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PubMed1987

Declines in divergent thinking with age: cross-sectional, longitudinal, and cross-sequential analyses.

Six measures of divergent thinking were administered to 825 men ranging in age from 17 to 101 over the period from 1959 to 1972; repeat administrations were given to a subset of 278 men after a 6-year interval. Cross-sectional analyses showed curvilinear trends, with an increase in scores for men under 40 and a decline thereafter. Repeated measures analyses on subjects initially aged 33 to 74 generally replicated this finding, whereas cross-sequential analyses suggested a decline for all cohorts tested at a later time. Additional analyses suggested that not all of the decline could be attributed to reduced speed of response production. These longitudinal findings confirm earlier cross-sectional reports of decline in divergent thinking abilities with age.

Adult↗

PubMed2001

Constructive thinking, executive functioning, antisocial behavior, and drug use involvement in adolescent females with a substance use disorder.

The main aim of this study was to determine how constructive thinking (CT), executive functioning (EF), and antisocial behavior (ASB) are related to drug use involvement in 282 adolescent females, 14-18 years of age, with a substance use disorder (SUD) and in controls. CT was measured using the Constructive Thinking Inventory (S. Epstein & P. Meier, 1989), EF was measured using a battery of neuropsychological tests, and ASB was measured using the Youth Self-Report Inventory (T. Achenbach, 1991) and a psychiatric interview. Females with an SUD demonstrated lower CT and EF scores and higher ASB scores compared with the controls. Low CT and low EF were significantly related to increased drug use involvement even when controlling for age, socioeconomic status, and vocabulary level. ASB partially mediated the relation between CT and drug use involvement, and it fully mediated the relation between EF and drug use involvement. Moreover, ASB moderated the relation between EF and drug use involvement.

Adolescent↗

PubMed2004

How does dysfunctional thinking decrease during recovery from major depression?

Decreased dysfunctional thinking in recovering depressed patents could reflect predominantly (a). reduced access to dysfunctional schemas or (b). increased metacognitive monitoring of dysfunctional schematic products. Twenty acutely depressed patients, 20 partially remitted depressed patients, and 20 controls were compared on tasks primarily reflecting one or the other of these processes. On both tasks, acutely depressed patients differed significantly from controls. Partially remitted patients resembled acutely depressed patients on the task assessing dysfunctional schema access but resembled controls on the metacognitive monitoring task. Results suggest that reduced dysfunctional thinking associated with partial remission is mediated primarily by increased metacognitive monitoring of dysfunctional cognitive products rather than reduced access to dysfunctional schemas.

Adolescent↗

PubMed2004

Temporal construal effects on abstract and concrete thinking: consequences for insight and creative cognition.

Six studies investigate whether and how distant future time perspective facilitates abstract thinking and impedes concrete thinking by altering the level at which mental representations are construed. In Experiments 1-3, participants who envisioned their lives and imagined themselves engaging in a task 1 year later as opposed to the next day subsequently performed better on a series of insight tasks. In Experiments 4 and 5 a distal perspective was found to improve creative generation of abstract solutions. Moreover, Experiment 5 demonstrated a similar effect with temporal distance manipulated indirectly, by making participants imagine their lives in general a year from now versus tomorrow prior to performance. In Experiment 6, distant time perspective undermined rather than enhanced analytical problem solving.

Adult↗

PubMed1990

Formal operational thinking: the role of cognitive-developmental processes in adolescent decision-making about pregnancy and contraception.

The role of formal operational thinking in adolescent decision-making about pregnancy and contraception is explored through an integration of the cognitive-developmental and pregnancy-contraception literatures. The ways in which cognitive-developmental change mechanisms initiate or hinder formal thinking on pregnancy-contraception are considered, and implications for counseling pregnant adolescents are discussed.

Adolescent↗

PubMed1997

A longitudinal framework for fostering critical thinking and diagnostic reasoning.

Nurses' reasoning skills are of interest to nurse researchers, managers, clinicians, educators and students. Recent emphasis on critical thinking has raised important questions regarding the modes of reasoning necessary for practice and appropriate measures to improve nurses' cognitive skills. This paper analyses critical thinking and diagnostic reasoning. A longitudinal framework for promoting both modes of reasoning, beginning with nursing students through to experienced clinicians, is proposed as a model worth testing in nurse samples.

Education, Nursing↗

PubMed2000

Nursing scripts and the organizational influences on critical thinking: report of a study of neonatal nurses' clinical reasoning.

During 1995-1997 a study was undertaken to explore the extent to which theoretical knowledge acquired through a distance education programme in neonatal nursing was brought to bear in the real-world clinical reasoning of course participants. The study utilized a think aloud technique and included both concurrent (on-the-job) and retrospective verbal reports at 0, 6 and 12 months into the programme. Participants (n=4) were also interviewed individually on completion of the study. Results indicated that important inconsistencies existed between participants' theoretical knowledge and their practice; they also pointed to some organizational influences on these theory-practice inconsistencies. Script (or schema) theory provided a useful explanatory framework for these results. The paper includes a brief description of data collection and analysis techniques; its main emphasis, however, is on these theory-practice inconsistencies and their explanation in terms of the nature and acquisition of nursing practice scripts. The implications of nursing scripts for the promotion of critical thinking and evidence-based practice are discussed.

Adult↗

PubMed2000

Promoting professional knowledge, experiential learning and critical thinking for medical students.

It has been recognized internationally that undergraduate medical education must adapt to changing needs, as illustrated by the Tomorrow's Doctors recommendations from the General Medical Council. This paper aims to relate contemporary educational theory to under-graduate medical educational requirements, specifically highlighting conditions (e.g. experiential learning) for: professional knowledge acquisition; critical thinking, problem-solving and clinical problem-solving; and lifelong professional learning. Furthermore, problem-based learning (PBL) is highlighted as potentially providing such conditions. There are lessons from contemporary educational theory for the reform of undergraduate medical education. These include valuing prior knowledge and experience; promoting learner responsibility through facilitating rather than directing learning; encouraging learners to test out and apply new knowledge, and using small-group work to foster explicitly the elusive skills of critical thinking and reflection. Contemporary educational theory contributes valuable insights, but cannot dictate the ultimate 'mix'; at best it provides some principles for reflective analysis of the learning experiences created for tomorrow's doctors.

Clinical Competence↗

PubMed1999

Expert thinking in nursing practice: implications for supporting expertise.

The complexity of the art of expert nursing practice is an elusive phenomenon, which is difficult to articulate in concrete terms that can be translated into achieving quality patient care outcomes. The present study describes the findings of two hermeneutic (interpretive) studies on expert thinking that captured the holistic practice of expert clinicians. The findings from these studies provide insight into how expert practice can be administratively supported. These findings also have strong implications for strategies to facilitate the development of expertise in practice. In order to provide holistic care, nurses must spend time with their patients so that the particularities and meaning inherent in each unique patient situation can be understood. The art of expert thinking is a temporal and ethical activity, which needs to be supported and cultivated in a changing health-care delivery system.

Ethics, Nursing↗

PubMed2000

The use of narrative in the development of critical thinking.

This paper describes an approach to assessment aimed at developing critical skills in the production of arguments concerning contemporary issues in health. It is demonstrated that, in teaching from a constructivist position of knowledge, students can be cautious in producing assignments because of the relativist characteristic of constructivism. It is proposed that students could be more open and flexible in their approach to assessment and the use of cooperative working through the creation of narratives. It is suggested that narratives can provide an accessible and heuristic process from which academic accounts may be built. The use of narratives in taking the students from their everyday thinking to academic accounts is presented in relation to four teaching sessions. The use of this approach is in turn evaluated by students' narratives of their learning experience. Of 30 narratives obtained from students, analysis demonstrated that 21 accounts expressed aspects associated with the development of critical thinking. Nine students voiced some dissatisfaction with the assessment process, and further work to remedy these problems is outlined.

Attitude of Health Personnel↗

PubMed1992

On the definition of the concepts thinking, consciousness, and conscience.

A complex system (CS) is defined as a set of elements, with connections between them, singled out of the environment, capable of getting information from the environment, capable of making decisions (i.e., of choosing between alternatives), and having purposefulness (i.e., an urge towards preferable states or other goals). Thinking is a process that takes place (or which can take place) in some of the CS and consists of (i) receiving information from the environment (and from itself), (ii) memorizing the information, (iii) the subconscious, and (iv) consciousness. Life is a process that takes place in some CS and consists of functions i and ii, as well as (v) reproduction with passing of hereditary information to progeny, and (vi) oriented energy and matter exchange with the environment sufficient for the maintenance of all life processes. Memory is a complex of processes of placing information in memory banks, keeping it there, and producing it according to prescriptions available in the system or to inquiries arising in it. Consciousness is a process of realization by the thinking CS of some set of algorithms consisting of the comparison of its knowledge, intentions, decisions, and actions with reality--i.e., with accumulated and continuously received internal and external information. Conscience is a realization of an algorithm of good and evil pattern recognition.

Artificial Intelligence↗

PubMed2000

Predictors of irrational thinking in regular slot machine gamblers.

Previous research has suggested that irrational thinking may play a central role in the maintenance of behavior in slot machine gambling (M. B. Walker, 1992b). The present study is an evaluation of the validity and predictors of irrational thinking in a sample of regular gamblers (N = 20) drawn from the general community. The results were generally consistent with earlier findings; 75% of gambling-related cognitions were found to be irrational. Irrationality was unrelated to the amount of money lost or won during sessions but was positively related to risk taking. The most common irrational cognitions included false beliefs concerning the extent to which outcomes could be controlled or predicted and the attribution of human qualities (personification) to gambling devices. Gender comparisons showed that women were more likely than men to personify the machines. The validity of the speaking-aloud approach and suggestions for future research are discussed.

Adult↗

PubMed2006

Teaching statistical thinking to life scientists a case-based approach.

We describe a workshop on statistical thinking for scientists involved in pharmaceutical discovery research. The objectives were 1) to improve the quality of research data by developing a structured approach to bias and variability and 2) to establish a collaborative and informed relationship between scientists and statisticians by broadening their common basis. The corner stone was the introduction of statistical thinking and the didactical route to achieve this goal.

Bias↗

PubMed1997

Critical thinking: a central element in developing action competence in health and environmental education.

In the field of educational philosophy, health and environmental education share many common goals and challenges on the level of curriculum theorizing as well as the level of pedagogical practice. One of these challenges is to develop a radical philosophy of education which is critical and takes a controversial point of departure rather than the one of accommodation. It highlights, in other words, the socially critical role of education. From this point of view some key concepts are discussed in the paper in relation to health and environmental education: democracy as means and end, critical thinking, the critical orientation, and the action perspective. One of these concepts, critical thinking, is elaborated in particular as it is considered to be essential to pupils' development of action competence. A description is given how it can be seen from four perspectives: the epistemological, the transformative, the dialectical and the holistic.

Child↗

PubMed1998

Inquiry-based learning as a teaching strategy for critical thinking.

Changes in the healthcare system have prompted educators to rethink and revise nursing curricula. The National League for Nursing has outlined recommendations for the successful implementation of socially relevant curricula that reflect the diversity and plurality of local communities. Such revisions should better prepare graduates to function in a reformed healthcare system. Educational goals have shifted from curricula content to curricula outcomes. Beyond the mastery of content (which may quickly become outdated), the development of specific skills (critical thinking) and innovative responses to problems are now required of advanced practice nurses. Inquiry-based learning (IBL) offers an opportunity for graduate students to develop the necessary skills for effective practice. This article presents a model of IBL in graduate mental health education and an investigation of critical thinking skills as a possible outcome of the IBL method.

Clinical Competence↗

PubMed1998

Suicidal thinking among adolescents with a history of attempted suicide.

OBJECTIVE: To examine the risk of suicidal plans and ideation, depression, and other factors (low self-esteem, loneliness, fatalism, pessimism) among adolescents with a lifetime history of attempted suicide. METHOD: A self-administered questionnaire was used in a school-based survey of five middle schools (grades 6 through 8) enrolling 6,400 students. Usable questionnaires were obtained from 5,423 (85.3%). Data were obtained on a wide range of constructs including recent and lifetime suicide attempts, recent and lifetime suicide plans, recent ideation, symptoms of DSM-IV major depression, self-esteem, pessimism, loneliness, and fatalism. RESULTS: Data on crude prevalence showed thoughts about death, wishing to be dead, thoughts of suicide, and suicide plans were all significantly higher among youths with a history of attempts. Suicidal thinking was related to being more lonely, more fatalistic, and more pessimistic, and to less self-esteem, in addition to depression and a history of attempts. Multivariate analyses revealed the strongest factors associated with current suicidal thinking were history of attempts (odds ratio [OR] = 3.50), depression (OR = 5.34), and recent life stress (OR = 2.64). Compared with youths with none of the factors examined, those with six or more were at extreme risk (OR = 67.87). CONCLUSIONS: The strong association between history of suicide attempts, current ideation, and depression indicates that past suicide attempts occur in the context of other signs of psychosocial dysfunction. Given the paucity of epidemiological data on the natural history of suicidal behaviors among youths, more epidemiological studies of the antecedents and consequences of the range of suicidal behaviors among children and adolescents are needed. Given the high risk of subsequent suicidal behaviors by youths who have attempted but not completed suicide, this constitutes a high-risk population on which future research should focus.

Adolescent↗

PubMed2001

Evaluation of critical thinking outcomes of a BSN program.

Following a curriculum revision, which emphasized critical thinking, a school of nursing selected the California Critical Thinking Skills Test (CCTST) as a standardized outcomes measure for its bachelor's of science in nursing (BSN) program. Students in three tracks of the program were administered the CCTST on entry into the nursing curriculum and again on exit. Paired t tests for dependent samples were used to analyze pretest-posttest differences of all students (N = 136) in the program. Results for students in each of the three tracks demonstrated significantly improved (P < or = .05) CCTST scores on all subscales and total scores, with one exception. RN to BSN students' scores on the Analysis subscale approached but did not reach significance (P = .058). Implications for evaluation are discussed.

Adult↗

PubMedDate not supplied

Promoting critical thinking skills.

Educational accountability requires examination and justification of curriculum elements that will promote critical thinking skills. The authors review theoretical components of critical thinking and provides four examples of teaching strategies used to enhance this cognitive skill.

Decision Making↗