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At least 451 records · Page 25Linked to original sources

PubMed2004

Gender differences in hemispheric organization during divergent thinking: an EEG investigation in human subjects.

This study examined the gender-related differences in EEG patterns during the experimental condition of divergent thinking. The EEG of 36 males and 27 females was recorded from 16 scalp electrodes in rest and while students were solving a creative problem. The spectral power density along with EEG coherence estimates were analyzed in each of the six frequency bands in the 4-30 Hz range. Gender-related differences in the EEG patterns were found during successful divergent thinking. Creative men were characterized by massive increases of amplitude and interhemispheric coherence in the beta2 whereas creative women showed more local increases of the beta2 power and coherence. On the contrary, the task-induced desynchronization of the alpha1 rhythm in creative women was topographically more expanded as compared with men who demonstrated greater interhemispheric coherence than women did. Our results propose a different hemispheric organization in men and women during creative thinking.

Alpha Rhythm↗

PubMed1996

Children's use of counterfactual thinking in causal reasoning.

Research on children's causal thinking has emphasized the perception of temporal and spatial contiguity between cause and effect. However, our causal judgements often involve a contrast between a perceived sequence (A, then B) and a counterfactual case (in the absence of A, then not B). In three experiments, children's capacity for such counterfactual thinking was assessed. In Experiment I, children aged 3-5 years observed a sequence such as A causing B. Subsequently, they replied quite accurately to a question about a counterfactual sequence, for example: "What if A had not occurred, then B or not B?". In Experiment 2, children were asked about two counterfactual antecedents, one that would not have caused B, and one that (like the actual antecedent) would also have caused B. Children differentiated between the two types of antecedent. Finally, in Experiment 3, children heard stories in which the protagonist chose a course of action that led to a minor mishap (e.g., drawing with a black pen and getting inky fingers), having rejected an option that would have prevented it in experimental stories (e.g., using a pencil) or an option that would have led to an equivalent outcome in control stories (e.g., using a blue pen). Children aged 3 and 4 years often cited the failure to adopt another course of action as the cause of the mishap and, particularly in experimental stories, they focused on the rejection of the alternative option. Children's use of counterfactual thinking is discussed in relation to contemporary accounts of causal reasoning.

Child Development↗

PubMedDate not supplied

Hostility changes following antidepressant treatment: relationship to stress and negative thinking.

It is unclear whether changes in hostility following treatment are primarily related to improvement in depressive symptoms or are also closely associated with reductions in negative thinking or perceived stress. We evaluated 94 outpatients with major depression before and after eight weeks of fluoxetine treatment by administering the Symptom Questionnaire (SQ) Hostility Scale, the Hamilton Rating Scale for Depression (HAM-D), the Cognitions Questionnaire (CQ) and the Perceived Stress Scale (PSS). We observed significant elevations in scores on these questionnaires in depressed patients as compared to normal controls. Following treatment with fluoxetine, there was a statistically significant reduction in scores on all four questionnaires. We observed that changes in SQ Hostility were significantly positively related to changes in both depression severity and perceived stress, with these relationships remaining significant after adjusting for gender and baseline SQ Hostility. The relationship between SQ Hostility changes and reductions in negative thinking became significant only after adjusting for gender and baseline SQ hostility. Our results suggest that the marked decrease in hostility following antidepressant treatment is related to a reduction in depressive symptoms, stress levels and negative thinking.

Adult↗

PubMed1996

Using simulation to test critical thinking skills of nursing students.

The purpose of this pilot study was to evaluate the effectiveness of using simulations to test critical thinking ability of nursing students. Nine medical and surgical videotaped vignettes were selected from the critical thinking component of the Performance Based Development System (PBDS). Pathology, difficulty rating and the obviousness of cues varied between vignettes. Each student was rated as acceptable, partially acceptable or unacceptable in their ability to identify a problem and provide appropriate nursing interventions with rationale for each vignette. A paper and pencil exercise and interviews were used to validate findings obtained from the video simulations. The pros and cons of using video simulations to assess critical thinking abilities of nursing students are discussed.

Adult↗

PubMed2002

Everyday thoughts: harnessing the thought process toward a practical framework for increasing critical thinking and reducing error.

The development of critical thinking skills and the "maturing" of a professional occur in every discipline. The experienced practitioners find themselves looking at the novice level with a new understanding when applying human factors and purposeful self-reflective thought. Using human factors and the critical thinking process to map this experiential change in health care allows for progress toward a culture of safety. Application of human factor science to critical thinking development and measurement of critical thought in the error process yields new insight to the delivery of safe health care.

Critical Care↗

PubMedDate not supplied

Women's ways of knowing in nursing and critical thinking.

The purpose of this longitudinal qualitative study was (1) to extend the work of Belenky, Clinchy, Goldberger, and Tarule by interviewing female university nursing students to determine their "way of knowing" according to the Women's Ways of Knowing (WWK) schema and (2) to determine what relationship this way of knowing might have with critical thinking when accumulating a specific body of knowledge such as nursing. Interviews were conducted with 21 sophomore nursing students. Fourteen were reinterviewed their junior year, and 10 were interviewed or participated in a focus group their senior year. The procedural knowledge categories of separate and connected knowing became the focus of data analysis through the constant comparative method. Procedures for connected knowing were illuminated. Connected knowing was found to be congruent with nursing and the ways these women wanted to be as nurses. Separate knowing was found to be incongruent with nursing except for critical thinking purposes. Contrary to the notion that critical thinking is principled rather than procedural, procedural knowing, according to WWK, became the principle on which these women based their nursing actions, moving them to constructed knowers and caring, critical thinkers as they experienced nursing education.

Adult↗

PubMed1978

Dichotic listening and allusive thinking.

Previous work suggests that allusive thinkers have a broader attentional process associated with weak central inhibition. The method of dichotic stimulation was used to investigate this concept. Sixty-three university students completed a battery of tests including 2 dichotic listening tasks. The Object Sorting Test was used as a measure of allusive thinking. Allusive thinkers showed a trend towards impaired shadowing performance. Mislabelling of shadow as distractor words and vice versa, on recall and recognition tasks, showed the strongest correlation with allusive thinking. Such mislabelling was considered to reflect impaired discrimination learning, and provides further support for a hypothesis relating allusive thinking to weak Pavlovaian central inhibition.

Acoustic Stimulation↗

PubMed1994

How abstract is my thinking as an ethicist in clinical settings?

Answering how abstract my thinking is in practicing applied ethics in clinical settings involves clarifying the idea of abstraction. I see three categories of cases: 1) those I decide automatically, 2) those I feel oblige extra care, and 3) those that force me to abstract thinking in some sense of the word. I use a method for tracking the values at stake in such cases and use it in all three sorts of cases. In consequence, then, to issues about education or training for clinical ethics, I think one needs a method for problem solving that does not seem very abstract but that depends on analyses of some very abstract notions.

Decision Making↗

PubMed2002

Counterfactual thinking and quality of life among women with silicone breast implants.

This study examined the relationship of counterfactual thinking (thoughts about how one's current situation might have turned out differently) with psychosocial adjustment and quality of life in a sample of women with silicone breast implants. Seventy-four women who were concerned about or who were experiencing problems with their implants were recruited following magnetic resonance imaging (MRI) evaluation. Participants completed measures of counterfactual thinking, psychosocial adjustment, and quality of life (QOL). Results indicated that counterfactual thinking was significantly associated with more psychosocial adjustment difficulties, more perceived implant-related health problems, and poorer QOL in the physical health domain. These findings provide additional insight into the factors that may influence adjustment in a complex and poorly understood population and also have implications for understanding the adjustment process to other types of illnesses.

Adult↗

PubMed2001

Children's, adolescents', and young adults' thinking about different types of disagreements.

Individuals' thinking about different types of disagreements was examined. Ninety-six participants in third grade (mean age = 8 years 9 months), seventh grade (mean age = 13 years 2 months), and college (mean age = 21 years 10 months) judged the acceptability of believing and acting on different types of beliefs with which they disagree, the attributes of the persons with whom they disagree, and the relative importance of cultural uniformity or diversity of belief. Findings indicated that participants' thinking did not simply become more tolerant with age; their thinking at all ages was constrained by both the realm over which there was disagreement and the form of the disagreement. At all ages, participants judged that some disagreements were acceptable and some unacceptable, described disagreeing others in terms of different (more or less positive) attributes, and judged that diversity of belief was important in some realms but uniformity was preferable in others.

Adolescent↗

PubMed1995

Depressive thinking: shifts in construct accessibility or in schematic mental models?

Alternative explanations for depression-related changes in thinking were examined. Forty-one depressed patients and 40 controls completed sentence stems involving social approval or personal achievement such as "If I could always be right then others would __ me." The view that depressive thinking primarily reflects a generalized increase in accessibility of negative constructs predicts patients will give more negative completions (e.g., "dislike"). Alternatively, depression could affect the interrelationships between constructs: Use in depression of schematic mental models implying closer dependence of personal worth--acceptance on success--approval predicts patients may give more positive completions (e.g., "like"). Results supported the latter prediction and suggest that depressive thinking reflects changes in high-level mental models used to interpret experience.

Adult↗

PubMed1995

Negative affective consequences of thinking about disease detection behaviors.

It was proposed that thinking about disease-detection behavior would lead to more negative moods than thinking about health-promotion behavior. Detection behaviors produce more negative moods because they can threaten perceptions of good health. In a laboratory study, the initial mood states of 121 participants recruited from undergraduates and the general community were measured using a neutral-words rating procedure. Then participants were randomly assigned to think about performing a disease-detection behavior or a health-promotion behavior. Subsequently, they wrote down their responses to the behavior and evaluated these as either positive, negative, or neutral. Finally, the participant's mood was remeasured using both a neutral words-rating procedure and a more traditional bipolar rating measure. Results indicated that thought about disease-detection behavior produced more negative affective responses and more negative mood change than did thought about health-promotion behavior.

Adolescent↗

PubMed1995

What proverb understanding reveals about how people think.

The ability to understand proverbial sayings, such as a rolling stone gathers no moss, has been of great interest to researchers in many areas of psychology. Most psychologists assume that understanding the figurative meanings of proverbs requires various kinds of higher order cognitive abilities. The authors review the findings on proverb interpretation to examine the question of what proverb use and understanding reveals about the ways normal and dysfunctional individuals think. The widely held idea that failure to provide a figurative interpretation of a proverb necessarily reflects a deficit in specialized abstract thinking is rejected. Moreover, the ability to correctly explain what a proverb means does not necessarily imply that an individual can think abstractly. Various empirical evidence, nonetheless, suggests that the ability to understand many proverbs reveals the presence of metaphorical schemes that are ubiquitous in everyday thought.

Aphorisms and Proverbs as Topic↗

PubMed1997

Counterfactual thinking.

Counterfactuals are mental representations of alternatives to the past and produce consequences that are both beneficial and aversive to the individual. These apparently contradictory effects are integrated in a functionalist model of counterfactual thinking. The author reviews research in support of the assertions that (a) counterfactual thinking is activated automatically in response to negative affect, (b) the content of counterfactuals targets particularly likely causes of misfortune, (c) counterfactuals produce negative affective consequences through a contrast-effect mechanism and positive inferential consequences through a causal-inference mechanism, and (d) the net effect of counterfactual thinking is beneficial.

Anger↗

PubMed2006

Development of a new critical thinking test using item response theory.

The authors describe the initial development of the Wagner Assessment Test (WAT), an instrument designed to assess critical thinking, using the 5-faceted view popularized by the Watson-Glaser Critical Thinking Appraisal (WGCTA; G. B. Watson & E. M. Glaser, 1980). The WAT was designed to reduce the degree of successful guessing relative to the WGCTA by increasing the number of response alternatives (i.e., 80% of WGCTA items are 2-alternative, multiple-choice), a change that was hypothesized to result in more desirable test information and standard-error functions. Analyses using the 3-parameter logistic item response theory (IRT) model in a sample of undergraduates (N = 407) supported this prediction, even when the WAT item pool was shortened to match the length of the WGCTA. Convergent validity between full-pool IRT score estimates was r = .69. Implications for subsequent research on IRT-based measurement of critical thinking are discussed.

Adolescent↗

PubMed2001

Do short cases elicit different thinking processes than factual knowledge questions do?

PURPOSE: To assess whether case-based questions elicit different thinking processes from factual knowledge-based questions. METHOD: 20 general practitioners (GPs) and 20 students solved case-based questions and matched factual knowledge-based questions while thinking aloud. Verbatim protocols were analysed. Five indicators were defined: extent of protocols; immediate responses; re-reading of information given in the stem or case after the question had been read; order of re-reading information, and type of consideration, i.e. 'true-false' type or 'vector', that is, a deliberation which has a magnitude and a direction. RESULTS: Cases elicited longer protocols than factual knowledge questions. Students re-read more given information than GPs. GPs gave an immediate response on twice as many occasions as students. GPs re-ordered the case information, whereas students re-read the information in the order it was presented. This ordering difference was not found in the factual knowledge questions. Factual knowledge questions mainly led to 'true-false' considerations, whereas cases elicited mainly 'vector' considerations. CONCLUSION: Short case-based questions lead to thinking processes which represent problem-solving ability better than those elicited by factual knowledge questions.

Education, Medical↗

PubMed2002

Quantitative evaluation of the diagnostic thinking process in medical students.

OBJECTIVE: To explore the diagnostic thinking process of medical students. SUBJECTS AND METHODS: Two hundred twenty-four medical students were presented with 3 clinical scenarios corresponding to high, low, and intermediate pre-test probability of coronary artery disease. Estimates of test characteristics of the exercise stress test, and pre-test and post-test probability for each scenario were elicited from the students (intuitive estimates) and from the literature (reference estimates). Post-test probabilities were calculated using Bayes' theorem based upon the intuitive estimates (Bayesian estimates of post-test probability) and upon the reference estimates (reference estimates of post-test probability). The differences between the reference estimates and the intuitive estimates, and between Bayesian estimates and the intuitive estimates were used for assessing knowledge of test characteristics, and ability of estimating pre-test and post-test probability of disease. RESULTS: Medical students could not rule out disease in low or intermediate pre-test probability settings, mainly because of poor pre-test estimates of disease probability. They were also easily confused by test results that differed from their anticipated results, probably because of their inaptitude in applying Bayes' theorem to real clinical situations. These diagnostic thinking patterns account for medical students or novice physicians repeating unnecessary examinations. CONCLUSIONS: Medical students' diagnostic ability may be enhanced by the following educational strategies: 1) emphasizing the importance of ruling out disease in clinical practice, 2) training in the estimation of pre-test disease probability based upon history and physical examination, and 3) incorporation of the Bayesian probabilistic thinking and its application to real clinical situations.

Adult↗

PubMed2002

Thinking styles and academic achievement among Filipino students.

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to acade micachievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.

Adolescent↗