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PubMed1997

The roles of constructive thinking and optimism in psychological and behavioral adjustment during pregnancy.

This study examined the impact of constructive thinking on the anxiety, positive states of mind, and substance use of 221 women during pregnancy and the influence of optimism and perceived stress on these relationships. Participants were interviewed both early and late in pregnancy. Constructive thinking predicted both psychological and behavioral adjustment later in pregnancy, independent of age and social desirability. Subsequent path analyses indicated that constructive thinking mediated the impact of optimism on anxiety, positive states of mind, and substance use during pregnancy. In turn, the effect of constructive thinking on women's adjustment during pregnancy was itself mediated by their perceived stress. Implications for constructive thinking and optimism as independent constructs relevant to adjustment and their potential importance for future research and clinical applications are discussed.

Adaptation, Psychological↗

PubMed2001

Rumination and overgeneral memory in depression: effects of self-focus and analytic thinking.

Previous research has shown that, compared with a rumination induction, a brief distraction procedure reduces overgeneral autobiographical memory in depression. The authors investigated whether this effect depends on reductions in analytic thinking or reductions in self-focus. Focus of attention (high vs. low self-focus) and thinking style (high vs. low analytical thinking) were independently manipulated in depressed patients in a 2 x 2 design. Autobiographical recall was measured pre- and postmanipulation. Thinking style significantly affected overgeneral memory, whereas focus of attention significantly affected despondent mood. Reducing analytical self-focus reduced overgeneral memory, suggesting that high levels of naturally occurring ruminative analytic thinking may be important in the maintenance of overgeneral memory. Overgeneral memory in depression may be associated with chronic ruminative attempts to make sense of current or past difficulties.

Adolescent↗

PubMed2006

Counterfactual thinking and posttraumatic stress reactions.

Preoccupation with alternative outcomes (counterfactual thinking) is a central component of the ruminations of trauma victims. The questions investigated were whether such thinking should be distinguished from general rumination and whether elements of counterfactual thinking might relate to the process of adjustment. A sample of assault victims was interviewed. They completed a battery of self-report scales and thought-listing procedures. Frequency of counterfactual thinking was closely associated with continuing levels of posttraumatic distress. However, high availability of counterfactuals (as indexed by verbal fluency) was related to potentially adaptive outcomes, such as the generation of behavioral plans. In addition, as expected, levels of different aspects of counterfactual thinking were moderated by metacognitive control strategies as a function of time since the trauma.

Adult↗

PubMed2000

Nineteenth-century inhibitory theories of thinking: Bain, Ferrier, Freud (and Phineas Gage).

The theories of thinking of Alexander Bain, David Ferrier, and Sigmund Freud are examined and their relation to Phineas Gage explored. During the 19th century Ferrier derived an inhibitory-motor theory of thinking from a similar theory of Bain's, and aspects of Freud's theory of thinking resemble both. All 3 theories were modeled on the sensory-motor reflex, and all proposed that thinking was inhibited action. Ferrier used his theory to explain the behavior of monkeys whose frontal lobes were ablated and the disinhibited behavior Phineas Gage exhibited after massive damage to his frontal lobes. I show there is some possibility that Freud knew the Bain-Ferrier theory of thinking and its application to Gage.

Behavior↗

PubMed1998

Critical thinking ability and clinical decision-making skills among senior nursing students in associate and baccalaureate programmes in Korea.

This study compared Korean senior nursing students enrolled in associate degree programs (n = 119) and baccalaureate programs (n = 115) on measures of critical thinking ability and clinical decision-making skills. Samples were drawn from three associate degree programmes and four baccalaureate programmes accredited by the Korean Ministry of Education. 'Critical thinking ability' was determined by the Watson-Glaser Critical Thinking Appraisal and 'clinical decision-making' in nursing was measured by the Nursing Performance Stimulation Instrument. Independent sample t-tests comparing the associate degree group (mean score 41.98) and baccalaureate group (mean score 47.22) on the critical thinking measure yielded significant mean differences favouring the baccalaureate group. The baccalaureate group (mean score 26.53) also scored significantly higher than the associate degree group (mean score 23.49) on clinical decision-making. Within the total sample (n = 234) the relationship between critical thinking and clinical decision-making was weak but significant (r = 0.19, P = < 0.003).

Adult↗

PubMed2000

Disposition towards critical thinking: a study of Chinese undergraduate nursing students.

The purpose of this study was to explore empirically whether undergraduate nursing students at a selected university in Hong Kong display a disposition towards critical thinking. The California Critical Thinking Dispositions Inventory (CCTDI) was used to measure the key theoretical aspects of the overall dispositional dimension of critical thinking. A cross-sectional descriptive design was used to examine 122 Chinese students who were completing their 1st, 2nd and 3rd year of a university baccalaureate nursing programme. In the majority of sub-scales of CCTDI, students showed a negative disposition towards critical thinking. A one-way ANOVA indicated that year 3 students scored significantly lower than their junior counterparts (P < 0. 001). Pearson product moment correlation coefficient yielded a significant positive relationship between critical thinking dispositions and term grade point average (P < 0.05). Consistent with the findings of western studies, the students scored lowest on the truth-seeking sub-scale and highest on the inquisitiveness. Discussion of the findings with regard to nursing education, curriculum and research is delineated.

Adult↗

PubMedDate not supplied

Preceptor questioning and student critical thinking.

Questioning is fundamental to student learning. Not only does it enable students to elevate their level of thinking, but in the process it also affords them the opportunity to deal with their world intelligently. The practice setting is an environment rich in opportunity for enabling critical thinking through the use of questioning. In the preceptorship experience, preceptors are in a prime position to use questioning behaviors that can challenge the way preceptees think, encourage them to justify or clarify their assertions, promote the generation of original ideas, explanations, or solutions to patient problems, provide mental and emotional tools to help resolve dilemmas, promote discussion, and evaluate learning. This article discusses the importance of preceptor questioning for the development and promotion of student critical thinking. Contextually, the authors draw on the findings of a recent study in which preceptor questioning of the knowledge base, decision making, and actions of the preceptee were found to directly bring about or trigger their critical thinking. This article allows for some further reflection on that process and its contribution to the enhancement of the preceptorship experience.

Education, Nursing↗

PubMed1991

Can humans think? The Ergonomics Society Lecture 1991.

For many years, computer scientists have been concerned with whether computers can think. Considerable thought, therefore, goes into designing 'thinking' computer systems and into wondering whether they really can think, or just pretend to. On the other hand, it is 'obvious' that humans can think, and therefore little thought has gone into the related question, 'Can humans think?' This paper explores the ergonomic implications of the affirmative answer. Computers get better treatment than humans, yet humans are more than machines. However, not only do designers seem to forget this, but they do not even treat users with the same respect as they would a machine.

Computer Systems↗

PubMed2002

Thinking styles and cognitive development.

Using R. J. Sternberg's (1988, 1997) theory of thinking styles and W. G. Perry's (1970) theory of cognitive development, the author investigated the nature of thinking styles as they relate to cognitive development. Eighty-two Hong Kong university students (44 male, 38 female) responded to the Thinking Styles Inventory (R. J. Sternberg & R. K. Wagner, 1992) and the Zhang Cognitive Development Inventory (L. F. Zhang, 1997). Statistical analyses provided varying degrees of support for the prediction of an overlap between the thinking style and cognitive development constructs. In general, students who reasoned at a higher cognitive developmental level tended to use a wider range of thinking styles than students who reasoned at a lower cognitive developmental level. Implications of results are discussed in relation to education and research.

Adolescent↗

PubMed1993

P300 indexes thought disorder in schizophrenics, but allusive thinking in normal subjects.

Loosening of thinking as assessed by the Object Sorting Test (OST) has been found in a percentage of normal subjects but in a higher percentage of schizophrenics, and is familially transmitted in both groups. Loosening of thinking in normal subjects is not associated with evidence of impaired function or increased psychopathology, and in recognition of this, it was termed allusive thinking rather than thought disorder. Both OST-assessed loosening and concreteness of thinking were found to be present independently in a high percentage of schizophrenics, so that both were considered to contribute to schizophrenic thought disorder. The presence of OST-assessed loosening in schizophrenics would, therefore, be predicted to correlate partially rather than totally with measures of schizophrenic thought disorder. It has been suggested that OST-assessed loosening in normal subjects is due to a genetically determined reduction in strength of an inhibitory process that limits the spread of activation of semantic associations and results in a predisposition to schizophrenia. The brain event-related potential P300, which is, in part, under genetic control, may index this inhibitory process. Therefore, it was predicted that in normal subjects, P300 would correlate with OST-assessed loosening of associations. If schizophrenic thought disorder is due to a further weakening of this inhibitory process, it can be predicted that P300 in schizophrenics correlates only weakly with OST-assessed loosening of thinking, but more strongly with schizophrenic thought disorder. In a study in which P300 was elicited using a difficult selective attention task with 15 unmedicated schizophrenics and 22 healthy subjects, all three predictions were supported.

Adult↗

PubMedDate not supplied

Comparison of native versus nonnative English-speaking nurses on critical thinking assessments at entry and exit.

Diversity of language among healthcare employees and nursing students is growing as diversity increases among the general population. Institutions have begun to develop systems to accommodate diversity and to assimilate workers. One barrier to nonnative English-speaking nurse hires may be posed by readiness for the licensure exam and the critical thinking assessments that are now an expected outcome of nursing programs, and act as a gatekeeper to graduation and to employment. To assist in preparing for high-stakes testing, the Assessment Technologies Institute Critical Thinking Assessment was developed in compliance with credentialing bodies' educational outcomes criteria. This pilot study of 209 nursing students was designed to reveal any possible language bias that might act as a barrier to nonnative English speakers. Nursing students were entered as whole classes to the study to control for selection bias. A sample representative of national nursing enrollment was obtained from 21 universities, with 192 (92%) native English-speaking students and 17 (8%) nonnative English speakers participating in the study. All students were given the Assessment Technologies Institute Critical Thinking Assessment at entry and exit to their nursing program. Average scores on entry were 66% for nonnative speakers and 72% for native speakers. At exit, the nonnative speakers had closed the gap in academic outcomes. They had an average score of 72% compared to 73% for native speakers. The study found that the slight differences between the native and nonnative speakers on 2 exit outcome measures-National Council licensure examination (NCLEX-RN) pass rates and Critical Thinking Assessment-were not statistically significant, demonstrating that nonnative English speakers achieved parity with native English-speaking peers on the Critical Thinking Assessment tool, which is often believed to be related to employment readiness.

Bias↗

PubMed1991

Critical thinking: impact on nursing education.

Critical thinking is considered an essential component of nursing science. As a concept in nursing education, however, critical thinking is not clearly understood nor systematically applied. A survey of deans and directors of baccalaureate and higher-degree schools of nursing accredited by the National League for Nursing examined perceptions of critical thinking as it is currently characterized in nursing education. Results indicated that critical thinking was conceptualized as a variant of the scientific method. It was explicated as a rational-linear problem-solving activity which reflected the nursing process. The findings demonstrated the respondents' lack of clarity about the fullest expression of the mechanisms and operations of critical thinking process and applications.

Education, Nursing, Baccalaureate↗

PubMed2006

Critical thinking and learning styles of students in conventional and accelerated programmes.

AIM AND PURPOSE: To assess the difference between the predominant critical thinking disposition(s) and learning styles of nursing students in the conventional (Stream I) and the accelerated (Stream II) baccalaureate nursing education programmes. This study will be beneficial to students, faculty and institutions as it will help them to acquire better understanding of critical thinking potentials and learning styles of nurses, as well as the relationship between learning styles and critical thinking dispositions. METHOD: This was a descriptive correlational study. The convenience sample consisted of 80 Stream I and 50 Stream II students. The following instruments were used for data collection: The Learning Styles Inventory of Kolb and the California Critical Thinking Dispositions Inventory of Facione and Facione. Descriptive and inferential statistics were used to analyse the data. RESULTS: Overall, Stream II students were significantly more critical thinkers (P=0.000), inquisitive (P=0.000) and self-confident (P=0.002). The predominant learning styles of Streams I and II were the diverger and the converger, respectively, with no difference except in relation to their learning abilities, namely, concrete experience (P=0.017), in favour of Stream I. Further, the findings indicate a weak (range of r=0.209-0.328) though significant (range of P=0.017-0.000) correlation between learning abilities and various critical thinking dispositions.

Age Factors↗

PubMed2000

Reducing negative thinking and depressive symptoms in college women.

PURPOSE: Although cognitive-behavioral interventions have been successful in treating depression, no studies were found that focused solely on reducing negative thinking via group intervention as a means of preventing depression in at-risk groups. The purpose of this randomized controlled trial was to test the effectiveness of a cognitive-behavioral group intervention in reducing depressive symptoms, decreasing negative thinking, and enhancing self-esteem in young women at risk for depression. DESIGN: A randomized controlled trial with 92 college women ages 18 to 24 who were at risk for depression was conducted. METHOD: Participants were randomly assigned to either the control or experimental group. The experimental group participated in a 6-week cognitive-behavioral group intervention. Data on self-esteem, depressive symptoms, and negative thinking were collected via self-report questionnaires from control and experimental groups at baseline, 1 month after the intervention, and at 6-month follow-up. Data were analyzed using mixed-model methodology and the Cochran-Mantel-Haenszel chi-square test. FINDINGS: Compared to those in the control group, women who received the intervention had a greater decrease in depressive symptoms and negative thinking and a greater increase in self-esteem, and these beneficial effects were maintained over 6-months. CONCLUSIONS: The findings document the effectiveness of this cognitive-behavioral group intervention and indicate empirical support for the beneficial effects of reducing negative thinking by the use of affirmations and thought-stopping techniques on women's mental health.

Adolescent↗

PubMedDate not supplied

Use of writing portfolios for interdisciplinary assessment of critical thinking outcomes of nursing students.

This article discusses an interdisciplinary research project in which faculty from nursing and english collaborated in the assessment of students' critical thinking skills as reflected in writing portfolios. Faculty reviewed students' writing portfolios and then corresponded on email from two different universities about evidence of critical thinking in the portfolios. Findings suggest that writing portfolios can provide important evidence of critical thinking outcomes. To do this, however, faculty need to design writing assignments to foster critical thinking skills, helping students to think not only about learning to write, but also about using writing to learn.

Educational Measurement↗

PubMed1983

Intra-individual variability in divergent thinking in response to audio, visual, and tactile stimuli.

This study explored intra-individual variability in divergent thinking (fluency, flexibility, and originality) in response to audio, visual, and tactile stimuli. Forty-four participants responded to three divergent thinking tasks. The divergent thinking assessors were structurally similar (i.e. duration of task, amount of stimuli presented, time allowed for responding), but differed in that one was based on auditory stimuli, a second used visual stimuli, and the third required participants to respond to tactile stimuli. A within-subjects repeated measures research design was used; task treatment order was counterbalanced across subjects. A principal components factor analysis with oblique rotation distinguished three divergent thinking factors defined by sensory modality response preferences. Within-individual differences in level of originality appeared as a function of the kind of stimuli which served to evoke divergent thinking. Results are discussed in the light of the need for discriminating the dimensionality of creativity as a construct.

Acoustic Stimulation↗

PubMed1996

Epileptic forced thinking from left frontal lesions.

Forced thinking is an incompletely understood and rarely described epileptic aura. We studied three patients with forced thinking from left frontal lesions, two neoplastic and one vascular. All three experienced repetitive, intrusive thoughts at the onset of seizures. Their forced thinking was associated with the desire to vocalize, orobuccal movements, and speech arrest. The episodes occurred with other ictal manifestations and responded to antiseizure therapy. These patients suggest that epileptic forced thinking is a heterogeneous phenomenon; forced thinking from left frontal lesions is a manifestation of expressive language and is distinct from experiential thoughts arising from temporal limbic foci.

Adult↗

PubMed2004

Applying critical thinking skills to character education and values clarification with students who are deaf or hard of hearing.

Students who are deaf or hard of hearing must learn to think critically. Character education (CE) refers to the effort to teach basic values and moral reasoning (Doyle & Ponder, 1977). Values clarification (VC) is the process of examining one's basic values and moral reasoning (Rokeach, 1973). Character education and values clarification as subject matter foster the development of critical thinking (CT), a tool used both to develop and to modify values and moral reasoning. These three areas mutually support one another. The development of a set of values and their underlying moral reasoning is the foundation for thinking critically about values. The authors examine the components of critical thinking, character education, and values clarification, summarize the literature, and provide a template for appropriate lesson plans. They also describe strategies that promote the development of critical thinking, character education, and values clarification.

Character↗