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PubMed1990

The effect of sensory deprivation and ego strength on a measure of autistic thinking.

In an experiment designed to test aspects of the psychoanalytic theory of ego functioning, 18 male and 18 female subjects were assigned in equal numbers to a 3 1/2-hr period of either sensory deprivation (SD), social isolation (SI) or social participation (SP). Their level of autistic thinking was assessed by a word-association measure administered immediately before and immediately after the treatment condition to which each subject had been assigned. Results showed that subjects assigned to SD showed an increase in autistic thinking scores from pretreatment to posttreatment, whereas subjects assigned to the two control conditions (SI and SP) showed a decrease. Although Minnesota Multiphasic Personality Inventory (MMPI) ego strength (Es) scores correlated negatively with the initial level of autistic thinking in all subjects, the experimental and control conditions had their greatest impact on subjects who scored low in Es. Results were interpreted as supporting the hypothesis that consensual functioning (particularly for subjects who scored low on Es) depends on continuing contact with reality.

Adult↗

PubMed2000

Are learning approaches and thinking styles related? A study in two Chinese populations.

This article presents the results of an investigation of the construct validity of J. B. Biggs's (1987) theory of learning approaches and of R. J. Sternberg's (1988) theory of thinking styles in two Chinese populations. The study is also an examination of the nature of the relations between the two theories. University students from Hong Kong (n = 854) and from Nanjing, mainland China (n = 215), completed the Study Process Questionnaire (J. B. Biggs, 1992) and the Thinking Styles Inventory (R. J. Sternberg & R. K. Wagner, 1992). Results indicated that both inventories were reliable and valid for assessing the constructs underlying their respective theories among both Hong Kong and Nanjing university students. Results also showed that the learning approaches and thinking styles are related in the hypothesized ways: The surface approach was hypothesized to be positively and significantly correlated with styles associated with less complexity, and negatively and significantly correlated with the legislative, judicial, liberal, and hierarchical styles. The deep approach was hypothesized to be positively and significantly correlated with styles associated with more complexity, and negatively and significantly correlated with the executive, conservative, local, and monarchic styles. Implications of these relations are discussed.

Adult↗

PubMed2001

Approaches and thinking styles in teaching.

In this study, the author examined the relationship between teaching approaches and thinking styles in teaching. The study parallels previous investigations (Zhang, 2000a, 2000b; Zhang & Sternberg, 2000) of students' learning approaches and thinking styles in learning. Seventy-six in-service teachers from Hong Kong responded to the Approaches to Teaching Inventory (K. Trigwell & M. Prosser, 1996) and the Thinking Styles Inventory in Teaching (E. L. Grigorenko & R. J. Sternberg, 1993) as well as to a range of questions designed to assess the participants' perceptions about their work environment. It was concluded that approach and style are two overlapping constructs with different labels. The differences between approach and style are in degree, but not in kind.

Adult↗

PubMed2002

Epistemological beliefs and thinking about everyday controversial issues.

The authors investigated the relationship between individuals' beliefs about the nature of knowledge and the nature of learning (epistemological beliefs) and their thinking about everyday controversial issues. Adults (N = 174) ranging in age from 17 to 71 years old with a mean age of 38 completed the Schommer Epistemological Questionnaire (M. Schommer, 1990), which assessed their beliefs in the certainty and organization of knowledge and the speed and control of learning. After they had completed the questionnaire, they responded to a series of questions about two controversial issues that had been discussed in the local newspaper. Regression analyses indicated that the more the participants believed in complex and tentative knowledge, the more likely they were to take on multiple perspectives, be willing to modify their thinking, withhold ultimate decisions until all information was available, and acknowledge the complex, tentative nature of everyday issues. Epistemological beliefs that are heavily influenced by a higher level of education appear to relate to thinking beyond the classroom, and introducing controversial issues into the curriculum may reciprocally foster the development of epistemological beliefs.

Adolescent↗

PubMedDate not supplied

Divergent thinking in Alzheimer's and frontotemporal dementia.

Twenty-three patients with mild dementia of the Alzheimer's type (DAT) or frontotemporal type (DFT) and age- and education-matched control subjects were administered tests of complex fluency involving divergent thinking and tests of letter, category, and figural fluency. The tests of complex fluency discriminated the dementia patients from control subjects more strongly than did the other fluency tests. The results suggest that divergent thinking as assessed by complex fluency tests is a cognitive domain that is impaired early in the course of dementia. The sensitivity of complex fluency tests compared to that of letter, category, and figural fluency tests may be related to greater demands for conceptualization in relating stimulus attributes to function and greater demands for flexible thinking during self-directed search processes.

Aged↗

PubMed1985

The thought behind the words: a view of schizophrenic speech and thinking disorders.

Chaika (1982) has proposed that what is frequently viewed as a schizophrenic thought disorder should more precisely be regarded as a speech disorder. We suggest, however, that one should emphasize constructs concerning disordered schizophrenic thinking. We support this position since the schizophrenic's strange speech can fit into a larger view about his disordered thinking which is grounded in a nomological net involving various different types of strange behavior. Other support comes from (1) the use of tests assessing disordered nonverbal behavior, (2) evidence that schizophrenics intermingle personal concerns (ideas) into their verbalizations, (3) bizarre schizophrenic behavior, and (4) the very large percent of schizophrenics with delusions. There is an intricate link between language--which includes a system of symbols, words, and meanings--and thinking. Thus, we have proposed that the disturbance most frequently observed in schizophrenic verbalizations be viewed as involving conceptual-linguistic activity, and not just a problem of speech activity.

Cognition Disorders↗

PubMed1994

Relationship between critical thinking skills and success in preclinical courses.

PURPOSE: To examine the relationship between critical thinking skills as measured by the Watson-Glaser Critical Thinking Appraisal (WGCTA) and success during the first two years of medical school. METHOD: The WGCTA was administered to 92 students participating in orientation for the class of 1994. Total scores and subtest scores were calculated for each student. Scores from the Medical College Admission Test (MCAT) subtests, undergraduate grade-point averages (GPAs), gender, race-ethnicity, and other premedical data were obtained from admission files. Measures of student success in medical school included the final numerical scores of preclinical courses, preclinical GPA, United States Medical Licensing Examination (USMLE) Step 1 total score, course remediations, and alterations in schedules such as reduced loads or repeated years. Pearson correlation and the t-test were used in the analysis of data. RESULTS: WGCTA scores correlated best with MCAT scores for reading skils (r = .57) and quantitative skills (r = .40). Significant correlations were found between WGCTA scores and final scores for nearly all preclinical courses; however, the only correlations reaching .40 were for Behavioral Science 1 and Biometrics. Correlations between WGCTA scores and first- and second-year GPAs and scores on the USMLE Step 1 were between .33 and .36. The WGCTA scores for students who had extended time to meet course requirements or altered their curricula were significantly lower than those of students who neither took extended time nor changed their academic schedules. CONCLUSION: Critical thinking skills as measured by the WGCTA are moderately predictive of academic success during the preclinical years of medical education.

College Admission Test↗

PubMedDate not supplied

A model for teaching critical thinking in the clinical setting.

As the scope of nursing practice changes, the ability of nurses to think critically and make appropriate clinical judgements becomes even more necessary. The author shares a model for teaching critical thinking and describes how it can be used to improve the critical thinking skills of critical care nurses.

Coronary Care Units↗

PubMed1995

Do high doses of stimulants impair flexible thinking in attention-deficit hyperactivity disorder?

OBJECTIVE: To test the hypothesis that high doses of methylphenidate (MPH) impair cognitive flexibility in attention-deficit hyperactivity disorder (ADHD). METHOD: A double-blind crossover design was used in an acute dosage trial to assess effects of three dosages (0.3, 0.6, and 0.9 mg/kg) of MPH on the performance of 17 ADHD children on five tasks designed to assess divergent thinking, perseveration, and ability to shift mental set. The tasks also assessed convergent thinking, problem solving, and speed and accuracy of processing. RESULTS: There was minimal evidence of deleterious effects on flexible thinking or other cognitive processes, either in the ADHD group as a whole or in any subgroup. The most common pattern indicated linear improvement across dosages. CONCLUSIONS: Under the acute dosage conditions used in this study, MPH doses up to 0.9 mg/kg had an increasingly positive effect on measures of mental flexibility and other cognitive processes. Rather than eliciting perseveration, MPH appeared to improve persistence. The generalized nature of the cognitive and motivational changes observed suggests that MPH acts on central, self-regulatory processes. Because effects of two or more daily doses can accumulate when MPH is prescribed in the clinical situation, clinical doses of more than 0.6 mg/kg were not recommended.

Attention Deficit Disorder with Hyperactivity↗

PubMed1996

Assessment design issues for evaluating critical thinking in nursing.

The assessment of graduating students' critical thinking skills and habits of mind challenges and rewards those who approach the task from a critical thinking perspective. The article identifies and discusses issues in the design of authentic assessments of critical thinking as an educational outcome predictive of competent professional judgment in nursing practice. Authentic assessment implies a multiple methods design that addresses the diverse contexts within which judgments must be made by professional nurses. Most important, it implies a concern for validity and reliability of measurement, selection of appropriate data points, and attention to a number of logistic and practical concerns.

Clinical Competence↗

PubMed2001

The development of critical thinking among students in baccalaureate nursing education.

Students entering nursing education present with a range of critical-thinking skills and dispositions that are affected by genetic influences, modeling by others, and formal learning experiences. The experience of higher education further contributes, positively or negatively, to the development of those skills and dispositions over time. A conceptual framework is presented as a model to explain the relationship between variables contributing to critical thinking as it is manifested in clinical judgment. A developmental model is presented to align the development of cognitive capabilities and the application of those capabilities in the subprocesses of the nursing process. Implications for nurse educators related to the understanding of critical-thinking development of students are discussed.

Clinical Competence↗

PubMed1999

Individual and organizational accountability for development of critical thinking.

Advanced abilities to think critically are necessary to improve clinical systems, decrease errors and sentinel events, and engage staff involvement to refine patient care systems. The authors explore practical methods, based on current research, to promote mature critical-thinking skills in healthcare professionals, from patient care clinical judgment to a leadership perspective. Individual and organizational accountabilities for expanding critical thinking skills are investigated, and a problem-solving model is proposed as a coordinated strategy.

Health Facilities↗

PubMedDate not supplied

Fostering critical thinking in nursing students in the clinical setting.

Critical thinking is an important outcome of baccalaureate education in nursing. The authors explore the relationship between critical thinking and the nursing process and propose a model to foster critical-thinking abilities of nursing students in the clinical setting.

Clinical Competence↗

PubMedDate not supplied

Critical thinking as an educational outcome: an evaluation of current tools of measurement.

Critical thinking, an outcome criterion of the National League for Nursing and the Council of Baccalaureate and Higher Degree Programs, is an abstract skill difficult to measure. The authors provide a comprehensive review of four instruments designed to measure critical thinking and summarize research in which the tools were used. Analysis of this information will empower nursing faculty members to select a critical-thinking instrument that is individualized to the needs of their respective nursing programs.

Clinical Competence↗

PubMedDate not supplied

Teaching critical thinking skills to undergraduate nursing students.

Teaching nursing students to use critical thinking skills is important in today's changing healthcare system. Formal instruction in critical thinking theory is included in a professional issues nursing course for junior nursing students. The authors describe healthcare and non-healthcare educational activities used to promote application of the principles of critical thinking.

Clinical Competence↗

PubMedDate not supplied

A computer simulation for teaching critical thinking skills.

Critical thinking is difficult to teach because it is an abstract conceptual skill and there is no standard model. The authors discuss the development and use of a computer simulation that stimulates critical thinking in nursing students. Computer simulations are an efficient method of teaching students content and critical thinking skills without exhausting severely limited clinical time or placing a patient in jeopardy.

Clinical Competence↗

PubMedDate not supplied

Infusing teaching thinking skills into subject-area instruction.

Students can be taught clinical reasoning actively with the adaptation of the infusion approach for "teaching of" thinking. The authors demonstrate the "teaching of" critical thinking strategies for diagnostic decisions. The instructor uses a thinking map and models the process of diagnosis step by step. Working in small groups, students practice, monitor, and revise their strategies of clinical reasoning.

Algorithms↗

PubMedDate not supplied

Teaching critical thinking through a health-promotion contract.

Critical thinking is an important topic in nursing education today. The authors describe an assignment, based on the steps of the nursing process, in which students use critical-thinking skills to develop, implement, and evaluate a personal health-promotion contract. The assignment allows students to integrate health promotion, behavioral contracting, and critical-thinking concepts from the dual perspective of the nurse and the patient.

Attitude of Health Personnel↗