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PubMed1993

Children's creative thinking and color discrimination.

60 children in Grades 3 through 6 from two schools were administered the Farnsworth Munsell 100-Hue Test and teachers provided a measure of different aspects of each child's creative thinking on the Williams Scale of Children's Divergent Thinking. Fluency and imagination scores were positively associated with color discrimination. While other dimensions of creative thinking did not correlate with color discrimination, some correlations suggested thematic connections between color discrimination and other manifestations of creative thinking as evaluated by teachers. Color discrimination was also positively associated with age, as older children differentiated between small differences in colors better than younger children. As intelligence or other variables may be relevant, further study is needed.

Age Factors↗

PubMed2003

Evaluation of bizarre-idiosyncratic thinking scale as a measure of thought disorder in children and adolescents with severe psychiatric disorders.

To investigate the prevalence of thought disorder and the possible appropriateness of the Bizarre-Idiosyncratic Thinking Scale for children and adolescents with severe psychiatric disorders, 96 child and adolescent inpatients and day hospital patients, ages 6 to 18 years, at a state psychiatric hospital were rated by review of retrospective records using Marengo and Harrow's 1986 Evaluation of Bizarre-Idiosyncratic Thinking Scale for the presence of thought disorder in the Thematic Apperception Test and Rorschach Inkblot Test responses. Although the Evaluation of Bizarre-Idiosyncratic Thinking Scale had not been previously used with children and adolescents, the analysis suggested possible indications of thought disorder in several diagnostic groups. No significant differences were found on the Rorschach between patients with Schizophrenia and Psychosis, Not Otherwise Specified and those with Attention Deficit Hyperactivity Disorder, Major Depression, and Conduct Disorder. On the basis of the Thinking Scale ratings, the Thematic Apperception Test responses showed significantly higher ratings of thought disorder for patients with Schizophrenia and Psychosis, Not Otherwise Specified. There was no general relation between thought disorder and age or IQ, but schizophrenic patients, aged 13 and older, had more thought disorder than schizophrenic patients who were younger than 13.

Adolescent↗

PubMed1989

Religiosity, schizotypal thinking, and schizophrenia.

The relationship between religiosity and the incidence of schizotypal thinking was investigated in a normal sample and in acute and chronic schizophrenic samples. The Rust Inventory of Schizotypal Cognitions was administered to measure schizotypal thinking, and two religiosity measures were developed. Religiosity had a significantly negative relationship with schizotypal thinking in normal subjects, while in schizophrenic patients the relationship was positive and significantly different. It is suggested that the process of existential growth of awareness in the normal development of religious belief, which is thought to be associated with schizotypal thinking, may have proceeded differently in persons suffering from schizophrenia.

Adult↗

PubMed1990

Relationship between using conceptual comprehension of academic material and thinking abstractly about global life issues.

The study explored whether more frequent use of conceptual comprehension of academic material generalized to greater use of abstract thinking about global life issues, such as death, goal in life, marriage, AIDS, etc. Undergraduate and graduate students (28 men and 61 women) voluntarily completed a questionnaire which assessed their conceptualizations using three indices. These were an intelligence scale and two learning style indices, namely, Deep Processing and Elaborative Processing of R. R. Schmeck. Also assessed were their levels of abstract thinking about Death Issues and about Other Real Life Issues, and their Denial of Death and their Denial of Dying. All three indices of conceptualization correlated with thinking more abstractly about Other Real Life Issues, but only Elaborative Processing correlated with thinking more abstractly about Death Issues. None of the three indices correlated with Denial of Death or Denial of Dying. It appears conceptualization skills were selectively generalized.

Attitude to Death↗

PubMed2000

A case study on support for students' thinking through computer-mediated communication.

This is a case study on support for thinking through computer-mediated communication. Two graduate students were supervised in their research using computer-mediated communication, which was asynchronous and written; the supervisor was not present. The students' reports pointed out there was more planning and editing and low interactivity in this approach relative to face-to-face communication. These attributes were confirmed by their supervisor's report. The students also suggested that the latter was effective in support of a production stage of thinking in research, while the former approach was effective in support of examination of thinking. For distance education to be successful, an appropriate combination of communication media must consider students' thinking stages. Finally, transient and permanent effects should be discriminated in computer-mediated communication.

Adult↗

PubMed2002

Apocalyptic thinking, autonomy, and sociotropy.

As the millennium approached there was a unique opportunity to examine beliefs about impending apocalyptic events. In March, 1998 60 English participants, 20 to 35 years of age, including 20 Jehovah's Witnesses, 20 Roman Catholics, and 20 Methodists, completed a four-dimension scale of Positive and Negative Autonomy and Positive and Negative Sociotropy and a questionnaire, Apocalyptic Thinking, on the millennium containing questions on apocalyptic beliefs. The aim of the study was to investigate the apocalyptic beliefs of a number of Christian denominations and examine the relationship between scores on apocalyptic thinking about the millennium and group cohesion. Jehovah's Witnesses scored highest on all scales except Positive Autonomy, and the Catholics had higher Negative Sociotropy and Apocalyptic Thinking scores than the Methodists. Negative Sociotropy scores correlated positively with Apocalyptic Thinking scores for all groups. These data suggest significant positive relationship between these Christian endorsements of the likelihood of apocalyptic events at the millennium and the extent to which they perceive nonmembers of their denomination as 'outsiders'.

Adult↗

PubMed2003

Assessment of thinking style preferences and language proficiency for South African students whose native languages differ.

The language proficiency of first-year students at the University of Pretoria (56 men and 59 women, M age=19.40 yr., SD=.80, range from 18.00 to 20.70) was assessed by means of the English Language Skills Assessment. More than one-third of the students did not show proficiency at Grade 10, as expected. This language assessment was not correlated with academic achievement equally well for students in a group. The diversity of thinking style preferences of the students enrolled in a language development course was also assessed on the Herrmann Brain Dominance Instrument. Scores indicated a range of thinking style preferences but the group's overall mean scores represented detail-oriented and feeling-based modes of thinking processes. These preferences were correlated with academic achievement and learning of languages. The data are consistent with the hypothesis that thinking styles could be a focus of educational strategies in South Africa, using the perspective that qualitatively different approaches to teaching might be associated with students' qualitatively different approaches to learning.

Adult↗

PubMed2003

Reading comprehension: think and know verbs.

Verbs such as think, know, remember, and guess play a pivotal role in understanding, monitoring, and transformation of internal states. We focus on the specific words as think and know, polysemous cognitive verbs that show hierarchical organization and high frequency of use in children's and adults' lexicons. According to Booth and Hall's model, think and know present a conceptual organization that involves low conceptual levels (perception, memory, comprehension) and high conceptual levels (evaluation, metacognition, planning). The aim of this research was to study the relationship between children's comprehension of text processing and the conceptual levels of the above-described verbs. The research concentrated on 9-, 11-, and 13-yr.-old children's ability to understand think and know. Analysis yielded a strong relation between knowledge at the conceptual level of these verbs and reading comprehension skills. Moreover, it highlights the importance of this linguistic competence in skilled readers.

Adolescent↗

PubMed2005

Emotional stability, positive and wishful thinking, and consequences of coping in a Spanish sample.

The relationship between scores on Emotional Stability and on two cognitive coping strategies-Positive Thinking and Wishful Thinking-and the Consequences of Coping scale were examined in a group of 99 Spanish undergraduates. Positive Thinking was associated with high Emotional Stability and positive consequences, whereas Wishful Thinking was associated with low Emotional Stability and negative consequences.

Adaptation, Psychological↗

PubMed2006

Exploring ease in thinking aloud.

Thinking aloud seems unnatural and difficult to most subjects. The present study explored the relation between Ease in Thinking Aloud, verbal fluency, Self-talk, and Big Five personality traits for a heterogeneous sample of 101 German-speaking adults (50 women and 51 men). Ease in Thinking Aloud positively correlated with scores on verbal fluency (r =.31) and Conscientiousness (r =.38). The discussion considers implications for further research on ease in thinking aloud.

Adolescent↗

PubMed2002

Use of critical interactive thinking exercises in teaching reproductive physiology to undergraduate students.

In higher education, increasing emphasis is being placed on the use of new technologies in the classroom. However, the emphasis needs to be placed on methods that truly enhance understanding and knowledge retention. Class discussions help students understand and retain information previously presented in lecture format. Furthermore, if students are challenged to critically evaluate, communicate, and defend their ideas, knowledge retention and understanding will increase even more. Critical interactive thinking exercises (CITE) were employed at two different universities to enhance student knowledge retention and promote the development of critical thinking. Applicability of CITE to undergraduate learning was assessed over a 3-yr period in the undergraduate reproductive physiology courses at Michigan State University and the University of Missouri-Columbia. For each exercise, students were challenged to prepare a one-page, double-spaced composition addressing an incompletely understood phenomenon or problem-solving situation related to the reproductive system. In preparing their compositions, students were encouraged to use information previously presented in lecture plus outside information to develop their ideas. Students were required to formulate and defend a hypothesis or approach to the problem presented. At the subsequent class period, students were divided into groups of three to four, in which they interactively discussed their ideas. Each group member was challenged to defend his or her hypothesis and explanation and to persuade other group members to adopt their ideas. Each group then arrived at a consensual opinion that was presented during a discussion by the entire class. The class then debated the merits of each group's hypothesis or explanation and the supporting arguments presented. At first, the students were apprehensive about the CITE, particularly about communicating and defending ideas with their classmates. However, course evaluations showed that 131 out of 137 students considered the CITE a positive experience that enhanced learning. Additionally, 131 out of 137 students reported that the CITE enhanced their critical thinking skills. We feel that the use of CITE in teaching reproductive theory to undergraduate students fosters critical thinking skills, communication skills, and knowledge retention. The general concept can be readily applied to courses in other subject areas in the animal sciences.

Animal Husbandry↗

PubMed2000

The temporality effect in counterfactual thinking about what might have been.

When people think about what might have been, they undo an outcome by changing events in regular ways. Suppose two contestants could win 1,000 Pounds if they picked the same color card; the first picks black, the second red, and they lose. The temporality effect refers to the tendency to think they would have won if the second player had picked black. Individuals also think that the second player will experience more guilt and be blamed more by the first. We report the results of five experiments that examine the nature of this effect. The first three experiments examine the temporality effect in scenarios in which the game is stopped after the first contestant's card selection because of a technical hitch, and then is restarted. When the first player picks a different card, the temporality effect is eliminated, for scenarios based on implicit and explicit negation and for good outcomes. When the first player picks the same card, the temporality effect occurs in each of these situations. The second two experiments show that it depends on the order of events in the world, not their descriptive order. It occurs for scenarios without preconceptions about normal descriptive order; it occurs whether the second event is mentioned in second place or first. The results are consistent with the idea that the temporality effect arises because the first event is presupposed and so it is immutable; and the elimination of the temporality effect arises because the availability of a counterfactual alternative to the first event creates an opposing tendency to mutate it. We sketch a putative account of these effects based on characteristics of the mental models people construct when they think counterfactually.

Cognition↗

PubMed1997

An approach to defining and operationalizing critical thinking.

The faculty in a midwestern university confronted the imperative to define and measure critical thinking in the nursing undergraduate curriculum. Theoretical and operational definitions were developed by faculty through literature review, extensive discussion, student participation, and evaluation. These activities also led to the generation of a list of indicators to assess the presence of critical thinking. Through the process faculty have developed a deeper understanding of critical thinking and fostered students' critical thinking abilities.

Clinical Competence↗

PubMed1997

A comparison of critical thinking abilities between accelerated and traditional baccalaureate nursing students.

Critical thinking is an outcome expected of all nursing graduates. The purpose of this study was to evaluate the influence of an accelerated nursing curriculum on students' abilities to think critically. The Watson-Glaser Critical Thinking Appraisal (WGCTA) was used to measure the critical thinking ability of the student nurses. The sample consisted of two groups of BSN students: traditional (n = 45) and accelerated (n = 43). Both groups completed the WGCTA at the beginning and end of their nursing course sequence. Findings revealed a significant difference between the test scores of the two group at the beginning of the curriculum (t = -2.42) but no significant difference at the end (t = -1.76). Findings also revealed significant differences in pre- and post-curriculum test scores of traditional students (t = -2.84) but no difference for accelerated students (t = -1.65). Findings have implications for BSN program development.

Adult↗

PubMed1999

Using reflective thinking to develop personal professional philosophies.

Reflective thinking, closely related to critical thinking, is discussed as an essential teaching-learning process to help students in introductory professional courses develop personal professional philosophies. Reflective thinking opportunities used by nurse educators and teacher educators include students' own experiences, actual case studies, and media presentations. Using reflective thinking to develop personal professional philosophies helps students view themselves as future participants in their chosen professions.

Education, Nursing, Baccalaureate↗

PubMed2000

Language as a constitutive: critical thinking for multicultural education and practice in the 21st century.

Postmodern understandings of language can function as revolutionary critical thinking tools and enable multicultural education in a way yet to be resolutely embraced by the discipline. This thesis is illustrated with critical thinking examples relevant to topics in nursing education, such as maternal infant attachment, HIV prevention education, standardized instruments measuring quality of life and self-esteem, domain of person, and adolescent male identity formation. Working through postmodern positions on language produces important questions. It offers nursing provocative ways of thinking about education and provides radically different approaches to critical thinking and cultural competence. Capitalizing on postmodern sensibilities about language to create multicultural education and practice will take persistent self-reflective educational practices that question the ground that nursing stands on, as well as good intentions regarding a deep and broad embrace of complexly understood cultural competence.

Attitude to Health↗

PubMed2002

Thinking processes used by nurses in clinical decision making.

Clinical decision making forms the basis of expert clinical practice. The purpose of this study was to investigate and document the thinking processes used by nurses in clinical decision making situations so the processes could guide educational practice. Clinical data was analyzed to reveal that clinical decision making is complex and requires a variety of thinking processes. Medical and surgical nurses used different thinking processes, showing the importance of context in clinical decision making. The nursing exemplars and working vocabulary developed in this study to describe the thinking processes used in clinical decision making can be used in nursing education.

Decision Making↗

PubMed2003

Teaching and measuring critical thinking.

Nurse educators are under pressure to show critical thinking as a program outcome. Many different strategies have been suggested for developing critical thinking among nursing students. It is easy to believe these strategies increase critical thinking, but not all have actually been measured for reliability or validity. Based on an exhaustive literature search, the author attempted to identify teaching strategies that are being used to increase critical thinking and how effective those strategies have been.

Clinical Competence↗