found a network of brain areas including temporal pole, precuneus, and STS more activated when participants performed communicative reasoning compared with strategic thinking and a control condition. These brain regions have been previously linked to moral sensitivity. In contrast, strategic rationality compared with communicative reasoning and control was associated with less activation in areas known to be related to moral sensitivity, emotional processing, and language control. The results suggest that strategic reasoning is associated with reduced social and emotional cognitions and may use different language related networks. Thus, the results demonstrate experimental support for the assumptions of the theory of communicative action. PMID:23734238

Critical Thinking as Cultural-Historical Practice.

ERIC Educational Resources Information Center

Panofsky, Carolyn P.

1999-01-01

Explores critical thinking as it has been constructed in schooling and in dominant traditions of psychological theory, presenting a dialectical view of critical thinking suggested in the social and philosophical writings of critical theorists (e.g., Theodor Adorno and Herbert Marcuse) and supported by the sociohistorical or cultural-historical…

Attitudes towards genetically modified and organic foods.

PubMed

Saher, Marieke; Lindeman, Marjaana; Hursti, Ulla-Kaisa Koivisto

2006-05-01

Finnish students (N=3261) filled out a questionnaire on attitudes towards genetically modified and organic food, plus the rational-experiential inventory, the magical thinking about food and health scale, Schwartz's value survey and the behavioural inhibition scale. In addition, they reported their eating of meat. Structural equation modelling of these measures had greater explanatory power for attitudes towards genetically modified (GM) foods than for attitudes towards organic foods (OF). GM attitudes were best predicted by natural science education and magical food and health beliefs, which mediated the influence of thinking styles. Positive attitudes towards organic food, on the other hand, were more directly related to such individual differences as thinking styles and set of values. The results of the study indicate that OF attitudes are rooted in more fundamental personal attributes than GM attitudes, which are embedded in a more complex but also in a more modifiable network of characteristics.

How much separation for LC-MS/MS quantitative bioanalysis of drugs and metabolites?

PubMed

Tan, Aimin; Fanaras, John C

2018-05-01

LC-MS/MS has been the dominant analytical technology for quantitative bioanalysis of drugs and metabolites for more than two decades. Despite this, a very fundamental question like how much separation is required for LC-MS/MS quantitative bioanalysis of drugs and metabolites has not been adequately addressed. Some think that no or only very limited separation is necessary thanks to the unparalleled selectivity offered by tandem mass spectrometry. Others think that the more separation, the better, because of the potential detrimental impact of matrix effect (ion suppression or enhancement). Still others just use a rule-of-thumb approach by keeping the adjusted retention/capacity factor always between 2 and 5. The purpose of this article is to address this fundamental question through rational thinking together with various real case examples drawn from regulated bioanalytical laboratories. Copyright © 2018 Elsevier B.V. All rights reserved.

Thinking Critically about Critical Thinking in Higher Education

ERIC Educational Resources Information Center

Lloyd, Margaret; Bahr, Nan

2010-01-01

The literature on critical thinking in higher education is constructed around the fundamental assumption that, while regarded as essential, is neither clearly nor commonly understood. There is elsewhere evidence that academics and students have differing perceptions of what happens in university classrooms, particularly in regard to higher order…

The Strategic Thinking Skills of Hong Kong School Leaders: Usage and Effectiveness

ERIC Educational Resources Information Center

Pang, Nicholas Sun-Keung; Pisapia, John

2012-01-01

The purpose of this study was to identify strategic thinking skills that distinguish effective school leaders in Hong Kong. Three constructs framed the study: strategic thinking skills, organizational-personal characteristics, and school leader effectiveness. This study used a quantitative non-experimental design, and univariate and correlation…

Building Bridge between Learning and Positive Emotion: How to Apply Emotional Factor in Instructional Designing Process?

ERIC Educational Resources Information Center

Park, Sanghoon

2004-01-01

For millennia, emotional states have been viewed as avoidable impediments to rational thinking (Ellis & Newton, 2000). Several reasons have been pointed out. The lack of consensus of the definition on emotion that tend to conflict with each other was suggested as a main reason (Price, 1998). Also the difficulty of research methodology such as…

Three Methods of Rational Emotive Behavior Therapy That Make My Psychotherapy Effective.

ERIC Educational Resources Information Center

Ellis, Albert

This paper discusses three serious cognitive-emotive errors clients make when they are confronted with situations that block their important goals and how to act against self-defeating errors and move on to greater mental health and self-actualization. Three of the main ways in which clients think, feel, and act against their best interests are:…

Rewind, review, reflect and fast forward: from Ethics to GeoEthics.

NASA Astrophysics Data System (ADS)

Marone, Eduardo

2017-04-01

Philosophy has as many definitions as philosophers but, at the end of the day, it is no more and no less than the science of thinking using the reason. It gives us tools for rationalizing, following logical paths and with a critical eye, to understand the material and immaterial substance of the universe. It has many branches, and a couple of them, Ethics and Epistemology, are central for the evolution of the human knowledge, among many others. Today, at the XXI Century, it seems that the lack of formal and adequate education on such important matters is making the act of "thinking" not so important when compared with the accumulation of "information", right or wrong, pasteurized or in disconnected pieces, with no much room/time for critical and logical analysis (Philosophy). If the tools to build the knowledge (Epistemology) are not usually familiar to the scientists and, worst, the need of taking the right actions with the generated new and existing knowledge (Ethics) is not a priority; the outputs cannot be the best ones. There have been several academic works and meetings looking into the causes of the scholarly illiteracy on Ethics and Epistemology in Earth Sciences. Among them, our sessions at EGU have endured showing important aspects that need to be tackled and, particularly, insisting in the fact that it is a continuous effort. However, we still need to go back (Rewind) to the main principles of Philosophy, Epistemology and Ethics, looking at them with care (Review), and think (Reflecting) returning to the present (Fast Forward) to make the world better for future generations. Geoethics consists of research and reflection on the values that underpin appropriate behaviours and practices, wherever human activities interact with the Earth system. Although more general ethical issues, which affect other/all sciences practices and behaviours, are included among the Geoethic concerns (as plagiarism, harassment, gender equity, etc.), the focus remains at the Human-Earth interactions. That implies in a lot of logical thinking, the use of the reason and the critical eye, founded on the philosophical and scientific knowledge humanity has developed along thousands of years. In the education process, the "training" to think, with logic and reason based, should be given since childhood, respecting all the learning ages and constructing a better human being, truly aware of her/his ethical duties. An ethical behaviour is constructed systematically, not created in one semester course or so, and it is not enough if reduced to following consensual rules (deontology), but it is only true when a mandate of our conscience is the reason that move us, fully convinced by the reason, to walk the right behaviour. Learning to think logically, with the reason and based in the best Earth Sciences knowledge, after arriving at the university will not be, probably, enough. Otherwise, when confronted with ethical dilemmas in the practice of our profession, we will not be truthfully prepared to offer reliable scientific support to society, in a proper ethical way, wherever human activities interact with the Earth system.

A Review of Thinking and Research about Inclusive Education Policy, with Suggestions for a New Kind of Inclusive Thinking

ERIC Educational Resources Information Center

Thomas, Gary

2013-01-01

A range of changes, in politics and economics internationally as well as in thought about learning and society, now make the time right for a re-think of inclusive education, a re-think that ceases to employ the constructs and cliches of the past in explaining students' difficulties at school. There exists new discourse on difference, which throws…

A Narrative Analysis of Educators' Lived Experiences of Motherhood and Teaching

ERIC Educational Resources Information Center

Knowles, Mariska; Nieuwenhuis, Jan; Smit, Brigitte

2009-01-01

In this article we argue that mothers often construct images of what they perceive as society's expectations of them. These images become the parameters in the eyes of society to which they aspire. This is reminiscent of the adage: "I am not who you think I am. I am not who I think I am. I am who I think you think I am". This study is…

Insights in public health: systems thinking: basic constructs, application challenges, misuse in health, and how public health leaders can pave the way forward.

PubMed

Canyon, Deon V

2013-12-01

The strengthening of health systems is fundamental to improving health outcomes, crisis preparedness, and our capacity to meet global challenges, such as accelerating progress towards the Millennium Development Goals, reducing maternal and child mortality, combating HIV, malaria and other diseases, limiting the effects of a new influenza pandemic, and responding appropriately to climate change. To meet these complex needs, the Association of Schools and Programs in Public Health, the World Health Organization, and the Institute of Medicine promote systems thinking as the only sensible means to respond to issues that greatly exceed the normal capacity of health and medical services. This paper agrees with the application of systems thinking but argues that health organizations have misunderstood and misapplied systems thinking to the extent that the term has become meaningless. This paper presents the basic constructs of systems thinking, explains why systems thinking has been misapplied, examines some misapplications of systems thinking in health, and suggests how the concept can be applied correctly to medicine and public health to achieve the reason it was adopted in the first place.

Rational F-theory GUTs without exotics

NASA Astrophysics Data System (ADS)

Krippendorf, Sven; Peña, Damián Kaloni Mayorga; Oehlmann, Paul-Konstantin; Ruehle, Fabian

2014-07-01

We construct F-theory GUT models without exotic matter, leading to the MSSM matter spectrum with potential singlet extensions. The interplay of engineering explicit geometric setups, absence of four-dimensional anomalies, and realistic phenomenology of the couplings places severe constraints on the allowed local models in a given geometry. In constructions based on the spectral cover we find no model satisfying all these requirements. We then provide a survey of models with additional U(1) symmetries arising from rational sections of the elliptic fibration in toric constructions and obtain phenomenologically appealing models based on SU(5) tops. Furthermore we perform a bottom-up exploration beyond the toric section constructions discussed in the literature so far and identify benchmark models passing all our criteria, which can serve as a guideline for future geometric engineering.

Critical Success Factors for Lean Thinking in the Application of Industrialised Building System (IBS)

NASA Astrophysics Data System (ADS)

Yunus, Riduan; Noor, Siti Rahimah Mohd; Halid Abdullah, Abd; Nagapan, Sasitharan; Hamid, Abdul Rahim Abdul; Tajudin, Saiful Azhar Ahmad; Rohani Mat Jusof, Siti

2017-08-01

Productivity in the manufacturing process of building components can be increased by optimising each advantage that is available in each activity. Identification of critical success factors (CSFs) for lean thinking in the Industrialised Building System (IBS) will be able to minimise cost and reduce time needed to complete a project. The focus of lean thinking in construction is on the production process and the client’s requirement. In developing countries such as Malaysia, the integration of lean thinking in IBS applications is still low and there is a shortage of comprehensive strategies to integrate lean thinking. As key stakeholders, feedback from contractors, manufacturers, developers and the local authority will be able to help the identification of CSFs in integrating lean thinking in IBS applications. The data was collected through a questionnaire survey and analysed quantitatively. There are 31 CSFs for lean thinking in IBS which have been identified in this study. A conceptual model was developed to assist researchers in investigating the influences of CSFs for lean thinking in IBS applications. This study will assist construction players to improvise their manufacturing process in the implementation of IBS to eliminate unnecessary activities and focus instead on significant processes without generating physical and non-physical waste.

Not only in the brain: Cabanis and the Montpellierian tradition of localization.

PubMed

Kaitaro, T

2000-01-01

Antonio Damasio (1995) has recently presented evidence to the effect that we are perhaps wrong in thinking that it is only the brain that thinks. Rational decision making involves emotional reactions as a necessary condition and background. And since emotions involve bodily reactions which are not limited to the brain but which embrace the autonomous nervous system and the viscera, one could say that we actually think with our bodies and not merely with our brains. According to Damasio the incapacity of patients with frontal lobe pathology in decision making could be explained by a disturbance in emotional reactions involving the whole organism. Philosophical discussions concerning brains in a vat have completely forgotten these aspects of our mental life. Despite the fact that the idea that we think exclusively with our brains has during the modern age been a rather widely held "received view," there is a physiological and philosophical tradition which regarded mental functions as the result of the interaction of several organs, instead of seeing them as the result of the activity of the brain alone.

Including the nonrational is sensible midwifery.

PubMed

Parratt, Jenny A; Fahy, Kathleen M

2008-03-01

Since the subordination of midwifery by medicine and nursing in the 19th and 20th centuries the standard approach to childbirth has been dominated by rationality. This approach proceeds by creating dichotomies and then prioritising one half of the dichotomy whilst rejecting the opposite term. Rationality itself is prioritised, for example, by contrasting it with the rejected opposite: irrationality. Expert clinical practice is, however, increasingly identified as being inclusive of more than merely rational ways of knowing and behaving. This paper is based on a post-structural study concerning changes to women's embodied sense of self during childbearing. We expose the limitations of pure rationality in the context of childbirth and use the concept of safety to exemplify the limitations that pure rationality imposes. The paper draws on philosophical and spiritual theory to present an analysis of ideas about mind, body, soul and spirit. The standard rational/irrational dichotomy is critiqued and contrasted with the embodied reality of nonrational experiences that are individual, contextual and 'in-the-moment'. Nonrational experiences are identified to be inclusive of power and knowledge that are both rational and nonrational. This revised conceptualisation provides a theoretical basis that allows for and promotes more possibilities and thus more holistic ways of knowing in midwifery. Our thesis is that midwives and women need to take conscious account of nonrational knowledge and power during the childbearing year. We argue that pure rational thinking limits possibilities by excluding the midwife's embodied ways of knowing along with the ways of knowing embodied by the woman. The inclusion of women's and midwives'nonrational ways of knowing in childbearing situations opens us up to knowledge and power that provides for a more complete, and therefore a more optimal, decision-making process.

Critical Thinking, Executive Functions and Their Potential Relationship

ERIC Educational Resources Information Center

Lizarraga, Maria Luisa Sanz de Acedo; Baquedano, Maria Teresa Sanz de Acedo; Villanueva, Oscar Ardaiz

2012-01-01

The central issue of this paper is to review the possible relationships between the constructs of critical thinking and executive functions. To do this, we first analyse the essential components of critical thinking from a psychological and neurological point of view. Second, we examine the scope of the cognitive and neurological nature of…

The Cognitive Spiral: Creative Thinking and Cognitive Processing.

ERIC Educational Resources Information Center

Ebert, Edward S., II

1994-01-01

The lack of a common understanding of the construct of creative thinking is noted, and the cognitive spiral model is presented, which conceptualizes creative thinking as an integral component of all cognitive processing. This article details the synthesis of a definition and the structure of a model of cognitive processing. (Author/DB)

What Are the Thinking Styles of Turkish Student Teachers?

ERIC Educational Resources Information Center

Fer, Seval

2007-01-01

Background: The Thinking Styles Inventory--developed by Sternberg and Wagner based on Sternberg's (1988, 1997) earlier theory of mental self-government--was selected for the research in order to assess thinking styles of student teachers. Another reason is that the theoretical constructs, as well as the inventory generated from the theory, have…

Defining and Teaching Evaluative Thinking: Insights From Research on Critical Thinking

ERIC Educational Resources Information Center

Buckley, Jane; Archibald, Thomas; Hargraves, Monica; Trochim, William M.

2015-01-01

Evaluative thinking (ET) is an increasingly important topic in the field of evaluation, particularly among people involved in evaluation capacity building (ECB). Yet it is a construct in need of clarification, especially if it is to be meaningfully discussed, promoted, and researched. To that end, we propose that ET is essentially critical…

Thinking Interculturally: Decolonizing History and Citizenship Education in Québec

ERIC Educational Resources Information Center

DesRoches, Sarah J.

2016-01-01

The main objective of this article is to offer an alternative discursive framework for teaching history and citizenship education in Québec, Canada. Enabling a more inclusive discussion around how citizenship is constructed, thinking interculturally allows us begin thinking about practical ways in which citizenship and history education might…

Learning with Touchscreen Devices: Game Strategies to Improve Geometric Thinking

ERIC Educational Resources Information Center

Soldano, Carlotta; Arzarello, Ferdinando

2016-01-01

The aim of this paper is to reflect on the importance of the students' game-strategic thinking during the development of mathematical activities. In particular, we hypothesise that this type of thinking helps students in the construction of logical links between concepts during the "argumentation phase" of the proving process. The…

Critical Thinking as Miracle Tonic: Selling Snake Oil in Education.

ERIC Educational Resources Information Center

Hyslop-Margison, Emery J.

This paper proposes that the current interest in critical thinking is based on important conceptual, epistemological, and procedural confusions. It suggests that the attempt to identify a successful critical thinking construct mirrors the search for miracle tonics often peddled by snake oil salesmen as a medicinal cure-all. It goes to suggest that…

Dispositions toward Teaching Spatial Thinking through Geography: Conceptualization and an Exemplar Assessment

ERIC Educational Resources Information Center

Jo, Injeong; Bednarz, Sarah Witham

2014-01-01

The primary objectives of this article are: (1) to conceptualize teacher dispositions related to teaching spatial thinking in geography classrooms; and (2) to propose an exemplar assessment that can be used to prepare teachers who are disposed toward teaching spatial thinking through geography. A detailed description of the construction procedures…

A Wittgenstein Approach to the Learning of OO-modeling

NASA Astrophysics Data System (ADS)

Holmboe, Christian

2004-12-01

The paper uses Ludwig Wittgenstein's theories about the relationship between thought, language, and objects of the world to explore the assumption that OO-thinking resembles natural thinking. The paper imports from research in linguistic philosophy to computer science education research. I show how UML class diagrams (i.e., an artificial context-free language) correspond to the logically perfect languages described in Tractatus Logico-Philosophicus. In Philosophical Investigations Wittgenstein disputes his previous theories by showing that natural languages are not constructed by rules of mathematical logic, but are language games where the meaning of a word is constructed through its use in social contexts. Contradicting the claim that OO-thinking is easy to learn because of its similarity to natural thinking, I claim that OO-thinking is difficult to learn because of its differences from natural thinking. The nature of these differences is not currently well known or appreciated. I suggest how explicit attention to the nature and implications of different language games may improve the teaching and learning of OO-modeling as well as programming.

Radical constructivism: Between realism and solipsism

NASA Astrophysics Data System (ADS)

Martínez-Delgado, Alberto

2002-11-01

This paper criticizes radical constructivism of the Glasersfeld type, pointing out some contradictions between the declared radical principles and their theoretical and practical development. These contradictions manifest themselves in a frequent oscillation between solipsism and realism, despite constructivist claims to be an anti-realist theory. The paper also points out the contradiction between the relativism of the radical constructivist principles and the constructivist exclusion of other epistemological or educational paradigms. It also disputes the originality and importance of the radical constructivist paradigm, suggesting the idea of an isomorphism between radical constructivist theory and contemplative realism. In addition, some pedagogical and scientific methodological aspects of the radical constructivist model are examined. Although radical constructivism claims to be a rational theory and advocates deductive thinking, it is argued that there is no logical deductive connection between the radical principles of constructivism and the radical constructivist ideas about scientific research and learning. The paper suggests the possibility of an ideological substratum in the construction and hegemonic success of subjective constructivism and, finally, briefly advances an alternative realist model to epistemological and educational radical constructivism.

Real-life decision making in college students. II: Do individual differences show reliable effects?

PubMed

Galotti, Kathleen M; Tandler, Jane M; Wiener, Hillary J D

2014-01-01

First-year undergraduates participated in a short-term longitudinal study of real-life decision making over their first 14 months of college. They were surveyed about 7 different decisions: choosing courses for upcoming terms (on 3 different occasions), choosing an academic major (twice), planning for the upcoming summer, and planning for sophomore-year housing. They also completed a survey of self-reported decision-making styles and the Need for Cognition survey (Cacioppo & Petty, 1982) to assess their focus on rationality and enjoyment of analytic thinking. Results showed few statistically significant correlations between stylistic measures and behavioral measures of decision making, in either the amount of information considered or the way in which the information integration tracked predictions of linear models of decision making applied to each participant's data. However, there were consistent correlations, across the 7 decisions, between stylistic measures and affective reactions to, or retrospective descriptions of, episodes of decision making. We suggest that decision-making styles instruments may better reflect the construction of narratives of self as a decision maker more than they do actual behavior during decision making.

[Popper's critical rationalism and the biomedical sciences].

PubMed

Havlícek, J

1993-11-08

Popper's rationalism makes an important contribution of the 20th century philosophy to the methodology of natural sciences. Through its criterion of falsification, it enabled the scientists to take a critical but constructive view on hypotheses, conjectures and theories. This attitude found its application also in medicine.

Rational emotive behaviour therapy in high schools to educate in mental health and empower youth health. A randomized controlled study of a brief intervention.

PubMed

Sælid, Gry Anette; Nordahl, Hans M

2017-04-01

Rational emotive behaviour therapy (REBT) is effective in reducing distress in several target groups. No other study has tested the mental health effects on adolescents in a high school setting while expanding a Cognitive Behaviour-based therapy, REBT, into the concept of mental health literacy. The format of the ABC model, which is an important element of REBT, functioned as a working manual in and between three sessions. This study tested whether knowledge and practical use of the ABC model increased self-esteem and hope, and reduced symptoms of anxiety and depression, and dysfunctional thinking. Sixty-two high school students with subclinical levels of anxiety and depression were randomly allocated into three groups; three individual REBT sessions, or three individual attentional placebo (ATP) sessions or no sessions (control). However, dysfunctional thinking, self-esteem and hope were not measured in the control group. Repeated measures with ANOVA and t-tests were conducted. Both REBT and ATP significantly reduced symptoms of anxiety and depression, but only REBT was significantly different from the control group at the six-month follow-up. Only REBT significantly reduced dysfunctional thinking, and both REBT and ATP significantly increased self-esteem and hope. REBT had both an immediate and a long-term effect. The findings show the potential positive effects of educating well-documented psychological techniques as ordinary education in school. Further research might contribute to decide whether or not to change the school system by enclosing mental health literacy classes for all students.

Socialisation, Learning and the OECD's "Reviews of National Policies for Education": The Case of Sweden

ERIC Educational Resources Information Center

Grek, Sotiria

2017-01-01

This paper suggests that the Organisation for Economic Cooperation and Development (OECD) education policy work of the last 20 years has achieved a paradigmatic shift in the thinking and framing of education; however, this process was not exclusively based and dependent upon the cold rationality of numbers. Crucially, as the article will show, it…

Toward Re-Thinking Science Education in Terms of Affective Practices: Reflections from the Field

ERIC Educational Resources Information Center

Kayumova, Shakhnoza; Tippins, Deborah

2016-01-01

Rational and operationalized views of science and what it means for teachers and students to know and enact legitimate science practices have dominated science education research for many decades (Fusco and Barton in "J Res Sci Teach" 38(3):337-354, 2001. doi: 10.1002/1098-2736(200103)38:3<337::AID-TEA1009>3.0.CO;2-0). Michalinos…

Intelligence and Design: Thinking about Operational Art

DTIC Science & Technology

2014-07-01

in military affairs. In 1995 Adm William Owens, then vice chairman of the US Joint Chiefs of Staff, anticipated that a system of sys- tems with the...that can disprove a proposition. Richards J. Heuer Jr . averred that rationalism, specifically de- ductive reasoning, dominates the practice of...reductionism alone is insufficient for understanding the inter- connected battlespace. Ernest May referred to intelligence assessments as comparisons of

Rational construction of a stable Zn4O-based MOF for highly efficient CO2 capture and conversion.

PubMed

Zhou, Hui-Fang; Liu, Bo; Hou, Lei; Zhang, Wen-Yan; Wang, Yao-Yu

2018-01-11

By employing a carboxylate ligand derived from benzene-1,4-dicarboxylate, a chemically stable Zn 4 O-based self-penetrating metal-organic framework has been rationally synthesized, which exhibits high CO 2 adsorption and efficient catalytic conversion for CO 2 cycloaddition.

The Feminist Supervision Scale: A Rational/Theoretical Approach

ERIC Educational Resources Information Center

Szymanski, Dawn M.

2003-01-01

This article reports the development and psychometric properties of the Feminist Supervision Scale (FSS), a new scale designed to assess feminist supervision practices in clinical supervision. This 32-item measure was developed using a rational/theoretical approach of test construction and includes four subscales: (a) collaborative relationships,…

The Teachable Moment: Feminist Pedagogy and the Neoliberal Classroom

ERIC Educational Resources Information Center

Feigenbaum, Anna

2007-01-01

Canadian scholar Elizabeth Brule argues in her 2004 essay, "Going to the Market," that the corporatization of the university has led to the construction of students as rational, economic decision makers. As Brule argues, "The only choices considered rational, however, are those that increase one's employment opportunities within the strict…

Collective rationality: the integrative model explains it (as) well.

PubMed

Van Lange, Paul A M

2008-06-01

In this commentary, I argue that there is indeed considerable evidence in support of the notion that people tend to reason from a collective (or team) perspective by asking themselves questions such as "What do we want, and what should I do help achieve it?" [Colman, A. M., Pulford, B. D., & Rose, J. (2008). Collective rationality in interactive decisions: Evidence for team reasoning. Acta Psychologica]. As such, in my view, team reasoning -- and thinking, feeling, and acting in terms of collective rationality -- is consistent with a social utility model (or transformational model) which considers the weights that people attach not only to outcomes for self, but also to outcomes for other, and to equality in outcomes [Van Lange, P. A. M. (1999). The pursuit of joint outcomes and equality in outcomes: An integrative model of social value orientation. Journal of Personality and Social Psychology,77, 337-349]. This commentary provides an illustration demonstrating that the integrative model is well-suited to account for the findings observed by Colman et al. (2008).

On the quantum symmetry of the chiral Ising model

NASA Astrophysics Data System (ADS)

Vecsernyés, Peter

1994-03-01

We introduce the notion of rational Hopf algebras that we think are able to describe the superselection symmetries of rational quantum field theories. As an example we show that a six-dimensional rational Hopf algebra H can reproduce the fusion rules, the conformal weights, the quantum dimensions and the representation of the modular group of the chiral Ising model. H plays the role of the global symmetry algebra of the chiral Ising model in the following sense: (1) a simple field algebra F and a representation π on Hπ of it is given, which contains the c = {1}/{2} unitary representations of the Virasoro algebra as subrepresentations; (2) the embedding U: H → B( Hπ) is such that the observable algebra π( A) - is the invariant subalgebra of B( Hπ) with respect to the left adjoint action of H and U(H) is the commutant of π( A); (3) there exist H-covariant primary fields in B( Hπ), which obey generalized Cuntz algebra properties and intertwine between the inequivalent sectors of the observables.

Rational subjects, marriage counselling and the conundrums of eugenics.

PubMed

Gerodetti, Natalia

2008-06-01

Against the background of degeneration and the perceived threat to the nation's health and stock, family politics came to constitute an important site for eugenic discourses and interventions. Eugenic regulation of reproductive sexuality and marriage was not only pursued through 'negative' eugenics but also through educational policies targeted at young adults and youth. Switzerland serves as a useful case to explore a general idea, namely the limitations for eugenicists of exploiting the concept of a rational subject in order to achieve their ends. Practices of 'positive eugenics' crucially hinged on the utilitarian principle of rationality underpinning positive eugenics which this paper seeks to elaborate. Eugenicists devised tools to deal efficiently with social problems on a collective as well as an individual basis by deploying technologies of government which conceived individuals to be members of a population who were each held responsible for the generation of healthy future generations. As a form of 'sustaining, multiplying and ordering life' eugenics thus relied on the premise that its ideas would be adopted through an appeal to rationality and, where this was insufficient, through a series of coercive measures. Relying on conviction and education about the merits of eugenics, however, posed particular problems to positive eugenic thinking and practice.

When is diagnostic testing inappropriate or irrational? Acceptable regret approach.

PubMed

Hozo, Iztok; Djulbegovic, Benjamin

2008-01-01

The authors provide a new model within the framework of theories of bounded rationality for the observed physicians' behavior that their ordering of diagnostic tests may not be rational. Contrary to the prevailing thinking, the authors find that physicians do not act irrationally or inappropriately when they order diagnostic tests in usual clinical practice. When acceptable regret (i.e., regret that a decision maker finds tolerable upon making a wrong decision) is taken into account, the authors show that physicians tend to order diagnostic tests at a higher level of pretest probability of disease than predicted by expected utility theory. They also show why physicians tend to overtest when regret about erroneous decisions is extremely small. Finally, they explain variations in the practice of medicine. They demonstrate that in the same clinical situation, different decision makers might have different acceptable regret thresholds for withholding treatment, for ordering a diagnostic test, or for administering treatment. This in turn means that for some decision makers, the most rational strategy is to do nothing, whereas for others, it may be to order a diagnostic test, and still for others, choosing treatment may be the most rational course of action.

Features and perspectives of automatized construction crane-manipulators

NASA Astrophysics Data System (ADS)

Stepanov, Mikhail A.; Ilukhin, Peter A.

2018-03-01

Modern construction industry still has a high percentage of manual labor, and the greatest prospects of improving the construction process are lying in the field of automatization. In this article automatized construction manipulator-cranes are being studied in order to achieve the most rational design scheme. This is done through formulating a list of general conditions necessary for such cranes and a set of specialized kinematical conditions. A variety of kinematical schemes is evaluated via these conditions, and some are taken for further dynamical analisys. The comparative dynamical analisys of taken schemes was made and the most rational scheme was defined. Therefore a basis for a more complex and practical research of manipulator-cranes design is given and ways to implement them on practical level can now be calculated properly. Also, the perspectives of implementation of automated control systems and informational networks on construction sites in order to boost the quality of construction works, safety of labour and ecological safety are shown.

The Interrelationship among Critical Thinking, Writing an Argumentative Essay in an L2 and Their Subskills

ERIC Educational Resources Information Center

Soodmand Afshar, Hassan; Movassagh, Hossein; Radi Arbabi, Hassan

2017-01-01

This study investigated the relationship between critical thinking and the writing ability of Iranian EFL learners, and the interrelationship among the subskills of the two constructs. Furthermore, it aimed at finding which skills of critical thinking predicted the participants' writing ability. To this end, 104 students majoring in English…

The Style Troika Model: A Structural Model of the Thinking and Creating Styles Scale

ERIC Educational Resources Information Center

Ibérico Nogueira, Sara; Almeida, Leonor; Garcês, Soraia; Pocinho, Margarida; Wechsler, Solange

2016-01-01

Individuals express their creativity through a variety of thinking and creating styles (Wechsler, 2006, 2007). These constructs underlie the Thinking and Creating Styles Scale (TCSS), which is used to identify individuals' creating styles. The aim of this research is to assess the factorial structure of the Portuguese version of the TCSS. Two…

How to Write "How-to" Books with High School Ecology & Horticulture Students

ERIC Educational Resources Information Center

Merritt, Maya; Shajira, Natasya; Daisey, Peggy

2003-01-01

It is essential for students to think clearly about fundamental biological concepts. One of the benefits of writing is that it promotes and enhances thinking. If students can write clearly, they are thinking clearly. Writing helps to connect new knowledge with prior knowledge and promotes the construction of knowledge. Writing-to-learn activities…

How Close Student Teachers' Educational Philosophies and Their Scientific Thinking Processes in Science Education

ERIC Educational Resources Information Center

Yurumezoglu, Kemal; Oguz, Ayse

2007-01-01

For being guidance, science teachers should be framed by strong content knowledge to construct scientific thinking process as a scaffold. The aim of this research was to look at student teachers' scientific thinking processes. Then, the results compared with their educational philosophy. During the study, two different instruments were used. For…

Episodic Memory and Episodic Future Thinking Impairments in High-Functioning Autism Spectrum Disorder: An Underlying Difficulty With Scene Construction or Self-Projection?

PubMed Central

2013-01-01

Objective: 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. Method: 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. Results: Performances of participants with ASD were significantly and equally diminished in each condition and, crucially, this diminution was independent of general narrative ability. Conclusions: 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. PMID:24015827

Rational design based synthetic polyepitope DNA vaccine for eliciting HIV-specific CD8+ T cell responses.

PubMed

Bazhan, S I; Karpenko, L I; Ilyicheva, T N; Belavin, P A; Seregin, S V; Danilyuk, N K; Antonets, D V; Ilyichev, A A

2010-04-01

Advances in defining HIV-1 CD8+ T cell epitopes and understanding endogenous MHC class I antigen processing enable the rational design of polyepitope vaccines for eliciting broadly targeted CD8+ T cell responses to HIV-1. Here we describe the construction and comparison of experimental DNA vaccines consisting of ten selected HLA-A2 epitopes from the major HIV-1 antigens Env, Gag, Pol, Nef, and Vpr. The immunogenicity of designed gene constructs was assessed after double DNA prime, single vaccinia virus boost immunization of HLA-A2 transgenic mice. We compared a number of parameters including different strategies for fusing ubiquitin to the polyepitope and including spacer sequences between epitopes to optimize proteasome liberation and TAP transport. It was demonstrated that the vaccine construct that induced in vitro the largest number of [peptide-MHC class I] complexes was also the most immunogenic in the animal experiments. This most immunogenic vaccine construct contained the N-terminal ubiquitin for targeting the polyepitope to the proteasome and included both proteasome liberation and TAP transport optimized spacer sequences that flanked the epitopes within the polyepitope construct. The immunogenicity of determinants was strictly related to their affinities for HLA-A2. Our finding supports the concept of rational vaccine design based on detailed knowledge of antigen processing. Copyright 2010 Elsevier Ltd. All rights reserved.

Predictors of response to pain management treatment. The role of family environment and changes in cognitive processes.

PubMed

Tota-Faucette, M E; Gil, K M; Williams, D A; Keefe, F J; Goli, V

1993-06-01

The purpose of the present study was to examine factors that influence individual differences in treatment response after multidisciplinary pain management. Pre-post assessment design. 119 chronic pain inpatients. Outcome measures included pain report from the McGill Pain Questionnaire, emotional distress from the Symptom Checklist-90 Revised, and activity discomfort from the Activity Discomfort Scale. Process measures included the Family Environment Scale, the Coping Strategies Questionnaire, and the Inventory of Negative Thoughts in Response to Pain. Results indicated that pretreatment family environment, cognitive coping strategies, and negative thinking accounted for small yet significant proportions of the variance in outcome. The proportion of variance accounted for by the changes in cognitive coping and negative thinking was somewhat higher. An increase in pain control and rational thinking was related to decreases in depression and anxiety, pain report, and activity discomfort. Decreases in negative social cognitions were related to decreased depression at posttreatment. Changes in coping strategies and negative thinking may be important mechanisms related to improvement, or lack of improvement, in a range of outcome measures. Patients from families who are controlling and disorganized, and patients high on negative thinking at pretreatment may represent high-risk groups in need of further individually tailored interventions.

Construction Monitoring of Soft Ground Tunnels : A Rational Handbook of Practices for Rapid Transit System Planners and Managers.

DOT National Transportation Integrated Search

1977-01-01

This report aims to fit the objectives of the Urban Mass Transportation Administration (UMTA) Tunneling Program - to lower subway construction costs and to reduce construction hazards and damage to the environment. This report generated from an UMTA ...

[The application of creative thinking teaching in nursing education].

PubMed

Ku, Ya-Lie; Chang, Ching-Feng; Kuo, Chien-Lin; Sheu, Sheila

2010-04-01

Nursing education is increasingly expected to cultivate nursing student creative abilities in line with general Ministry of Education promotion of greater creativity within education and the greater leeway for creativity won domestically for nurses by professional nursing organizations. Creative thinking has been named by education experts in the United States as the third most important goal of nursing education. However, nursing students in Taiwan have been shown to test lower in terms of creativity than students enrolled in business management. Leaders in nursing education should consider methods by which to improve the creative thinking capabilities of nursing students. Articles in the literature indicate that courses in creative studies are concentrated in the field of education, with few designed specifically for nursing. The teaching of constructing creative thinking is particularly weak in the nursing field. The purpose of this article was to review literature on education and nursing in order to explore current definitions, teaching strategies, and evaluation approaches related to creativity, and to develop a foundation for teaching creativity in nursing. The authors hope that an appropriate creative thinking course for nursing students may be constructed by referencing guidance provided in this in order to further cultivate creative thinking abilities in nursing students that will facilitate their application of creative thinking in their future clinical practicum.

The use of rational functions in numerical quadrature

NASA Astrophysics Data System (ADS)

Gautschi, Walter

2001-08-01

Quadrature problems involving functions that have poles outside the interval of integration can profitably be solved by methods that are exact not only for polynomials of appropriate degree, but also for rational functions having the same (or the most important) poles as the function to be integrated. Constructive and computational tools for accomplishing this are described and illustrated in a number of quadrature contexts. The superiority of such rational/polynomial methods is shown by an analysis of the remainder term and documented by numerical examples.

Clarifying the scope of Italian NHS coverage. Is it feasible? Is it desirable?

PubMed

Fattore, G

1999-12-01

The reduction in National Health Service (NHS) expenditure as a share of total health care expenditure, the fragmentation of the NHS into 21 regional systems and the implementation of a 'quasi-market' on the provider side of the system has pressed the government to define and specify, in detail, the set of services that are to be guaranteed by the public sector. To understand whether rationing can be more rational and explicit in the Italian NHS, the following are analysed: (i) the new positive list of drugs, as a major example of limiting and making more rational NHS pharmaceutical coverage; (ii) the Di Bella case, as an example of the difficulties of rational policy-making on sensitive issues; (iii) what Italian people think about health care rationing and priority setting (using the 1998 Eurobarometer Survey);( iv) the criteria defining the set of 'essential services' to be guaranteed to all Italian citizens, which are contained in the recently released National Health Plan. The 'revolution' that has taken place in the pharmaceutical sector shows it is feasible to limit, in an explicit and rational way, the extent of NHS coverage. However, the re-classification of the positive list should be regarded as an exceptional event in the history of Italian social policy. The 'Di Bella' case, on the contrary, shows that limiting NHS coverage can be very unpopular, and that the Italian cultural and social context can be unfavourable for the implementation of hard choices. Public attitude toward rationing seems to confirm that Italians are not familiar with rationing issues. Thus, it is very difficult to predict whether the national government will really go ahead with the implementation of a 'list of essential services' and whether this attempt will be successful. Rationing and priority setting should be discussed in the context of a general debate concerning the future of the Italian NHS.

Moses Maimonides: medieval physician and scholar.

PubMed

Simon, S R

1999-09-13

Moses Maimonides (1135-1204), physician and philosopher, was the greatest Jewish thinker of the Middle Ages. Faced with a life of persecution, exile, and tragedy, Maimonides overcame obstacles to become the leading physician in his era, a clinician whose skills were sought across continents. Despite long days caring for patients, Maimonides wrote extensively about both medicine and philosophy. His medical works span all topics of clinical medicine and reflect rational thinking and an understanding of the relationship between mind and body. Well known for his philosophical writings, such as The Guide for the Perplexed, Maimonides codified Jewish law and revolutionized Jewish thinking. This review of his life and achievements provides insight into the world of a remarkable 12th-century physician and may offer valuable lessons for physicians today.

Dynamics of Attentional Selection under Conflict: Toward a Rational Bayesian Account

ERIC Educational Resources Information Center

Yu, Angela J.; Dayan, Peter; Cohen, Jonathan D.

2009-01-01

The brain exhibits remarkable facility in exerting attentional control in most circumstances, but it also suffers apparent limitations in others. The authors' goal is to construct a rational account for why attentional control appears suboptimal under conditions of conflict and what this implies about the underlying computational principles. The…

Multi-Skyrmions on AdS2 × S2, rational maps and popcorn transitions

NASA Astrophysics Data System (ADS)

Canfora, Fabrizio; Tallarita, Gianni

2017-08-01

By combining two different techniques to construct multi-soliton solutions of the (3 + 1)-dimensional Skyrme model, the generalized hedgehog and the rational map ansatz, we find multi-Skyrmion configurations in AdS2 ×S2. We construct Skyrmionic multi-layered configurations such that the total Baryon charge is the product of the number of kinks along the radial AdS2 direction and the degree of the rational map. We show that, for fixed total Baryon charge, as one increases the charge density on ∂ (AdS2 ×S2) , it becomes increasingly convenient energetically to have configurations with more peaks in the radial AdS2 direction but a lower degree of the rational map. This has a direct relation with the so-called holographic popcorn transitions in which, when the charge density is high, multi-layered configurations with low charge on each layer are favored over configurations with few layers but with higher charge on each layer. The case in which the geometry is M2 ×S2 can also be analyzed.

Developing a 3D Game Design Authoring Package to Assist Students' Visualization Process in Design Thinking

ERIC Educational Resources Information Center

Kuo, Ming-Shiou; Chuang, Tsung-Yen

2013-01-01

The teaching of 3D digital game design requires the development of students' meta-skills, from story creativity to 3D model construction, and even the visualization process in design thinking. The characteristics a good game designer should possess have been identified as including redesign things, creativity thinking and the ability to…

Theory of Knowledge Aims, Objectives and Assessment Criteria: An Analysis of Critical Thinking Descriptors

ERIC Educational Resources Information Center

Hughes, Conrad

2014-01-01

This article analyses the construct validity of the International Baccalaureate Diploma Programme's Theory of Knowledge course in the light of claims that it is a course in critical thinking. After discussion around critical thinking--what it is and why it is valuable educationally--the article analyses the extent to which the course aims,…

Comparison of Diachronic Thinking and Event Ordering in 5- to 10-Year-Old Children

ERIC Educational Resources Information Center

Moore, Brandy D.; Brooks, Patricia J.; Rabin, Laura A.

2014-01-01

Two main theoretical constructs seek to describe the elaborated sense of time that may be a uniquely human attribute: diachronic thinking (the ability to think about the past and use that information to predict future events) and event ordering (the ability to sequence events in temporal order). Researchers utilize various tasks to measure the…

Visual Thinking in Teaching History: Reading the Visual Thinking Skills of 12 Year-Old Pupils in Istanbul

ERIC Educational Resources Information Center

Dilek, Gulcin

2010-01-01

This study aims to explore the visual thinking skills of some sixth grade (12-13 year-old) primary pupils who created visual interpretations during history courses. Pupils drew pictures describing historical scenes or events based on visual sources. They constructed these illustrations by using visual and written primary and secondary sources in…

Constructing the Syllabus: Devising a Framework for Helping Students Learn to Think like Historians

ERIC Educational Resources Information Center

Estes, Todd

2007-01-01

In this article, the author describes a syllabus which he designed in his United States history survey courses to help his students learn to think like historians. It contains important information about the way historians work and think, along with descriptions of the reading materials the student will use to further their practice of history.…

Initial Study of Neutral Post-Instruction Responses on the Maryland Physics Expectation Survey

ERIC Educational Resources Information Center

Saltzman, J.; Price, M. F.; Rogers, M. B.

2016-01-01

Epistemological studies generally focus on how students think about their construction of knowledge compared to how experts think about the same ideas. Instruments such as the MPEX and CLASS use a Likert scale to gauge whether students agree or disagree with how experts think about the same ideas. During analysis, five point scale responses are…

Content Analysis of the Studies in Turkey on the Ability of Critical Thinking

ERIC Educational Resources Information Center

Polat, Seyat

2015-01-01

Critical thinking, along with other skills, is included as a basic skill in the constructive education program that has been in use in Turkey since 2005. Therefore, a large increase has been observed in studies on critical thinking skills since 2005. In this frame, the present study was conducted in order to systematically examine research papers…

Advanced Numerical-Algebraic Thinking: Constructing the Concept of Covariation as a Prelude to the Concept of Function

ERIC Educational Resources Information Center

Hitt, Fernando; Morasse, Christian

2009-01-01

Introduction: In this document we stress the importance of developing in children a structure for advanced numerical-algebraic thinking that can provide an element of control when solving mathematical situations. We analyze pupils' conceptions that induce errors in algebra due to a lack of control in connection with their numerical thinking. We…

Construction Of Critical Thinking Skills Test Instrument Related The Concept On Sound Wave

NASA Astrophysics Data System (ADS)

Mabruroh, F.; Suhandi, A.

2017-02-01

This study aimed to construct test instrument of critical thinking skills of high school students related the concept on sound wave. This research using a mixed methods with sequential exploratory design, consists of: 1) a preliminary study; 2) design and review of test instruments. The form of test instruments in essay questions, consist of 18 questions that was divided into 5 indicators and 8 sub-indicators of the critical thinking skills expressed by Ennis, with questions that are qualitative and contextual. Phases of preliminary study include: a) policy studies; b) survey to the school; c) and literature studies. Phases of the design and review of test instruments consist of two steps, namely a draft design of test instruments include: a) analysis of the depth of teaching materials; b) the selection of indicators and sub-indicators of critical thinking skills; c) analysis of indicators and sub-indicators of critical thinking skills; d) implementation of indicators and sub-indicators of critical thinking skills; and e) making the descriptions about the test instrument. In the next phase of the review test instruments, consist of: a) writing about the test instrument; b) validity test by experts; and c) revision of test instruments based on the validator.

Engaged Voices--Dialogic Interaction and the Construction of Shared Social Meanings

ERIC Educational Resources Information Center

Cruddas, Leora

2007-01-01

The notion of "pupil voice" reproduces the binary distinction between adult and child, pupil and teacher and therefore serves to reinforce "conventional" constructions of childhood. The concept of "voice" invokes an essentialist construction of self that is singular, coherent, consistent and rational. It is arguably…

Critical Thinking and Army Religious Leadership: Challenges and Opportunities

DTIC Science & Technology

2011-06-10

rational standards of judgment, some chaplains find in CT a secular humanistic or even ―liberal‖ agenda against religious expressions and beliefs. This...Akbar Ahmed situates the debate between CT and religious beliefs and values within the context of postmodernism and raises some existential questions...truly thought critically. Yet matters of faith do not always lend themselves to rationalistic or humanistic inquiry and resist easily agreeing to

A supermolecular building approach for the design and construction of metal-organic frameworks.

PubMed

Guillerm, Vincent; Kim, Dongwook; Eubank, Jarrod F; Luebke, Ryan; Liu, Xinfang; Adil, Karim; Lah, Myoung Soo; Eddaoudi, Mohamed

2014-08-21

In this review, we describe two recently implemented conceptual approaches facilitating the design and deliberate construction of metal–organic frameworks (MOFs), namely supermolecular building block (SBB) and supermolecular building layer (SBL) approaches. Our main objective is to offer an appropriate means to assist/aid chemists and material designers alike to rationally construct desired functional MOF materials, made-to-order MOFs. We introduce the concept of net-coded building units (net-cBUs), where precise embedded geometrical information codes uniquely and matchlessly a selected net, as a compelling route for the rational design of MOFs. This concept is based on employing pre-selected 0-periodic metal–organic polyhedra or 2-periodic metal–organic layers, SBBs or SBLs respectively, as a pathway to access the requisite net-cBUs. In this review, inspired by our success with the original rht-MOF, we extrapolated our strategy to other known MOFs via their deconstruction into more elaborate building units (namely polyhedra or layers) to (i) elucidate the unique relationship between edge-transitive polyhedra or layers and minimal edge-transitive 3-periodic nets, and (ii) illustrate the potential of the SBB and SBL approaches as a rational pathway for the design and construction of 3-periodic MOFs. Using this design strategy, we have also identified several new hypothetical MOFs which are synthetically targetable.

Teaching Activities for the Construction of a Precursor Model in 5- to 6-Year-Old Children's Thinking: The Case of Thermal Expansion and Contraction of Metals

ERIC Educational Resources Information Center

Ravanis, Konstantinos; Papandreou, Maria; Kampeza, Maria; Vellopoulou, Angeliki

2013-01-01

This article presents the results of empirical research on the construction of a precursor model of the phenomenon of thermal expansion and contraction of metals in preschool children's thinking, which is compatible with the model used in science education. The research included 87 children aged 5-6. It was conducted at four stages, during…

The development of future thinking: young children's ability to construct event sequences to achieve future goals.

PubMed

Prabhakar, Janani; Hudson, Judith A

2014-11-01

Previous studies suggest that the ability to think about and act on the future emerges between 3 and 5 years of age. However, it is unclear what underlying processes change during the development of early future-oriented behavior. We report three experiments that tested the emergence of future thinking ability through children's ability to explicitly maintain future goals and construct future scenarios. Our main objectives were to examine the effects of goal structure and the effects of working memory demands on children's ability to construct future scenarios and make choices to satisfy future goals. The results indicate that 4-year-olds were able to successfully accomplish two temporally ordered goals even with high working memory demands and a complex goal structure, whereas 3-year-olds were able to accomplish two goals only when the working memory demands were low and the goal structure did not involve additional demands from inferential reasoning and contingencies between the temporally ordered goals. Results are discussed in terms of the development of future thinking in conjunction with working memory, inferential reasoning ability, and goal maintenance abilities. Copyright © 2014. Published by Elsevier Inc.

Construct validity of the Health Science Reasoning Test.

PubMed

Huhn, Karen; Black, Lisa; Jensen, Gail M; Deutsch, Judith E

2011-01-01

The aim of this study was to evaluate the construct validity of the Health Science Reasoning Test (HSRT) by determining if the test could discriminate between expert and novice physical therapists' critical-thinking skills. Experts identified from a random list of certified clinical specialists and students in the first year of their physical therapy education from two physical therapy programs completed the HSRT. Experts (n = 73) had a higher total HSRT score (mean 24.06, SD 3.92) than the novices (n = 79) (mean 22.49, SD 3.2), with the difference being statistically significant t (148) = 2.67, p = 0.008. The HSRT total score discriminated between expert and novice critical-thinking skills, therefore establishing construct validity. To our knowledge, this is the first study to compare expert and novice performance on a standardized test. The opportunity to have a tool that provides evidence of students' critical thinking skills could be helpful for educators and students. The test results could aid in identifying areas of students' strengths and weaknesses, thereby enabling targeted remediation to improve critical thinking skills, which are key factors in clinical reasoning, a necessary skill for effective physical therapy practice.

[Constructing images and territories: thinking on the visuality and materiality of remote sensing].

PubMed

Monteiro, Marko

2015-01-01

This article offers a reflection on the question of the image in science, thinking about how visual practices contribute towards the construction of knowledge and territories. The growing centrality of the visual in current scientific practices shows the need for reflection that goes beyond the image. The object of discussion will be the scientific images used in the monitoring and visualization of territory. The article looks into the relations between visuality and a number of other factors: the researchers that construct it; the infrastructure involved in the construction; and the institutions and policies that monitor the territory. It is argued that such image-relations do not just visualize but help to construct the territory based on specific forms. Exploring this process makes it possible to develop a more complex understanding of the forms through which sciences and technology help to construct realities.

Higher incentives can impair performance: neural evidence on reinforcement and rationality

PubMed Central

Achtziger, Anja; Hügelschäfer, Sabine; Steinhauser, Marco

2015-01-01

Standard economic thinking postulates that increased monetary incentives should increase performance. Human decision makers, however, frequently focus on past performance, a form of reinforcement learning occasionally at odds with rational decision making. We used an incentivized belief-updating task from economics to investigate this conflict through measurements of neural correlates of reward processing. We found that higher incentives fail to improve performance when immediate feedback on decision outcomes is provided. Subsequent analysis of the feedback-related negativity, an early event-related potential following feedback, revealed the mechanism behind this paradoxical effect. As incentives increase, the win/lose feedback becomes more prominent, leading to an increased reliance on reinforcement and more errors. This mechanism is relevant for economic decision making and the debate on performance-based payment. PMID:25816816

Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms

ERIC Educational Resources Information Center

Yadav, Aman; Hong, Hai; Stephenson, Chris

2016-01-01

The recent focus on computational thinking as a key 21st century skill for all students has led to a number of curriculum initiatives to embed it in K-12 classrooms. In this paper, we discuss the key computational thinking constructs, including algorithms, abstraction, and automation. We further discuss how these ideas are related to current…

Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers.

PubMed

Dowd, Jason E; Thompson, Robert J; Schiff, Leslie A; Reynolds, Julie A

2018-01-01

Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this study of undergraduate thesis writing in biology at two universities, we examine how scientific reasoning exhibited in writing (assessed using the Biology Thesis Assessment Protocol) relates to general and specific critical-thinking skills (assessed using the California Critical Thinking Skills Test), and we consider implications for instruction. We find that scientific reasoning in writing is strongly related to inference , while other aspects of science reasoning that emerge in writing (epistemological considerations, writing conventions, etc.) are not significantly related to critical-thinking skills. Science reasoning in writing is not merely a proxy for critical thinking. In linking features of students' writing to their critical-thinking skills, this study 1) provides a bridge to prior work suggesting that engagement in science writing enhances critical thinking and 2) serves as a foundational step for subsequently determining whether instruction focused explicitly on developing critical-thinking skills (particularly inference ) can actually improve students' scientific reasoning in their writing. © 2018 J. E. Dowd et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

On Counting the Rational Numbers

ERIC Educational Resources Information Center

Almada, Carlos

2010-01-01

In this study, we show how to construct a function from the set N of natural numbers that explicitly counts the set Q[superscript +] of all positive rational numbers using a very intuitive approach. The function has the appeal of Cantor's function and it has the advantage that any high school student can understand the main idea at a glance…

Neurally and mathematically motivated architecture for language and thought.

PubMed

Perlovsky, L I; Ilin, R

2010-01-01

Neural structures of interaction between thinking and language are unknown. This paper suggests a possible architecture motivated by neural and mathematical considerations. A mathematical requirement of computability imposes significant constraints on possible architectures consistent with brain neural structure and with a wealth of psychological knowledge. How language interacts with cognition. Do we think with words, or is thinking independent from language with words being just labels for decisions? Why is language learned by the age of 5 or 7, but acquisition of knowledge represented by learning to use this language knowledge takes a lifetime? This paper discusses hierarchical aspects of language and thought and argues that high level abstract thinking is impossible without language. We discuss a mathematical technique that can model the joint language-thought architecture, while overcoming previously encountered difficulties of computability. This architecture explains a contradiction between human ability for rational thoughtful decisions and irrationality of human thinking revealed by Tversky and Kahneman; a crucial role in this contradiction might be played by language. The proposed model resolves long-standing issues: how the brain learns correct words-object associations; why animals do not talk and think like people. We propose the role played by language emotionality in its interaction with thought. We relate the mathematical model to Humboldt's "firmness" of languages; and discuss possible influence of language grammar on its emotionality. Psychological and brain imaging experiments related to the proposed model are discussed. Future theoretical and experimental research is outlined.

Neurally and Mathematically Motivated Architecture for Language and Thought

PubMed Central

Perlovsky, L.I; Ilin, R

2010-01-01

Neural structures of interaction between thinking and language are unknown. This paper suggests a possible architecture motivated by neural and mathematical considerations. A mathematical requirement of computability imposes significant constraints on possible architectures consistent with brain neural structure and with a wealth of psychological knowledge. How language interacts with cognition. Do we think with words, or is thinking independent from language with words being just labels for decisions? Why is language learned by the age of 5 or 7, but acquisition of knowledge represented by learning to use this language knowledge takes a lifetime? This paper discusses hierarchical aspects of language and thought and argues that high level abstract thinking is impossible without language. We discuss a mathematical technique that can model the joint language-thought architecture, while overcoming previously encountered difficulties of computability. This architecture explains a contradiction between human ability for rational thoughtful decisions and irrationality of human thinking revealed by Tversky and Kahneman; a crucial role in this contradiction might be played by language. The proposed model resolves long-standing issues: how the brain learns correct words-object associations; why animals do not talk and think like people. We propose the role played by language emotionality in its interaction with thought. We relate the mathematical model to Humboldt’s “firmness” of languages; and discuss possible influence of language grammar on its emotionality. Psychological and brain imaging experiments related to the proposed model are discussed. Future theoretical and experimental research is outlined. PMID:21673788

The Development of Learning Model Based on Problem Solving to Construct High-Order Thinking Skill on the Learning Mathematics of 11th Grade in SMA/MA

ERIC Educational Resources Information Center

Syahputra, Edi; Surya, Edy

2017-01-01

This paper is a summary study of team Postgraduate on 11th grade. The objective of this study is to develop a learning model based on problem solving which can construct high-order thinking on the learning mathematics in SMA/MA. The subject of dissemination consists of Students of 11th grade in SMA/MA in 3 kabupaten/kota in North Sumatera, namely:…

Learning How to Think

ERIC Educational Resources Information Center

Deming, John C.; Cracolice, Mark S.

2004-01-01

Teaching strategies are becoming increasingly oriented toward guiding students' knowledge construction through cooperative learning. Enhancing students' cognitive development is a priority; students must "learn how to think." Inquiry instruction provides students with tools to make decisions based upon available evidence and an opportunity to…

How High School Students Construct Decision-Making Strategies for Choosing Colleges

ERIC Educational Resources Information Center

Govan, George V.; Patrick, Sondra; Yen, Cherng-Jyn

2006-01-01

This study examined how high school seniors construct decision-making strategies for choosing a college to attend. To comprehend their decision-making strategies, we chose to examine this process through the theoretical lens of bounded rationality, which brings to light the complexity in constructing a college choice decision-making strategy…

Jealousy, Romantic Love, and Liking.

ERIC Educational Resources Information Center

Mathes, Eugene W.; Severa, Nancy

The studies reported in this paper had two purposes: (1) the construction of a measure of jealousy and (2) the use of this measure to test some of the prevalent beliefs concerning jealousy, thus providing construct validity data for the scale and expanding empirical understanding of jealousy. Using the rational approach to test construction, a…

Deterring and Responding to Asymmetrical Threats

DTIC Science & Technology

2003-05-22

adversary may not be willing to give up. 61 Maslow identified five levels that motivate human behavior: physiology, safety, belongingness, esteem , and self ...discussing regional powers this study assumed that self -preservation and rational thinking would prevent nuclear war. If, however, a radical regime...11th to kill 30,000 people, does any one doubt the terrorists would have not used them? If such actors exist and self -preservation is of a lesser value

What variables can influence clinical reasoning?

PubMed

Ashoorion, Vahid; Liaghatdar, Mohammad Javad; Adibi, Peyman

2012-12-01

Clinical reasoning is one of the most important competencies that a physician should achieve. Many medical schools and licensing bodies try to predict it based on some general measures such as critical thinking, personality, and emotional intelligence. This study aimed at providing a model to design the relationship between the constructs. Sixty-nine medical students participated in this study. A battery test devised that consist four parts: Clinical reasoning measures, personality NEO inventory, Bar-On EQ inventory, and California critical thinking questionnaire. All participants completed the tests. Correlation and multiple regression analysis consumed for data analysis. There is low to moderate correlations between clinical reasoning and other variables. Emotional intelligence is the only variable that contributes clinical reasoning construct (r=0.17-0.34) (R(2) chnage = 0.46, P Value = 0.000). Although, clinical reasoning can be considered as a kind of thinking, no significant correlation detected between it and other constructs. Emotional intelligence (and its subscales) is the only variable that can be used for clinical reasoning prediction.

Transcending as a driver of development.

PubMed

Travis, Frederick

2016-06-01

This paper draws from three different bodies of research to discuss the hypothesis that age-appropriate experiences enhance brain and cognitive development throughout the life span. These age-appropriate experiences could be considered as the drivers of development at each age, including drivers to foster development beyond adult abstract thinking, as described in Piaget's formal operational stage. We explore how a nurturing caregiver is the driver in the first 2 years of life, how language learning is the driver from 3 to 10 years, and how problem solving is the driver in the teenage years. To develop beyond adult rational thinking, we suggest that the driver is transcending thought, which can result when practicing meditations in the automatic self-transcending category, such as Transcendental Meditation. © 2016 New York Academy of Sciences.

Shape Control in Multivariate Barycentric Rational Interpolation

NASA Astrophysics Data System (ADS)

Nguyen, Hoa Thang; Cuyt, Annie; Celis, Oliver Salazar

2010-09-01

The most stable formula for a rational interpolant for use on a finite interval is the barycentric form [1, 2]. A simple choice of the barycentric weights ensures the absence of (unwanted) poles on the real line [3]. In [4] we indicate that a more refined choice of the weights in barycentric rational interpolation can guarantee comonotonicity and coconvexity of the rational interpolant in addition to a polefree region of interest. In this presentation we generalize the above to the multivariate case. We use a product-like form of univariate barycentric rational interpolants and indicate how the location of the poles and the shape of the function can be controlled. This functionality is of importance in the construction of mathematical models that need to express a certain trend, such as in probability distributions, economics, population dynamics, tumor growth models etc.

The relationship between organisational communication and perception.

PubMed

Marynissen, H M F

2011-01-01

Both researchers and managers search for the most appropriate form of organisational communication. The aim of such an organisational communication is to influence the receivers' perception to confirm, adapt or change behaviour according to the sender's intention. This paper argues that to influence the receivers' perception, a specific form of communication that is embedded in a specific organisational culture is required. It also demands prior knowledge of the existing organisational schemata and the current perception concerning the topic that has to be communicated. The rationale is that three obstacles hinder the objectives of traditional communication strategies to influence perception according to the sender's objectives. The first challenge is that a receiver of a certain message never garners one single, clearly pronounced message conveyed by one single person. Yet, few studies are based on multiple messages from various sources. This makes most of the communication strategies in use obsolete. The second strain is the dual mode of thinking that forms organisational members' perceptions: the heuristic and the cogitative (Taleb, 2010). Most organisational communication theories are based on the paradigm in which receivers of information process this information in a rational way, while research in the field of neurobiology (Lehrer, 2009) indicates that rationality is dominated by emotions. The third difficulty is that organisational members constrain to well-established, ingrained schemas (Labianca et al., 2000; Balogun and Johnson, 2004). Based on these existing schemas, the scattered information from multiple sources, and the inability to process that information through cognitive reasoning, organisational members construct perceptions that are not in line with the objectives of the sender's communication. This article reviews different communication theories, points out key concepts in the literature on individual and collective perceptions, and suggests directions to further research.

Immunonutrition in septic patients: a philosophical view of the current situation.

PubMed

Bertolini, Guido; Luciani, Davide; Biolo, Gianni

2007-02-01

Two different ways of thinking pervaded the history of science: rationalism and empiricism. In theory, these two paradigms are not necessarily in conflict. In practice, there has always been tension between them. The coming of evidence-based medicine put empiricism in a privileged position, but empiricism without a rationalistic guide could even be usefulness. The aim of this work is to present the tension between the rational reasons to administer immunonutrients to patients with sepsis and the controversial empirical evidence stemming from clinical trials. We reviewed the literature on immunonutrition in sepsis from the rationalist and the empiricist perspectives. The large body of evidence for positive effects of immunonutrients in experimental models and the contradictory results from clinical trials make the discussion on immunonutrition in sepsis a typical example where the conflict between rationalism and empiricism hampered the advancement of knowledge and the implementation of new effective therapies into clinical practice. Future research projects involving immunonutrients should be based on robust knowledge of basic mechanisms of action to be properly addressed in clinical trials.

[Alternative medicine: really an alternative to academic medicine?].

PubMed

Happle, R

2000-06-01

Numerous courses on alternative medicine are regularly advertised in Deutsches Arzteblatt, the organ of the German Medical Association. The present German legislation likewise supports this form of medicine, and this explains why Iscador, an extract of the mistletoe, is found in the Rote Liste, a directory of commercially available medical drugs, under the heading "cytostatic and antimetastatic drugs" although such beneficial effect is unproven. To give another example, a German health insurance fund was sentenced to pay for acupuncture as a treatment for hepatic failure. This judgement is characteristic of the present German judicial system and represents a victory of "oracling irrationalism" (Popper). The astonishing popularity of alternative medicine can be explained by a revival of romanticism. An intellectually fair opposite position has been delineated by Karl Popper in the form of critical rationalism. It is important to realize, however, that our decision to adhere to rational thinking is made in the innermost depth of our heart but not on the basis of rational arguing. Rather, the decision in favor of reason has a moral dimension.

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.

Choice, social interaction and addiction: the social roots of addictive preferences.

PubMed

Skog, Ole-Jørgen

2005-01-01

It is argued that addicts, as people in general, are forward-looking and that they try to make the best of what they have got. However, this does not imply that they are fully rational. Cognitive defects, instabilities in preferences, and irrationalities in the form of wishful thinking and dynamical inconsistency play an important role in addictive behaviours. These "imperfections" in people's rationality may not have very large consequences in the case of ordinary goods, but their effect can be dramatic in relation to addictive goods. In the first part of the paper, the rational addiction theory and the empirical evidence that have been presented in support of the theory is reviewed. Regarding the conventional tests of the theory by econometric methods, it is argued that the tests are misguided, both theoretically and methodologically. Furthermore, it is claimed that the definition of addiction implicit in the rational addiction theory is unrealistic, and that the theory makes unrealistic assumptions about human nature. Some empirical evidence for these claims is reviewed. It is concluded that although the theory has its virtues, it faces serious problems and must be rejected in its original form. Secondly, the socio-cultural embeddedness of addictive behaviours, and the social roots of individual preferences, are discussed. These issues are more or less ignored in rational addiction theory. It is argued that we cannot expect to obtain a proper understanding of many addictive phenomena, unless they are seen in their proper socio-cultural context.

Children's understanding of fraction and decimal symbols and the notation-specific relation to pre-algebra ability.

PubMed

Hurst, Michelle A; Cordes, Sara

2018-04-01

Fraction and decimal concepts are notoriously difficult for children to learn yet are a major component of elementary and middle school math curriculum and an important prerequisite for higher order mathematics (i.e., algebra). Thus, recently there has been a push to understand how children think about rational number magnitudes in order to understand how to promote rational number understanding. However, prior work investigating these questions has focused almost exclusively on fraction notation, overlooking the open questions of how children integrate rational number magnitudes presented in distinct notations (i.e., fractions, decimals, and whole numbers) and whether understanding of these distinct notations may independently contribute to pre-algebra ability. In the current study, we investigated rational number magnitude and arithmetic performance in both fraction and decimal notation in fourth- to seventh-grade children. We then explored how these measures of rational number ability predicted pre-algebra ability. Results reveal that children do represent the magnitudes of fractions and decimals as falling within a single numerical continuum and that, despite greater experience with fraction notation, children are more accurate when processing decimal notation than when processing fraction notation. Regression analyses revealed that both magnitude and arithmetic performance predicted pre-algebra ability, but magnitude understanding may be particularly unique and depend on notation. The educational implications of differences between children in the current study and previous work with adults are discussed. Copyright © 2017 Elsevier Inc. All rights reserved.

Modernity and Postmodernity Related Issues in Developing Ideas and Tasks of Adult Education in Korean Context.

ERIC Educational Resources Information Center

Kim, Kyung Hi

Korean society is in the midst of a conflict between modern and postmodern condition. The concept of modernity is rooted in the Enlightenment, which valued reason and proposed the rational and progressive construction and transformation of society and reality. As a result of a rational differentiation between culture and society, modern phenomena…

Deployable-erectable trade study for space station truss structures

NASA Technical Reports Server (NTRS)

Mikulas, M. M., Jr.; Wright, A. S., Jr.; Bush, H. G.; Watson, J. J.; Dean, E. B.; Twigg, L. T.; Rhodes, M. D.; Cooper, P. A.; Dorsey, J. T.; Lake, M. S.

1985-01-01

The results of a trade study on truss structures for constructing the space station are presented. Although this study was conducted for the reference gravity gradient space station, the results are generally applicable to other configurations. The four truss approaches for constructing the space station considered in this paper were the 9 foot single fold deployable, the 15 foot erectable, the 10 foot double fold tetrahedral, and the 15 foot PACTRUSS. The primary rational for considering a 9 foot single-fold deployable truss (9 foot is the largest uncollapsed cross-section that will fit in the Shuttle cargo bay) is that of ease of initial on-orbit construction and preintegration of utility lines and subsystems. The primary rational for considering the 15 foot erectable truss is that the truss bay size will accommodate Shuttle size payloads and growth of the initial station in any dimension is a simple extension of the initial construction process. The primary rational for considering the double-fold 10 foot tetrahedral truss is that a relatively large amount of truss structure can be deployed from a single Shuttle flight to provide a large number of nodal attachments which present a pegboard for attaching a wide variety of payloads. The 15 foot double-fold PACTRUSS was developed to incorporate the best features of the erectable truss and the tetrahedral truss.

Developing Critical and Historical Thinking Skills in Middle Grades Social Studies

ERIC Educational Resources Information Center

Waring, Scott M.; Robinson, Kirk S.

2010-01-01

The author describes a social studies unit designed to help students develop critical thinking skills. The lessons give students opportunities to analyze multiple perspectives, use multiple sources when conducting research, and construct historical narratives through the creation of a digital historical biography.

Building artificial life for play.

PubMed

Dorin, Alan

2004-01-01

Playthings are often engineered to replicate the character of real organisms. In the past, inventors lavished great expense on their lifelike automata, their constraints being typically related to the mechanical technology they employed and the amount of time and effort they were able to commit to the enterprise. The devices that are currently produced are usually intended for the mass market. The cost of production therefore is a major concern, even though the technology is more sophisticated and highly automated than in the past. Consequently, toymakers and engineers, as well as artists, of the past and present alike have had to think abstractly about living systems in order to construct their simulacra economically. This essay examines a number of lifelike toys to discover the properties of real organisms that their designers have attempted to recreate. That we, as users of these devices, so readily recognize in them a degree of lifelikeness demonstrates the extent to which intuition may sway our intellectual reasoning about real biology. As a result, an innovative toymaker or artist is able to manipulate us to zoomorphize even the most extreme abstractions--at least momentarily--despite our rational reluctance to accept the trickery.

[The portfolio in health sciences teacher education: a tool for learning and assessment].

PubMed

Roni, Carolina; Eder, María L; Schwartzman, Gisela

2013-01-01

The Portfolio is an assessment tool of learning that recently appears in academic forums, and since 2008 is part of the University Teacher Education Program (Teaching Training) at University Institute of Hospital Italiano. Was included to allow teachers reflect on their own practices and accompany them in their educational work everyday. This paper shares the evaluative experience focused on the educational value of the writing process of the Portfolio, as long as is a reflection and a learning tool, by the relationship that promotes between theory and practice. Writing promotes psychological processes that enable students gain new meanings of the knowledge and take over them. At the same time, it can attend the construction of practical rationality that governs the ways of intervening in the classroom, because they write and reflect from their own teaching work. They have been introduced changes in the proposed during the course of its implementation to preserve its purposes: to accompany the draft review, jointly define index, etc. Students point that it is high impact training and conclude that writing is re-think about what they have learned, and therefore keep learning.

Thinking versus feeling: differentiating between cognitive and affective components of perceived cancer risk.

PubMed

Janssen, Eva; van Osch, Liesbeth; Lechner, Lilian; Candel, Math; de Vries, Hein

2012-01-01

Despite the increased recognition of affect in guiding probability estimates, perceived risk has been mainly operationalised in a cognitive way and the differentiation between rational and intuitive judgements is largely unexplored. This study investigated the validity of a measurement instrument differentiating cognitive and affective probability beliefs and examined whether behavioural decision making is mainly guided by cognition or affect. Data were obtained from four surveys focusing on smoking (N=268), fruit consumption (N=989), sunbed use (N=251) and sun protection (N=858). Correlational analyses showed that affective likelihood was more strongly correlated with worry compared to cognitive likelihood and confirmatory factor analysis provided support for a two-factor model of perceived likelihood instead of a one-factor model (i.e. cognition and affect combined). Furthermore, affective likelihood was significantly associated with the various outcome variables, whereas the association for cognitive likelihood was absent in three studies. The findings provide support for the construct validity of the measures used to assess cognitive and affective likelihood. Since affective likelihood might be a better predictor of health behaviour than the commonly used cognitive operationalisation, both dimensions should be considered in future research.

Problematic internet pornography use: The role of craving, desire thinking, and metacognition.

PubMed

Allen, Andrew; Kannis-Dymand, Lee; Katsikitis, Mary

2017-07-01

Defined as sexually explicit material that elicits erotic thoughts, feelings, and behaviours, internet pornography is a prevalent form of media that may facilitate problematic use and craving for engagement. Research suggests that superordinate cognitions and information processing, such as desire thinking and metacognition, are central to the activation and escalation of craving in addictive behaviours. The current study aimed to contribute to the literature by testing the proposed metacognitive model of desire thinking and craving in a sample of problematic pornography users, while revising the model by incorporating negative affect. From a theoretical perspective, environmental cues trigger positive metacognitions about desire thinking that directly influence desire thinking, resulting in the escalation of craving, negative metacognitions, and negative affect. Participants were recruited via an online survey and screened for problematic internet pornography use. Path analyses were used to investigate relationships among the aforementioned constructs in a final sample of 191 participants. Consistent with previous research, results of this study validated the existence of metacognitive processes in the activation of desire thinking and escalation of craving, while indicating that desire thinking has the potential to influence negative affect. Additionally, results supported the role of significant indirect relationships between constructs within the revised model of metacognition, desire thinking, and psychopathology. Collectively, the findings demonstrate the clinical value of a metacognitive conceptualisation of problematic pornography use. Exploring the metacognitive mechanisms that underpin problematic internet pornography use may give rise to the development of new treatment and relapse prevention strategies. Copyright © 2017 Elsevier Ltd. All rights reserved.

A conceptual framework for developing a critical thinking self-assessment scale.

PubMed

Nair, Girija G; Stamler, Lynnette Leeseberg

2013-03-01

Nurses must be talented critical thinkers to cope with the challenges related to the ever-changing health care system, population trends, and extended role expectations. Several countries now recognize critical thinking skills (CTS) as an expected outcome of nursing education programs. Critical thinking has been defined in multiple ways by philosophers, critical thinking experts, and educators. Nursing experts conceptualize critical thinking as a process involving cognitive and affective domains of reasoning. Nurse educators are often challenged with teaching and measuring CTS because of their latent nature and the lack of a uniform definition of the concept. In this review of the critical thinking literature, we examine various definitions, identify a set of constructs that define critical thinking, and suggest a conceptual framework on which to base a self-assessment scale for measuring CTS. Copyright 2013, SLACK Incorporated.

[Rational choice, prediction, and medical decision. Contribution of severity scores].

PubMed

Bizouarn, P; Fiat, E; Folscheid, D

2001-11-01

The aim of this study was to determine what type of representation the medical doctor adopted concerning the uncertainty about the future in critically ill patients in the context of preoperative evaluation and intensive care medicine and to explore through the representation of the patient health status the different possibilities of choice he was able to make. The role played by the severity classification systems in the process of medical decision-making under probabilistic uncertainty was assessed according to the theories of rational behaviour. In this context, a medical rationality needed to be discovered, going beyond the instrumental status of the objective and/or subjective constructions of rational choice theories and reaching a dimension where means and expected ends could be included.

[Economy in intensive care medicine--a contradiction?].

PubMed

Janssens, U

2015-05-01

Medical progress and demographic changes will lead to increasing budgetary constraints in the health care system in the coming years. With respect to economic, medical, and ethical aspects, intensive care medicine has a particular role within the health system. Nonetheless, financial restriction will be inevitable in the near future. A literature review was performed. In an era of economic decline accompanied by widespread recognition that healthcare costs are on a consistent upward spiral, rationalization and rationing are unavoidable. Priorization models will play a pivotal role in allocation of resources. Individual ethics (respect for autonomy, nonmaleficence, beneficence) as well as justice are essential in daily practice. Economic thinking and acting as well as being ethically responsible are not mutually exclusive. On the contrary, acting in an ethically responsible manner will be of considerable significance given the pressure of increasing costs in intensive care medicine.

Pricing the Future in the Seventeenth Century: Calculating Technologies in Competition.

PubMed

Deringer, William

Time is money. But how much? What is money in the future worth to you today? This question of "present value" arises in myriad economic activities, from valuing financial securities to real estate transactions to governmental cost-benefit analysis-even the economics of climate change. In modern capitalist practice, one calculation offers the only "rational" way to answer: compound-interest discounting. In the early modern period, though, economic actors used at least two alternative calculating technologies for thinking about present value, including a vernacular technique called years purchase and discounting by simple interest. All of these calculations had different strengths and affordances, and none was unquestionably better or more "rational" than the others at the time. The history of technology offers distinct resources for understanding such technological competitions, and thus for understanding the emergence of modern economic temporality.

Constructions with Obstructions Involving Arcs.

ERIC Educational Resources Information Center

Wood, Dick A.

1993-01-01

Presents six construction problems in which key parts of the figure are made inaccessible, that is, a lake or an obstruction is inserted. Encourages creative thinking while improving problem-solving skills. Students are to show the construction, describe the solution, and verify correctness of the solution. (LDR)

Preschool Teachers' Constructions of Early Reading

ERIC Educational Resources Information Center

Walker, Karen E.

2015-01-01

Research concerning preschool teachers' constructions of early reading has potential to influence teachers' curricular decisions and classroom practice. Six preschool teachers in North Texas were interviewed in regard to what they think about early reading and how they develop these understandings or constructions. The systematic, inductive…

Counterfactual thinking in patients with amnesia

PubMed Central

Mullally, Sinéad L; Maguire, Eleanor A

2014-01-01

We often engage in counterfactual (CF) thinking, which involves reflecting on “what might have been.” Creating alternative versions of reality seems to have parallels with recollecting the past and imagining the future in requiring the simulation of internally generated models of complex events. Given that episodic memory and imagining the future are impaired in patients with hippocampal damage and amnesia, we wondered whether successful CF thinking also depends upon the integrity of the hippocampus. Here using two nonepisodic CF thinking tasks, we found that patients with bilateral hippocampal damage and amnesia performed comparably with matched controls. They could deconstruct reality, add in and recombine elements, change relations between temporal sequences of events, enabling them to determine plausible alternatives of complex episodes. A difference between the patients and control participants was evident, however, in the patients' subtle avoidance of CF simulations that required the construction of an internal spatial representation. Overall, our findings suggest that mental simulation in the form of nonepisodic CF thinking does not seem to depend upon the hippocampus unless there is the added requirement for construction of a coherent spatial scene within which to play out scenarios. © 2014 The Authors. Hippocampus Published by Wiley Periodicals, Inc. PMID:24978690

Counterfactual thinking in patients with amnesia.

PubMed

Mullally, Sinéad L; Maguire, Eleanor A

2014-11-01

We often engage in counterfactual (CF) thinking, which involves reflecting on "what might have been." Creating alternative versions of reality seems to have parallels with recollecting the past and imagining the future in requiring the simulation of internally generated models of complex events. Given that episodic memory and imagining the future are impaired in patients with hippocampal damage and amnesia, we wondered whether successful CF thinking also depends upon the integrity of the hippocampus. Here using two nonepisodic CF thinking tasks, we found that patients with bilateral hippocampal damage and amnesia performed comparably with matched controls. They could deconstruct reality, add in and recombine elements, change relations between temporal sequences of events, enabling them to determine plausible alternatives of complex episodes. A difference between the patients and control participants was evident, however, in the patients' subtle avoidance of CF simulations that required the construction of an internal spatial representation. Overall, our findings suggest that mental simulation in the form of nonepisodic CF thinking does not seem to depend upon the hippocampus unless there is the added requirement for construction of a coherent spatial scene within which to play out scenarios. Copyright © 2014 THE AUTHORS. HIPPOCAMPUS PUBLISHED BY WILEY PERIODICALS, INC.

Algebraic Thinking through Koch Snowflake Constructions

ERIC Educational Resources Information Center

Ghosh, Jonaki B.

2016-01-01

Generalizing is a foundational mathematical practice for the algebra classroom. It entails an act of abstraction and forms the core of algebraic thinking. Kinach (2014) describes two kinds of generalization--by analogy and by extension. This article illustrates how exploration of fractals provides ample opportunity for generalizations of both…

Investigating Tree Thinking & Ancestry with Cladograms

ERIC Educational Resources Information Center

Davenport, K. D.; Milks, Kirstin Jane; Van Tassell, Rebecca

2015-01-01

Interpreting cladograms is a key skill for biological literacy. In this lesson, students interpret cladograms based on familial relationships and language relationships to build their understanding of tree thinking and to construct a definition of "common ancestor." These skills can then be applied to a true biological cladogram.

Creativity Development in Adolescence: Insight from Behavior, Brain, and Training Studies

ERIC Educational Resources Information Center

Kleibeuker, Sietske W.; De Dreu, Carsten K. W.; Crone, Eveline A.

2016-01-01

Creativity is a multifaceted construct that recruits different cognitive processes. Here, we summarize studies that show that creativity develops considerably during adolescence with different developmental trajectories for insight, verbal divergent thinking, and visuospatial divergent thinking. Next, these developmental time courses are mapped to…

Perspectives on the Validity of the Thinking Styles Inventories

ERIC Educational Resources Information Center

Berding, Florian; Masemann, Maike; Rebmann, Karin; Paechter, Manuela

2016-01-01

The Thinking Styles Inventories (TSI) are questionnaires for assessing individual preferences in constructing knowledge. This paper identifies several problems concerning their validity, which range from an inadequate use of factor analysis, to missing information on the measurement model, to findings indicating a low discrimination between the…

The effects of an inquiry-based earth science course on the spatial thinking of pre-service elementary teacher education students

NASA Astrophysics Data System (ADS)

Weakley, Kevin Douglas

This study examined the effectiveness of two geography courses at improving student spatial thinking skills. Spatial thinking is an important cognitive skill in the sciences and everyday life. A taxonomy of spatial thinking was constructed by Gersmehl (2008) in geography education which included core modes assessed in this study: comparison, region, transition, analogy, pattern, and association. Two additional modes related to space over time, change and movement, were also assessed. The central research question in this study is: What are the effects of a pre-service teacher education earth science content course (Geography 1900) that is conceptually designed and inquiry-based on the spatial thinking of university students compared to the Geography 1020 course that follows a lecture format with an atlas study component? The six sub-questions to this central question were: (1) What spatial thinking modes are embedded in the Geography 1900 course based on the Gersmehl (2008) classification of modes of spatial thinking? (2) What modes of spatial thinking do pre-service elementary education students exhibit prior to instruction in Geography 1900 and 1020? (3) What changes occur in spatial thinking and spatial skills as a result of enrolling in and completing a conceptually based, inquiry course (Geography 1900) that has embedded clearly identifiable spatial tasks based on Gersmehl's classification? (4) What are the effects of Geography 1900 on the modes of spatial thinking that students apply at the completion of the course? (5) What modes of spatial thinking do students transfer from the classroom to the outdoors as they move about campus? (6) Are there differences in spatial thinking between the Geography 1900 population and the Geography 1020 comparison sample of students that received a different course treatment? The research used a mixed methods approach with both quantitative and qualitative information. Statistically significant changes were observed in the use of spatial constructs and concepts by students in each of the course treatments that were compared. Students were also observed to apply spatial modes outside the classroom that represented the spatial thinking within the new context of the university environment as they observed and described the landscape.

JPRS Report, Soviet Union. USA: Economics, Politics, Ideology, No. 8, August 1987

DTIC Science & Technology

1988-02-03

the willingness to take the risk of thermonuclear war, and on the material level, by build- ing up strength. This kind of intimidation alone is...take certain actions on the grounds that the costs and risks of these actions outweigh the possible gains. But is the existence of rational thinking...will be unavoidably nullified by the constant threat of the unauthorized use of nuclear weapons with the risk of the escalation of an unprovoked

An Agent for the Prospect Presentation Problem

DTIC Science & Technology

2014-05-01

Economics, 12:133–158. [18] Daniel Kahneman . Thinking , fast and slow . Allen Lane, London, 2011. [19] Daniel Kahneman and Amos Tversky. Prospect theory...u(X) = log(X) (2) 2.2 Prospect Theory The Prospect Theory was presented by Kahneman and Tversky in [19] and later refined to the Cumulative Prospect...fully rationally, but rather use their own de- cision weights when deciding whether to reject or accept a gamble. In his book, Kahneman [18] (p.314

How to use Hydra as a model system to teach biology in the classroom.

PubMed

Bossert, Patricia; Galliot, Brigitte

2012-01-01

As scientists it is our duty to fight against obscurantism and loss of rational thinking if we want politicians and citizens to freely make the most intelligent choices for the future generations. With that aim, the scientific education and training of young students is an obvious and urgent necessity. We claim here that Hydra provides a highly versatile but cheap model organism to study biology at any age. Teachers of biology have the unenviable task of motivating young people, who with many other motivations that are quite valid, nevertheless must be guided along a path congruent with a 'syllabus' or a 'curriculum'. The biology of Hydra spans the history of biology as an experimental science from Trembley's first manipulations designed to determine if the green polyp he found was plant or animal to the dissection of the molecular cascades underpinning, regeneration, wound healing, stemness, aging and cancer. It is described here in terms designed to elicit its wider use in classrooms. Simple lessons are outlined in sufficient detail for beginners to enter the world of 'Hydra biology'. Protocols start with the simplest observations to experiments that have been pretested with students in the USA and in Europe. The lessons are practical and can be used to bring 'life', but also rational thinking into the study of life for the teachers of students from elementary school through early university.

Rational solutions to the KPI equation and multi rogue waves

NASA Astrophysics Data System (ADS)

Gaillard, Pierre

2016-04-01

We construct here rational solutions to the Kadomtsev-Petviashvili equation (KPI) as a quotient of two polynomials in x, y and t depending on several real parameters. This method provides an infinite hierarchy of rational solutions written in terms of polynomials of degrees 2 N(N + 1) in x, y and t depending on 2 N - 2 real parameters for each positive integer N. We give explicit expressions of the solutions in the simplest cases N = 1 and N = 2 and we study the patterns of their modulus in the (x , y) plane for different values of time t and parameters.

On counting the rational numbers

NASA Astrophysics Data System (ADS)

Almada, Carlos

2010-12-01

In this study, we show how to construct a function from the set ? of natural numbers that explicitly counts the set ? of all positive rational numbers using a very intuitive approach. The function has the appeal of Cantor's function and it has the advantage that any high school student can understand the main idea at a glance without any prior knowledge of the Unique Prime Factorization Theorem or other nonelementary results. Unlike Cantor's function, the one we propose makes it very easy to determine what rational number, in unreduced form, is in a given position on the list and vice versa.

Students using visual thinking to learn science in a Web-based environment

NASA Astrophysics Data System (ADS)

Plough, Jean Margaret

United States students' science test scores are low, especially in problem solving, and traditional science instruction could be improved. Consequently, visual thinking, constructing science structures, and problem solving in a web-based environment may be valuable strategies for improving science learning. This ethnographic study examined the science learning of fifteen fourth grade students in an after school computer club involving diverse students at an inner city school. The investigation was done from the perspective of the students, and it described the processes of visual thinking, web page construction, and problem solving in a web-based environment. The study utilized informal group interviews, field notes, Visual Learning Logs, and student web pages, and incorporated a Standards-Based Rubric which evaluated students' performance on eight science and technology standards. The Visual Learning Logs were drawings done on the computer to represent science concepts related to the Food Chain. Students used the internet to search for information on a plant or animal of their choice. Next, students used this internet information, with the information from their Visual Learning Logs, to make web pages on their plant or animal. Later, students linked their web pages to form Science Structures. Finally, students linked their Science Structures with the structures of other students, and used these linked structures as models for solving problems. Further, during informal group interviews, students answered questions about visual thinking, problem solving, and science concepts. The results of this study showed clearly that (1) making visual representations helped students understand science knowledge, (2) making links between web pages helped students construct Science Knowledge Structures, and (3) students themselves said that visual thinking helped them learn science. In addition, this study found that when using Visual Learning Logs, the main overall ideas of the science concepts were usually represented accurately. Further, looking for information on the internet may cause new problems in learning. Likewise, being absent, starting late, and/or dropping out all may negatively influence students' proficiency on the standards. Finally, the way Science Structures are constructed and linked may provide insights into the way individual students think and process information.

An Integrative Theory of Psychotherapy: Research and Practice

PubMed Central

Epstein, Seymour; Epstein, Martha L.

2016-01-01

A dual-process personality theory and supporting research are presented. The dual processes comprise an experiential system and a rational system. The experiential system is an adaptive, associative learning system that humans share with other higher-order animals. The rational system is a uniquely human, primarily verbal, reasoning system. It is assumed that when humans developed language they did not abandon their previous ways of adapting, they simply added language to their experiential system. The two systems are assumed to operate in parallel and are bi-directionally interactive. The validity of these assumptions is supported by extensive research. Of particular relevance for psychotherapy, the experiential system, which is compatible with evolutionary theory, replaces the Freudian maladaptive unconscious system that is indefensible from an evolutionary perspective, as sub-human animals would then have only a single system that is maladaptive. The aim of psychotherapy is to produce constructive changes in the experiential system. Changes in the rational system are useful only to the extent that they contribute to constructive changes in the experiential system. PMID:27672302

An Integrative Theory of Psychotherapy: Research and Practice.

PubMed

Epstein, Seymour; Epstein, Martha L

2016-06-01

A dual-process personality theory and supporting research are presented. The dual processes comprise an experiential system and a rational system. The experiential system is an adaptive, associative learning system that humans share with other higher-order animals. The rational system is a uniquely human, primarily verbal, reasoning system. It is assumed that when humans developed language they did not abandon their previous ways of adapting, they simply added language to their experiential system. The two systems are assumed to operate in parallel and are bi-directionally interactive. The validity of these assumptions is supported by extensive research. Of particular relevance for psychotherapy, the experiential system, which is compatible with evolutionary theory, replaces the Freudian maladaptive unconscious system that is indefensible from an evolutionary perspective, as sub-human animals would then have only a single system that is maladaptive. The aim of psychotherapy is to produce constructive changes in the experiential system. Changes in the rational system are useful only to the extent that they contribute to constructive changes in the experiential system.

Toward an Understanding of Higher-Order Thinking among Minority Students.

ERIC Educational Resources Information Center

Armour-Thomas, Eleanor; And Others

1992-01-01

Used principal-factors extraction with varimax rotation analysis to clarify nature and function of higher-order thinking among minority high school students (n=107) from economically disadvantaged backgrounds. Results allowed for specification of mental processes associated with the construct and the extent to which students reported awareness and…

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…

On the Social Construction of an Experienced Teacher.

ERIC Educational Resources Information Center

Moallem, Mahnaz; And Others

This study was designed to explore an experienced teacher's thinking and teaching within the social and cultural environment of the classroom. It investigated the thinking, planning, subsequent action and reflection processes and relationships in a real situation of learning. A naturalistic approach was used to investigate the socio-cultural…

Validating the Watson Glaser Critical Thinking Appraisal

ERIC Educational Resources Information Center

Hassan, Karma El; Madhum, Ghida

2007-01-01

This study validated the Watson Glaser Critical Thinking Appraisal (WGCTA) on a sample of 273 private university students in Lebanon. For that purpose, evidence for construct validation was investigated through identifying the test's factor structure and subscale total correlations, in addition to differences in scores by gender, different levels,…

Developing Critical Thinking through Science. Book Two.

ERIC Educational Resources Information Center

Eggen, Paul; Main, June

This book is based on the premise that students apply thinking skills to learning science concepts by doing through firsthand experiences in an interactive, open atmosphere; constructing by building knowledge through guided inquiry; and connecting by relating learning to the world around them. The contents of this book have been designed to…

Using "The Wall Street Journal" To Stimulate Critical Thinking.

ERIC Educational Resources Information Center

Roever, Carol

1998-01-01

Describes an assignment in a business-communication class in which student teams construct portfolios with articles from "The Wall Street Journal," explaining and clearly expressing how these articles relate to class concepts. Argues that the assignment encourages critical-thinking skills, focuses on writing skills, and develops an…

Thinking about the Future Early in Life: The Role of Relational Memory

ERIC Educational Resources Information Center

Richmond, Jenny L.; Pan, Rose

2013-01-01

The constructive episodic simulation hypothesis suggests that we imagine possible future events by flexibly recombining details of past experiences to produce novel scenarios. Here we tested this hypothesis by determining whether episodic future thinking is related to relational memory ability during the preschool years. Children (3- to…

Systems thinking, complexity and managerial decision-making: an analytical review.

PubMed

Cramp, D G; Carson, E R

2009-05-01

One feature that characterizes the organization and delivery of health care is its inherent complexity. All too often, with so much information and so many activities involved, it is difficult for decision-makers to determine in an objective fashion an appropriate course of action. It would appear that a holistic rather than a reductionist approach would be advantageous. The aim of this paper is to review how formal systems thinking can aid decision-making in complex situations. Consideration is given as to how the use of a number of systems modelling methodologies can help in gaining an understanding of a complex decision situation. This in turn can enhance the possibility of a decision being made in a more rational, explicit and transparent fashion. The arguments and approaches are illustrated using examples taken from the public health arena.

Thinking for Speaking and Cross-Linguistic Transfer in Preschool Bilingual Children

ERIC Educational Resources Information Center

Nicoladis, Elena; Rose, Alyssa; Foursha-Stevenson, Cassandra

2010-01-01

Bilingual children sometimes produce constructions influenced by their other language (cross-linguistic transfer). Transfer can often be predicted by the existence of overlapping and ambiguous constructions in both languages. In this paper, we investigate whether cross-linguistic transfer occurs when overlapping constructions exist, but there are…

What variables can influence clinical reasoning?

PubMed Central

Ashoorion, Vahid; Liaghatdar, Mohammad Javad; Adibi, Peyman

2012-01-01

Background: Clinical reasoning is one of the most important competencies that a physician should achieve. Many medical schools and licensing bodies try to predict it based on some general measures such as critical thinking, personality, and emotional intelligence. This study aimed at providing a model to design the relationship between the constructs. Materials and Methods: Sixty-nine medical students participated in this study. A battery test devised that consist four parts: Clinical reasoning measures, personality NEO inventory, Bar-On EQ inventory, and California critical thinking questionnaire. All participants completed the tests. Correlation and multiple regression analysis consumed for data analysis. Results: There is low to moderate correlations between clinical reasoning and other variables. Emotional intelligence is the only variable that contributes clinical reasoning construct (r=0.17-0.34) (R2 chnage = 0.46, P Value = 0.000). Conclusion: Although, clinical reasoning can be considered as a kind of thinking, no significant correlation detected between it and other constructs. Emotional intelligence (and its subscales) is the only variable that can be used for clinical reasoning prediction. PMID:23853636

Rational construction of gel-based supramolecular logic gates by using a functional gelator with multiple-stimuli responsive properties.

PubMed

Fan, Kaiqi; Yang, Jun; Wang, Xiaobo; Song, Jian

2014-11-07

A gelator containing a sorbitol moiety and a naphthalene-based salicylideneaniline group exhibits macroscopic gel-sol behavior in response to four complementary input stimuli: temperature, UV light, OH(-), and Cu(2+). On the basis of its multiple-stimuli responsive properties, we constructed a rational gel-based supramolecular logic gate that performed OR and INH types of reversible stimulus responsive gel-sol transition in the presence of various combinations of the four stimuli when the gel state was defined as an output. Moreover, a combination two-output logic gate was obtained, owing to the existence of the naked eye as an additional output. Hence, gelator 1 could construct not only a basic logic gate, but also a two-input-two-output logic gate because of its response to multiple chemical stimuli and multiple output signals, in which one input could erase the effect of another input.

A theoretical perspective on road safety communication campaigns.

PubMed

Elvik, Rune

2016-12-01

This paper proposes a theoretical perspective on road safety communication campaigns, which may help in identifying the conditions under which such campaigns can be effective. The paper proposes that, from a theoretical point of view, it is reasonable to assume that road user behaviour is, by and large, subjectively rational. This means that road users are assumed to behave the way they think is best. If this assumption is accepted, the best theoretical prediction is that road safety campaigns consisting of persuasive messages only will have no effect on road user behaviour and accordingly no effect on accidents. This theoretical prediction is not supported by meta-analyses of studies that have evaluated the effects of road safety communication campaigns. These analyses conclude that, on the average, such campaigns are associated with an accident reduction. The paper discusses whether this finding can be explained theoretically. The discussion relies on the distinction made by many modern theorists between bounded and perfect rationality. Road user behaviour is characterised by bounded rationality. Hence, if road users can gain insight into the bounds of their rationality, so that they see advantages to themselves of changing behaviour, they are likely to do so. It is, however, largely unknown whether such a mechanism explains why some road safety communication campaigns have been found to be more effective than others. Copyright © 2015 Elsevier Ltd. All rights reserved.

[Establishment of knowledge, attitudes and opinions of general population about rational use of medicines].

PubMed

Puig Soler, Rita; Perramon Colet, Meritxell; Yahni, Corinne Zara; Garcia Puig, Anna M

2015-01-01

Identify the level of knowledge, opinions and attitudes of medicines in general population. Descriptive transversal study realised in a sample of≥18 years old public health users from primary health centres in the city of Barcelona. Sample has been chosen using a two phases sampling, stratified by district, gender and age. Questionnaire administered face-to-face. SPSSv15 used for the analysis. December 2011. 484 surveys has been done (IC 95%, α=5%). 53% were women and 21,3% had university studies. Medicine use: 81% had taken medicines in the last 3 months; average of 2,34. 80% of medicated people know what they take and its indication. 55,6% don't know active ingredient concept. Only 35% recognise the active ingredient showed in the box of the medicine (3 cases shown) and 44,5% not one. 22,7% know the meaning of security concepts contraindication, adverse effect and drug interaction. 20% ignore. This fact grows with age and reduces with high study levels. Global rational use of medicines indicator obtains 5,03 from 10: 3,42 opinion and 6,51 attitude. 70% of people think there is no rational use of medicines in general and 21,3% would promote raising awareness. Low level of knowledge and poor attitude and opinion in rational use of medicines have been shown in this study. It is necessary involve citizens and improve their basic knowledge to promote rational use of medicines. Copyright © 2013 Elsevier España, S.L.U. All rights reserved.

Appraisal of and response to social conditions in the great gulf wilderness: relationships among perceived crowding, rationalization, product shift, satisfaction, and future behavioral intentions

Treesearch

Rudy M. Schuster; David Cole; Troy Hall; Jennifer Baker; Rebecca Oreskes

2007-01-01

Purposes were to describe on-site social carrying capacity from the users' perspectives, provide management applications, and refi ne constructs of product shift and rationalization used by visitors as coping responses to crowding. Data were gathered using on-site exit surveys of hikers in the Great Gulf Wilderness and analyzed with descriptive statistics,...

The Rationality/Emotional Defensiveness Scale--I. Internal structure and stability.

PubMed

Swan, G E; Carmelli, D; Dame, A; Rosenman, R H; Spielberger, C D

1991-01-01

In a 10-year prospective study, Grossarth-Maticek and colleagues reported that the tendency to repress and/or deny emotions was strongly predictive of cancer mortality. The method used to assess repression/denial was modified recently by Spielberger to form the Rationality/Emotional Defensiveness (R/ED) Scale. The present study investigates the psychometric properties of the R/ED Scale in 1236 male (mean age = 71.8 yr) and 863 female (mean age = 68.5 yr) participants in a 27-year follow-up of the Western Collaborative Group Study. Analyses revealed high interitem consistency (Cronbach's alpha = 0.77 and 0.78 for men and women, respectively) and two independent and stable factors that we labeled 'Anti-emotionality' (27% of total variance) and 'Rationality' (21% of total variance). Excluding cancer subjects, significant gender differences were observed for individual items, total R/ED score, and the two subscales. Comparisons of the 159 male cancer patients and the 175 female cancer patients with the corresponding noncancer subjects suggest possible gender x cancer status and age x cancer status interactions. These results challenge Grossarth-Maticek's assertion that rationality/anti-emotionality is a unidimensional construct and indicate the need to take into account the effect of age and gender on the presence of these psychological constructs.

A System-Science Approach towards Model Construction for Curriculum Development.

ERIC Educational Resources Information Center

Chang, Ren-Jung; Yang, Hui-Chin

A new morphological model based on modern system science and engineering is constructed and proposed for curriculum research and development. A curriculum system is recognized as an engineering system that constitutes three components: clients, resources, and knowledge. Unlike the objective models that are purely rational and neatly sequential in…

Comprehension of Architectural Construction through Multimedia Active Learning

ERIC Educational Resources Information Center

Mas, Ángeles; Blasco, Vicente; Lerma, Carlos; Angulo, Quiteria

2013-01-01

This study presents an investigation about the use of multimedia procedures applied to architectural construction teaching. We have applied current technological resources, aiming to rationalize and optimize the active learning process. The experience presented to students is very simple and yet very effective. It has consisted in a simulation of…

A Co-Construction Perspective on Organizational Change and Educational Reform

ERIC Educational Resources Information Center

Mehan, Hugh; Hubbard, Lea; Datnow, Amanda

2010-01-01

In their earlier work, the authors explained how the co-construction perspective has been heuristic in the study of organizational change and educational reform, often providing more nuanced analyses and findings than "technical-rational" models that dominated the field previously (Datnow, Hubbard, & Mehan, 2002). In framing organizational change…

Thinking About Opponent Behavior in Crisis and Conflict: A Generic Model for Analysis and Group Discussion

DTIC Science & Technology

1991-01-01

games. A leader with limited rationality will make decisions that bear a -vi- reasonable relationship to his objectives and values, but they may be...possible reasoning of opponents before or during crisis and conflict. The methodology is intended for use in analysis and defense planning, especially...overconfidence in prediction, failure to hedge, and failure actively to find ways to determine and affect the opponent’s reasoning before it is too late

A 21st Century Navy Vision: Motivating Sailors to Achieve Maximum Warfighting Readiness

DTIC Science & Technology

2001-06-01

answers, continues to focus on external matters. Observers suggest that perhaps it is time for the Navy to take a hard look inward, and develop an...a reality emerges that it is hard to think strategically when fighting daily people wars in the trenches. 40000 45000 50000 55000 60000 Beginning of...be unfairly under fire or to tell the unpopular truth about declining readiness, well, better to live and fight another day, they rationalize. Time

Ethics and aims in psychotherapy: a contribution from Kant.

PubMed

Callender, J S

1998-08-01

Psychotherapy is an activity which takes many forms and which has many aims. The present paper argues that it can be viewed as a form of moral suasion. Kant's concepts of free will and ethics are described and these are then applied to the processes and outcome of psychotherapy. It is argued that his ideas, by linking rationality, free will and ethics into a single philosophical system, offer a valuable theoretical framework for thinking about aims and ethical issues in psychotherapy.

Ethics and aims in psychotherapy: a contribution from Kant.

PubMed Central

Callender, J S

1998-01-01

Psychotherapy is an activity which takes many forms and which has many aims. The present paper argues that it can be viewed as a form of moral suasion. Kant's concepts of free will and ethics are described and these are then applied to the processes and outcome of psychotherapy. It is argued that his ideas, by linking rationality, free will and ethics into a single philosophical system, offer a valuable theoretical framework for thinking about aims and ethical issues in psychotherapy. PMID:9752632

Counterfactual Thinking and Ethical Decision Making: A New Approach to an Old Problem for Marketing Education

ERIC Educational Resources Information Center

Celuch, Kevin; Saxby, Carl

2013-01-01

The present study extends understanding of the self-regulatory aspects of ethical decision making by integrating and exploring relationships among counterfactual thinking, attribution, anticipatory emotions, and ethical decision-making constructs and processes. Specifically, we examine the effects of a manipulation designed to stimulate a…

"Assessment Drives Learning": Do Assessments Promote High-Level Cognitive Processing?

ERIC Educational Resources Information Center

Bezuidenhout, M. J.; Alt, H.

2011-01-01

Students tend to learn in the way they know, or think, they will be assessed. Therefore, to ensure deep, meaningful learning, assessments must be geared to promote cognitive processing that requires complex, contextualised thinking to construct meaning and create knowledge. Bloom's taxonomy of cognitive levels is used worldwide to assist in…

Using Game-Based Learning to Foster Critical Thinking in Student Discourse

ERIC Educational Resources Information Center

Cicchino, Marc I.

2015-01-01

Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of…

Creative Construction of Mathematics and Science Concepts in Early Childhood.

ERIC Educational Resources Information Center

Gallenstein, Nancy L.

Noting that effective teaching models that emphasize critical thinking in mathematics and science are used less often in early childhood classrooms than in those for older students, this book provides early childhood educators with an explanation of teaching models that promote 3- to 8-year-olds critical thinking, problem solving, decision making,…

Constructivism and Education: Education as an Interpretative Transformational Process

ERIC Educational Resources Information Center

Sutinen, Ari

2008-01-01

This paper provides an analysis of the ideas of John Dewey and George Herbert Mead with regards the relationship between experience, meaning, language and thinking. It discusses how experience, meaning, language and thinking are based on the creative and constructive actions of individuals. Unlike what is the case in so-called radical…

Teaching Critical Thinking in World Regional Geography through Stakeholder Debate

ERIC Educational Resources Information Center

Sziarto, Kristin M.; McCarthy, Linda; Padilla, Nicholas L.

2014-01-01

Using a stakeholder debate based on a real-world case of regional construction--that of Turkey's application to join the European Union--improved students' critical thinking in an introductory world regional geography course. Such courses are a staple offering among US geography departments, and often the only exposure of non-majors to geographic…

If Constructively Creative Divergent Thinking Equals Entrepreneur...How Can We Help Create More of Them?

ERIC Educational Resources Information Center

Lipper, Arthur, III

1987-01-01

The early training of children in divergent thinking skills can help foster entrepreneurship. Such training would include activities to develop natural creativity, activities allowing children to win, activities which accept different solutions, teachers who recognize and encourage creative children, and an understanding of basic business…

Programming Video Games and Simulations in Science Education: Exploring Computational Thinking through Code Analysis

ERIC Educational Resources Information Center

Garneli, Varvara; Chorianopoulos, Konstantinos

2018-01-01

Various aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students' code. For this purpose, we performed a teaching intervention that took place over five…

Scientific Inquiry Based Professional Development Models in Teacher Education

ERIC Educational Resources Information Center

Corlu, Mehmet Ali; Corlu, M. Sencer

2012-01-01

Scientific inquiry helps students develop critical thinking abilities and enables students to think and construct knowledge like a scientist. The study describes a method course implementation at a major public teachers college in Turkey. The main goal of the course was to improve research and teaching abilities of prospective physics teachers…

Pathways of Knowing: Integrating Citizen Science and Critical Thinking in the Adult ELL Classroom

ERIC Educational Resources Information Center

Basham, Melody

2012-01-01

This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon…

Critical Thinking about Literature through Computer Networking.

ERIC Educational Resources Information Center

Long, Thomas L.; Pedersen, Christine

A computer-oriented, classroom-based research project was conducted at Thomas Nelson Community College in Hampton, Virginia, to explore the ways in which students in a composition and literature class might use a local area network (LAN) as a catalyst to critical thinking, to construct a decentralized classroom, and to use various forms of…

Creative and Critical Thinking Skills in Problem-Based Learning Environments

ERIC Educational Resources Information Center

Birgili, Bengi

2015-01-01

Creative and critical thinking skills are the abilities, which can sometimes be used interchangeably in definition. In fact, they have different constructs because they differentiate in outcome of human behaviours. Also one of today's requirements is that individuals should approach everyday problems by using both competences. So, one of the…

Intelligence and Creativity in Problem Solving: The Importance of Test Features in Cognition Research

PubMed Central

Jaarsveld, Saskia; Lachmann, Thomas

2017-01-01

This paper discusses the importance of three features of psychometric tests for cognition research: construct definition, problem space, and knowledge domain. Definition of constructs, e.g., intelligence or creativity, forms the theoretical basis for test construction. Problem space, being well or ill-defined, is determined by the cognitive abilities considered to belong to the constructs, e.g., convergent thinking to intelligence, divergent thinking to creativity. Knowledge domain and the possibilities it offers cognition are reflected in test results. We argue that (a) comparing results of tests with different problem spaces is more informative when cognition operates in both tests on an identical knowledge domain, and (b) intertwining of abilities related to both constructs can only be expected in tests developed to instigate such a process. Test features should guarantee that abilities can contribute to self-generated and goal-directed processes bringing forth solutions that are both new and applicable. We propose and discuss a test example that was developed to address these issues. PMID:28220098

Opportunity integrated assessment facilitating critical thinking and science process skills measurement on acid base matter

NASA Astrophysics Data System (ADS)

Sari, Anggi Ristiyana Puspita; Suyanta, LFX, Endang Widjajanti; Rohaeti, Eli

2017-05-01

Recognizing the importance of the development of critical thinking and science process skills, the instrument should give attention to the characteristics of chemistry. Therefore, constructing an accurate instrument for measuring those skills is important. However, the integrated instrument assessment is limited in number. The purpose of this study is to validate an integrated assessment instrument for measuring students' critical thinking and science process skills on acid base matter. The development model of the test instrument adapted McIntire model. The sample consisted of 392 second grade high school students in the academic year of 2015/2016 in Yogyakarta. Exploratory Factor Analysis (EFA) was conducted to explore construct validity, whereas content validity was substantiated by Aiken's formula. The result shows that the KMO test is 0.714 which indicates sufficient items for each factor and the Bartlett test is significant (a significance value of less than 0.05). Furthermore, content validity coefficient which is based on 8 experts is obtained at 0.85. The findings support the integrated assessment instrument to measure critical thinking and science process skills on acid base matter.

Modes of rationality in nursing documentation: biology, biography and the 'voice of nursing'.

PubMed

Hyde, Abbey; Treacy, Margaret P; Scott, P Anne; Butler, Michelle; Drennan, Jonathan; Irving, Kate; Byrne, Anne; MacNeela, Padraig; Hanrahan, Marian

2005-06-01

This article is based on a discourse analysis of the complete nursing records of 45 patients, and concerns the modes of rationality that mediated text-based accounts relating to patient care that nurses recorded. The analysis draws on the work of the critical theorist, Jurgen Habermas, who conceptualised rationality in the context of modernity according to two types: purposive rationality based on an instrumental logic, and value rationality based on ethical considerations and moral reasoning. Our analysis revealed that purposive rationality dominated the content of nursing documentation, as evidenced by a particularly bio-centric and modernist construction of the workings of the body within the texts. There was little reference in the documentation to central themes of contemporary nursing discourses, such as notions of partnership, autonomy, and self-determination, which are associated with value rationality. Drawing on Habermas, we argue that this nursing documentation depicted the colonisation of the sociocultural lifeworld by the bio-technocratic system. Where nurses recorded disagreements that patients had with medical regimes, the central struggle inherent in the project of modernity became transparent--the tension between the rational and instrumental control of people through scientific regulation and the autonomy of the subject. The article concludes by problematising communicative action within the context of nursing practice.

Neural evidence that three dimensions organize mental state representation: Rationality, social impact, and valence

PubMed Central

Tamir, Diana I.; Thornton, Mark A.; Contreras, Juan Manuel; Mitchell, Jason P.

2016-01-01

How do people understand the minds of others? Existing psychological theories have suggested a number of dimensions that perceivers could use to make sense of others’ internal mental states. However, it remains unclear which of these dimensions, if any, the brain spontaneously uses when we think about others. The present study used multivoxel pattern analysis (MVPA) of neuroimaging data to identify the primary organizing principles of social cognition. We derived four unique dimensions of mental state representation from existing psychological theories and used functional magnetic resonance imaging to test whether these dimensions organize the neural encoding of others’ mental states. MVPA revealed that three such dimensions could predict neural patterns within the medial prefrontal and parietal cortices, temporoparietal junction, and anterior temporal lobes during social thought: rationality, social impact, and valence. These results suggest that these dimensions serve as organizing principles for our understanding of other people. PMID:26621704

Counterfactual and Factual Reflection: The Influence of Past Misdeeds on Future Immoral Behavior.

PubMed

Gaspar, Joseph P; Seabright, Mark A; Reynolds, Scott J; Yam, Kai Chi

2015-01-01

Though the decision to behave immorally is situated within the context of prior immoral behavior, research has provided contradictory insights into this process. In a series of experiments, we demonstrate that the effects of prior immoral behavior depend on how individuals think about, or reflect on, their immoral behavior. In Experiment 1, participants who reflected counterfactually on their prior moral lapses morally disengaged (i.e., rationalized) less than participants who reflected factually. In Experiment 2, participants who reflected counterfactually on their prior moral lapses experienced more guilt than those who reflected factually. Finally, in Experiments 3 and 4, participants who reflected counterfactually lied less on unrelated tasks with real monetary stakes than those who reflected factually. Our studies provide important insights into moral rationalization and moral compensation processes and demonstrate the profound influence of reflection in everyday moral life.

Higher incentives can impair performance: neural evidence on reinforcement and rationality.

PubMed

Achtziger, Anja; Alós-Ferrer, Carlos; Hügelschäfer, Sabine; Steinhauser, Marco

2015-11-01

Standard economic thinking postulates that increased monetary incentives should increase performance. Human decision makers, however, frequently focus on past performance, a form of reinforcement learning occasionally at odds with rational decision making. We used an incentivized belief-updating task from economics to investigate this conflict through measurements of neural correlates of reward processing. We found that higher incentives fail to improve performance when immediate feedback on decision outcomes is provided. Subsequent analysis of the feedback-related negativity, an early event-related potential following feedback, revealed the mechanism behind this paradoxical effect. As incentives increase, the win/lose feedback becomes more prominent, leading to an increased reliance on reinforcement and more errors. This mechanism is relevant for economic decision making and the debate on performance-based payment. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Thinking through cancer risk: characterizing smokers' process of risk determination.

PubMed

Hay, Jennifer; Shuk, Elyse; Cruz, Gustavo; Ostroff, Jamie

2005-10-01

The perception of cancer risk motivates cancer risk reduction behaviors. However, common measurement strategies for cancer risk perceptions, which involve numerical likelihood estimates, do not adequately capture individuals' thoughts and feelings about cancer risk. To guide the development of novel measurement strategies, the authors used semistructured interviews to examine the thought processes used by smokers (N = 15) as they considered their cancer risk. They used grounded theory to guide systematic data coding and develop a heuristic model describing smokers' risk perception process that includes a cognitive, primarily rational process whereby salient personal risk factors for cancer are considered and combined, and an affective/attitudinal process, which shifts risk perceptions either up or down. The model provides a tentative explanation concerning how people hold cancer risk perceptions that diverge from rational assessment of their risks and will be useful in guiding the development of non-numerical measurements strategies for cancer risk perceptions.

A social information processing approach to job attitudes and task design.

PubMed

Salancik, G R; Pfeffer, J

1978-06-01

This article outlines a social information processing approach to explain job attitudes. In comparison with need-satisfaction and expectancy models to job attitudes and motivation, the social information processing perspective emphasizes the effects of context and the consequences of past choices, rather than individual predispositions and rational decision-making processes. When an individual develops statements about attitude or needs, he or she uses social information--information about past behavior and about what others think. The process of attributing attitudes or needs from behavior is itself affected by commitment processes, by the saliency and relevance of information, and by the need to develop socially acceptable and legitimate rationalizations for actions. Both attitudes and need statements, as well as characterizations of jobs, are affected by informational social influence. The implications of the social information processing perspective for organization development efforts and programs of job redesign are discussed.

Nonplanar on-shell diagrams and leading singularities of scattering amplitudes

NASA Astrophysics Data System (ADS)

Chen, Baoyi; Chen, Gang; Cheung, Yeuk-Kwan E.; Li, Yunxuan; Xie, Ruofei; Xin, Yuan

2017-02-01

Bipartite on-shell diagrams are the latest tool in constructing scattering amplitudes. In this paper we prove that a Britto-Cachazo-Feng-Witten (BCFW) decomposable on-shell diagram process a rational top form if and only if the algebraic ideal comprised the geometrical constraints are shifted linearly during successive BCFW integrations. With a proper geometric interpretation of the constraints in the Grassmannian manifold, the rational top form integration contours can thus be obtained, and understood, in a straightforward way. All rational top form integrands of arbitrary higher loops leading singularities can therefore be derived recursively, as long as the corresponding on-shell diagram is BCFW decomposable.

Rational design of the column of a heavy multipurpose machining center

NASA Astrophysics Data System (ADS)

Atapin, V. V.; Kurlaev, N. V.

2016-04-01

The main purpose in the design of supporting constructions of heavy multipurpose machining center is the reduction of mass at the given precision and productivity of machining. Accomplish these ends the technology of rational design of supporting constructions is offered. This technology is based on the decomposition method and the finite elements method in the combination with optimization methods. The technology has four stages: 1) calculation of external forces and loads, 2) as a result the boundary conditions (force, kinematics) for individual supporting constructions are formed, 3) a problem about final optimal distribution of a material by the individual supporting constructions with the real cross-section is solved; 4) dynamic analysis. By the example of design of the column of a heavy multipurpose machining center the main stages of rational design of the individual supporting constructions are shown. At a design stage of the carrying system consisting of load-bearing structures with simplified geometry, optimum overall dimensions of the column are identified. For the admitted system of preferences, it is necessary to accept the fact that the carrying system with the column with the sizes of cross section of 1.8 m (along x axis) and 2.6 m (along y axis) is the best. The analysis of the work of the column under the torsion condition with the use of method of mechanics shows that the column with square cross sections = 2.46·2.46 m which rigidity on torsion is 26 % higher in comparison with a production version is the best. The results of calculation show that a production-release design of the column with longitudinal and transverse edges of rigidity is 24 % heavier than the column with the edges located on a diagonally at equal rigidity.

Teachers' Use of Computational Tools to Construct and Explore Dynamic Mathematical Models

ERIC Educational Resources Information Center

Santos-Trigo, Manuel; Reyes-Rodriguez, Aaron

2011-01-01

To what extent does the use of computational tools offer teachers the possibility of constructing dynamic models to identify and explore diverse mathematical relations? What ways of reasoning or thinking about the problems emerge during the model construction process that involves the use of the tools? These research questions guided the…

Plans, Habits, and Theory of Mind

PubMed Central

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. PMID:27584041

[Nursing as a situative activity. A realistic concept for the assurance of quality and efficiency in geriatric care].

PubMed

Böhle, F; Brater, M; Maurus, A

1997-02-01

In institutional care for the elderly effective and efficient professional action is needed as well as in acute care settings. That means rational-systematic acting. This includes the establishment of goals, systematic planning and realization of these plans, deductive-logical thinking, objective perception and gaining an unbiased objective relationship towards the work to be done. However, an explorative investigation of the ways, how successful and experienced nurses do their job-being viewed by their colleagues as qualitatively effective and efficient concerning their time budget-provides the following results. In direct care procedures which go beyond rational-systematic action prove to be more economic and successful. This type of action is characterized by interactive procedures of dialogical nature, the patterns of rationality tend to be associative, the perception of the elderly to be taken care of can be considered as intuitive-subjective and the relationship towards them as personal-empathic. Those patterns of professional action we refer to as "subjectifying" or "situative" patterns of action. They can also be found in the process of an artist's work. The consequences of this change of paradigma concerning training and cost-effective nursing are discussed in this paper.

A Kantian argument for a duty to donate one's own organs. A reply to Nicole Gerrand.

PubMed

Merle, J C

2000-01-01

Nicole Gerrand is right to criticize Munzer for not connecting a person's dignity to the "capacity to exhibit humanity by acting rationally." However, connecting these does not mean that they are one and the same concept. Gerrand fails to make two distinctions that are decisive in the context of Kant's ethics. First, she does not distinguish between vital organs, integral organs and mere "accumulations", each of which requires a specific moral argument. Second, she does not distinguish between human rational nature in itself, or the capacity to have free will, and the possibility of action rationally, or freedom of choice. Having drawn these distinctions, I argue that Kant's own principles fully allow certain kinds of organ transplants such as blood, skin and marrow transplants from living bodies as well as the transplantation of both vital organs and essential organs from fresh corpses. In fact, Kant's own moral principles should make of these an enforceable duty of right. Unlike Gerrand, then, I think that the question of whether or not donors should be paid--and the patient should pay--is a key issue even in a Kantian context.

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

Energy level diagrams for black hole orbits

NASA Astrophysics Data System (ADS)

Levin, Janna

2009-12-01

A spinning black hole with a much smaller black hole companion forms a fundamental gravitational system, like a colossal classical analog to an atom. In an appealing if imperfect analogy with atomic physics, this gravitational atom can be understood through a discrete spectrum of periodic orbits. Exploiting a correspondence between the set of periodic orbits and the set of rational numbers, we are able to construct periodic tables of orbits and energy level diagrams of the accessible states around black holes. We also present a closed-form expression for the rational q, thereby quantifying zoom-whirl behavior in terms of spin, energy and angular momentum. The black hole atom is not just a theoretical construct, but corresponds to extant astrophysical systems detectable by future gravitational wave observatories.

Evaluation of optional fee structures for solid waste management in China.

PubMed

Wu, Yun-Ga; Chu, Zhu-Jie; Zhuang, Jun

2018-06-01

A municipal solid waste fee has become an important means for the implementation of the waste management rendered by the government all around the world. Based on the ecological environmental compensation theory, this article constructs an analytical framework of waste charging from the perspective of public policy evaluation, to carry on the comprehensive comparison and analysis to the operability, feasibility, validity, rationality, and universality of the two modes of waste charging: Ration charge and unit-pricing modes. The results indicate that in the cities with large amounts of waste production, long time of waste charging, and high disposal rate, pilot projects should be carried out; and the government needs to improve the construction of associated laws and regulations.

A new construction of rational electromagnetic knots

NASA Astrophysics Data System (ADS)

Lechtenfeld, Olaf; Zhilin, Gleb

2018-06-01

We set up a correspondence between solutions of the Yang-Mills equations on R ×S3 and in Minkowski spacetime via de Sitter space. Some known Abelian and non-Abelian exact solutions are rederived. For the Maxwell case we present a straightforward algorithm to generate an infinite number of explicit solutions, with fields and potentials in Minkowski coordinates given by rational functions of increasing complexity. We illustrate our method with a nontrivial example.

Commentary: Teaching creativity and innovative thinking in medicine and the health sciences.

PubMed

Ness, Roberta B

2011-10-01

The National Academies of Science recently criticized the state of scientific innovation and competitiveness in the United States. Evaluations of already-established creativity training programs--examining a broad array of students, from school age to adult and with a wide range of abilities--have shown that such courses improve thinking skills, attitudes, and performance. Although academic medicine provides informal training in creativity and innovation, it has yet to incorporate formal instruction on these topics into medical education. A number of existing, thoughtfully constructed and evaluated creativity programs in other fields provide a pedagogical basis for developing creativity training programs for the health sciences. The content of creativity training programs typically includes instruction and application in (1) divergent thinking, (2) problem solving, and (3) creative production. Instructional formats that have been shown to elicit the best outcomes are an admixture of lectures, discussion, and guided practice. A pilot program to teach innovative thinking to health science students at the University of Texas includes instruction in recognizing and finding alternatives to frames or habitual cognitive patterns, in addition to the constructs already mentioned. As innovation is the engine of scientific progress, the author, founder of Innovative Thinking, the creativity training pilot program at the University of Texas, argues in this commentary that academic health centers should implement and evaluate new methods for enhancing science students' innovative thinking to keep the United States as a worldwide leader in scientific discovery.

Measuring use of positive thinking skills: psychometric testing of a new scale.

PubMed

Bekhet, Abir K; Zauszniewski, Jaclene A

2013-09-01

Positive thinking interventions improve adaptive functioning and quality of life in many populations. However, no direct measure of positive thinking skills taught during intervention exists. This psychometric study of a convenience sample of 109 autism spectrum disorder (ASD) caregivers examined a new eight-item Positive Thinking Skills Scale (PTSS), which measures the frequency of use of positive thinking skills. The PTSS was found to be internally consistent (α = .90). Construct validity was supported by significant correlations (p < .01) with positive cognitions (r = .53), resourcefulness (r = .63), depression (r = -.45), and general well-being (r = .40). The findings support use of the PTSS as a potential indicator of intervention fidelity among ASD caregivers. However, because it is not specific for ASD caregivers, the PTSS has the potential for wider usage in other populations for whom the identification of specific positive thinking skills could provide direction for future intervention.

Computational Support for Teachers' Design Thinking: Its Feasibility and Acceptability to Practitioners and Institutions

ERIC Educational Resources Information Center

Masterman, Elizabeth; Walker, Simon; Bower, Matt

2013-01-01

A significant area of learning design research has been the development of software applications that guide teachers' thinking as they plan, construct and revise learning events for their students. In this paper, we review conceptualisations of, and approaches to, the activity of pedagogic design and highlight the implications for the provision of…

Effects of Matching Teaching Strategy to Thinking Style on Learner's Quality of Reflection in an Online Learning Environment

ERIC Educational Resources Information Center

Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Liu, Chia-Chi

2011-01-01

Reflection plays an important role in improving learning performance. This study, therefore, attempted to explore whether learners' reflection levels can be improved if teaching strategies are adapted to fit with learners' thinking styles in an online learning environment. Three teaching strategies, namely constructive, guiding, and inductive,…

Thinking Tools for Young Readers and Writers: Strategies to Promote Higher Literacy in Grades 2-8

ERIC Educational Resources Information Center

Olson, Carol Booth; Balius, Angie; McCourtney, Emily; Widtmann, Mary

2018-01-01

In her new book, bestselling author and professional developer Carol Booth Olson and colleagues show teachers how to help young readers and writers construct meaning from and with texts. This practical resource offers a rich array of research-based teaching strategies, activities, and extended lessons focused on the "thinking tools"…

Fragmentation of Thinking Structure's Students to Solving the Problem of Application Definite Integral in Area

ERIC Educational Resources Information Center

Wibawa, Kadek Adi; Nusantara, Toto; Subanji; Parta, I. Nengah

2017-01-01

This study aims to reveal the fragmentation of thinking structure's students in solving the problems of application definite integral in area. Fragmentation is a term on the computer (storage) that is highly relevant correlated with theoretical constructions that occur in the human brain (memory). Almost every student has a different way to…

Regimes of Risk: The Need for a Pedagogy for Peer Groups

ERIC Educational Resources Information Center

Hickey, Christopher; Fitzclarence, Lindsay

2004-01-01

Peer groups matter more than we think. In this paper we assert that peer group commitments and affiliations are often the primary social reference in determining the way young people think about and practice risk. It is, we argue, inappropriate to impose adult constructions of risk-taking and anti-social behaviour when trying to assert influence…

Investigating Elementary Teachers' Thinking about and Learning to Notice Students' Science Ideas

ERIC Educational Resources Information Center

Luna, Melissa Jo

2013-01-01

Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students'…

The Practice and Promise of Critical Information Literacy: Academic Librarians' Involvement in Critical Library Instruction

ERIC Educational Resources Information Center

Tewell, Eamon C.

2018-01-01

Critical information literacy is a way of thinking and teaching that examines the social construction and political dimensions of libraries and information, problematizing information's production and use so that library users may think critically about such forces. Being an educational approach that acknowledges and emboldens learners' agency,…

Information and Communication Technologies (ICT) in an Elementary School: Students' Engagement in Higher Order Thinking

ERIC Educational Resources Information Center

Lim, Cher Ping; Tay, Lee Yong

2003-01-01

Based on a case study of an elementary school in Singapore, this article describes and analyzes how different types of ICT tools (informative, situating, constructive, and communicative tools) are used to engage students in higher-order thinking. The discussion emphasizes that the objective of the lesson and the orienting activities, rather than…

Decentering: A Construct to Analyze and Explain Teacher Actions as They Relate to Student Thinking

ERIC Educational Resources Information Center

Teuscher, Dawn; Moore, Kevin C.; Carlson, Marilyn P.

2016-01-01

Mathematics educators and writers of mathematics education policy documents continue to emphasize the importance of teachers focusing on and using student thinking to inform their instructional decisions and interactions with students. In this paper, we characterize the interactions between a teacher and student(s) that exhibit this focus.…

Examining Graduate Dissertations in the Field of Critical Thinking: A Case from Turkey

ERIC Educational Resources Information Center

Demirel, Melek; Derman, Ipek; Can Aran, Ozge

2017-01-01

Purpose: The aim of this study is to conduct content analyses of graduate dissertations about critical thinking skills in the field of educational sciences in Turkey and to document general trends in dissertations. Research Methods: This study is constructed using qualitative research methods and techniques. A document review was used to gather…

Who Is the Real Owner? Or How a Simple Pepsi-Cola Story Can Help Students Build Critical Thinking Skills

ERIC Educational Resources Information Center

Galetcaia, Tatiana; Thiessen, Loreena

2010-01-01

Besides language competence, international students must develop a systematic approach to processing information and follow up with co-construction of the knowledge acquired. Critical thinking is a crucial principle commonly required in North American universities for evaluating academic texts. This practice may present certain difficulties for…

Striving for Disciplinary Literacy Instruction: Cognitive Tools in a World History Course

ERIC Educational Resources Information Center

Girard, Brian; Harris, Lauren McArthur

2012-01-01

The authors present a case study of a world history teacher's mediation of her students' world historical thinking and writing through unit-level cognitive tools. They analyze both scaffolding and disciplinary tools that the teacher constructed for her students in order to improve their world historical thinking, and the degree to which the…

Does the Eye of the Beholder Construct Beauty? Contributions of Self-Efficacy Factors to Divergent Thinking Traits

ERIC Educational Resources Information Center

Kharkhurin, Anatoliy V.

2017-01-01

The study initiated a project exploring a contribution of creative perception to creative behavior. This study investigated the factors in creative self-perception contributing to creative potential. Creative potential was operationalized as divergent thinking and measured by the Abbreviated Torrance Test for Adults. Creative self-perception was…

System Thinking and Feeding Relations: Learning with a Live Ecosystem Model

ERIC Educational Resources Information Center

Eilam, Billie

2012-01-01

Considering well-documented difficulties in mastering ecology concepts and system thinking, the aim of the study was to examine 9th graders' understanding of the complex, multilevel, systemic construct of feeding relations, nested within a larger system of a live model. Fifty students interacted with the model and manipulated a variable within it…

The 8th Annual AP[R] Report to the Nation

ERIC Educational Resources Information Center

College Board, 2012

2012-01-01

In classrooms around the country, AP (Advanced Placement) teachers are preparing students for tomorrow by teaching them how to think and learn today. AP students learn to construct solid arguments, test theories, and see many sides of an issue--the kind of thinking that solves tough problems both in and outside the classroom, in college and…

Meaningful Understanding and Systems Thinking in Organic Chemistry: Validating Measurement and Exploring Relationships

ERIC Educational Resources Information Center

Vachliotis, Theodoros; Salta, Katerina; Tzougraki, Chryssa

2014-01-01

The purpose of this study was dual: First, to develop and validate assessment schemes for assessing 11th grade students' meaningful understanding of organic chemistry concepts, as well as their systems thinking skills in the domain. Second, to explore the relationship between the two constructs of interest based on students' performance…

Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking

ERIC Educational Resources Information Center

Chin, Christine

2007-01-01

The purpose of this study was to find out how teachers use questions in classroom discourse to scaffold student thinking and help students construct scientific knowledge. The study was conducted in large-class settings where the medium of instruction was English although the students were non-native speakers of the language. Six teachers teaching…

Emotions in the History of Latin American Popular Education: Constructions for a Thinking-Feeling Pedagogy

ERIC Educational Resources Information Center

Streck, Danilo R.

2015-01-01

The purpose of this paper is to identify the presence of emotions in the constitution of popular education in Latin America, thus contributing to understand popular education as a thinking-feeling practice. It starts from the assumption that emotions are also historical and cultural expressions that mark societies and their understanding of…

Contexts, Collaboration, and Cultural Tools: A Sociocultural Perspective on Researching Children's Thinking

ERIC Educational Resources Information Center

Robbins, Jill

2005-01-01

Sociocultural theorists recognise that cognition is not an individual construction, but is distributed across people as they participate in culturally relevant activities. Thus, rather than being a universal skill, thinking is very much contextually specific, guided by others, and mediated by particular cultural tools and artefacts. Yet there is a…

Substantial Goodness and Nascent Human Life.

PubMed

Floyd, Shawn

2015-09-01

Many believe that moral value is--at least to some extent--dependent on the developmental states necessary for supporting rational activity. My paper rejects this view, but does not aim simply to register objections to it. Rather, my essay aims to answer the following question: if a human being's developmental state and occurrent capacities do not bequeath moral standing, what does? The question is intended to prompt careful consideration of what makes human beings objects of moral value, dignity, or (to employ my preferred term) goodness. Not only do I think we can answer this question, I think we can show that nascent human life possesses goodness of precisely this sort. I appeal to Aquinas's metaethics to establish the conclusion that the goodness of a human being--even if that being is an embryo or fetus--resides at the substratum of her existence. If she possesses goodness, it is because human existence is good.

Conversations about curriculum change: mathematical thinking and team-based learning in a discrete mathematics course

NASA Astrophysics Data System (ADS)

Paterson, Judy; Sneddon, Jamie

2011-10-01

This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused on what he calls the 'unspoken curriculum': mathematical thinking. We consider the ways in which the TBL model promoted and enabled this in the light of literature on mathematical thinking, sense-making and behaviours, and strongly suggest that this approach warrants more attention from the mathematics teaching community. We also discuss shifts in the mathematician's thinking about task construction as he refined the tasks to encourage students to think and behave like mathematicians.

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

The Illusory Beliefs Inventory: a new measure of magical thinking and its relationship with obsessive compulsive disorder.

PubMed

Kingdon, Bianca L; Egan, Sarah J; Rees, Clare S

2012-01-01

Magical thinking has been proposed to have an aetiological role in obsessive compulsive disorder (OCD). To address the limitations of existing measures of magical thinking we developed and validated a new 24-item measure of magical thinking, the Illusory Beliefs Inventory (IBI). The validation sample comprised a total of 1194 individuals across two samples recruited via an Internet based survey. Factor analysis identified three subscales representing domains relevant to the construct of magical thinking: Magical Beliefs, Spirituality, and Internal State and Thought Action Fusion. The scale had excellent internal consistency and evidence of convergent and discriminant validity. Evidence of criterion-related concurrent validity confirmed that magical thinking is a cognitive domain associated with OCD and is largely relevant to neutralizing, obsessing and hoarding symptoms. It is important for future studies to extend the evidence of the psychometric properties of the IBI in new populations and to conduct longitudinal studies to examine the aetiological role of magical thinking.

A laboratory-calibrated model of coho salmon growth with utility for ecological analyses

USGS Publications Warehouse

Manhard, Christopher V.; Som, Nicholas A.; Perry, Russell W.; Plumb, John M.

2018-01-01

We conducted a meta-analysis of laboratory- and hatchery-based growth data to estimate broadly applicable parameters of mass- and temperature-dependent growth of juvenile coho salmon (Oncorhynchus kisutch). Following studies of other salmonid species, we incorporated the Ratkowsky growth model into an allometric model and fit this model to growth observations from eight studies spanning ten different populations. To account for changes in growth patterns with food availability, we reparameterized the Ratkowsky model to scale several of its parameters relative to ration. The resulting model was robust across a wide range of ration allocations and experimental conditions, accounting for 99% of the variation in final body mass. We fit this model to growth data from coho salmon inhabiting tributaries and constructed ponds in the Klamath Basin by estimating habitat-specific indices of food availability. The model produced evidence that constructed ponds provided higher food availability than natural tributaries. Because of their simplicity (only mass and temperature are required as inputs) and robustness, ration-varying Ratkowsky models have utility as an ecological tool for capturing growth in freshwater fish populations.

Development and Psychometric Properties of the Nursing Critical Thinking in Clinical Practice Questionnaire.

PubMed

Zuriguel-Pérez, Esperanza; Falcó-Pegueroles, Anna; Roldán-Merino, Juan; Agustino-Rodriguez, Sandra; Gómez-Martín, Maria Del Carmen; Lluch-Canut, Maria Teresa

2017-08-01

A complex healthcare environment, with greater need for care based on the patient and evidence-based practice, are factors that have contributed to the increased need for critical thinking in professional competence. At the theoretical level, Alfaro-LeFevre () put forward a model of critical thinking made up of four components. And although these explain the construct, instruments for their empirical measurement are lacking. The purpose of the study was to develop and validate the psychometric properties of an instrument, the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice), designed to evaluate the critical thinking abilities of nurses in the clinical setting. A cross-sectional survey design was used. A pool of items was generated for evaluation by a panel of experts who considered their validity for the new instrument, which was finally made up of 109 items. Following this, validation was carried out using a sample of 339 nurses at a hospital in Barcelona, Spain. Reliability was determined by means of internal consistency and test-retest stability over time, although the validity of the construct was assessed by means of confirmatory factor analysis. The content validity index of the N-CT-4 Practice was .85. Cronbach's alpha coefficient for the whole instrument was .96. The intraclass correlation coefficient was .77. Confirmatory factor analysis showed that the instrument was in line with the four-dimensional model proposed by Alfaro-LeFevre (). The psychometric properties of theN-CT-4 Practice uphold its potential for use in measuring critical thinking and in future research related with the examination of critical thinking. © 2017 The Authors Worldviews on Evidence-Based Nursing published by Wiley Periodicals, Inc. on behalf of Sigma Theta Tau International The Honor Society of Nursing.

Desire thinking: what is it and what drives it?

PubMed

Caselli, Gabriele; Spada, Marcantonio M

2015-05-01

The aim of this study was to provide an overview of the construct of desire thinking and test a metacognitive model of desire thinking and craving, based on the work of Spada, Caselli and Wells (2012; 2013), which aims to explain the perseveration of desire thinking. We conducted two studies involving four clinical samples (total N = 493) and a community sample (N = 494) presenting with different addictive behaviors. The relationships among variables were examined by testing the fit of path models within each sample. In the model presented it was proposed that positive metacognitions about desire thinking are associated with, in turn, imaginal prefiguration and verbal perseveration, marking the activation of desire thinking. Verbal perseveration is then associated to negative metacognitions about desire thinking and craving denoting the pathological escalation of desire thinking. Finally, a direct association between positive metacognitions about desire thinking and negative metacognitions about desire thinking would mark those occasions where target-achieving behaviour runs as an automatized schemata without the experience of craving. Results indicated a good model fit in the clinical sample and a variation in the model structure in the community sample. These findings provide further support for the application of metacognitive theory to desire thinking and craving in addictive behaviors. Copyright © 2014 Elsevier Ltd. All rights reserved.

Using Robotics and Game Design to Enhance Children's Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

NASA Astrophysics Data System (ADS)

Leonard, Jacqueline; Buss, Alan; Gamboa, Ruben; Mitchell, Monica; Fashola, Olatokunbo S.; Hubert, Tarcia; Almughyirah, Sultan

2016-12-01

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' pre-post self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged. When these constructs were analyzed by type of learning environment, self-efficacy on videogaming increased significantly in the combined robotics/gaming environment compared with the gaming-only context. Student attitudes toward STEM, however, did not change significantly as a result of the study. Finally, children's computational thinking (CT) strategies varied by method of instruction as students who participated in holistic game development (i.e., Project First) had higher CT ratings. This study contributes to the STEM education literature on the use of robotics and game design to influence self-efficacy in technology and CT, while informing the research team about the adaptations needed to ensure project fidelity during the remaining years of the study.

The differential contributions of visual imagery constructs on autobiographical thinking.

PubMed

Aydin, Cagla

2018-02-01

There is a growing theoretical and empirical consensus on the central role of visual imagery in autobiographical memory. However, findings from studies that explore how individual differences in visual imagery are reflected on autobiographical thinking do not present a coherent story. One reason for the mixed findings was suggested to be the treatment of visual imagery as an undifferentiated construct while evidence shows that there is more than one type of visual imagery. The present study investigates the relative contributions of different imagery constructs; namely, object and spatial imagery, on autobiographical memory processes. Additionally, it explores whether a similar relation extends to imagining the future. The results indicate that while object imagery was significantly correlated with several phenomenological characteristics, such as the level of sensory and perceptual details for past events - but not for future events - spatial imagery predicted the level of episodic specificity for both past and future events. We interpret these findings as object imagery being recruited in tasks of autobiographical memory that employ reflective processes while spatial imagery is engaged during direct retrieval of event details. Implications for the role of visual imagery in autobiographical thinking processes are discussed.

Direction of the Rational Use of Water at the Facilities for Growing Poultry

NASA Astrophysics Data System (ADS)

Potseluev, A. A.; Nazarov, I. V.; Porotkova, A. K.; Volovikova, N. V.

2018-01-01

The article notes the effect of water use in the technological process of automatic drinking agricultural poultry on the quality and the quantity of outputs. At the same time, the requirements to the quality of the used water, the regimes of its consumption by the poultry and the role of mechanization of the process of automatic drinking in the rational use of the water resource, the processing and the reuse of contaminated wastes are disclosed. Within the framework of this concept, we propose constructively technological solutions of systems and means of automatic drinking agricultural poultry, providing the rational use of water as one of the important products of vital activity of agricultural poultry.

Risk as analysis and risk as feelings: some thoughts about affect, reason, risk, and rationality.

PubMed

Slovic, Paul; Finucane, Melissa L; Peters, Ellen; MacGregor, Donald G

2004-04-01

Modern theories in cognitive psychology and neuroscience indicate that there are two fundamental ways in which human beings comprehend risk. The "analytic system" uses algorithms and normative rules, such as probability calculus, formal logic, and risk assessment. It is relatively slow, effortful, and requires conscious control. The "experiential system" is intuitive, fast, mostly automatic, and not very accessible to conscious awareness. The experiential system enabled human beings to survive during their long period of evolution and remains today the most natural and most common way to respond to risk. It relies on images and associations, linked by experience to emotion and affect (a feeling that something is good or bad). This system represents risk as a feeling that tells us whether it is safe to walk down this dark street or drink this strange-smelling water. Proponents of formal risk analysis tend to view affective responses to risk as irrational. Current wisdom disputes this view. The rational and the experiential systems operate in parallel and each seems to depend on the other for guidance. Studies have demonstrated that analytic reasoning cannot be effective unless it is guided by emotion and affect. Rational decision making requires proper integration of both modes of thought. Both systems have their advantages, biases, and limitations. Now that we are beginning to understand the complex interplay between emotion and reason that is essential to rational behavior, the challenge before us is to think creatively about what this means for managing risk. On the one hand, how do we apply reason to temper the strong emotions engendered by some risk events? On the other hand, how do we infuse needed "doses of feeling" into circumstances where lack of experience may otherwise leave us too "coldly rational"? This article addresses these important questions.