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PubMed1989

Reading and formal thinking in Quebec high school students.

According to Piaget, the development of formal thinking is one of the primary tasks of adolescence. Reading is also a developmental task. The failure of adolescents to develop formal thinking skills and increasing levels of illiteracy led the investigators to conduct a pilot study to see whether there is a correlation between high school students' scores on a test of formal thinking and those on a test of reading. Students' success on both tests was disappointingly low. Lack of motivation seems to be a major problem, and requires further investigation. Correlations between scores on the two tests were relatively low, although there is a suggestive similarity between the distribution of scores for formal thinking and those for vocabulary. General success on visual exercises suggests that graphic methods using computer-assisted instruction may be useful for developing formal thinking skills of adolescents.

Adolescent↗

PubMed1980

[Characteristics of the formation of anomalous thinking in children with schizophrenia].

The traits of age thinking development (formation) were studied by experimental and psychological tests in children aged from 5 to 14 years who were diagnosed as suffering from favorably developing forms of schizophrenia. During all the age periods this group of children showed a deviation in the thinking development, compared to that of the control normal group. The tests detected an abnormal form of thinking not described before which was characterized by typical changes in the interrelationship and dynamics of 2 significant sides of thinking activity. The dysharmony and asynchronism of development were expressed in a drop of the rate and in a specific pattern of forming selectivity of knowledge actualization. On the other hand, it was demonstrated that there was an accelerated development of formal and logical aspects, operational side of thinking. The results obtained allow a new approach to some traits of intellectual activity inschizophrenia and indicate their relation with some personality traits.

Adolescent↗

PubMed1996

Critical thinking and problem solving.

This article has discussed how critical thinkers solve problems. The ideas are intended to help pharmacists analyze problems and communicate recommendations. The ideas are intended to help pharmacists analyze their process for dealing with problems and to help with communication skills that facilitate information gathering and recommendations. The scientific method provides a framework for focused problem solving. Biases may adversely affect problem solving; critical thinkers work consciously to minimize them. Critical thinkers continually evaluate the quality of their information sources. Finally, critical thinkers practice effective communication skills. Each day, pharmacists make numerous decisions that have great impact on patient outcomes. These decisions must often be made with little warning and in a brief period of time. Providing pharmaceutical care demands that the critical-thinking process operate efficiently at all times. Just as sound clinical judgments depend on applying accepted principles of pharmacotherapy to individual patients, critical thinking must also be individualized. There is no single model for critical thinking. Many factors, including personality, environmental influence, and genetics, determine the critical-thinking process for a given individual. Critical thinking, however, is not an innate talent. It must be practiced and developed.

Bias↗

PubMedDate not supplied

Sharpening your critical thinking skills.

In the current environment of constant and rapid change in health care, critical thinking is essential. Both personal ability to think critically and a willingness to do so are involved and are related to the individual and to the organization in which the individual works. Knowledge, experience, attitudes, thinking strategies, skills, and an organizational culture that values critical thinking are essential factors in the development and practice of those skills. There is no magic solution. There must be a commitment by all levels of the organization to develop and use the principles and skills of critical thinking.

Clinical Competence↗

PubMed1997

A proposal for teaching critical thinking to students and practitioners of complementary medicine.

It can be argued that it is only possible to promote research in complementary and alternative medicine once the importance of critical thinking is understood. Critical thinking can be defined as (1) the adoption of a cautious approach to beliefs and claims, and (2) the process of analyzing beliefs to see whether they are valid and useful. The Research Council for Complementary Medicine has considerable experience teaching critical thinking to students and practitioners of complementary and alternative medicine. We use several tactics to ensure that such teaching has maximum impact: stressing that criticism does not pose a threat, using an interactive approach, avoiding abstract or esoteric discussions, giving examples from conventional medicine and from everyday life, and so on. The actual structure of a class involves a series of logical steps: stating the reasons for critical thinking, linking beliefs to belief-forming processes, linking beliefs about health to personal experience, explaining why personal experience can be unreliable, completing the "skeptical argument" that many health beliefs are unreliable, discussing the implications for practice, etc. Learning about critical thinking in such a manner can be an important prerequisite for undertaking or using the results of research.

Complementary Therapies↗

PubMed1998

Critical thinking. A framework for problem solving in the occupational setting.

1. Critical thinking is essential in providing quality nursing care. Understanding the process of critical thinking increases the nurse's efficiency in the skill of problem solving. 2. To employ the critical thinking process, the nurse must analyze and criticize a problematic or change situation, reason, make inferences, and reach conclusions. 3. The result of critical thinking is attaining goals, solving problems, and making decisions. 4. Critical thinking is a process and not an outcome.

Clinical Competence↗

PubMed2002

Assessing the reliability and validity of the Chinese version of the California Critical Thinking Disposition Inventory.

The purpose of this study was to: (1) translate the California Critical Thinking Disposition Inventory (CCTDI) from English to Chinese; (2) ascertain the reliability and validity of Chinese CCTDI; and (3) assess the psychometric equivalencies across Chinese and English versions of the CCTDI. The CCTDI was designed to measure critical thinking dispositions of truth-seeking, open-mindedness, analyticity, systematicity, inquisitiveness, self-confidence and maturity, which has been approved with a significant difference from prior conceptualizations of critical thinking dispositions. It is the only measurement that has been validated to measure critical thinking disposition and is appropriate for use in nursing. Based on translation theory, the comparative study goal precisely matched with the strategy of decentered translation. The CCTDI was translated in multiple stages and back translated by a panel of bilingual experts. Content validity index (CVI) ranged from 0.50 to 0.80, with an overall CVI of 0.85. Pearson r ranged from 0.33 to 0.79, with an overall correlation of 0.79, indicating that evidence for stability in truth-seeking, open-mindedness and self-confidence existed. To ascertain internal consistency reliability and construct validity, monolingual samples were obtained from 214 and 196 undergraduate nursing students from Taiwan and the USA, respectively. For the Chinese CCTDI, subscale alphas ranged from 0.34 to 0.73, with an overall alpha of 0.71. For the English CCTDI, subscale alphas ranging from 0.52 to 0.73 and an overall alpha of 0.71 were obtained. In terms of a confirmatory factor analysis with LInear Structural RELationships (LISREL), the results indicate that evidence for construct validity existed for truth-seeking, open-mindedness, systematicity, and maturity for the Chinese CCTDI. After allowing some error to exist and deleting three items, evidence for construct validity existed for the remaining subscales. The results of the psychometric equivalencies across Chinese and English CCTDI showed similarity for content validity and reliability for inquisitiveness. In terms of multisample analysis, there were equal forms across all subscales of the two versions. Consequently, although the translation adequacy of the Chinese CCTDI needs to be improved, there is evidence that it is useful for evaluating critical thinking dispositions.

California↗

PubMed1993

Freud, Piaget, or neither? Beliefs in controlling others by wishful thinking and magical behavior in young children.

Tests showed that 4- to 6-year-old children believe that people can be influenced or "controlled" both by thinking (e.g., both wishful thinking and magical behavior) and by realistic means (e.g., positive reinforcement, example, and group pressure). Belief in control by thinking did not vary by the subjects' sex or age, influence type (wishing or magical behavior), or target response (behavior, emotion, or thought). Quantitative measures, however, suggested that magical behavior was seen by subjects as being more efficient than wishing, and that emotion was considered easier to influence than thinking. Beliefs in control by thinking were not related to a measure of fantasy-reality differentiation (realism).

Child↗

PubMed2006

Criminal-thinking styles and illegal behavior among college students: validation of the PICTS.

The present study examined the relation of self-reported criminal-thinking styles and self-reported illegal behavior among college students. Participants were 177 male and 216 female (N=393) undergraduate students. Participants were divided by gender and further classified into four groups of self-reported illegal behavior: control-status offenses, drug crimes, property crimes, and violent crimes against people. The psychological inventory of criminal-thinking styles (PICTS) (1) measured criminal-thinking patterns on eight scales. Results indicated that males who committed violent crimes against people endorsed significantly higher levels of distorted criminal-thinking patterns on all scales than the control-status offenses, and drug crimes groups. Interestingly, female participants who committed property crimes displayed six significantly elevated PICTS scales whereas females with violent crimes against people had significant elevations on only four of the criminal-thinking style scales. These results extend Walter's initial validation of the PICTS with incarcerated respondents to a non-incarcerated population and show potential use of the PICTS with other populations.

Adult↗

PubMed1976

Primitive drive-dominated thinking: relationship to acute schizophrenia and sociopathy.

To investigate primitive drive-dominated thinking in schizophrenic disorders and sociopathic behavior, responses on the Rorschach and other personality tests of 171 acute psychiatric patients were assessed using Holt's system. Results suggested that: (a) Acute schizophrenics were high on primitive drive content, but this was also characteristic of some nonschizophrenics, and other types of disturbed thinking were even more prominent in schizophrenics. (b) There were no significant differences between process and reactive schizophrenics in expression of primitive drive content. (c) Males showed more drive-dominated thinking than females (p less than .10), although sex was not a powerful variable. (d) Depressives showed less drived-dominated thinking than nondepressive (p less than .05). (e) Patients high on sociopathic or rule-breaking behavior tended to show more primitive drive-dominated thinking (p less than .01).

Acute Disease↗

PubMed1978

Overinclusion and transactional thinking on the Object Sorting Test of schizophrenic and nonschizophrenic patients.

Two aspects of "disordered thinking", overinclusion and transactional thinking were studied on the Object Sorting Test responses of 20 young schizophrenic patients and 20 comparable nonschizophrenic patients. Patients' parents were also studied for comparison. In addition, idiosyncratic responses from WAIS Comprehension items were assessed for comparison of another measure on another test. Transactional thinking and idiosyncratic responses were greater in schizophrenic patients. Conceptual overinclusion and bizarre responses also tended to be more frequent in schizophrenics, but behavioral overinclusion showed no differences. Conceptual overinclusion was consistently correlated with transactional thinking and idiosyncratic responses, while behavioral overinclusion showed an inconsistent pattern. The differences were attributed to the differences in the specificity of measures of disordered thinking.

Acute Disease↗

PubMed1998

The importance of pharma sense and pharma think.

Pharma sense refers to a general understanding of pharmaceutical principles and concepts. Pharma think is an active process that occurs when a person uses his or her pharma sense to think about a question, issue or problem and identifies a solution, an action plan or series of options. As a direct result of greater use of pharma sense and pharma think, the quality of decisions made in a company will increase. A company is reservoir of pharma sense and skills of pharma think will facilitate the staff is ability not only to make good decisions, but also to implement successfully the business, scientific and other decisions that are made at all levels within the organization. Companies should train their professional staff to focus on the development of pharmaceutical sense and help pharmaceutical professionals use pharma think to make better decisions.

Journal Article↗

PubMed2003

Critical thinking and accuracy of nurses' diagnoses. Part II: Application of cognitive skills and guidelines for self-development.

Part I of this article, the author explained the difficulties of achieving accuracy of nurses' diagnoses, the relevance of critical thinking to the achievement of accuracy, and newer views of critical thinking. In Part II, the critical thinking dimensions identified as important for nursing practice are applied in the diagnostic process using a case study of a 16 year old girl with type 1 diabetes. Application of seven cognitive skills and ten habits of mind illustrate the importance of using critical thinking for accuracy of nurses' diagnoses. Ten strategies are proposed for self-development of critical thinking abilities.

Cognition↗

PubMed2002

Positive thinking in bereavement: is it related to depression, anxiety, or grief symptomatology?

The present study sought to explore the relationship between positive thinking--operationalized as the frequency of positive automatic thoughts and dispositional optimism--and depression, anxiety, and traumatic grief symptomatology. Data were derived from 326 bereaved adults who had 3 yr. earlier experienced the loss of a first degree loved one. Analysis showed that positive thinking was inversely related to measures of depression, anxiety, and traumatic grief symptomatology. However, positive thinking did not covary with anxiety and traumatic grief when shared variance was controlled. Conversely, positive thinking remained inversely related to depression, even when anxiety and traumatic grief were controlled. The findings indicate that, among bereaved individuals, low positive thinking is a cognitive feature of depression that is relatively independent of anxiety and traumatic grief symptomatology.

Adaptation, Psychological↗

PubMed1991

Critical thinking and nursing education: perplexities and insights.

The impetus for this literature review was an exploratory study conducted by the writer which indicated that a sample of nursing students seemed to make no significant gains in the development of critical thinking over an academic year. Surprised, the writer undertook an analysis of relevant studies in the nursing literature focusing upon the following questions: Does nursing education impact upon critical thinking? Does nursing education impact upon clinical judgment? How do critical thinking a and clinical judgment relate? How do critical thinking and achievement in nursing education relate? This endeavor yielded mixed findings while reference to literature in the field of education produced several insights that help to explain some of the perplexities. Suggestions are offered regarding research and teaching related to critical thinking.

Clinical Competence↗

PubMed2000

An evidence-based project for evaluating strategies to improve knowledge acquisition and critical-thinking performance in nursing students.

This longitudinal, quasi-experimental study with 142 junior nursing students focused on measurement of learning outcomes in two areas: acquisition of knowledge and development of critical thinking skills. The variation in clinical teaching strategy (structured versus unstructured health pattern assessment) was the independent variable. Results indicated significant gains in both knowledge and critical thinking performance from the beginning to the end of the semester. The significant gains in critical thinking performance provides support to the assertion that domain-specific measures of critical thinking are needed in nursing education. Additionally, our results suggested that it was the interaction between learning strategy and the characteristics of the learner that was more significant in determining knowledge improvement than the particular strategy. As a result of this study, it is recommended that faculty develop and use an evidence-based model to support their decision making regarding teaching methodologies. This seems especially relevant for large, introductory clinical courses that use team teaching to achieve educational goals related to improvement in critical thinking or knowledge.

Adult↗

PubMedDate not supplied

Health promotion dissemination and systems thinking: towards an integrative model.

OBJECTIVE: To help close the gap between health promotion research and practice by using systems thinking. METHODS: We reviewed 3 national US tobacco control initiatives and a project (ISIS) that had introduced systems thinking to tobacco control, speculating on ways in which systems thinking may add value to health promotion dissemination and implementation in general. RESULTS: The diversity of disciplines involved in tobacco control have created disconnection in the field; systems thinking is necessary to increase the impact of strategies. CONCLUSION: Systems thinking has potential to improve synthesis, translation, and dissemination of research findings in other health promotion initiatives.

Adolescent↗

PubMed2004

About critical thinking.

Although a universally accepted definition of critical thinking has yet to be determined, there is much discussion in the literature about its meaning and, in particular, how it can be expressed in professional nursing practice. The simultaneous use of related terms such as reflective thinking, problem solving and clinical decision-making contributes to the lack of clarity around exactly what critical thinking is and, subsequently, how it can be taught and evaluated in the clinical setting. The purpose of this article is to provide an overview of the various components of critical thinking and to discuss barriers, facilitators and strategies that can enhance nurses' attainment of this core competency. Few would argue that registered nurses today must be able to think critically in order to effectively communicate a nursing perspective that reflects a meaningful clinical grasp and preparedness to act.

Critical Care↗